Educational Philosophy, Mission Alignment, Instructional Methods
Pride College Prep’s education philosophy is derived from the most successful charter schools in the nation – schools that consistently prepare their students to succeed in college and beyond. Specifically, KIPP, Achievement First, and Uncommon Schools have been major influences on the philosophy – the success of these schools have been frequently documented, most notably in a New York Times Magazine article by Paul Tough, entitled “What it Takes to Make a Student.”1 All of these schools almost exclusively serve at-risk students and share the same demographics as the students who will be attending Type 5 charter schools. Pride College Prep will not be conducting an education experiment: it will implementing proven strategies that have consistently been proven effective in raising the achievement levels of at-risk students.
An unwavering focus on our mission to prepare students to enter and succeed in college will serve as the single guiding principle for every aspect of the school’s educational program and instructional methodology. Fundamentally, we will act upon the belief that all students can learn at high levels and deserve the opportunity to receive a college preparatory public education. We believe in establishing clear and measurable high expectations for academic performance for every teacher and student, and we believe that it is ultimately the responsibility of adults in our school to do whatever it takes to ensure students meet the high academic and social standards we set for them.
Given the practices of our nation’s highest-performing charter schools, and our mission to prepare children for college, Pride College Prep’s education philosophy will consist of eight main pillars:
1. Excellent Teachers are Essential for Excellent Results
2. Extended Learning Time for All Students
3. High Expectations for All Students
4. A Structured and Orderly Environment for All Students
5. Curriculum and Instructional Systems with Proven Results
6. Using Data to Drive Instruction
7. Increased Parental Involvement
8. Daily Sustained Physical Activity
Reading Instruction
Decisions about reading instruction at Pride are guided by the recommendations found in the 2000 report of the National Reading Panel, Teaching Children to Read, as well as subsequent research-based evidence supported by The Partnership for Reading. The report and recommendations outlined five key components including: phonemic awareness, phonics, fluency, vocabulary, and comprehension strategies.
Following the implementation of these components using core reading programs, subsequent Reading First studies validated the National Reading Panel findings with the exception of reading comprehension. Reading First recommended core programs (known as basels) were found not to adequately support higher levels of critical thinking and reading comprehension.
Reading instruction at Pride will rigorously address all five components of the Reading Panel’s recommendations using a literature based program and supplementary materials. Particular attention will be placed on oral language and critical thinking using Great Books materials and the Shared Inquiry method. Most materials used in the pre-K classrooms are Kindergarten materials that will be adapted for use with 4 year olds. In K through 2 classrooms, increased time will facilitate accelerated scope and sequence, with time built in for review and re-teaching. Whenever possible, reading instruction at Pride will be conducted in small groups. All members of Pride’s faculty and administrative staff are reading teachers. This means that the School Director, Director of Operations, Dean for Students and Families, and the Director of Special Education will all lead reading groups on a daily basis.
| Pre-K | K | 1st-2nd | |
|---|---|---|---|
| Block 1 | Phonemic Awareness and Oral Language | Phonics and Word Study | Phonics and Word Study |
| Block 2 | Phonics and Word Study | Phonemic Awareness and Oral Language | Guided Reading / Readers’ Workshop |
| Block 3 | Read Aloud | Read Aloud | Read Aloud |
| Block 4 | Nap | Guided Reading / Readers’ Workshop | Word Study |
Math Instruction
Pride will fully implement the Everyday Mathematics Program for Pre-K through second grade. Everyday Mathematics is a research-based, classroom-tested program that guides students and teachers through sequenced and spiraled daily lessons, as well as establishes daily opportunities for review and practice of basic facts. Sometimes grouped with “new” math programs in the “math wars”, Everyday Math was chosen for use at Pride College Prep for its emphasis on higher level mathematical thinking skills. In addition, as part of the University of Chicago’s Mathematics Project, instruction into middle school prepares students for a seamless transition into Pre-Algebra and completion of Algebra by eighth grade.
Teachers will be trained and supported in the use of Everyday Mathematics by the School Director as well as program authors from the University of Chicago.
Students will have two math periods every day. The first (45 min) will include daily routines as well as introduce and practice new material. The second (25 min one hour later - repeat to remember!) will serve as an immediate review of new material as well as spiraled review of previously learned concepts.
Science Instruction
Science will alternate in a three-week cycle with social studies during a 45-minute block once per day. Alongside the Louisiana Comprehensive Curriculum, students will use the highly successful Full Option Science System (FOSS) science kits and Science and Technology for Children (STC) kits. Because FOSS and STC offer a number of modules for grades K-2, we will choose modules that align best with Louisiana GLEs.
In choosing to take advantage of the research based units designed by FOSS and STC, Pride College Prep is acknowledging the value of experience-based learning wherein students are able to learn by doing. In addition to being highly interactive and hand-on, science units are also accompanied by grade appropriate reading materials.
Social Studies Instruction
Social Studies will alternate in a three-week cycle with science during a 45-minute block once per day. In the early grades, social studies will rely on the Louisiana Comprehensive Curriculum, supplemented heavily by teacher-created units and materials. Teachers will begin with the end in mind and create experience-based units that integrate field trips, primary documents, and school visitors. Students will be prepared to learn by doing, with close attention paid to Louisiana Grade Level Expectations.
Assessment
Pride College Prep is committed to fully implementing a program of data-driven instruction and assessment. Pride will gauge the effective implementation of the program based on the rubric established by Paul Bambrick-Santoyo.
The rubric includes: (1) the establishment of a data-driven culture,
(2) written assessments,
(3) analysis procedures, and
(4) follow-up action plans.
Pride College Prep will abide by all accountability measures agreed upon through its relationship with the Recovery School District and Louisiana BESE.
This includes: (a) pre and post DIBELS given in August and May,
(b) pre and post TerraNova in August and May, and
(c) five interim assessment cycles in October, December, February, April, and July.
Notes on the schedule: every interim assessment cycle is followed by one day for data entry, one day without students for teacher analysis of results and planning, and one day of no students for parent conferences to report IA results. Report cards will draw data from each IA cycle. The week immediately following the IA cycle is dedicated to the re-teaching of problematic objectives in cumulative IA cycles.