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MAP as a Driver Toward a District Culture of GrowthDenair Unified School DistrictFebruary 2, 2018Linda FootePoway Unified School District
Our Objectives• Identify key opportunities to bring a growth mindset to the forefront of our assessment practices.• 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 TestingSo 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 assessment• We had to consciously reign in…http://goo.gl/tJysMX
The Accountability Gene• Moving From▪ “We need to get every fourth grader to 210 in reading and 217 in math.” or▪ Judging teachers, students, or sites for scores. • To:▪ Let’s 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 reflections. • Starter prompts were posted for all grade levels:• Visit the Introduction page in the Course:https://goo.gl/YznA8UEarly 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 available• Or, we cut and pasted one range to display during class discussions of our goals Students and Teachers Learned to Use the Learning Continuum
We Developed Personalized Class and Student Goal Sheets
Analyzed our Data Three Times a Year!StudentsTeachers
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 _____? It’s 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 Challenges1. “These aren’t my Standards!”2. “The Learning Continuum is just too much information!”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 mosteffective 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 basicand 21stcentury competencies. They are interrelated, are in short, adaptive learning orientations….. These functions include:1. Incremental Ability Beliefs 2. Self-Regulated Learning3. Self-Efficacy“ Creating the Opportunity to Learn, Noguera and Boykin, Chapter 4
Incremental Ability Beliefs
Incremental Ability Beliefs:Malleable Belief in Intelligence or Growth Mindset“A malleable belief in intelligence holds that personal attributesare 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 thinksabout intelligence can have a powerful effect on his or her achievement.”
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 PUSD1. 3rdgrader 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
Self Regulated Learning:Measuring, Monitoring and ManagingMY Learning“…..is an active construction process whereby learners set goalsfor 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 Learning1. Clear Learning Targets and Criteria2. Opportunities for Self Evaluation3. Regular Self Reflection
Self Regulated Learning: Measuring, Monitoring and Managing MY Learning
3 Case Studies and their Impact on Self-Regulated Learning in PUSD1. The third grader who conquered “Interpretive Comprehension”2. Middle School students selecting goals3. 1stGraders 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
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 Efficacyhttp://www.youtube.com/watch?v=ASDzcvyatgw
2 Case Studies and their Impact on Self-Efficacy in PUSD1. Middle School Teacher and her Students Determine a New Course after Winter Testing2. Kindergarten Students Create a Video to Demonstrate How Important Goal-Setting is to Them
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 Coursehttps://poway.instructure.com/courses/50982
Introduction and FAQ Links• One stop page for those getting started• FAQs for Issues relevant to the 17-18 School Year• Encouraging Deeper Engagementhttps://poway.instructure.com/courses/50982/pages/introduction-to-the-map-101-tlc
Session 1• Analyzing Fall Data• Setting Class and Student Goals• Developing Incremental Ability Beliefshttps://poway.instructure.com/courses/50982/pages/session-1-fall-data-and-goal-setting
Session 2• Utilizing Lexiles, Skills Checklists, and RIT leveled learning resources • Strategies to differentiate efficiently• Personalizing learning goals and resourceshttps://poway.instructure.com/courses/50982/pages/session-2-lexiles-and-learning-resources
Session 3• Analyzing Winter Data• Building connections between effort, work, goals, and learning• Implementing New Goals and Strategieshttps://poway.instructure.com/courses/50982/pages/session-3-analyzing-midyear-data
Session 4• Analyzing Fall to Spring Data• Honoring Growth• Connecting successes to strategies that worked for teachers and studentshttps://poway.instructure.com/courses/50982/pages/session-4-analyzing-spring-data
New Discoveries, Goals for Today, and Questionshttps://padlet.com/lcfoote/denair2018
What Reports Do We Need?• NWEA Report Center• Analyzing Fall and Fall to Winter Reports• Video Overviewhttps://teach.mapnwea.org/assist/help_map/Content/AboutMAP/VideoBrowse/ClassBreakdownVideo.htm
Exploring Resourceshttps://poway.instructure.com/courses/50982/pages/map-101
Strategies for a Yearlong Training Optionhttps://poway.instructure.com/courses/50982
Questions and Planning for February 15thJuly 22, 2012 Footer text here51
Links:▪ For the Session Presentation:https://lcfoote.simplebooklet.com/denair2018▪ For the Yearlong PUSD MAP Training Course:https://poway.instructure.com/courses/50982 ▪ For the PUSD MAP Resources Website:http://pusd.map.com This site is being updated this year!!▪ Article: “Student Self-Assessment: The Key to Stronger Student Motivation and Higher Achievement”http://eric.ed.gov/?id=EJ815370Linda Foote: lfoote@powayusd.com