Instructional Update Reveals MVP Guidance to WCPSS Teachers - No Wonder There's Confusion and Failure!

Parents have been asking since February for clarity about what goes on in the MVP class and the role of direct instruction, supplementation, etc.  WCPSS glossed over it in the Green Hope-only MVP FAQ they provided in March, but parents have continued to hear from students and teachers who performed or described the classroom experience in a way which still resulted in a lack of learning and failing grades.

That input from students, parents, and teachers, led me to sketch this image of the spectrum of how MVP is used.

WCPSS staff, who will not engage in a conversation with parents because they're hiding behind their lawyer, have said or written nothing to me to correct or clarify my assertion.  They broke yet another promise to deliver all things related to MVP understanding on June 7, by providing only a 1.5 page response containing MORE promises.

If it were not for teachers, parents would know very little of what is going on behind the school house doors.  I recently received an instructional update from someone at one of Wake County's 60+ MVP-adopting schools.  This conveys guidance received regarding how MVP is to be handled in class with respect to other instructional methods.

• We have never said you can't supplement.  Teachers are expected to differentiate and supplement for students as needed.  But it must be done while staying true to the MVP structure. 
• MVP must be used as the primary source in math instruction.  Students need to experience the productive struggle to form stronger math understanding and skills. Supplement with other materials as appropriate.  Examples:
• Notes after the MVP lesson to highlight the key vocabulary from the lesson and for students to use as study guides (students copy or you provide guided notes they can glue into a notebook)
• If a lesson requires prior knowledge (example: specific vocabulary or skill), and that is not the focus of the lesson, but you know the students have never learned that vocabulary/skill, you may use supplemental materials to ensure they have the knowledge needed prior to the lesson
• If a standard is not found within any lessons, you must supplement to ensure students are taught that standard
• You should not be providing supplemental packets prior to lessons where the material found in the packet is what the students will be discovering during the unit’s lessons
• You should be having students work in small groups often/daily
• As you walk around checking in with groups, you should facilitate and guide their discussion
• If the majority of the class seems stuck, there’s no reason you can’t redirect their attention to you and you guide them as a whole group until they are “unstuck” then let them continue in small groups
• You should not sit back and wait for them to ask you for help; you are there to ensure the discussions happen appropriately; ask probing questions or give reminders as needed 
• If you have behavior concerns: 
• assign the groups strategically
• give them less time in groups
• remind them of the rules/expectations often
• assign roles within the group
• sit with a group or hover in strategic areas, etc.
• contact parent, reach out to the appropriate case manager and/or administrator 
• If an activity focusing too heavily on a non-standard skill, alter the lesson by demonstrating that activity rather than having students take excessive time on a non-standard skill

On one hand, that is the most specific insight parents have had related the MVP in-class guidance.  On the other hand, wow.  Look how much more WCPSS is asking teachers to JUGGLE while maintaining this facade of MVP fidelity.  It is no wonder we are seeing a breadth of results across the county.

I meticulously dissected those words to create a visual flowchart. This is not an official chart issued by WCPSS and it may not be 100% accurate, but it's pretty close to what the words say.  And the words ARE from WCPSS.  But if you follow the flow chart closely, it's understandable:

THIS ^^^^ is what WCPSS is going to continue to pour money and time into, while sacrificing your students' bad learning experiences and grades into  "improvements" over time, bit by bit, until every teacher can manage to "get by" without getting caught supplementing and without students' grades suffering so much that the current level of parent pressure is maintained.  It's a game and it's a facade.  And your students are the losers.

Show in a more simplified manner, this chart is equally as helpful:

So I have a few observations:

1. There is admission that the teacher needs to vet the materials for standard compliance.  I thought MVP matched NC standards and that was mandatory for the procurement vetting process?
2. Likewise, there may be tasks MVP does that are NOT relevant to standards, and those too, must be vetted by the teacher and minimized. 
3. The right side of the flow chart demonstrates a key weakness of MVP.  The teacher could very well spend the majority of class time on the MVP task where many students are stuck.  The teacher can iteratively redirect students and guide them, but eventually class-time may expire if the teacher doesn't pull the rip-cord in time to provide the notes (which are not allowed until after the lesson). 
4. What happens when less than half the students are stuck?  You keep on truckin' until the bell rings and hope those kids 1) have internet at home, 2) know what to search for on internet or 3) can afford a tutor.

Maybe if Wake County can perfect the process of MVP, then our results will be as good as what they have where MVP guru and founder Travis Lemon is a teacher, in American Fork, Utah.  Their results have (NOT) been spectacular!  See MVP Ground-Zero Math Performance Data Exposed, and it Ain't Pretty: An Analysis of American Fork Junior & Senior High Math Trends

Hey, I have an idea for a new & improved process!