Percent of Graduates Enrolling in 4-Year Colleges Within 2 Years Positive Outcomes 3 Sussex Central 19 Woodbridge 19 Laurel 19 Seaford 21 Delmar Senior 21 Delcastle Tech 22 Lake Forest 22 McKean 23 Hodgson Vo-Tech 25 William Penn 30 Howard HS of Tech 30 Polytech HS 30 Dickinson 31 Smyrna 32 Milford 32 Indian River 32 Sussex Tech 32 St Georges HS Tech 33 Christiana 33 Moyer Academy CS 34 Cape Henlopen 36 Dover 38 Caesar Rodney 39 Glasgow 41 Delaware Military CS 42 Mount Pleasant 43 Newark 45 Middletown 45 Brandywine 47 Pencader 49 A.I. duPont 52 Concord 54 Cab Calloway 65 Freire Charter 66 Charter HS of Wilm 86 0 10 20 30 40 50 60 70 80 90 100 Percent of Graduates Enrolling in College Within 2 Years 0 10 20 30 40 50 60 70 80 90 100 Freire Charter School 89 Charter HS of Wilm 87 Cab Calloway 78 Concord 72 NATIONAL AVERAGE 68.2 A.I. duPont 68 Middletown 67 Pencader 67 Sussex Tech 67 Newark 65 Brandywine 65 Cape Henlopen 62 Delaware Military CS 62 Caesar Rodney 61 Dover 61 Indian River 60 Glasgow 60 Mount Pleasant 60 Milford 59 Christiana 58 Smyrna 58 Delmar Senior 58 Polytech HS 58 Laurel 57 Howard HS of Tech 55 St Georges HS Tech 54 Seaford 53 Dickinson 52 Woodbridge 51 William Penn 51 Sussex Central 50 Lake Forest 50 Hodgson Vo-Tech 50 McKean 49 Delcastle Tech 48 Moyer Academy CS 44 Positive Outcomes CS 28 2027 Chestnut Street, Philadelphia, PA 19103 Phone: (215) 557-8555 ~ Fax: (215) 557-9051 www.freirecharterschool.org Instructional Principles: Summary Freire’s vision of teaching and learning is both demanding and rewarding. Freire students gain the power to build the future —by taking responsibility for their own learning. Freire teachers do everything and anything they to help students shoulder this responsibility, achieve and excel. We use standards-based lessons and implement them with the following core principles in mind: 1. Instruction begins with clear learning targets a. We specify what we want students to do and learn in every lesson b. We provide clear examples of student work when making assignments c. What we teach is what we assess. What we assess is what we teach 2. Instruction is active and engaging a. Students make connections to what they learn b. Students learn through guided practice and interaction c. Teachers’ questions elicit critical thinking and dialogue 3. Instruction includes a gradual release of responsibility for students a. We model, “chunk” difficult assignments, provide templates, examples, guides b. Instruction follows an “I- We- You” model 4. Instruction is organized to give teachers frequent and varied evidence of student learning a. We check constantly for understanding b. We look at mastery of both content and skills c. We use a variety of metrics to assess student understanding 5. Instruction is a cycle a. We use evidence from assessments to adjust and tailor instruction b. We are thoughtful, resourceful, dynamic, always-evolving, responsive professionals c. We organize instruction to spiral around core knowledge and skills d. It is never too late for students to learn 6. Curriculum: Less is more a. We value depth rather than breadth b. The emphasis is on building college-ready skills c. Curriculum reflects essential questions, essential skills, and careful pacing d. We teach literacy, numeracy and writing skills in every course 7. Freire is a community of learners a. Classrooms at Freire are open. Teaching at Freire is collaborative. b. We value hard work, honesty, excellence, and community c. There is ongoing self-reflection, analysis and dialogue about student learning. 1 2027 Chestnut Street, Philadelphia, PA 19103 Phone: (215) 557-8555 ~ Fax: (215) 557-9051 www.freirecharterschool.org Instructional Principles 1. Instruction begins with clear learning targets a. These learning targets include both academic standards (the PA anchors, for example), and academic literacies (the scholarly habits and behaviors that characterize college-bound students). We specify what we want students to do and learn in every lesson. b. We do not assume students have mastered these standards and habits before they arrive in our classes, and understand that when students need them, it is our job to teach them explicitly. We model what students need to learn by providing clear examples of student work when making assignments. c. There is clear alignment between curriculum and assessment. What we teach is what we assess. What we assess is what we teach. 2. Instruction is active and engaging a. We strive to help students make connections to what they learn, by activating prior knowledge and integrating multiple content areas. b. Extended lecture does not work for most of our students. Freire students learn by doing, through guided practice and interaction with their teachers, their peers, and the community. c. Teachers ask questions that require students not just to know the “right answer,” but to practice critical thinking and engage in dialogue. 