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Our Objectives Identify key opportunities to bring a growth mindset to the forefront of assessment practices Identify key aspects of MAP implementation to utilize MAP as an instructional tool Understand the role of various aspects of MAP in creating student voice in assessment Give all participants access to a four session PD model to guide teachers and students through a year of MAP testing modeling a growth mindset

Poway s MAP Journey 1999 Assessment of Learning Target Driven Used primarily for Benchmarking Differentiated Results Differentiated Learning Growth Targets Class and Student Predictive Measures Growth Targets Multi Year Perspective on Achievement Student Engagement Student Goals Teacher Personal Accountability toward Growth Targets Growth Orientation

Promoting Growth Mindsets 2016 Moving from status and achievement levels to Individual Growth Growth Mindset Self Regulated Learning Student Identification of Instructional Focus Student Identified Action Planning Student reflection on achievement Applied Motivation Self Efficacy

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 21st 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

Incremental 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 achievement

Question about Mindset On a scale of 1 5 how deep is your understanding of Mindset and Carol Dweck s work 1 none to a little 5 I ve got it

Equipping Teachers and Students to Utilize the Power of a Growth Mindset https poway instructure com courses 16085

Dweck Video

2 Case Studies and their Impact on Incremental Ability Beliefs in PUSD 1 3rd 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

Self Regulated Learning Measuring Monitoring and Managing MY Learning is 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 Criteria 2 Opportunities for Self Evaluation 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 Comprehension 2 Middle School students selecting goals 3 1st 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 contributed most significantly to students and teachers beliefs about incremental abilities and self regulated learning Where do you already see this happening in your district s work with MAP data

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 Efficacy http www youtube com watch v ASDzcvyatgw

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 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 Course https poway instructure com courses 25968

Session 1 Analyzing Fall Data Setting Class and Student Goals Developing Incremental Ability Beliefs https poway instructure com courses 25968 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 resources https poway instructure com courses 25968 pages session 2 lexiles and learning resources

Session 3 Analyzing Winter Data Building connections between effort work goals and learning Implementing New Goals and Strategies https poway instructure com courses 25968 pages session 3 analyzing midyear data

Session 4 Analyzing Fall to Spring Data Honoring Growth Connecting successes to strategies that worked for teachers and students https poway instructure com courses 25968 pages session 4 analyzing spring data

New Discoveries and Questions