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American Preparatory Academy presents data‑driven model, reports strong reading growth and warns against restrictive rubric changes
Summary
Carolyn Schrett, superintendent of American Preparatory Academy, told the Interim Education Committee that APA’s data‑driven model of small groups, co‑teaching and weekly progress monitoring has produced sustained reading and math growth at several campuses.
Carolyn Schrett (American Preparatory Academy superintendent) described APA’s multi‑campus, data‑driven instructional model to the Interim Education Committee and presented outcome measures the school said reflect its approach.
Schrett said APA uses small instructional groups, an additional adult in every classroom, weekly and monthly data reviews, and intensive end‑of‑year data days to adjust instruction. She described the network’s use of evidence‑based reading programs, a dyslexia center with multiple intervention tracks, and a coaching model in which trained staff sometimes step in during live instruction to coach teachers side‑by‑side.
APA presented spring assessment rankings it said placed its Draper campus among the top third‑grade reading performers statewide, and the network reported high median growth ratings in both reading and math for certain campuses. Schrett told the committee that Draper campuses served hundreds of third graders (she referenced 515 third graders in one slide) while achieving performance above the state target for on‑grade reading. She also cited scholarship and college‑matriculation outcomes for recent graduating classes and described a large after‑school music and academic support program in West Valley City.
Schrett recounted a regulatory dispute around the state’s effort to implement the 'science of reading' legislation. She said USBE developed a rubric to identify whether a school’s program met the state rubric; APA’s program initially did not meet that rubric and APA was told it would need to change its program. Schrett said the board later dissolved that rubric requirement after discussion and that APA continues to use its existing evidence‑based reading model. She asked that policy and rules be aligned so legislative intent is reflected in administrative guidance.
The superintendent also discussed facility financing and said APA has combined financing tools such as qualified school construction bonds and new markets tax credits to reduce costs when constructing and refinancing campuses. She urged the Legislature to look at allowing public charter operators first right of refusal to reuse buildings when traditional public schools close.
Why it matters: APA used the hearing to offer a concrete example of a sustained evidence‑based model that the school links to student growth, to raise implementation concerns about state rubric development, and to request policy changes on facilities reuse and administrative rule alignment.
What’s next: lawmakers asked for additional detail on APA’s teacher supports, training cadence and the district‑level outcomes Schrett presented. APA offered to share more materials; committee staff and USBE flagged potential follow‑up on program alignment and access to state technical assistance.
