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MAP as a Driver
Toward a District
Culture of Growth
Denair Unified School District
February 2, 2018
Linda Foote
Poway Unified School District
Our Objectives
Identify key opportunities to bring a growth
mindset to the forefront of our assessment
Identify strategies that help teachers and
students use MAP data to become strong
and engaged self-assessors, focused on growth.
Understand the role various aspects of MAP can play in creating
student voice in assessment.
Provide access to a four-session PD model to guide teachers and
students through a year of MAP testing modeling a growth mindset
The PUSD Journey: In 1999 We Were
Overwhelmed with Too Much Testing
So we began our search for
assessments that would:
Provide immediate, accurate feedback to
the teacher and learner
Actively involve students in the process
Provide the teacher with actionable data
to plan instruction and provide feedback
Motivate students
A Year Analyzing Formative
and Summative Assessments
For a year we removed all
district assessments. Sites
analyzed best practices for using
formative assessments or
Assessments for Learning.
We began a pilot of the MAP
We had to consciously reign in…
The Accountability Gene
Moving From
“We need to get every fourth grader to 210 in reading and 217 in math.
Judging teachers, students, or sites for scores.
Lets keep our focus on all students learning and use data to improve practices and outcomes.
July 22, 2012 Footer text here5
Immediately after testing: students recorded
Starter prompts were posted for all grade
Visit the Introduction page in the Course:
Early Practices Increased
Student Ownership:
We opened the Learning
Continuum and printed our
lowest goal area RIT range
We prepared copies of this
sheet for students
We had highlighters
Or, we cut and pasted one
range to display during
class discussions of our
Students and Teachers Learned to Use
the Learning Continuum
We Developed Personalized Class and Student Goal Sheets
Analyzed our Data Three Times a Year!
Student Voices Began to Transform OUR Thinking
“How do you get to the next level?
“When are you going to teach us these
concepts we keep seeing when we take
the MAP test?” (MS lists)
“We need more help with…”
“When are we going to learn _____? Its
one of our goals.
Video Game Mentality
“We need to set our goals!”
What strategies have
been most successful
in promoting a culture
of growth in Denair?
July 22, 2012 Footer text here11
Top Five Challenges
1. These aren’t my Standards!”
2. The Learning Continuum is just too much
3. “What is the cut score for…”
4. Testing monopolizes the lab for TOO long!”
5. “I can’t differentiate for all these ranges. I don’t
even have resources for most of them!”
Honorable Mention:
“Isn’t this just one more thing on our plates?”
In our ongoing work to follow
research & close the
achievement gap,
we discovered our most
effective strategies were related to:
Growth mindsets
Student engagement in
rigorous learning
Goal Setting and meaningful
MAP work
Pedro Noguera
Creating the Opportunity to Learn
Guiding Factors
“ A central cluster of factors have repeatedly demonstrated
significant impact on closing achievement gaps and raising
achievement for all students while also enhancing both basic
and 21
century competencies. They are interrelated, are in
short, adaptive learning orientations…..
These functions include:
1. Incremental Ability Beliefs
2. Self-Regulated Learning
3. Self-Efficacy“
Creating the Opportunity to Learn, Noguera and Boykin, Chapter 4
Ability Beliefs
Incremental Ability Beliefs:
Malleable Belief in Intelligence or Growth Mindset
A malleable belief in intelligence holds that personal attributes
are open to change and they can improve or expand one’s
competence or intelligence. Thus self improvement is
substantially under your control and is linked to the
application of effort, persistence and learning across time.
There is very compelling evidence that what a student thinks
about intelligence can have a powerful effect on his or her
Question about Mindset
On a scale of 1-5, how deep is
the understanding of
“Mindset” and Carol Dweck’s
work in your schools?
1: none to a little 5: I’ve got it!
2 Case Studies and their Impact on
Incremental Ability Beliefs in PUSD
1. 3
grader too low to do grade
level work. No support from
home. How can he EVER
become proficient?
2. Middle School EL Students
confront their new teacher to
explain they can only read
“baby books.
The Story of One Student
Fall Report
Winter Report
Spring Report
From “Baby Books” to “Space Camp”
Self Regulated Learning:
Measuring, Monitoring and Managing
MY Learning
“… an active construction process whereby learners set goals
for their learning and then attempt to monitor, regulate,
and control their cognition, motivation and behavior,
guided and constrained by their goals (Pintrich).
Self regulated learning leads to enhanced engagement,
and academic performance, but it can also be especially
beneficial to struggling learners, beginning learners and
students diagnosed with learning disabilities.
Self Regulated Learning: Measuring,
Monitoring and Managing MY Learning
1. Clear Learning Targets and
2. Opportunities for Self
3. Regular Self Reflection
Self Regulated Learning: Measuring,
Monitoring and Managing MY Learning
3 Case Studies and their Impact on
Self-Regulated Learning in PUSD
1. The third grader who
conquered “Interpretive
2. Middle School students
selecting goals
3. 1
Graders taking responsibility
for new goals and strategies to
reach them
Middle School Students Selecting Goals
Class Goal Setting
Reflecting on the case studies we’ve
examined so far, share with your group
what MAP implementation strategies you
feel would contribute most significantly
to students’ and teachers’ beliefs about
incremental abilities and self-regulated
learning in your district?
Self Efficacy:
Belief in Ability to Successfully Achieve the Result
“….the confidence that one can accomplish a desired
outcome in a given context in a given situation if the
requisite application of skill is set forth.
‘Educational practices should be gauged not only by
the skills and knowledge they impart, but also by what
they do to children’s beliefs about their capabilities.
Students who develop a strong sense of self efficacy
are well equipped to educate themselves when they
have to rely on their own initiative. (Bandura)
Inherent Inhibitors to Self Efficacy
2 Case Studies and their Impact on
Self-Efficacy in PUSD
1. Middle School Teacher and her
Students Determine a New
Course after Winter Testing
2. Kindergarten Students Create a
Video to Demonstrate How
Important Goal-Setting is to
We’ve Succeeded Before,
What do we Need to Change?
What Evidence of The Three Factors do You Notice
in the Kindergarten Students who Made This Video?
Professional Development Course
Introduction and FAQ Links
One stop page for those
getting started
FAQs for Issues relevant
to the 17-18 School Year
Encouraging Deeper
Session 1
Analyzing Fall Data
Setting Class and
Student Goals
Developing Incremental
Ability Beliefs
Session 2
Utilizing Lexiles, Skills
Checklists, and RIT leveled
learning resources
Strategies to differentiate
Personalizing learning goals
and resources
Session 3
Analyzing Winter Data
Building connections between
effort, work, goals, and
Implementing New Goals and
Session 4
Analyzing Fall to Spring Data
Honoring Growth
Connecting successes to
strategies that worked for
teachers and students
New Discoveries, Goals for Today,
and Questions
What Reports Do We Need?
NWEA Report Center
Analyzing Fall and
Fall to Winter Reports
Video Overview
Exploring Resources
Strategies for a Yearlong Training Option
Questions and Planning for February 15th
July 22, 2012 Footer text here51
For the Session Presentation:
For the Yearlong PUSD MAP Training Course:
For the PUSD MAP Resources Website: This site is being updated this year!!
Article: “Student Self-Assessment:
The Key to Stronger Student Motivation and Higher Achievement”
Linda Foote: