Strategic School Design: All School Profiles

Below is the full list of school design profiles. You can also search by principle in the right-hand column of this page. Explore the Prezi presentations below as you would PowerPoint slides, with the added option of zooming in and out of any section you choose, using your mouse.


Achievement First: Teacher Support

Achievement First believes that great teachers are not born, they are made through highly effective systems and professional development support. Through a framework for effective teaching, a large investment in coaching and over 200 hours per year in activities that help teachers grow, Achievement First provides teachers the support they need to become highly effective educators and continue to grow their practice every day. 

Principles Demonstrated: Design Features:
  • Individual Professional Growth
  • Significant Professional Development Time
  • Teaching Teams
  • Coaching

 


 

Ashley Park: Family Model

In 2008, fewer than 35% of students were scoring proficient in math and ELA on the state exams. Since then Ashley Park elementary implemented a family model where group sizes range from 1 to 30+, and the amount of time spent on a given subject constantly vary to target instruction for student need. By 2010, proficiency levels reached 66% in math, 49% in reading, and 60% in science.

Principles Demonstrated: Design Features:
  • Teaching Teams
  • Family Model
  • Targeted and Flexible Student and
    Teacher Groupings
  • Inclusion
  •  Personal Relationships
  • Extended Time on Priority Subjects
  •  Need-Based Scheduling
 
  • Varying Time Ongoing
 

 


Ashley Park: Teaching Teams

Ashley Park elementary has a deliberate and strategic teacher teaming approach with expert-led and data support collaborative planning time. Teachers feel accountable to each other for success and are able to bring the best thinking of their peers and experts to bear against the challenges they face.

Principles Demonstrated: Design Features:
  • Teacher Teaming
  • Teacher Teaming

 


Boston Arts Academy: Expanded Learning Time

While a significant number of BAA's artistically talented students arrive performing below grade level, through expanded learning time, they are able to get the time and attention they need to catch up, while also pursuing rigorous training in the arts. Each year, over 94% of BAA graduates go on to college, and many are the first in their families to do so.

Principles Demonstrated: Design Features:
  • Targeted and Flexible Student
    and Teacher Groupings
  • Expanded Learning Time
  • Personal Relationships
  • Semester Schedule
  • Need-Based Scheduling
  • Extended Time on Priority Subjects
  • Varying Time Ongoing
  • Advisory
  • Sufficient Time
  • Tutoring

 


Brooke Charter: Social-Emotional Support and Individual Attention

At Brooke Charter school, teachers are able to provide individual attention and social-emotional support to students through lower group sizes, the use of associate teachers, and time built into the day for individual instruction.

 

Principles Demonstrated: Design Features:
  • Roles and Assignments
  • Apprentice Teachers
  • Personal Relationships
  • Individual Tutoring
  • Hiring and Strategic Retention
  • Interdisciplinary Tutoring
  • Targeted and Flexible Student and Teacher Groupings
  • Interdisciplinary Teacher Teams
  • Varying Time Ongoing
  • Teachers as Social-Emotional Support Providers
  • Targeted Social-Emotional Support
  •  Small Core Class Sizes
   

 

 


City High: Interdisciplinary Teams

City High has an interdisciplinary curriculum where classes of 60 students are co-taught by two content specialists, a special education teacher, and a teaching assistant.

Principles Demonstrated: Design Features:
  • Teaching Teams
  • Trimester Schedule
  • Targeted and Flexible Student
    and Teacher Groupings
  • Interdisciplinary Teams
  • Need-Based Scheduling
  • Extended Time on Priority Subjects
  • Varying Time Ongoing
  • Teacher Teaming
 
  • Inclusion

 


City High: Looping

Teams of 12 instructors stay with students for all four years of high school, enabling deeper relationships and a focus on teaching students rather than content.

Principles Demonstrated: Design Features:
  • Teaching Teams
  • Student Cohorts
  • Personal Relationships
  • Teacher Teaming
  • Targed Social-Emotional Support
  • Looping

 


Escamilla Intermediate: Targeted Small Classes

In response to a dip in student performance, Escamilla transitioned from a four-period block schedule to a six-period schedule with 60-minute periods. In the process they drastically reduced class size in Math and ELA from 25 to 15, allowing students more individual attention and giving teachers daily planning time with their subject team.

Principles Demonstrated: Design Features:
  • Teaching Teams
  • Low Core Class Sizes
  • Targeted and Flexible Student
    and Teacher Groupings
  • Intervention/Enrichment Block
  • Varying Time Ongoing
  • Teacher Teaming


 


Generation Schools: College and Career Intensives

The Generation Schools model extends the school year to 200 days and provides students a unique opportunity to take courses relevant to college and career, while also maintaining standard teacher work hours through staggered teacher schedules.