3. Instruction includes a gradual release of responsibility for students a. We begin with focused, clear instruction, and then scaffold new tasks and skills so that all students can learn and achieve academically. This means we model, break down difficult assignments into smaller “chunks,” and provide templates, examples, guides. As students become familiar and proficient with specific academic tasks, we remove these scaffolds. b. Freire teachers use an “I- We- You” gradual release of responsibility model, first demonstrating for the class the steps they take to complete a complex task, then letting the class practice together, and finally expecting students to perform tasks successfully as individuals. 4. Instruction is organized to give teachers frequent and varied evidence of student learning a. Teachers build regular, formative formal and informal checks for understanding into everyday instruction. b. Teachers check students’ mastery of both content and skills c. Teachers use a variety of metrics (including quizzes, written responses, exit slips, portfolios, standard-format benchmark tests, and performance- based assessments) to gather data about students’ understanding. 2 2027 Chestnut Street, Philadelphia, PA 19103 Phone: (215) 557-8555 ~ Fax: (215) 557-9051 www.freirecharterschool.org 5. Instruction is a cycle a. Teachers use evidence from assessments to adjust and tailor instruction-- to create new action plans for teaching. b. This model requires teachers to be thoughtful, resourceful, dynamic, always-evolving, responsive professionals who use data to shape their practice, and who bring creativity, patience, and relentlessly high expectations to the classroom. c. Teachers identify and emphasize core knowledge and skills. They use spiraling to ensure that students retain and use these skills every day. d. The cycle of instruction gives students opportunities to see progress over time, and to understand that it is never too late to put forth effort, use learning strategies, and learn. Image: New Schools Venture Fund; http://www.newschools.org/about/publications/cycle-of-instructional- improvement-tool 6. Curriculum: Less is more a. We go for depth rather than breadth in curriculum. b. Our priorities reflect essential 21 st century skills, with an emphasis on building college-ready skills in reading, writing, critical thinking, science, mathematics, history, civics and fluency in a second language. c. Daily-, weekly-, and course- planning processes include essential questions, essential skills and careful pacing to enable the cycle of instruction. d. Every teacher teaches literacy, numeracy and writing skills in every course, so students develop these transferrable skills as they master subject-specific content. 3 2027 Chestnut Street, Philadelphia, PA 19103 Phone: (215) 557-8555 ~ Fax: (215) 557-9051 www.freirecharterschool.org 7. Freire is a community of learners a. Teaching at Freire is collaborative: our classrooms are open to colleagues and administrators, we are honest about what’s working and what is not working, we ask for help, ask questions, look at student work and share suggestions with team members, support and challenge each other to help all our students learn and achieve. b. Teaching at Friere also reflects our other professional values: hard work, honesty, excellence, and community. c. A hunger for information about our students’ learning is what drives us as a professional community. Freire teachers practice ongoing self- reflection, analysis and dialogue about student learning. 4 2027 Chestnut Street, Philadelphia, PA 19103 Phone: (215) 557-8555 ~ Fax: (215) 557-9051 www.freirecharterschool.org Cultural Principles 1. Safety first a. Students’ physical, mental and emotional well-being contribute to their success in school. We link our students to appropriate in-school services, external agencies, and community groups that can further physical safety as well as mental and emotional growth. b. Freire’s community principles apply everywhere in the school -- school entrance, classroom, hallways, stairways, rest rooms and gymnasium. Each of these is part of the learning environment, and each is a safe place for every member of the Freire community. c. We are a family at Freire, and look out for one another. Students and staff resolve conflicts using nonviolence, mediation, and conflict resolution. 2. Mutual respect a. The Code of Conduct details exactly what respect means at Freire. Every Freire community member reads and respects the Code of Conduct, and follows its rules. b. We value and respect teachers as professionals, and strive to help them use their time to help students achieve. c. A school-wide ethos of respect allows us to communicate honestly and invest in each other. Our respect for students means we never give up on them. Our respect for parents means we try to partner with them to help their children reach excellence. Our respect for each other as colleagues means we support each other in sharing practice and taking risks to further our professional learning.