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8/13/2019 KIPP Charlotte Step-Up
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Generated by Jive on 2014-01-23-08:00
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A Spotlight on Strategies that Work: HowKIPP Charlotte is making the most of winterMAP...
Posted by Alex McPhersonJan 22, 2014
As part of our ongoing series sharing strategies for student achievement, we
talked to Alex McPherson, Director of Data Management at KIPP Charlotte, about
their efforts to help students step up for the winter MAP test. Huge Shout Out
to Andrew Martin for his thought partnership on the creation of "keep up" and
"step up" goals!
At KIPP Charlotte, students frequently
hear the message that they arent
typical theyre extraordinary.
Thats why, when it comes to their MAP
scores, teachers and staff talk about
the fact that if they simply meet typicalgrowth each year, theyll stay typical.
And the Pride is anything but typical.
Over the last two years the KIPP
Charlotte team has been working
to set, track, and invest students in
growth goals differentiated to where
they are and where they need to be to
meet their college-ready targets. (Readthis post about why typical growth is
not enough for any of our students
and learn how you can use a new
tracker to set tiered growth targets
for your students.) It isnt just about
being atypical the team realized
At KIPP Charlotte, pre-testing conferences
are an opportunity for
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A Spotlight on Strategies that Work: How KIPP Charlotte is making the most of winter MAP...
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that ensuring every student left the
school college ready would often mean
making more than typical growth on
the MAP test each year. As they tell the
students, the goal that the computer
gives you is enough to keep up but not
enough to step up.
The conversation starts early. In
summer school, students start hearing
about MAP and thinking about the
implications of malleable intelligence.
Staff use data to tell the story,
comparing the track of an average
student to a student at KIPP Charlotte.
The goal is to spark reflection about
what that data means for themselves
and their future. After orientation this
year, teachers used spring MAP results
and the KIPP School Summit theme
of Rising to the Challenge to ask
KIPPsters: How will you rise to the
challenge this year? With that frame inmind, teachers and staff are conveying
the message that the bar is already
high but now it has to get even higher.
To learn more about how KIPP Charlotte
is helping students understand and
embrace those differentiated goals, we
interviewed Alex McPherson, Director of
Data Management at KIPP Charlotte, just intime for winter MAP.
How is that message that typical
growth is not enough conveyed to
students at KIPP Charlotte?
kids to understand their "keep up" and "step
up" goals for MAP.
In this picture, Brigette Jackson, a 6th grade
math teacher, holds a
conference with a student.
A group of students pose with their green
(math) and blue (reading)
Step Up shoes. The shoes celebrate
students who meet their growth
goals on the MAP test and give students thechance to wear the
shoes of their choice to school.
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For an individual student, it means
having a keep up goal and a
step-up goal for each MAP test.
Those goals are set in goal setting
conferences at the start of the year
and recorded in individual MAP binders
that the students use all the time.
We also talk about MAP all the time
why its important and how its
individualized to them.
Why is winter MAP so important?
In some ways, winter is almost more
important than spring. This is the one
chance that we have to assess and
adjust. Spring is the end game, but
we can use winter as a temperature
gauge to see how we're doing. We
found that even with the switch to
Common Core state assessments, MAP
really did predict passing results. If you
value spring testing, you have to value
winter testing. If youre going to use itinstructionally, then the winter test is
super important.
How are you investing students in winter
MAP?
We've been doing a countdown all over
the school. On the doors it says how many
school days until MAP. We want it to be very
present and visible to students, parents, and
visitors. Math and reading teachers, along
with our coaches also conferenced with each
student individually prior to Winter Testing
and gave them a MAP madness card to
remind them of their fall score and winter
goal.
A KIPPster shows off their shoe pass and a
sticker that
celebrates their growth on the winter MAP.
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How are you investing students in their
individual step-up goals?
Bulletin boards include fall data and have
shoes to display students' "step-up" goals.Any student who grows gets a sticker with
the number of points that they moved.
Students who make their step-up goals are
going to get an awesome "shoe pass" for
each goal that they make. They can redeem
it to wear the shoes of their choice to school.
We have uniforms, so that's a big deal for
middle school. Kids who get both shoe
passes [Reading and Math] are invited to
the Step-Up Social, where they can wearthe clothes of their choice and enjoy music
and refreshments with their friends. Before
the test, teachers have one-on-one pre-
conferences with the students and additional
conferences with students who do not grow.
How are you using MAP to adjust instruction
and support for students?
We started doing RIT-band instruction
Fridays. We call it Step Up Fridays, where
students are receiving targeted instruction
based on Fall MAP data. Math and reading
teachers are also having one-on-one pre-
conferences with students the week before
MAP to ensure that students go in knowing
their step-up goal and what they want to see
on the screen when they finish. We found
a strong correlation between the time that
students spend taking the test and how wellthey do, so we have focused on norming as
a school on what it means to show work and
annotate during the test. Using Winter MAP
results, we will adjust the groups for Step Up
Fridays and teachers will have conferences
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with students who didn't meet their goals this
time.
[Step Up Fridays] help us say to the
students, We really do use this data.They know they are in Step Up Friday
groups based on MAP data. Weve been
telling them that theyll move based on
growth.
What are you finding to be important for
student success on MAP?
We talked about data as a team andrealized that students who spent an
hour or less [on the test] were below
the 50th percentile and those that
spent more time did much better. We
want kids to understand importance of
taking their time and are messaging
that prior to the day of the test. We
dont want to stress them out; we want
to motivate them.
We are also norming as a school on what
it means to show work and annotate during
the test. We have packets with boxes that
they practice annotating because we want
them to take their time. And during the test,
they have their MAP Madness card on their
desk with their goal.
What are you still working on?
Step Up Fridays are still new and the reality is that people are often being asked
to teach things outside of their comfort zone with students that they dont
usually work with. We still need to find better ways of providing professional
development to support those teachers. Honestly, its a huge amount of work
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and our coaches are cranking out massive amounts of RIT band work. We are
continuously looking at whats working and going back to the drawing board.
We are also still trying to support differentiation. We know that 80 percent of our students
learning is occurring in their math and reading classes Monday through Thursday and that StepUp Friday is not going to be the only factor in student success. We have some areas where, after
Winter testing, growth by quartile was not what we needed it to be, so we are thinking about
ways to support teachers and students so that all quartiles are growing.
Tell us: how are you investing students in winter MAP? Whats working for you?
On Main Office, you can explore resources posted by your colleagues and share
your own strategies in this conversation thread.
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