When I sit down with raw data and spreadsheets I always start with a single question:

Last Friday’s X Block (10/20/2023) was about reviewing the Fall results of the NWEA MAP Growth (Math, Reading, Language Usage) and Panorama Survey (SEL). Each session (Fall and Spring) I create a Numbers to Narrative of our results. The Numbers to Narrative is the story I hear from the data that session and as compared to last four years (2019 – present). They typically get presented to our Admin Team and Student Life Team and then fade away as we all manage our hectic daily schedules. This year,  I wanted to be more transparent and intentional with broadening the audience of who sees/hears the results of the work we have been doing. You all have given up precious class time to allow us to better understand what are students are thinking and learning. Here is what the data was telling me:

NWEA GROWTH MAP – Numbers to Narrative [Click link for more details]

We have been testing 9th and 10th Graders with the NWEA MAP GROWTH suite of exams since 2019-2020. We began the testing since the Fall ’19 (Pre Covid) through present day. The NWEA MAP Suite of Exams include Math, Reading and Language Usage. The exams measure two things: Achievement and Growth. We begin each school year with testing in the Fall and then we test again in the Spring to measure how students have grown in that year, and for 10th graders, since 9th Grade. “Normal” is considered the 50th Percentile in both achievement and growth. Typically, anything above the 50th Percentile is considered “High Average” to “High” and anything below 50th Percentile is considered “Low Average” to “Low”. For a class, as a whole, an achievement in the 50th percentile is a good target, however studies have shown that for a student to be in the 65th Percentile shows an exponential growth for students. In the past four years, we have seen our students have a median percentile of 75%. This means we have High Average achieving students. At the same time, we are seeing Low Average growth at a median percentile of 40-45 (depending on subject). In particular, our slowest growth is in Reading and, in diving deeper, in Informational Text Reading. Unfortunately, this is not just Carondelet. Studies are showing slowed growth and lower achievement the further we are getting out from the Shelter In Place of the COVID Pandemic. Schools are seeing the long-term effects of students having varied experiences while distance learning during the pandemic, especially at a time when reading development and the need for early interventions were inconsistent. Students are arriving with a variety of instructional reading skills and this may be a trend for some time.

How can we support student growth in Reading?

First in foremost we must view reading development as a schoolwide endeavor and not just the responsibility of any one single Department. We can start by asking ourselves where can I supplement my curriculum with texts? In fact, close reading with short texts can be more impactful on student learning then lengthy texts.  Informational texts can be difficult for students. When assigning reading, don’t underestimate the power of Pre-Reading or Launching Activities. These activities can help increase engagement for struggling readers and can be an opportunity to dispel any misconceptions. Lastly, focus on how to build active reading skills (note taking, critical thinking, evidence gathering, etc) where students are reading for meaning and not just knowledge of content. What we need to begin to realize are long gone are the days of assigning reading passage, answer questions, and quiz the next day. We will need to begin to develop a reading curriculum that supports critical readers and thinkers.

PANORAMA (SEL) Survey – Numbers to Narrative [Click for more details]

We give the Panorama Education Survey three times a year (Fall, Winter and Spring) to measure for Self Management, Social Awareness, Engagement, T-S Relationships and Self Efficacy. These instruments have a direct relationship to the ABC’s of Student Success: Attendance, Behavior and Coursework.

Overall, students are saying there are high levels of respect from both teaches and students. They love the facilities at Carondelet and see the excitement the teachers have about teaching their subjects. An area of growth consistently has been in the area of Engagement and building Teacher-Student Relationships. When asked the question: How excited are you to be going to your classes? 1:4  of those surveyed said they were slightly to not at all excited to go to classes. We see the most distinction in responses between those who identify as “Mostly A’s” and those who identify as getting “Mostly A’s and B’2” or less. Those students who are identifying as “Mostly A’s” are showing higher self efficacy, less distracted, and overall have positive Teacher-Student Relations. However, we see a significant drop off as early as students identifying as much as “Mostly As and B’s” and it exponentially declines from there.  Basically, anything less than an “A” is having negative impacts on engagement and T-S Relations.

Two Key Factors in increasing Engagement:

(1) Allowing for more student “Voice and Choice”. This is when we need to begin to ask ourselves where in the curriculum can students have more say in “who”, “what” and “how” they learn.

(2) Building Student-Teacher Relationships. Understand the power of coaching, rather than teaching,  students through difficult content areas and implementing grading and classroom management practices that nurture trust and equity. (#MaslowBeforeBloom)

I strongly encourage everyone to check out the data (NWEA MAP or Panorama Education) for themselves and ask, “What story is the data telling me?”