using map data to build a data driven
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TRANSCRIPT
Minnesota NWEA Member’s ConferenceNov. 10, 2009
Dan Henderson, NWEA Partner Relations Rep.
Creating the Vision Administrative Leadership Goal Setting & Celebrating Growth Differentiated Instruction Professional Development QnA
One District’s Story◦Real District In Iowa◦Been Using MAP since 2004◦Administrator attended a “Growth &
Goals” workshop last summer◦Has strong district support
An Iowa School District
SchoolGrad
e Test
2006-2007 percent of students meeting growth target
2006-2007 National
Percentile Rank
2007-2008 percent of students meeting growth target
2007-2008 National
Percentile Rank
A Elem 3 math 55.6% 55%ile 69.2% 85%ile
A Elem 3 reading 61.1% 67%ile 80.8% 96%ile
B Elem 3 math 41.6% 12%ile 61% 65%ile
B Elem 3 reading 55.1% 52%ile 69% 85%ile
An Iowa School District
School Grade Test
2006-2007 percent of students meeting
growth target
2006-2007 National
Percentile Rank
2007-2008 percent of students meeting growth target
2007-2008 National
Percentile Rank
A Elem 4 math 32.1% 9%ile 83.3% 97%ile
A Elem 4 reading 60.7% 70%ile 66.7% 85%ile
B Elem 4 math 37.3% 17%ile 78.9% 95%ile
B Elem 4 reading 59% 68%ile 72% 93%ile
An Iowa School District
School Grade Test
2006-2007 percent of students meeting
growth target
2006-2007 National
Percentile Rank
2007-2008 percent of students meeting growth target
2007-2008 National
Percentile Rank
A Elem 5 math 58.3% 67%ile 83.3% 97%ile
A Elem 5 reading 70.8% 91%ile 61.5% 72%ile
B Elem 5 math 38.2% 18%ile 71.4% 87%ile
B Elem 5 reading 37.3% 9%ile 67.5% 85%ile
An Iowa School District
School Grade Test
2006-2007 percent of students meeting growth target
2006-2007 National
Percentile Rank
2007-2008 percent of students meeting growth target
2007-2008 National
Percentile Rank
MS 6 math 41.6% 22%ile 68.4% 80%ileMS 6 reading 54.5% 55%ile 81.8% 99%ileMS 7 math 68.8% 90%ile 63.1% 79%ileMS 7 reading 45% 27%ile 65.3% 92%ileMS 8 math 50.6% 42%ile 59.3% 69%ileMS 8 reading 44.4% 28%ile 59.4% 74%ile
What Actions Did This School Take?Every student, teacher, grade level, building and district has a growth goal
Teachers are having regular data conversations & collaborate (PLC)
Teachers are focusing instruction on areas of need identified by data
Reflect on & celebrate growth every year
What Actions Did the Principal Take?Developed a monthly MAP data analysis
planner – stuck to it religiouslyEstablished data protocols – made data
analysis routine and expectedPersonally met with teachers and students for
goal setting (took 2 days)Required teachers to use data during
weekly PLC time
I. Administrative Leadership – Creating the Culture Assessments used once per year are only for
summative analysis (not for instruction)FREQUENCY OF ASSESSMENT:
Once per year = “autopsy assessment”Twice per year = “before and after” pictureThree per year = “half-time” adjustment
BUT WHAT ABOUT TEACHING TIME?
A “Fishing” Parable
Administrative Leadership – Creating the CultureChanging the Paradigm on AssessmentAre Instruction & Assessment separate events?
(Assessment of Learning)Assessment & Instruction are inseparable!
(Assessment FOR learning)Assessment IS Learning……if:
Results are frequentImmediateTied to important learning outcomesProvides feedback that can be used to change
learning
Administrative Leadership – Creating the CultureProviding collaborative time regularly for
staff to use and analyze data:Identify important decisions that will be made
with data.Have a “data dialog” at every teacher’s
meetingHave data analysis as part of every in-serviceCelebrate data successes publicly and
frequentlyCreate data analysis routines or protocols
annually
Managing Data Analysis – Using A Monthly Planner
II. Goal Setting Using Growth DataWHY focus on growth data?Main reason: to move the whole system forward, not just some students.
Cannot consider trends with status data only.
A B
Proficient Cut Point
Which student had a “better” school year?
Fall
Spring
Fall
Spring
Growth Makes All The Difference
Setting Growth Goals Systemically Every StudentEvery Class/TeacherEvery Grade/Subject TeamEvery BuildingWhole District
Student Growth Goal SettingUse “Student Goal Setting Worksheet”Identify a RIT Target Score from fall
to springMeet with students to review their goal
and progress several times a yearTeachers review the goal worksheet
with parents – get parent involvementPrincipal reinforces goals with short
student interviews
Every Class/Teacher Has Growth GoalsUse Achievement Status & Growth
ReportTeachers should identify historical
performance in “percent of students meeting or exceeding target growth”
Use Growth Percentiles Charts
Every Grade/Subject Team Needs Growth GoalsIdentify strengths and weaknesses in growth
trendsUse Student Growth Summary ReportIdentify:
% of students meeting/exceeding growth targets
Growth Index
211.3
217.2
5.9 8 -2.1
209.3
215.6
213.1
218.3
210.7
218.9
6.3
5.2
8.2
211.5
214.9
212.7
216.8
210.5
216.3
211.3
217.7
3.4
4.1
5.8
6.4
Number Sense
Computation
Algebra
Geometry
Measurement
Data Analysis, Stats.
Problem Solving
Building Level Growth GoalsPrincipal login to Dynamic
Reporting SuiteUse: Four Quadrant Building ReportHave a Building Level Goal and/or
grade level goalsIdentify the Four Quadrant percent
for the building. Set a goal based on prior year data.
District Level Growth GoalSupt./Curriculum Directors/Associate
Supt. develop growth goals for the district.Use Dynamic Reporting Suite : “District by
School”Identify the Four Quadrant percent for the
district. Set a goal based on prior year data.
“Move the Whole System Forward” (MWSF)
III. Using MAP To Inform InstructionTeacher role: requires systematic
professional developmentPrincipal role: how can you assure teachers
have the skills, resources and time necessary to use data for differentiated instruction?
Two Ideas:Set a class focus area each fall using goal
strand informationCollaborate with other teachers to provide
differentiated instruction
IV. Professional DevelopmentUse data to identify areas of need in
instructional practice – focus area for professional development as a staff or individual teachers
NWEA Workshop Continuum: provide teachers with necessary training:Stepping Stones to using DataClimbing the Data LadderGrowth & Goals
Professional Development experts advocate for at least 20-40 hours of professional development PER NEW STRATEGY OR PROGRAM
Showers, 2001
How Much Time Is Enough?
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Theory
+Demonstration
++Practice
+++Peercoaching
Percent of Participants Attaining Transfer
Theory/Information Only 0%Demonstration 0%Practice 5% Peer Coaching95%
Showers, 2001
Design provides for:TheoryDemonstrationPracticeCollaboration & Peer CoachingAdjusting training in response to dataContinuous Improvement
Research-Based Process for Professional Development
WorkshopFormat
Consider This: What is the probability that your achievement results will be any different next year if you do the same things that you’ve done this year?
Wrap-Up: What Will You Do Next?
PlanSet goalsProvide the TimeQuestions?