Alternative Accountability: Best Practices for Dropout Recovery

• Rubric-based approach to grading, measuring student progression in each standard
• Wide range of student support services
• Blended learning for personalized instruction
• Competency-based instruction for flexibility
• Open entry/open exit enrollment
• Academic, behavioral, and qualitative measures of student growth and achievement

For specifics on these practices, read more from the Alternative Accountability Policy Forum and watch for upcoming RAPSA programs.

RAPSA would like to thank the following organizations for their generous sponsorships of the SIATech/RAPSA Policy Forum in November, 2012.

Stutz, Artiano, Shinoff & Holtz

Charter School Capital
 
Procopio

Renaissance Learning

School Services of California

 

 

 



 

Shifting at the Core

What the New Common Core Math Standards Mean for our At-Promise Students


By Alex Kajitani

As teachers of at-promise students, we’ve often had an “upside down” view when looking at standards.  

Teachers in affluent neighborhoods, where students are generally performing at grade level, tend to view state standards as the floor, or minimum level of knowledge to be achieved by the end of the school year.  They aim much higher.

However, for us teachers of at-promise students, state standards are often seen as the ceiling.  When our students come in a year or more behind, with low levels of literacy and a history of low academic performance, getting them to perform “at grade level” can be a daunting task, and achieving it a great accomplishment.

So, with the Common Core State Standards for Mathematics (CCSSM) now adopted in all but a few states, does our view get bleaker or brighter for our at-promise students?

Will CCSSM Make Things Worse for our At-Promise Students?

 

RAPSA Professional Development Events


National Charter Schools Conference - June 30, 2013

Preconference Session:
Appropriate Accountability for High-Quality Dropout Recovery Charter Schools

Join the discussion on how accountability measures should be applied to dropout recovery schools, and what we need to do to make sure they're recognized for delivering quality educations to students in need.

Register

SIATech's BTSA Induction Program

For new teachers who need to clear their credential, SIATech offers a fully-accredited BTSA Induction program. 

  • Professional, caring, experienced mentors
  • Convenience of virtual and face-to-face instruction
  • Relevant classroom technology
  • Low cost ...





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at•promise: [at•prom’is]

adj. Belief that all students
can succeed

  

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