Bret Harte decided to start its blended-learning program with a Station Rotation model after observing blended-learning programs at other schools. This model was the easiest to implement within the timing constraints of Bret Harteâ€™s current schedule. But the school hopes to ultimately use a Flex model in order to maximize studentsâ€™ freedom of choice, and combine individual skill-building activities with collaborative work experiences.
One of the biggest challenges for Bret Harte was overcoming the language barriers present in the schoolâ€™s diverse student body. Many Bret Harte students have recently immigrated from countries across the world, and are just beginning to learn English. These students have difficulty learning from English online resources independently. To address this problem, the school expanded its support staff and changed its professional development programs to help teachers reach their English Language Learners.
Bret Harte blended-learning coordinator Avi Zellmanâ€™s most important advice for new blended-learning programs is simple: â€œDonâ€™t give up!â€ He said that schools need to realize that mishaps and failures will happen, but stay committed to persevering through them. To make this easier, he suggests that schools test out ideas at as small of a scale as possible, allowing them to â€œfail fastâ€ and minimize their losses.
Bret Harte is one of the most diverse schools in the Oakland Unified School District. It recently was reviewed by the OUSD School Quality Review. As a result of the findings from the review, Bret Harte has renewed it's focus on helping student not only with personalized academic learning, but also with social emotional learning. Bret Harte Middle School is one of eight schools in OUSD that has received a Rogers Foundation grant to pursue a blended learning program.
Bret Harte Middle School
3700 Coolidge 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.
There are currently no past timeline events for this school.