GHR partner, Twin Cities-based St. Jerome Catholic School, provides Pre-K to 8 education to over 200 students, preparing them for the academic, social, and spiritual opportunities and challenges they may face in today's world. With talented, supportive teachers and staff, and a keen eye for data and intentional planning, the school strives for consistent academic growth. In the past five years, the school has welcomed a large community of multi-lingual learners who are part of a Karen refugee community. Word has spread that the school is a safe, nurturing and excellent school home for many recent immigrants from Myanmar and Burma, where children will find their social and emotional needs met.
During the COVID-19 pandemic and the shift to virtual instruction, many students at St. Jerome missed significant amounts of instruction time. This has led to observable learning loss, particularly among the many emergent bilingual students still developing their expertise in academic English. In addressing the same, St. Jerome’s principal has identified middle school students as the target population to participate in a new educational model of direct instruction, small group interventions and homework assistance for the next three years in their learning journey.
With support from GHR for this new model, the school is providing targeted instruction for core subjects, hired an additional English teacher, and hired an intervention specialist who will work directly with students and teachers to monitor student progress and implement changes. “With the small class sizes and a significant amount of 1:1 instruction that has been able to occur, we have seen students go from below to above grade level in their language usage scores. Also, students who are already highly achieving are getting above grade level instruction allowing them to stretch," said Teacher Emma McGlone.
Students are already showing signs of benefiting academically from these interventions – an uplifting sign for the future of this project. A middle school student shared, “We can work at our own pace and we get attention according to what we need, because the teachers know us really well.”
GHR works to design new and replicable models for high-quality Catholic education. Learn more about this work here.
During the COVID-19 pandemic and the shift to virtual instruction, many students at St. Jerome missed significant amounts of instruction time. This has led to observable learning loss, particularly among the many emergent bilingual students still developing their expertise in academic English. In addressing the same, St. Jerome’s principal has identified middle school students as the target population to participate in a new educational model of direct instruction, small group interventions and homework assistance for the next three years in their learning journey.
With support from GHR for this new model, the school is providing targeted instruction for core subjects, hired an additional English teacher, and hired an intervention specialist who will work directly with students and teachers to monitor student progress and implement changes. “With the small class sizes and a significant amount of 1:1 instruction that has been able to occur, we have seen students go from below to above grade level in their language usage scores. Also, students who are already highly achieving are getting above grade level instruction allowing them to stretch," said Teacher Emma McGlone.
Students are already showing signs of benefiting academically from these interventions – an uplifting sign for the future of this project. A middle school student shared, “We can work at our own pace and we get attention according to what we need, because the teachers know us really well.”
GHR works to design new and replicable models for high-quality Catholic education. Learn more about this work here.
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