2013 Pathways to the Prize - School Winners

Pathways to the Prize Lessons from the 2011 SCORE Prize School Winners Pathways to the Prize Lessons from the 2011 SCORE Prize School Winners initial instruction, students apply their learning in a problem-based learning setting. For example, students learning about slopes in algebra listen to the teacher define a slope, illustrate where slopes are found in real life, and teach ways to measure slope and why that information is useful. Scholars then go into the neighborhood and measure the slopes of sidewalks to see if they comply with building codes. Scholars exploring the concept of propaganda learn various propaganda techniques, and then analyze TV commercials to identify those techniques. Then they create their own commercials selling a product using one or more techniques. Students show their “infomercials” to other students who assess which “sales” strategies worked best. Differentiation. Teachers consistently differentiate instruction—sometimes by ability, sometimes by interest. The school has a full inclusion model with about 12 percent of students designated for special education services. Those students work frequently with others in pairs or groups. Every student experiences gradelevel instruction. Intervention. Teachers provide tutoring at least one day a week and every other Saturday for four hours, with some providing tutoring more often. Teachers “trade” strategies among themselves to know collectively which students respond best to computer-assisted instruction, peer tutoring, or one-on-one teacher-student interaction. The school uses its Title I funding to support these activities. PCA also has two interventionists, retired or part-time teachers certified in math and reading, who work with small groups of scholars in two-hour sessions after school and on Saturdays. The math interventionist, for example, engages students in hands-on activities to build conceptual knowledge with models. In the past, local foundations have provided financial support for literacy and mathematics interventions at the school. Among the other tools used by the Power Center Academy teachers: • Lesson plan template—Teachers must complete unit plans and weekly lesson plans focused on student-centered instruction. Each teacher must teach in a comprehensive instructional cycle: motivational opening activity anchored in the real world, direction/instruction, small groups, and daily assessment. • Unit plans template—This tool provides a structure for teachers to group standards according to a common theme or concept, and to foster interdisciplinary connections. • Project-based learning unit template—After teaching a unit, that unit becomes a launch pad for a more extensive project-based experience. • Weekly assessment trackers—This tracker allows teachers to highlight the mastery of standards by individual scholars. • Scholar assessment reflection—Students use this template to reflect on their assessment grades, which includes a plan for improvement. “Power Center Unit Plan Template” tnscore.org/PowerCenter-Unit-Plan.pdf “Power Center Weekly Assessment Tracker” tnscore.org/ PowerCenter-Weekly-Tracker.pdf 22 2011 SCORE Prize Middle School Winner: Power Center Academy Middle School “Power Center Project-based Learning Unit Template” tnscore.org/ PowerCenter-Project-Based-Learning.pdf Using data to enhance learning As with all effective schools, the educators at PCA use data strategically. They routinely analyze and use data for improvement. Data are collected for both academics and behavior. “Teachers use multiple formative assessments,” Ms. Lewis said. “Throughout this model are benchmarks to check for understanding through weekly assessments, exit tickets at the door, teacher Q&As, and projects.” Assessment results provide an ongoing, real-time body of information that informs future instruction, planning, and academic support. Frequent assessment determines each student’s level of mastery of state standards and his or her educational growth. Students and teachers use their laptops for weekly assessments, receiving instant feedback on their progress. These weekly assessments provide data by standard (students are assessed on every learning objective) through several multiple choice and open-ended questions. Exit tickets. At lesson’s end, students must answer questions to receive an “exit ticket” from class. The questions take only a few minutes to answer and serve as a way for the teacher to check for understanding. (Teachers also administer assessments weekly to know when they need to re-teach the whole class, provide group or individual interventions, or move on with their instruction.) PCA strongly promotes teaching to mastery. As mentioned earlier, teachers will not move on until at least 85 percent of the students have acquired the expected knowledge and skills. Teachers follow the 85 percent rule explicitly. If students do not reach that threshold of mastery, teachers will re-teach immediately. Students may also receive interventions in project groups, re-teaching groups, or online groups with self-paced tutorials. Interventions typically occur the day after the weekly test. Students receive feedback on their mastery of the problem-based learning tasks each week. All students track their own progress daily, with reflection logs and exit tickets. They know the standards, their individual goals, and their assessment scores for the day. All students write a reflection about how well they have done and what they need to improve upon each day. Grouping and re-teaching decisions are determined by assessment results. PCA uses an online system that delivers teacher-made assessments each week and generates real-time reporting. Other software—PowerSchool, TeacherEase, and Pearson Student Management System—provide further analysis so that student data can be carefully organized and shared among teachers and staff members. PCA’s success is attributed to aligning the focus of the school with the needs of the community. Setting high expectations, developing an atmosphere of respect and singular focus on learning, providing teachers with the tools they need to be successful, using data for all decision making, ensuring that students’ time is split into small chunks, and emphasizing financial literacy and preparation for economic success are hallmarks of effectiveness at Power Center Academy. Video: “Using Data to Drive Instruction” youtu.be/xVqBRR3XntY “Power Center Scholar Assessment Reflection Template” tnscore.org/PowerCenter-Assessment.pdf 2011 SCORE Prize Middle School Winner: Power Center Academy Middle School 23

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