# data[].attributes.headline
Student- and staff-facing mantras that are established well before "testing season"

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Student- and staff-facing mantras that are established well before "testing season"

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Tech prep skills instruction for 3rd and 4th

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Tech prep skills instruction for 3rd and 4th

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For elementary, continue to have some practice tests (or quizzes or lessons?) that allow students to experience the variety of problem types and the structure of the test so it isn't new on testing day.

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The framing around the *both/and* is so powerful - naming that its our responsibility to equip students with the power and agency to make the choice whether to navigate or disrupt. 

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The framing around the *both/and* is so powerful - naming that its our responsibility to equip students with the power and agency to make the choice whether to navigate or disrupt. 

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Explicit and open dialogue with families about impact of MCAS in different grade-bands and how the scores are used for different gateways

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Explicit and open dialogue with families about impact of MCAS in different grade-bands and how the scores are used for different gateways

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Focusing on "calm" and "we got this" in the weeks beforehand

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Focusing on "calm" and "we got this" in the weeks beforehand

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Stopping instruction to do MCAS practice; instead, embed this in our instruction.

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Stopping instruction to do MCAS practice; instead, embed this in our instruction.

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more small group focused supports as we get closer that are aligned to specific standards -- less whole group "test prep" lessons.

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Continue to embed test strategies into the general curriculum materials so that it is part of instruction and does not require us to completely pause or shift our instrutional approach.

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Guide teachers to identify priority standards (this might already be done in some classes) and use those standards to go more in depth - which also allows for more targeted support for unfinished learning

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providing more optional, at home practice related to MCAS

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providing more optional, at home practice related to MCAS

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Naming it as the reason for learning something ("You'll need this for the MCAS")

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Naming it as the reason for learning something ("You'll need this for the MCAS")

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This is already started, but I'd love to see MORE practice typing in 1st and 2nd grade so students have those skills proficiently by 3rd grade.

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This is already started, but I'd love to see MORE practice typing in 1st and 2nd grade so students have those skills proficiently by 3rd grade.

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How can we leverage the MAP and STAR data to help us provide more targeted MCAS preparation?

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How can we leverage the MAP and STAR data to help us provide more targeted MCAS preparation?

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Teach students throughout the year executive functioning skills that they need to study

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how do we both prepare students authentically for the assessment AND decenter the assessment as "the most important thing"? consider also teachers who have been with us for a while and are invested in test prep and MCAS as the "be all end all" for testing grades,

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explicit and focused strategies in the curriculum focused on MCAS test taking to set students up for success without creating anxiety around the test (this was I think already happening but really pushing it in different subjects in secondary)

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explicit and focused strategies in the curriculum focused on MCAS test taking to set students up for success without creating anxiety around the test (this was I think already happening but really pushing it in different subjects in secondary)

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Building teacher expertise in using the full power of MAP/STAR to inform instruction.  

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Building teacher expertise in using the full power of MAP/STAR to inform instruction.  

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Agreed with the comment about stopping instruction for test prep.

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Empowering students with the why behind their testing accomodations and how to leverage them

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Empowering students with the why behind their testing accomodations and how to leverage them

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Continue invest in the question, checking your work using multiple strategies and individual student goal setting for test prep and content. 

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Continue invest in the question, checking your work using multiple strategies and individual student goal setting for test prep and content. 

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Agree with stopping instruction -- the test should work with what students already know and have learned, not be a "catch up" for things they've missed

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Agree with stopping instruction -- the test should work with what students already know and have learned, not be a "catch up" for things they've missed

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How do we embed multiple choice practice in a more authentic and interesting way into the curriculum so that it feels more engaging to students?  

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How do we embed multiple choice practice in a more authentic and interesting way into the curriculum so that it feels more engaging to students?  

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- Continue doing a mock MCAS
- Keep revising units based priority MCAS content and updating based on 2021 released MCAS
- Continue optional "Boot Camps" and office hours for students to practice MCAS content

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think about our stance re: priority standards -- some things won't be taught or focused on prior to MCAS. how do we present aligned messaging for teachers/families/students on this decision and approach?

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Co-signing the blended learning and teaching model.

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Co-signing the blended learning and teaching model.

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(Maybe this exists?). The ACT is a weird test, and success is partly determined by knowing its idiosyncrasies. It's not *just* about the underlying content skills and knowledge

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Joy around MCAS prep. Themes that are developmentally appropriate and don't tax staff too much. 

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Joy around MCAS prep. Themes that are developmentally appropriate and don't tax staff too much. 

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Re-framing (at least in certain subjects) that the competencies needed for MCAS are also life competencies needed for college and/or work life 

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Re-framing (at least in certain subjects) that the competencies needed for MCAS are also life competencies needed for college and/or work life 

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create an aligned K-12 approach to open response questions in an authentic way to learning beyond just a test. how do we embed this type of critical and creative thinking and work into our day to day curriculum?

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Building student's meta-skills with test taking

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Building student's meta-skills with test taking

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What do you do when you come across content you might not remember or don't know

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Teachers taking MCAS/ACT to understand the experience...especially new to kIPP teachers. 

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Teachers taking MCAS/ACT to understand the experience...especially new to kIPP teachers. 

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Start looping in families into the conversations about student data and tracking progress towards MCAS standards.

Bring back ACT CCRS standard practice based on high leverage content that is aligned with units.

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Name reasonable goals considering our context and our priorities for the year.

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Name reasonable goals considering our context and our priorities for the year.

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While this might be motivating, this language also makes everything else feel inconsequential. It's not the championship, even if it is important.

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If we do decide to stop instruction for test prep, do it only 1 month before the MCAS.

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If we do decide to stop instruction for test prep, do it only 1 month before the MCAS.

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Can we leverage parents as test monitors to free up staff?? Not sure if this is permissible in terms of rules and regulations.  

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Can we leverage parents as test monitors to free up staff?? Not sure if this is permissible in terms of rules and regulations.  

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consider that STAR/MAP data only gives us (primarily) a pulse on multiple choice questions

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Co-signing the comment about "championship"

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Co-signing the comment about "championship"

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Especially because MCAS happens well before the end of the school year, it gives the impression that whatever comes after it doesn't matter and teachers and students can just "coast" until the end of the year.

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framing of how MCAS is part of our yearly testing cycle, not something different -- how does it fit into the flow of all the other assessments we take and all the other information we gather

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Can we compensate teachers in tested grades as they come with additional responsibilities?

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Can we compensate teachers in tested grades as they come with additional responsibilities?

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Including all staff in framing around testing. A divide often arises between testing and non testing grades.

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Including all staff in framing around testing. A divide often arises between testing and non testing grades.

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Contributing to the "not a championship" -- there's no "winning" or "losing," it's a test to help them prepare for the future, not a defining moment or definition of what they're worth as people or as a team. 

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Contributing to the "not a championship" -- there's no "winning" or "losing," it's a test to help them prepare for the future, not a defining moment or definition of what they're worth as people or as a team. 