Reaching Beyond the Summit...
March 20, 2018
Fairview High School freshmen in Carli Vandrak's English class collaborate in a small group during Personalized Learning Time.Walk into my 9th grade English classroom at Fairview High School in Fairview Park, Ohio, and it may not look like the typical classroom depicted in films. Instead of students sitting in rows, they cluster in small groups of desks. Instead of one voice — mine — there are many student voices deep in collaboration.
I’m not in the front of the room as much as I was my first year teaching. Instead, I make an effort to be present everywhere in my classroom. If I’m not in a one-on-one meeting with a student, I’m facilitating a small group workshop or walking around the class, keeping students on track.
Why the change? In the 2016-17 school year, my school joined the Summit Learning Program, an approach to personalized teaching and learning. Yet the biggest change in my classroom wasn’t just about the physical arrangement of desks and chairs. No, it was the increased engagement among my freshman students. For the first time, my students initiated conversations about grades and assessments and how they could do better.
“I’m wrapping up my second year as a Summit Learning teacher and can confidently say that the change has been more than worth it. In fact, it’s necessary.”
Fairview High School freshmen in Carli Vandrak’s English class form a circle for a Socratic seminar-style discussion.Adapting to a Personalized Learning EnvironmentWhen joining Summit, I was most excited about the ability to tailor my instruction to reach every student. My first year with Summit Learning, this differentiation did not come naturally. At the beginning of the year, I became frustrated that I was not “teaching to the edges” enough. I focused much of my energy on providing support to those students who needed it and soon realized the high-achieving students who grasped the Platform immediately also needed support to move forward or to be challenged with additional assignments.”
However, what I initially had seen as a challenge was actually me being called to action to become a more effective teacher. By applying the versatility of the Summit Learning Platform, I could create differentiated pathways for accelerated students, so they were never stuck waiting to move forward.
With the Platform, I can see my students’ progress in real-time and use this insight to differentiate assignments catering to students’ strengths and abilities. Often I separate my classroom into different groups — students on track but needing additional support, students on track and not requiring support, and students accelerating ahead. From there, I can easily assign work classified as “mild, medium, or spicy” based on a student’s individual skill set.
This process has enhanced my understanding of how I can effectively implement and support personalized learning in my own classroom.
The Power of Mentoring in Motivating StudentsCombining the power of the Platform with weekly 1:1 Mentoring sessions is how I can really have an impact as a teacher. I had one student in particular who would always do the bare minimum of work that was required to pass, and then move on. Soon enough, she started falling behind. I think her biggest burden was that she didn’t think she was capable.
During weekly mentor check-ins, I was able to create a plan of action in the Platform with this student and her parents. The plan was more detailed and personalized than anything I could have done alone at the front of the classroom.
The plan included very specific goals — which areas she needed to finish each week to stay on track. When she realized that by separating focus areas and projects into short-term goals she would be successful, she became so motivated to get things done. Instead of being distracted, she would proactively get to work. She was more positive about her accomplishments. By the end of the year, her 8th-grade school counselor said she was unrecognizable.
This isn’t an isolated example. Initially, it took some time for students to get used to the flexibility and ownership they had over their own learning with Summit. But those growing pains translated to impressive academic gains.
Advice for First Year Summit Learning Teachers
In the world today, we have become accustomed to results and answers coming quickly, but in the sector of education, change is a process that needs time and commitment, which I know fellow teachers are well aware of.
Because of this, many educators do not allot enough time for programs or initiatives to take shape and instead abandon them. The Summit Learning Program is worth the time, effort, and energy because I have witnessed first-hand educational breakthroughs that myself and my colleagues did not initially believe were possible.
While it can be at times very challenging or frustrating, the programs that require serious groundwork and motivation on behalf of the educators will yield the best results if time and patience are appropriately given.
When Blackstone Valley Preparatory High School (BVPHS) in Rhode Island opened its doors in 2014, it did so with a primary goal in mind: to prepare all students for their path to college.
After learning that 100% of Summit Public School (SPS) seniors are four-year college ready and that SPS graduates complete college at twice the national average, the team decided to implement the Summit Learning Program. In addition to the Projects and Self-Directed Learning components, Mentoring was a particular draw from BVPHS.
