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School case studies include:
In 2008, fewer than 35% of students were scoring proficient in math and ELA on the state exams. Since then, Ashley Park 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 as they maintain flexibility in their longer content blocks. By 2010, proficiency levels reached 66% in math, 49% in reading, and 60% in science.
While a significant number of BAA's artistically talented students arrive performing below grade level, they get extra time and attention to catch up through expanded learning time, while also pursuing rigorous training in the arts. BAA is able to address their student needs and academic priorities through individualized schedules that adjust frequently according to need. Each year, over 94% of BAA graduates are accepted to college, and many are the first in their families to do so.
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.
At City High, interdisciplinary classes of 60 students are co-taught by two content specialists, a special education teacher, and a teaching assistant. This allows for student groupings and the use of time across subjects to frequently change on the basis of need.
In response to a dip in student performance, Escamilla Intermediate implemented an intervention/enrichment block that allows students who need additional help to receive it on an ongoing basis.
MacArthur 9th has weekly tutoring in every subject during which targeted students receive small group instruction and help as needed.
The Rocketship Lab Rotation Model allows students to attend a daily block at the Learning Lab, where they get to work on adaptive instructional technology tailored to their learning needs. Individualized learning specialists work as tutors and lab monitors to help students with basic skills to supplement their online instruction.
The Rocketship Flex Model leverages flexible learning space, adaptive technology, and dedicated paraprofessionals to allow grade-level teaching teams to frequently change individual students' schedules, vary student groupings, and target learning based on student need.
The Summit Flex Model enables teaching teams to design individual students' daily online learning "playlists" and frequently change groupings during offline instruction modalities to target learning based on student need.
To provide multiple opportunities to catch students up to their peers, Boston's UP Academy 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. Teachers at UP Academy strategically group and regroup students based on assessments results every 6-8 weeks for a daily intervention block, and every week for a daily tutoring block. This allows teachers to flexibly adjust student time based on student need. This model has helped student proficiency rates roughly double since 2011, making UP Academy rank #1 across the state of Massachusetts among middle schools in student growth in math.
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