the journey with nwea map in worthington schools jennifer wene, director of academic achievement...

A Year’s Growth For ALL and Accelerated Growth for Behind

Proficiency + Growth = Success FOR All

The Journey with NWEA MAP in Worthington Schools

Jennifer Wene, Director of Academic Achievement

Kelly Wegley, Secondary Instructional CoachJason Spencer, Elementary Principal

Creating the Need For Change in a High Performing District

Reasons People Will Accept ChangeThe situation is bad and something needs to be done; or

What you have to offer is better

Why We Began

Year FourYear Three

Year TwoYear One

ImplementationFrom Invitation to Invocation

2007-20082 Elementary Schools2 Middle Schools2 High Schools

2011-12 – Full implementationK-1011-12 non-proficient on OGT

Performance Index

100

101

102

103

104

2007 2008 2009 2010 2011

Level of Passage

Year Proficiency Performance Index

Value Added

AYP Passage

2009 Reading – 89.6%Math - 86.5%

102.66.6% below P

+ Met

2010 Reading – 90.9%Math - 84.9%

102.16.5 % below P

MET

2011 Reading – 92.1%Math - 85.5%

103.15.9 % below P

MET

Growth is the New Measure of Greatness

It Takes 2K-12 MAP Applications

Teachers & Students

Like a picture “snapshot,”

a data “snapshot” is a conversation

starter.

Data Toolbox“Snapshots of Data”

Use Data to “Inform Instruction”

MAP current instructional levelsODE achievement measures

How can we use these data values to better understand how to help our students grow?

IdentifyClass Scatterplot

Lucky Leading

Losing Ground Learning

IdentifyClass Bubble Chart

Students of concern

The larger the bubble, the larger the growth. Blue is positive growth, and grayish white is negative growth.

Identify

Investigate These spark lines reveal the student’s overall growth pattern in each area.

Note the probability of passing the state assessment as determined by NWEA-MAP.

Intervene

Identify relative strengths and areas for growth. Students self-assess “school behaviors.”

Intervene

Tier 1 flexible grouping

InterveneMiddle School Science Tier 2

Intervention groupsFor “Power Sessions”

InterveneComprehensive

Alternatives for

Reaching

Diverse

Students

Tiers 2 & 3

Granby ElementaryMy experience (1st Year)

Review DataIdentify Strengths and WeaknessesIdentify Perceptions (Leadership Matrix)Identify Our StudentsChange Focus (Proficient to Growth)Teacher GoalsImprove InstructionProvide Interventions

ALL White ED LEP SWD

93.5 95.584 78.4

58

6.5 4.516 21.6

42

AYP Reading Proficiency

Proficient Nonproficient

ALL White ED LEP SWD

86 91

6858.5 56

14 9

3241.5 44

AYP Math Proficiency

Proficient Nonproficient

Org

aniz

atio

nal

Res

ult

s

LuckyGood results, with no understanding of the reasons; replication of success not probable

LeadingGood results, with clear understanding of the reasons; replication quite probable

LosingPoor results, with no understanding of the reasons

LearningPoor results, with clear understanding of the reasons; replication of mistakes not probable

The vertical axis represents the results the organization wants to achieve.The horizontal axis represents the degree to which the leader understands the causes of the results.

Antecedents of Excellence

The Leadership and Learning Matrix

Reeves, D. (2002) The Leaders Guide to Standards. San Francisco: Jossey-Bass.

How did we get these results?

AYP SUBGROUPSMAP Fall

MAP Fall

MAP Winter

MAP Winter

MAP Sprin

g

MAP Spring

  MathReadin

g Math Readin

g Math Readin

g

TOTAL            

WHITE            

BLACK            

HISPANIC            

ASIAN            

MULTI            

ENGLISH LANGUAGE LEARNERS

STUDENTS W/ DISABILITIES

SOCIOECONOMIC STATUS

My Classroom AYP: Proficiency by Subgroup

Change our Focus to GrowthWHY?

• Looking at proficiency, it was hard to see a problem

• Focusing on growth will produce proficiency but focusing on proficiency will not necessarily produce growth

• We don’t want to reach for a specific bar, but rather have ALL KIDS continue to show growth regardless of where they started

Student Growth By Teacher

Teacher 1 Teacher 2 Teacher 3 Teacher 4 Teacher 5 Teacher 6 Teacher 7 Teacher 8 Teacher 9 Teacher 10

Teacher 11

Teacher 12

0

10

20

30

40

50

60

70

80

90

100

MAP Student Growth Data2011-2012

Reading Math

We must learn from each other

Instructional Leadership

Our Core Business = Instruction

Our Product = Student Learning

1st Im

prove H

ere

To Improve Here