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Uplift outlines Primary Learning Acceleration program targeting 10 lowest-performing schools
Summary
Presenters described a three-year Charter School Growth Fund–backed acceleration initiative focused on third grade: in-school coaching, tutors, monthly teacher training, and early assessment gains that narrow gaps between accelerated-learning schools and the network.
Priscilla College and Jonathan Dance told the Uplift Education Board of Trustees that the Primary Learning Acceleration program — funded as a three-year grant from the Charter School Growth Fund — aims to narrow achievement gaps in the network’s 10 lowest-performing schools by focusing intensive support on third grade.
The presenters described a team that includes four curriculum specialists (two for reading, two for math), a director of tutoring who trains tutors, and at least two tutors per primary school who pull students for small-group work. "We have some end of the year goals ... 40% of our scholars that are in the 10 lowest performing schools, we're uh expecting them to make meets on their math and 50% in their reading or literacy," Priscilla said. She and Jonathan highlighted monthly all-day teacher trainings and daily in-school coaching that, they said, produce real-time feedback for teachers and leaders.
Board members asked about teacher experience and vacancies. Presenters said average teacher tenure in the targeted third-grade classrooms was about three years and that Uplift started the year with 100% of third-grade vacancies filled. On early assessments, Jonathan summarized quarter-one results: accelerated-learning schools have closed some of the gap and are now about 4% behind network averages on the first assessment, and roughly 10% below non-accelerated Uplift schools in mathematics.
Why it matters: third grade is the network's first year for state testing and is used widely in accountability comparisons, the presenters said. The program’s combination of aligned tutoring, in-class coaching and leader training is intended to produce durable instructional improvements and measurable growth on year-end STAR assessments.
"It's my whole job. You will see a lot of me," Priscilla said, describing her daily presence in campuses and the in-the-moment coaching model the team uses.
Next steps: presenters said they will continue to report quarterly on growth by cohort and plan to reduce the number of targeted schools over time as cohorts move to higher grades.
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