How one district's focus on data is driving student growth

Key points:

How can district leaders and educators support student growth and effectively use data, in real time, to truly inform instruction and ensure high achievement?

Tracking student growth is particularly critical now, as the country moves further away from COVID, but is still tied to the impact of the pandemic due to persistent learning loss and equity gaps.

School District 81 In Schiller Park, a suburb of Chicago, is located consistently one of the highest performing districts. In fact, the district's student growth strategies are analyzed in depth in an NWEA article. The district uses the NWEA Map growth, part of NWEA's Growth Activation Solution, to measure achievement and growth in math, reading, language use, and science in kindergarten through 12th grade. Teachers use MAP data and its accurate, actionable evidence to inform instructional strategies regardless of how above or below grade level students are.

Former teacher, principal and now in her 12th year^th year as superintendent, Dr. Kim BoryszewskiSuperintendent of Schiller Park Schools, he was keenly aware of where the district needed to focus with regard to student achievement, instruction, and the guidance and development of educational leaders.

“From the beginning, I knew we needed to take a closer look at the MAP Growth tool and how we use that data to inform our instruction,” he said. Instead of conducting an assessment in the fall, using data to inform instruction, and testing again in the spring to see if those interventions worked, Dr. Boryszewski decided to incorporate a third mid-year assessment to ensure that changes in instruction instruction and data-driven interventions were actually effective. making a difference for students.

Fundamental to the success of this third evaluation is the ability of educators to access, interpret and act on the data they receive.

“Many of us are given assessment tools, but we don't teach our teachers and principals what they are supposed to do with the information. “It’s taking an incredible amount of time to administer this assessment and then nothing is done with the data,” he said. “MAP is also definitely a unique assessment: Not only do you have the assessment, which adapts as students answer questions to give you a good snapshot of their instructional level, but it also gives you valuable information about what students need. “I think that's where many districts fail: by not explaining what can be done with that information and how it can be used to guide instruction.”

Like all districts, Schiller Park educators are grappling with a significant number of achievement gaps post-pandemic. The MAP Growth tool has helped district leaders identify where those gaps are and where students need help. But it also helps identify those students who are performing above grade level, who could benefit from differentiation to help them reach their potential.

“Not all kids read at grade level, so there has to be tremendous differentiation throughout the school day, in their content areas, to meet them where they are. Many times, children who are functioning above grade level miss out on opportunities to grow as much as they can because they need something unique to meet their growth goals,” Dr. Boryszewski said.

The use of data remains critical to the district's mission to help all students reach their academic potential and thrive in their classrooms, schools, and in the district as a whole.

What is unique about the district's data use is how students engage in discussions about their own data, their own academic growth, and their own MAP learning goals.

“You are what you speak. We talk a lot with students about their MAP data. I meet with building principals after each test, we analyze school and district data and talk about areas of improvement and success,” said Dr. Boryszewski.

These discussions extend across the district as principals talk about the same data points and goals with their teaching staff and teachers, in turn, have conversations with their students.

“Students feel ownership of meeting their grade goals. We are big advocates of student self-empowerment; Collaboration and innovation are expected,” she said. “They are working at all levels with flexible groups. We are constantly changing and making changes in real time to ensure students get what they need. “We all did the best we could (during the pandemic), but let’s be honest: We all have work to do.”

Schiller Park teachers receive MAP Growth coaching and see it modeled regularly. They also receive strategies and tools to make it as easy as possible for them to use MAP Growth data to inform instruction for all students.

“We really need to be thoughtful and use our resources in a way that is meaningful. I truly believe we are doing that here every day. Our teachers work hard: there is a lot of reflection, planning and differentiation. We have excellent instructional coaches.

“I think the most important job is done by our teachers and they do an outstanding job of rising to the occasion and being truly student-centered educators. We ask a lot of them, they work hard here and we are very proud,” said Dr. Boryszewski.

“What is your secret to success?” It's a question Dr. Boryszewski hears a lot.

“People ask what we're doing,” he said. The answer is simple: we are using our data.”

Laura Ascione is the editorial director of eSchool Media. She graduated from the prestigious Philip Merrill School of Journalism at the University of Maryland.

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