from the ground up: chicago educators embrace technology
TRANSCRIPT
…and it worked!
2010 2011 2012 2010 2011 2012Reading Math
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ALO Students on Grade-Level Growth
Chavez Comparison
April Goble, Executive Director KIPP Chicago
Billy Warden, Assistant PrincipalKIPP Create
Shawn Jackson, PrincipalSpencer Elementary Technology Academy
Suzanne Velasquez-Sheehy, PrincipalIntrinsic Schools
Ginger Lumpkin, PrincipalJohn C. Haines Elementary School
OUR EDUCATORS
~22% of all CPS students
4students745minority students97%
KIPP CHICAGO
~10% of all CPS teachers
~22% of all CPS students
schools4
of students are from low-income communities
95%
20BOS
KIPP Chicago has four schools in Austin, North Lawndale and Englewood
Austin:KIPP Create College Prep
Est. 2012
North Lawndale:KIPP Ascend Middle School
Est. 2003
KIPP Ascend PrimaryEst. 2010
Englewood:KIPP Bloom College Prep
Est. 2013
22BOS
We believe that instructional technology helps us achieve our vision of success
KIPP Chicago vision for instructional technology
We believe that instructional technology is one tool among many to educate students.
When employed, our vision is that instructional technology helps us better ensure student success in college and life.
To ensure this student success, instructional technology:
•Supports transformational academic achievement
•Enables high-leverage instructional models
•Facilitates data-driven instruction
•Enhances digital fluency
•Supports sustainability
23BOS
• Teachers use technology to grade quickly, track classroom management, and present materials
• Teachers use technology to grade quickly, track classroom management, and present materials
• Students rotate within their class to mix of independent and teacher-led centers, some of which feature adaptive content on computers
• Teachers use technology to grade quickly, track classroom management, and present materials
• Students rotate into a lab-based class in which they move through adaptive content independently
• Students work with teachers in select small groups as needed
Currently, we use three main classroom models for instructional technology
TECHNOLOGY- INFUSED
INSTRUCTIONCLASSROOM-BASED
ROTATIONLAB-BASED ROTATION
24BOS
0 20 40 60 80 100%
Percentof studentsmeeting / exceedingfifth grade reading growth goals,2012-2013, allKIPP schools
KAMSKCCP
We saw our highest 5th grade literacy results to date in 2012-13
Source: 2013 KIPP Foundation HSR reports
Fifth grade literacy overview
• KIPP Chicago’s schools ranked #1 and #4 among all KIPP schools for students meeting / exceeding growth goals in fifth grade literacy in 2012-13
• At KCCP, 91% of students met their growth goals
• At KAMS, 86% of students met their growth goals
• In both classrooms, teachers used instructional technology to differentiate instruction
25BOS
These literacy results were a product of a differentiated classroom-based rotation model
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5th grade literacy classroom Classroom overview
• Elmo and whiteboard for full-group instruction
• Teacher-led guided reading center
• Independent Chromebook-based center at student desks: i-Ready reading (literacy)
• Independent Chromebook-based center at student desks: Wordly Wise(vocabulary)
• Independent center: writing
• Interventionist-led center: Phonics (using Wilson)
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26BOS
Emerging roadmap: KIPP Chicago instructional technology implementation plan
•Invest in increased wireless capacity at all campuses
•Continue to embed best practices from pilots and region-wide initiatives
•Continue investing in data integration / single-sign-on
•Explore opportunities to increase integrated assignability
868of students are African American99%of students are from low-income communities
97%
SPENCER ELEMENTARY TECHNOLOGY ACADEMY
~10% of all CPS teachers
~22% of all CPS students
students
• PreK-8th Grade
• 868 students
• 97.1% of students are considered as Low-Income
• The median income of Austin is under $15,000
• Almost 40% of all adults in the Austin area have not completed high school, twice the national average.
• “Moving Students Beyond The Immediate”
THE FOUNDATION: THE INNOVATION SUITE
• A three pronged approach to how we teach literacy to our primary students.
Designed with the intent to:
a. Create personalized learning opportunities for students
b. Provide students access to technologyc. Provide students access to authentic
and relevant textd. Encourage teachers to ‘take risk” with
their instructional practices.
• Created through the collaborative efforts of teachers and administrators
• 2 classrooms transformed to virtual learning environments.
• Each classroom is equipped with 15 gaming systems to provide students access to a variety of activities.
• Classroom lessons are facilitated by two certified Physical Education teachers and a designated parent volunteer.
THE VISION: THE VIRTUAL GYMNASIUM
• A resource room, satellite office and three computer labs designated for parents and community.
• Empower the Parent: Impact the Child
• Shared experiences through Side-by-Side Learning
• Provides community access to technology in an area that suffers from a digital divide.
THE BEYOND: SPU AND THE CORNERSTONE
students180minority students 82%
INTRINSIC SCHOOLS
~10% of all CPS teachers
~22% of all CPS students
of students are from low-income communities
86%
671of students are of Asian descent83%of students are from low-income communities
94%
JOHN C. HAINES ELEMENTARY SCHOOL
~10% of all CPS teachers
~22% of all CPS students
students