The PATH School Mission
The mission of The PATH (Purpose, Achievement, Talent, Heart) School is to provide a purpose-driven, culturally responsive learning environment that challenges scholars academically while supporting their social and emotional growth in order to develop conscientious citizens who are prepared to transform their communities.
At The PATH School, we will strive toward our mission guided by our core beliefs:
We believe all scholars can learn and thrive given the necessary supports to do so.
We believe consistently examining data, both academic and social/emotional, is a key lever that leads to school and scholar success.
We believe curricular choices and instruction must be rigorous, relevant, representative and engaging.
We believe when guided toward future paths that are purposeful, rewarding and meaningful, scholars persist to overcome obstacles and find true success.
We believe relationships and a strong community of trust are the cornerstones of safe, effective schools.
We believe purpose-driven learning must undergird our curriculum and instructional practices.
We believe authentic experiences prepare scholars to think beyond their current situation to begin thinking about the possibilities that lie ahead.
We believe culturally responsive pedagogy leads to scholar success.
The PATH School (TPS) is designed to provide scholars purpose-driven opportunities for learning undergirded by academic rigor, culturally responsive teaching, and social and emotional development, surrounded by a community of support. Our scholar supports will only yield strong results when coupled with high expectations and challenging curricula. To this end, TPS will employ an educational model that includes wraparound supports characterized by a PATH team.
In this model, each scholar is supported by a PATH team consisting of four adults: an academic counselor, a special educator, a therapist/social worker and a transition specialist, with each PATH team supporting 200-400 scholars.
The PATH School’s learning model is strengths-based and works to ensure that all of our work begins with scholars’ strengths as the driver. With that in mind, The PATH School learning model for academic and social and emotional development uses build, experience, collaborate, and reflect as a guide for scholar engagement throughout the school day. Because we believe that all scholars enter our school with a set of assets, we begin our work by building on those assets. By accessing scholars’ background knowledge and skills, we can build on that knowledge and those skills as scholars begin to experience the curriculum.
When scholars experience the curriculum, they are “doing”. They are actively reading, writing, computing, experimenting, and/or participating. We also believe collaboration is critical to scholar success, particularly given that many of the scholars we serve are from collectivist cultures where “societies emphasize relationships, interdependence within a community, and cooperative learning.” (Hammond, 2015) Because we believe in building on scholars’ assets or strengths, consistently providing opportunities for collaboration is another way we do that.
Finally, we believe reflection provides scholars the opportunity to take ownership of their learning and their habits. By reflecting, scholars are able to process content and skills and make adjustments moving forward.
RIGOROUS. STRUCTURED. JOYFUL.
Given our high expectations for every scholar, we use the Common Core State Standards as a solid base for our curriculum. In order for our scholars to be academically competitive with their peers nationwide, we construct curricula that match the academic content and rigor that will support and grow our students to perform on national assessments. We ensure that every PATH School scholar is equipped with the knowledge and skills to read, write, speak and compute at and above rigorous grade level standards.
Our teachers promote a culture of achievement in their classrooms, implementing effective instructional strategies that have greatest positive effect on student achievement for all students, in all subject areas, at all grade levels. Teachers are supported through frequent observations and feedback sessions to continuously increase their instructional effectiveness and maximize student achievement results.
Commitment to Special Education
We are committed to meeting the learning needs of all students in the least restrictive environment to the best of their needs, according to IDEA. Ivy Hill has adopted Multi-Tiered Systems of Support (MTSS) to meet all PATH School scholars' needs and promote social-emotional learning and development. We also believe in the concept of Ujima, assuming collective responsibility from all parties in a child's life to contribute to and collaborate for the child's success. Please download the Student Support Handbook to learn more about The PATH School's Special Education or Social-Emotional Programs.
Intentional Character Development
We believe that to truly push the needle towards success, our scholars not only need a strong academic foundation, but also intentional leadership skills. Through our Martial Arts curriculum, scholars learn the fundamentals of self-discipline, self-regulation, and self-control. These skills paired with our explicit modeling and teaching of our PATH School creed values, prepares our students to exude leadership both in and out of school.
Dance classes play a vital role in the Ivy Hill Prep curriculum. Students take Dance classes weekly and are able to learn choreography while also creating their own signature routines based on cultural techniques and styles from around the world. Students also learn about the contributions of persons of African descent and other communities of color to each. Be sure to check out our Events Page for clips from our events during our Virtual Year!