Pain Points

ASSESSMENT DATA “PAIN POINTS” FOR EDUCATORS

MULTIPLE MEASURES READY REPORTS™

Index Problems (and their solutions):

#1: Simplicity / Training / Learning #2: Speed / Delivery #3: Student Growth #4: Comparisons

Make life easier for:

School Board Superintendents Principals Teachers

SIMPLICITY / TRAINING / LEARNING Problem: Having to learn and use variant systems to obtain results for different assessments.

Solution: Pre-built Report Library.

• We do the work, on the customer’s behalf, to pre-build an assortment of the most-used reports, and we deliver them to each stakeholder’s MMARS™ Report Inbox.

• There is no training required. And, MMARS™ reports all annual and periodic assessments in a similar fashion – so all test data are in a customer’s MMARS™ Assessment Data Warehouse.

• One tool, one location, one method for retrieval, similar and understandable report formats.

• To dig deeper, MMARS™ users can ask us for additional reports, or they can build them, using our simple who/what/when/where interface.

SPEED / DELIVERY Problem: Not having access to the data soon enough to implement effective changes.

Solution: Automated, iterative, efficient "batch" reporting.

• Once the student results data are available electronically from the publisher, we can load the data into MMARS™ within 3 days (typically faster).

• Not only do we load the data, we organize and pre-build, and deliver, a thorough set of summary and pupil reports for each stakeholder, in each distinct audience.

• Administrators and teachers can be using the data almost immediately. There is no waiting on the publisher or State to reveal information.

STUDENT GROWTH Problem: Most charts/reports show only achievement. They contain no clear measurement or quantification of the ± growth of students, groups, and subgroups.

Solution: FPL™ and DFS reports.

• MMARS computes year-over-year and term-to-term growth on a per-pupil level.

• For any scale score-based test, we also compute this fractionally – “between the bands”.

• Each student gets a growth score that clearly articulates their growth, to the hundredth of a performance level (change in Fractional Performance Level™ ∆FPL™).

• We also show the change in each pupil’s Distance from Level 3 (∆DFL3), the measurement that is the foundation of the CA School Dashboard.

• These scores are reported at the pupil level, and are also aggregated into various growth thresholds, producing summary improvement/decline reports for groups and subgroups.

COMPARISONS Problem: No access to comparative data (by year/school/grade/teacher/subgroup/student).

Solution: MMARS Jux™.

• Jux™ is our short form for “juxtaposition”. We deliver a series of side-by-side comparisons, by year, school, grade, teacher, subgroup … and even by teacher.

• The teacher reports, when used term to term or spring-to-spring (for annual tests), clearly show the Instructional Impact.

• Jux™ can reorient the presentation format, so you can see the data just the way you want.

SCHOOL BOARD

LIAISON TO THE MEDIA & PUBLIC

• Are we growing?

• Where are we growing?

• Are we serving all subgroups effectively?

Solutions:

• MMARS™ growth metrics efficiently quantify student growth or regression, to make it easier for users to identify a trend • MMARS Jux™ offers the ability to break down and compare growth metrics across many different parameters, to help administrators locate specific areas of growth or regression.

SUPERINTENDENTS

AND DISTRICTWIDE ADMINISTRATORS

Have a need for: • Coordinating the delivery of useful reports to principals and teachers, in a timely fashion.

• Comparative results to identify trends by year, school, grade level, and subgroups.

• Identifying curriculum / systemic issues to direct and allocate resources.

Solutions:

• MMARS™ offers a pre-built report library that contains an assortment of our most used reports, that is produced by our powerful “batch” reporting system that’ll produce your reports in no time. We automatically refresh your report library each time you upload data to us.

• MMARS Jux™ offers the ability to break down and compare any metrics across many different parameters and help administrators locate specific areas of high/low achievement and growth/regression at a district, school, grade, or classroom level.

PRINCIPALS Have a need for: • Coordinating the review of reports with teachers, in a timely fashion.

• Teachers effectiveness data, showing instructional impact.

• Identifying best-known-methods, share, and guide professional development where indicated.

Solutions:

• MMARS™ offers a pre-built report library that contains an assortment of our most used reports, that is produced by our powerful “batch” reporting system that’ll automatically produce teacher-specific reports.

• MMARS Jux™ offers the ability to break down and compare any metrics across many different parameters, including quantified growth at a teacher level to outline the instructional impact of a specific teacher. This aides in identifying which teaching tactics work the best, so effective teaching methods can be brought to areas that need it most.

TEACHERS Problem: • No time to learn a new reporting system (should be teaching); Need reports “pushed’ onto their plate.

• Need data while it’s fresh, so instructional intervention has maximum effectivity.

• Need at-risk pupil data to deliver or outsource remediation.

• Need comparative results to differentiate instruction, including remediation and enrichment.

Solutions: • MMARS™ offers a pre-built report library that contains an assortment of our most used reports. We do the building, so teachers aren’t required to take the time to learn how and produce their own reports. Simply login and start viewing!

• Our powerful “batch” reporting system efficiently and automatically produces reports in a very time-friendly manner, so teachers aren’t kept waiting.

• MMARS FPL™ and DFS reports offer the ability to measure change between the bands, effectively showing student growth or regression, to show teachers which students require the most attention.

• MMARS Jux™ allows FPL™ and DFS growth metrics to be compared across various groups of students, revealing which student subgroups require enrichment or remediation.

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