Camelot accelerated schools show remarkable results with college-ready teaching strategies
(Philadelphia – October 25, 2011)
Early findings from a pilot program at Excel Academy North and Excel Academy South in Philadelphia – both operated by Camelot – showed remarkable results in accelerating the learning of dropouts and over-age students. The lessons learned from the first year of the program are outlined in a new report issued today by Jobs for the Future (JFF), titled From Remediation to Acceleration.
Camelot operates three alternative programs in Camden, including one accelerated academy: the Camden City Accelerated Academy (formerly George Washington Elementary School), Camden City Transitional Academy (formerly Creative Arts Academy) and Camden High School Transitional Academy within Camden High School.
The report found that in just one year, between one-fourth and one-third of students advanced four grade levels in math and/or English. More than two-thirds of students achieved skill gains of more than two grade levels.
“We have achieved great success for our students by combining JFF’s Common Instructional Framework with Camelot’s system of structure and peer accountability. As a result, we are helping Philadelphia lead the nation in closing the graduation gap – and more importantly getting these kids on track to a future with hope,” said Camelot Schools CEO Todd Bock.
As part of its mission of developing new educational and workforce strategies, JFF works with districts, states, and other groups to reengage youth who are off track for graduation or out of school and puts them on a path to post-secondary success.
School systems are looking for ways to help off-track students not only graduate, but also gain the skills to succeed in postsecondary education. To this end, JFF worked with the Philadelphia Youth Network and the Philadelphia School District’s Office of Multiple Pathways to implement a leadership and instructional approach originally designed for small, innovative high schools serving low-income populations. JFF’s Common Instructional Framework is designed to accelerate learning so that all students graduate with the academic and critical thinking skills required for postsecondary success.
“These strategies were made for this population. The students thrive in this environment. They were so unsuccessful previously, and now they have a chance to be successful. It just opens their eyes to what the possibilities are,” said Excel South principal Stephanie Goshert.
Some key lessons learned by JFF in the first year of this pilot program include:
Off-track students with large and varied gaps in their learning benefit from teaching one another.
Students who were previously held to low expectations can quickly learn to take academic initiative.
When students are engaged in and responsible for their learning, behavior problems decrease dramatically.
When students are fully engaged, schools can reallocate staff to instruction (instead of discipline).
Through collaborative learning, formerly out-of-school youth can build the social skills needed for success in college and the workplace.
JFF brings teachers and school leaders to University Park Campus School (UPCS) in Worcester, Massachusetts, a “clinical site” where educators can observe and learn from an instructional coaching program that JFF designed to help schools adopt and implement instructional strategies designed to foster college readiness in all students. Encouraged by the Philadelphia results, JFF and Camelot plan to develop Excel South as a similar demonstration site.
“At the Massachusetts site, visiting educators enter the classroom, where they observe teachers and students utilizing the JFF instructional strategies,” said Camelot’s COO, Joseph Carter. “After the observation, the educators receive additional training regarding the instruction they observed. Finally, they enter the classroom as informed observers enabled to better analyze the instruction taking place.
“We think this takes professional development to another level. Rather than merely discussing what happens in an effective classroom, participants are able observe actual instruction and interactions between teachers and students which transforms the classroom into a laboratory for professional development. We are proud that JFF chose Camelot to set up this demonstration site for the use of the Common Instructional Framework with this population of young people.”
To read the full JFF report, go to http://www.jff.org/publications
