Administrators at KIPP Comienza chose a Station Rotation model because they believed it was the best way to differentiate instruction by skill level and tailor technology to the needs of their students.
When KIPP Comienza expanded to include 3rd and 4th grade students, teachers found that they did not learn as effectively in a small, single-homeroom Station Rotation model as those in the younger grades. At the midpoint of SY2014-15*, the school transitioned to a 1:1 Chromebook program for 3rd and 4th grade. Students have benefitted from a multi-classroom rotation and more time using instructional technology. The updated model frees teachers to lead more meaningful small-group instruction with students with similar skills, and has helped students become more comfortable with computers in preparation for online assessments.
Administrators at KIPP Comienza caution other schools to implement new blended-learning programs very intentionally. "Schools should not implement blended-learning just to try it. Don't assume technology is going to help you reach your goals" they said. Any blended-learning program should target specific student needs. They also advise schools to think carefully about what data they collect and how they will be able to use it to improve instructional practices.
Comienza Community Prep is a K-4 school in Huntington Park, CA that serves about 550 students. The school operates on two neighboring campuses, one for K - 1 students and the other for the older grades. KIPP Comienza was one of the first KIPP LA schools to pilot a blended-learning program.
Contact: Megan Gaon
KIPP Comienza Community Prep
6410 Rita Ave
Huntington Park, California
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.