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