Our long-term goal is to have a fully personalized system for our students. We received a lot of hardware in 2014-15, and this year we wanted to pilot a Rotation model where we would using the hardware with online learning every single day.
The top three challenges have been infrastructure, ensuring students are self motivated or are encouraged to work effectively with online learning, and having the right personnel that is supportive and solution-oriented. To solve these challenges, we have invested in our own in-house tech guru to ensure devices are up-to-date and bandwidth is sufficient. We are continually working on student culture, and we are thinking about developing a full-time advisory structure to change students' mindsets. We have also invested significantly in ensuring we hire the right teachers who have high will, high skill.
Every school is different. Visit lots of schools, take pieces and the best practices that make sense, and pilot some of those.
One area to keep our teachers focused on student learning. Technology can easily amount to nothing more than electronic worksheets - low level, low rigor work. So I am always asking the question "Are our students becoming better readers and writers because of what we're doing?" The other area of leadership is constantly tracking student data with staff to monitor progress and make adjustments.
Roosevelt’s mission is to empower all students to be creative community leaders by providing them with a strong academic foundation, equipping them with 21st century skills, and instilling a community ethic. We will accomplish these outcomes by creating a vibrant learning experience through engaging personalized instruction, designing solutions to real-world problems, and by supporting the whole child. We believe that our model will provide students with a strong foundation for success in high school, college, career, and global citizenship.
A transformational concept that is part of our evolution to be a Next Generation school is the Roosevelt experience. No longer do we envision school to just be a place where students come to acquire skills and then leave. We plan on being intentional about every detail of the student’s day so that she or he feels positive about all aspects of the school. This includes the aesthetics, the interactions with staff and students, and the learning activities.
Contact: Cliff Hong
Roosevelt Middle School
1926 E 19th St
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.