Principles Demonstrated:  Design Features:
  • Individual Professional Growth
  • Intersession
  • Targeted Social-Emotional Support
  • Trimester Schedule
  • Need-Based Scheduling
  • Expanding Learning Time
  • Sufficient Time
 

 


Generation Schools: Low Core Class Sizes

Generation School creates core classes of approximately 15 students, enabling its teachers to provide targeted individual attention based on their students’ needs.

Principles Demonstrated: Design Features:
  • Teaching Teams
  • Low Core Class Sizes
  • Targeted and Flexible Student
    and Teacher Groupings
  • Teacher Teaming
  • Personal Relationships
 

 


MacArthur 9th: Keeping Up

MacArthur 9th has implemented a series of design elements that allow students multiple opportunities to keep up in ways that are closely tied with regular classroom instruction. This implementation is credited with 95% of students turning in homework and a drop in behavior issues, as students are less frustrated in class.

Principles Demonstrated: Design Features:
  • Teaching Teams
  • Extended Time on Priority Subjects
  • Targeted and Flexible Student
    and Teacher Groupings
  • Intervention/Enrichment Block
  • Need-Based Scheduling
  • Tutoring
  • Varying Time Ongoing
 

 


Rocketship 4-5, Blended Learning Flex Model

In Rocketship’s 4-5 grades, technology is used within a flex rotation model to transform the traditional classroom into a more flexible space where time and attention are adjusted on an ongoing basis, and the day is extended to give students the time they need to catch up.

Principles Demonstrated: Design Features:
  • Hiring and Strategic Retention
  • blended learning flex model
  • Roles and Assignments
  • Teacher Teaming
  • Teaching Teams
  • Elementary Teacher Subject Specialization
  • Targeted and Flexible Student
    and Teacher Groupings
  • Extended Time on Priority Subjects
  • Varying Time Ongoing
  • Expanded Learning Time
  • Sufficient Time
  • Family Model

 


Rocketship K-3: Blended Learning Lab Rotation Model

In Rocketship’s K-3 grades, technology is used within a lab rotation model to augment the classroom to provide more time on task for students, and to ensure highly targeted instruction, all within the context of a sustainable long-term financial model.

Principles Demonstrated: Design Features:
  • Hiring and Strategic Retention
  • Blended Learning Lab Rotation Model
  • Roles and Assignments
  • Elementary Teacher Subject Specialization
  • Targeted and Flexible Student
    and Teacher Groupings
  • Strategic Large Grouping
  • Varying Time Ongoing
  • Extended Time on Priority Subjects
 
  • Expanded Learning Time

 


Summit Public Schools: Blended Learning Flex Model

At Summit, every student has a personalized learning plan that is used by the student, his/her teachers, and his/her parents to monitor progress made on content knowledge, cognitive skills, and self-directed learning. It's also used to access the appropriate curriculum and assessments for the student’s personalized learning pathway. While technology is used to provide content knowledge, teachers focus on facilitating project-based learning to develop students’ cognitive skills.

Principles Demonstrated: Design Features:
  • Roles and Assignments
  • Blended Learning Flex Model
  • Teaching Teams
  • Teacher Teaming
  • Targeted and Flexible Student
    and Teacher Groupings
  • Strategic Large Grouping
  • Varying Time Ongoing
  • Extended Time on Priority Subjects
 
  • Flipped Classroom

 


UP Academy: School Culture

UP Academy Boston has built a strong school culture based on its core values by implementing school-wide systems and routines, utilizing a grade-level cohort structure to foster strong relationships between teachers and students, and investing in time and staff dedicated solely to building school culture.

Principles Demonstrated:  Design Features:
  • Teaching Teams
  • School Culture
  • Personal Relationships
 

 


UP Academy: Catching Students Up

To provide multiple opportunities to catch students up to their peers, UP Academy Boston created academic supports in the form of a co-teaching model, tutoring, and intervention blocks, in addition to a number of other changes to the school day and school year. This model has helped student proficiency rates roughly double since 2011, making UP Academy Boston rank #1 across the state of Massachusetts among middle schools in student growth in math.

Principles Demonstrated: Design Features:
  • Teaching Teams
  • Targeted and Flexible Grouping
  • Targeted and Flexible Student
    and Teacher Groupings
  • Varying Time Ongoing
  • Personal Relationships
  • Personal Relationships
  • Need-Based Scheduling
  • Need-Based Scheduling
  • Varying Time Ongoing
  • Teacher Teaming