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?