One of the biggest obstacles that administrators at the school have faced is allowing students the flexibility to receive online instruction when they want. The administrators have found that too many students do not have the self-discipline to stay on top of the schedule set at the beginning of the course. They have adjusted to this issue by requiring students in credit-recovery courses to complete their work after school in the media center under the supervision of a teacher.
When we launched our program a few years ago, we started only with the teachers who were most excited about blended learning and most invested in making great changes. These teachers then began to serve as models for others and ambassadors for the program, which led other teachers to become interested in blended learning and to incorporate technology in their own classrooms. By implementing the program this way, we ensured that teachers wanted the changes to happen and were ready to use the technology in an intentional way.
Elmhurst Community Prep is a small middle school housed on the Elmhurst College campus in Oakland. Because Elmhurst Community Prep is a small school, it allows staff to build strong relationships with students and families. Families are seen as integral partners in the education of their children, helping students set and meet their goals. Like many schools in the Oakland Unified School District (OUSD), Elmhurst Community Prep is comprised of low-income students who vary widely in their level of academic achievement-with only one-third of students at grade-level for reading and math standards. It is one of eight schools in the OUSD that has received a Rogers Foundation grant to implement blended learning.
Contact: Killian Betlach
Contact Title: Principal
Elmhurst Community Prep School
1800 98th Ave
In 2014-2015 California used the California Standards Tests (CSTs) to test students in science in grades 5, 8 and 10. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
In 2014-2015 California tested students using the California Assessment of Student Performance and Progress (CAASPP), administered through the online Smarter Balanced Summative Assessments. These are comprehensive, end-of-year assessments of grade-level learning that measure progress toward college and career readiness. Each test, English language arts/literacy (ELA) and mathematics is comprised of two parts: (1) a computer adaptive test and (2) a performance task; administered within a 12-week window beginning at 66 percent of the instructional year for grades three through eight, or within in a 7-week window beginning at 80 percent of the instructional year for grade eleven. The summative assessments are aligned with the Common Core State Standards (CCSS) for ELA and mathematics. The tests capitalize on the strengths of computer adaptive testing—efficient and precise measurement across the full range of achievement and timely turnaround of results.
Each spring, students in grades two through eleven take a STAR test. The STAR Program looks at how well schools and students are performing. Students take tests in math, reading, writing, science, and history. Teachers and parents can use test results to improve student learning. The STAR Program includes four tests: the California Standards Tests, the California Modified Assessment, the California Alternate Performance Assessment, and the Standards-based Tests in Spanish.
The California Assessment of Student Performance and Progress (CAASPP) System was established on January 1, 2014. The CAASPP System replaced the Standardized Testing and Reporting (STAR) Program, which became inoperative on July 1, 2013.