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Lakota teacherturns negative value-added scores into double-digit growth with self-paced science model
Summary
Hopewell Junior teacher Stacy Lane described a self-paced, co-taught science model that raised her classroom value-added score from -0.61 to 0.73 and then to 1.31; two students testified about improved learning and engagement.
Stacy Lane, a Lakota Youth science teacher, told the school board Feb. 24 that she redesigned her classroom around self-paced learning, small-group remediation, and co-teaching to reach students across the achievement spectrum — and her state value-added growth scores rose markedly as a result.
Lane described moving away from a teacher-centered model to a facilitator role, using a "game board" tracker that lets students progress through tasks at their own pace and receive targeted remediation or extension. She said her value-added growth was negative 0.61 before the redesign, rose to 0.73 in the first year after changes, and reached 1.31 in the most recent year.
Why it matters: The district highlighted Lane's results during the staff spotlight to illustrate how personalized instruction and co-teaching can improve year-over-year growth for low-, middle- and high-achieving students alike.
Lane told the board she designed tasks to be application based, easy to self-start and difficult to simply copy or Google. "I am the facilitator of learning," she said, describing daily huddles, strategic lab timing and a set of in-class modifications that allow instructors to pull micro-groups for remediation or extension.
Two former students, Grace Forrest and Jada Wilson, described how Lane's classroom structure supported independant work, variety in note-taking, and emotional support. Forrest said the "game board" helped her stay on track during absences and allowed her to move at a pace that improved retention. Wilson, now a junior and a student aid, said Lane's accessible presence and the perimeter seating that opens a central workspace made it easier to ask for help and complete work that builds life skills.
Lane credited administrative support and teacher-leader coaching for enabling the redesign. She also described co-teaching with another science educator (Hughesman), which allowed one teacher to lead the whole group while the other pulled small groups or supported individual students; Lane said the arrangement let staff handle medical or emotional events without disrupting instruction.
The district noted logistical constraints: Lane said the program would benefit from a dedicated science lab and more flexible space; at present she and her co-teacher operate across two nearby classrooms, creating challenges for small-group work and lab experiences.
Board members praised Lane and the students in comments after the presentation, calling the classroom a strong example of meeting the whole child and applauding the gains in measured growth.
Ending: Lane said she aims to sustain positive growth but cautioned that cohorts differ year to year; she described the goal as continued net positive progress rather than a fixed numeric target.