BVPHS is a public charter school serving 300 students in grades 9-12, with 62% of students qualifying for free or reduced lunch. As one of the first schools in the nation to implement Summit Learning, BVPHS first opened the Summit Learning Program to all of its 9th-10th grade students in 2015-16.
In the 2016-17 school year, BVPHS 11th graders, now in their second year of Summit Learning, were 91% more likely than Rhode Island juniors of similar demographics to be college and career ready in both literacy and math on the SAT.
The embedded case study below highlights student growth and engagement in learning through projects and the Summit Learning Program.
Driven by the goal to help all students achieve college success, BVPHS expanded Summit Learning to all 330 of its students in 9-12 grades in the 2017-18 school year.
Drew Madden, director of innovation and accountability at BVPHS, credits part of students’ success to the the Mentoring component of the Summit Learning approach: “I don’t think we can emphasize enough that mentoring has been really important and highly relevant to our success.”
This post is part of series of case studies highlighting a variety of schools currently implementing the Summit Learning approach.
“The best part of Summit Learning is…you’re teaching a child how to be independent, to evaluate themselves and what they need to work on, and it gives them confidence; I see it in my son.”
James Schumacher, parent at Towne Meadows Elementary
This video is one of a four-part series highlighting the experiences and perspectives of parents, students, and teachers at two Summit Learning schools in Gilbert, Arizona: Towne Meadows Elementary and Playa Del Rey Elementary.
Each film was created by Summit Learning Teacher, Beth Duncan, who teaches videography at Rancho Minerva, a middle school in California’s Vista Unified School District that has used the Summit Learning Program since 2016. Beth saw an opportunity to capture the parent perspective in two schools using Summit Learning for the first time in the 2017-18 school year.
The Towne Meadows parents featured in “Parents on Summit” share a common sentiment: they appreciate the Summit Learning approach because it offers supports and learning opportunities for their children.
“One time we were on a drive and [my daughter] talked about Egypt nonstop for almost 45 minutes, and it was awesome to see how excited she was to learn, what she was retaining, what she was interested in, and how she could focus on it all on her own.”
Kelli McDowell, parent at Towne Meadows Elementary
In the video, Towne Meadows Elementary Principal Chip Pettit gives voice the unique role of being both a Summit Learning school leader and parent:
“My oldest child is in third grade, and I’m already talking with my wife about how he can come here in sixth grade and be a part of [Summit Learning]…in the six years I’ve been here, it’s probably the best thing that I’ve brought to this school.”
Chip Pettit, principal at Towne Meadows Elementary
Summer School FAQ
Summer is almost here! The platform is designed to allow students to continue making progress in courses, so that they can finish remaining work even after the last day of school. Here are some common questions about summer school that may be helpful for your planning.
A) Can students have extra time to finish work?
Yes, in Columbia's Credit Completion Program.
B) Can students work on focus areas after the last day of school?
Yes. Students are always able to access resources, take diagnostic assessments, and request content assessments.
Note that there will be no blue pacing line for students that continue to work after the last day of school, but student grades will update to reflect progress until the end of summer school. When you roll over to the new school year, all grades will close.
C) Can I edit existing focus areas after the last day of school?
Yes. Teachers with the curriculum author role are always able to edit existing focus areas for courses – even if the school year has ended. Teachers will not be able to add new focus areas.
D) Can students work on projects / concept units assigned during the school year after the last day of school?
Yes. Students are always able to submit checkpoints and final products that they were assigned during the school year. Teachers will be able to score those final products and student grades will update to reflect progress until the end of summer school. When you roll over to the new school year, all grades will close.
E) Can teachers assign existing projects after the last day of school? Can they create and assign new projects after the last day of school?
No, projects cannot be assigned to students after the last day of school.
F) Can another teacher teach your course during summer school?
Yes. The summer school teacher should be added to the teacher’s section in order to teach the course over the summer. Additionally, if your school uses site-wide sharing, the summer school teacher can “Edit As” other teachers at your site.
Developed by teachers from Summit Public Schools with engineering assistance from Facebook, the Summit Personalized Learning Platform is an online tool that powers personalized learning. It helps students connect their long term goals to their daily actions. Students move at their own pace to learn skills, apply those skills to real world projects and reflect on their learning.
