As an elementary school educator, my expectations are that every student will work towards achieving proficiency in the Common Core Math/ELA standards. Students will demonstrate an understanding of the district’s Math/ELA requirements and expectations. It will be important for me to model the process, strategies, and procedures for various Math/ELA concepts to achieve exemplary Math/ELA skills. Using the MAP benchmark assessment, I will determine whether or not the students have demonstrated proficiency in the elements of Math/ELA. If lacking proficiency, unit and weekly assessments will be used to guide further instruction in the elements of Math/ELA.
After reviewing the new MAP growth benchmark testing, I realize I have the following questions relating to its implementation and to utilizing this online testing:
How can I access individual, as well as, class data/scores?
On what devices and how can the practice sessions be best attained for students?
In order to improve student performance on computer-based testing for (ELA or Math) MCAS, I will utilize available resources so that the majority of my students score at least in the (50th percentile) on grade level M.A.P. benchmark for (Math or ELA)
By June 2018, I will gain a thorough understanding of the new M.A.P. Growth benchmark testing.
I will use the reports that NWEA provides from Fall and Winter benchmark to level my groups to drive instructional needs in (Math or ELA).
I will utilize supplemental resources (Newsela, Reading Assistant, ESpark, Wonders, Fast Math, Reading Assistant Spell/Vocab City), both online and paper, to target specific standards/skills for my students on a weekly basis.
I will use PLC time with colleagues to discuss student progress using class level reports to adjust instruction.
I will use the data sheets following each benchmark session to adjust groups and/or instruction to meet the needs of all students.
Support Resources: The school will provide time for PLC opportunities for interventionists to collaborate with teachers to discuss strategies and best practices. The district has trained teachers to be in-district trainers who can also answer questions as needed. NWEA has online video tutorials that staff can access to assist with reports.
Time Line: By January 1, 2018, I will be able to discuss with colleague how to access student reports that allow me to adjust learning groups. By March 1, 2018, I will share and discuss during PLC time and/or with the building administrator student data. By June 1, 2018 I will reflect on and provide evidence to the building administrator on progress made by my students on their (Reading or Math) M.A.P. benchmarks.
Supports from school district