day, a demanding schedule for families and
staff members alike. School leaders challenged
themselves to think more strategically about time
spent in school. The result was an overhaul of
the master schedule and creation of AMT. Now,
regular classes finish at 3:30, then AMT happens
until 4:30.
While the school has other tutoring programs,
Ms. Shores describes AMT time as “sacred” – a
mandatory part of the school day. During AMT,
teachers spend time with small groups of students
covering high-priority material. Some AMT
groups meet continuously throughout the year,
and others might convene for only a few weeks,
so scheduling is fluid. One program objective is
to provide remediation. Kids who are behind in
reading, for example, might attend AMT blocks
in that subject every day. AMT also provides time
for ACT test preparation, as well as extra time for
the material covered in Advanced Placement (AP)
classes. Every student enrolled in an AP class is
automatically placed in an AMT block for that
subject as well.
Results from time spent in AMT have been
dramatic. AP test scores have risen each year
since the program was introduced. Last year, a
significant number of AP courses recorded their
highest-ever AP test scores, including Soulsville’s
first “five” scores. EOC test score growth has also
been significant. A vast majority – 92 percent – of
AMT students exceeded their EOC projections,
or scored “proficient” or “advanced.” Students
enrolled in this year’s Reading AMT groups have
grown an average of one grade level in reading
in just the first two months of the school year, from
August through October.
Projections are made using TVAAS reports. The
school often shares test score projections with
students, then celebrates when those predictions
are exceeded.
“We’ve found that data to be really empowering.
For students to exceed these projections, it can
have a huge impact on their identity,” said Ms.
Shores. “We’ve seen things that honestly seem
somewhat miraculous.”
AMT is run by Mr. Hearn, who makes sure
students know where they’re supposed to be each
day. Families receive automated calls and emails
each day that a student is scheduled for AMT, and
also receive each week’s after-school schedule
along with a progress report every Monday.
“We’ve had so many students see improvement
that we don’t really get pushback,” said Mr.
Hearn.
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