Summit Personalized Learning Platform highlights include:
In schools that have embraced personalized learning, teachers have the tools and support to customize instruction to meet students’ individual needs and interests. This flexibility is supported by online software that allows teachers and students to create and carry out individual learning plans, track progress, and collaborate.
Personalized learning is an approach to learning where:
When you walk into a Summit classroom at CHS, you will see a variety of activities going on. During Free Climb or PLT, students are working on a playlist of content material to meet the objectives of the course. The playlist includes a variety of resources such as readings, videos, games, and/or flashcards. Teachers can modify resources as necessary to support the needs of students at CHS. Once a student has completed a content assessment, the teacher can identify whether or not the student is struggling in an area. This allows the teacher to pull specific groups to address specific objectives. At times, teachers may identify a different kind of need such as note taking or test taking strategies. These issues can also be addressed during PLT (or Free Climbing) time. Students are also learning to navigate their own learning by choosing resources that work best for them.
During Project time (or class time), students are using transdisciplinary skills to dive deeper into their content areas and also to develop the cognitive skills that are tied to student success in college and career. For example, one cognitive skill that is taught is using evidence and reasoning. In science, students complete a tradition lab assignment which allows them to both apply their content knowledge and focus on using evidence to prove a claim. In English, students complete a research project where they find evidence to prove a claim and hold a debate to show what they know.
Throughout the day, students will be involved in a variety of instructional activities that include, reading independently, working in collaborative groups, and working with teachers.
Cognitive Skills (Projects): 70%
Power Focus Areas: 21% Power Focus Areas
Additional Focus Areas: 9%
Students can view their progress across all courses for the entire school year.
The vertical line is the pacing line, and it indicates where a student should be today in order to be on track, or on-pace, to complete a given course by the end of the school year. Projects and focus areas to the left of the line are either completed or behind schedule, while all projects and focus areas to the right of the line are upcoming in the school year. Students are free to work on focus areas ahead of time or return to previous focus areas for review at any time.
Note: Projects that have been assigned are sized proportionally, depending on the start and end dates of the projects. For example, a longer project will take up more space than a shorter project. Projects that are unassigned, as well as all focus areas, are spaced equally and are presented at the same width.
Parents have unparalleled access to their child's educational experience through the Platform. A student’s online dashboard for setting goals and tracking progress towards those goals, the Platform helps families support their student’s academic success and college readiness at home. When they log into the Platform, they will see everything their student sees. Families are able to check the Platform at any time to understand:
In addition to having a direct window into the platform, parents and legal guardians can engage with students by asking them about the focus areas (content) or projects they are working on, what their goal is for the upcoming week, and how they did on goals for the prior week.
Check out the Summit website for more information!
Summit prepares a diverse student population for success in college, career and life, and to be contributing members of society.
How do we do that?
Summit flips the traditional adult-driven school model on its head by putting students at the center and creating an environment that enables students to drive their own learning.
Summit Schools are Small
• Every Summit student has at least one adult mentor and coach, who individually supports them to set goals, make a plan to achieve those goals and develop in their Habits of Success. A mentor also serves as college counselor, coach, family liaison and advocate.
• Every single student is known by every faculty member, and teachers continuously collaborate to ensure students have the feedback and practice they need to become empowered learners.
Summit Schools are Personalized
• Every Summit student has a dynamic Personalized Learning Plan and is able to access all of the learning tools and resources they need at any time.
• Summit students have the opportunity to explore individual passions, interests and careers for eight weeks each year.
Summit Schools are Empowering
• Summit students are self-directed learners. From the day they arrive, Summit students are encouraged and coached to develop in the elements of self-directed learning - Challenge Seeking, Persistence, Strategy-shifting, Response to Setbacks and Appropriate Help Seeking.
• Summit students receive consistent, relevant, and personalized support seamlessly integrated into their school day as they drive towards their academic and personal goals.
Summit Schools are Rigorous
• All Summit students demonstrate competency in college preparatory course work in five core subjects and the visual arts.
• All Summit students meet or exceed four-year college entrance requirements.
--All information is Taken from the Summit Site