Initially, Summit Public Schools tried piloting a Station Rotation model of blended learning for math using Khan Academy. After a year of using that model, school leaders evaluated the data and realized they needed not only to blend face-to-face and online instruction, but to rethink the entire school experience. As a result, they pioneered a self-paced and self-directed learning environment in which they reimagined the roles of the students and the teachers, rethought and redesigned the learning spaces, and removed time-based practices that hindered personalized learning.
Summit Preparatory Charter High School (Summit Prep) opened its doors in 2003 in Redwood City, Calif., and quickly earned a reputation as one of the best public high schools in the nation, according to national rankings by Newsweek and US News & World Report. Like other Summit schools, Summit Prep's mission is to prepare a diverse student body for success in a four-year university and to be thoughtful, contributing members of society. Summit's academic approach, which is fueled by a highly personalized blended learning model, has led to an impressive track record of success. Since its founding, 96% of Summit's graduates have been accepted to at least one four-year college.
Contact: Adam Carter
Summit Preparatory Charter High School
890 Broadway St
Redwood City, 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.
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