Does MDI work?
The success of MDI depends on a school's planning and execution. At the American School of Puerto Vallarta, we believe we have been successful in both and that we continue to improve. In the spring of 2008 we implemented MDI for a period of five weeks. At the end, MAP tests showed significant growth in the subject areas covered by MDI, more than in areas not covered. Also, overall growth in scores was higher than the year prior to implementing MDI. Since then our approach to MDI has evolved, and we expect to see even further gains as we incorporate it into next year's curriculum. For more insight into these results and the conclusions drawn from them, please see the June 2008 Introduction to MAP Directed Instruction.
[back to top]
What is MAP testing?
NWEA developed Measures of Academic Progress (MAP), a state-aligned computerized adaptive assessment program that provides educators with the information they need to improve teaching and learning. Educators use the growth and achievement data from MAP to develop targeted instructional strategies and to plan school improvement. With the ability to test students up to four times a year, MAP test results help educators make student-focused, data-driven decisions. Source:http://www.nwea.org/assessments/map.asp [back to top]
Why MAP testing?
More than 3000 school districts and educational partners use MAP Mathematics, Reading, and Language Usage tests to help all students learn. These assessments are unique in that they adapt to each student's ability, accurately measuring what a child knows and needs to learn. In addition, MAP tests measure academic growth over time, independent of grade level or age. Most importantly, the results educators receive have practical application to teaching and learning. MAP test results provide educators with timely information that guides instructional planning and school improvement. Source:http://www.nwea.org/assessments/map.asp
[back to top]
What are strands and quartiles?
Strands and quartiles are criteria MDI uses to identify the uniqueness of a student's abilities and needs. Strands are like topic or skill areas within a particular subject. For instance, in Mathematics students learn about many different strands including measurement, number sense, computation, etc. Quartiles, on the other hand, are used to describe a student's relative ability level and needs within each individual strand. Quartiles may tell us that a student is strong in measurement and needs instruction at a faster pace and more challenging level, while at the same time is relatively weaker when it comes to computation and needs more step-by-step, detailed instruction. [back to top]
What advantages does MDI provide teachers?
MDI creates a more ideal classroom environment with students all at the same relative ability level in a specific topic area. Because MDI class scheduling is so dynamic, each session puts a new mix of students, topics, and teachers together like in the first day school. Empirically, we've found these sessions to be very teachable classes with little to no discipline issues. And finally, MDI gives teachers an opportunity to teach at the level of all their students, not just some of them. [back to top]
What advantages does MDI provide students?
The advantages that MDI provides to students vary just as students vary. For a student that is strong in a particular area, this student doesn01't need to wait for others to "catch up," and can learn at a rate that is appropriate for her. For one that is low in this particular area, he can get the step-by-step fundamental instruction he needs. For deficient students, MDI can offer an opportunity to review areas that they had never mastered. And for a gifted student, she can be challenged at a level that elicits thought and learning at a level that remains dormant in her regular classes. [back to top]
Why is MDI unique?
Some unique benefits of MDI include:
- Students are not grouped by grade nor by class (Algebra II or American Lit). They are grouped by ability in a specific math strand (or subtopic), and then another group by ability in a specific verbal strand.
- Because students are grouped by ability in their specific strands, instruction is tailored to their specific needs.
- Class sizes are manageable and the strands are handpicked so the system can be executed well.
- Teachers can focus their teaching and become specialists. They don't need to try to teach to such heterogeneous abilities. They can focus and specialize.
- MDI models the logistics required to directly address the needs that are apparent in a school's MAP scores. [back to top]
How can I find more information on MDI?
For more information please see the June 2008 Introduction to MAP Directed Instruction or contact us at brocklehurst.paul@gmail.com and marianomdo@gmail.com for even more detail. [back to top]
