APS Schools Implement 'Teaching Up' Strategy to Boost Student Achievement

New approach emphasizes rigorous, grade-level instruction for all with targeted interventions for those who need extra support.

APS principals and educators are touting a new instructional strategy called "teaching up" or "teaching to the top," which they say is moving the needle as the district works to improve literacy and mathematics proficiency rates.

The approach emphasizes providing all students with rigorous, grade-level instruction while offering targeted interventions for those who need extra support. The goal is to move away from a primarily remedial approach and ensure all students are challenged and have the opportunity to reach their full potential.

Several educators spoke of the new approach and the success they’re seeing during a Board of Education meeting earlier this month.

Tara Byers, a transformational coach at Mary Ann Binford Elementary, said her school shifted to teaching up after realizing previous strategies were not improving student outcomes. The idea behind teaching up is that consistently remediating students prevents them from ever catching up. 

Therefore, the focus is now on grade-level standards for all, with targeted remediation during intervention blocks.

“This focus has led to greater student engagement, more reflective teaching practices, and overall improved outcomes for all of our students regardless of their backgrounds, culture or language,” said Stephanie Nieto, the principal of Mary Ann Binford.

At the heart of this approach is the idea that setting the bar high and having students work toward reaching that high bar is good for students because it helps them build resilience and confidence. 

“Teachers have embraced the idea of allowing students to experience the necessary struggle for growth, which has been incredibly empowering,” said Erin Maestas, the transformational coach at Barcelona Elementary. “The overall alignment of supports at the district created a cohesive and meaningful experience for our school community, and I'm proud to be part of it.”

Barcelona Principal Rae Lynn Dooley said the new approach has led to significant growth among her students. The school’s kindergarten students achieved 72% proficiency in reading and 91% in math at the middle of the year, Dooley said. 

Julie Trujillo, a kindergarten teacher at Barcelona, said she created an environment that challenged high performers while also providing scaffolding for those who needed additional support. This shift, combined with data-driven decisions and small group centers, led to significant improvements in student performance, she added.

Armijo Elementary School Principal Angelica Portillo said that by providing differentiated support and scaffolding, Armijo Elementary ensures all students are challenged and engaged in meaningful learning. And that includes those with IEPs, English learners and bilingual students, she said.

“This approach is proactive, research-based and specifically designed to close gaps while maintaining high expectations for all students regardless of background or individual learning needs,” Portillo added.