Common Core Case Study SUMMIT PUBLIC SCHOOLS & SUMMIT .
Common Core Case StudySUMMIT PUBLIC SCHOOLS &SUMMIT PREPARATORY CHARTERHIGH SCHOOLOctober 2014These materials have been developed for the National Charter School Resource Centerfunded by the U.S. Department of Education. The National Charter School ResourceCenter is led by Safal Partners under contract number ED-OII-13-R-005 and is supportedby the American Institutes for Research.
ContentsBACKGROUND . 1COMMON CORE CASE STUDY SERIES . 1OVERVIEW OF SUMMIT PUBLIC SCHOOLS . 2SUMMARY OF CASE STUDY FOCUS AREAS . 3FOCUS AREA I: ALIGNING INTERNAL ASSSSMENTS TO THE COMMON CORE . 4FOCUS AREA II: MAXIMIZING RESOURCES THROUGH DISTRICT–CHARTER COLLABORATION . 7FOCUS AREA III: SELECTING THE BEST COMMON CORE RESOURCES . 9RESOURCES . 11INTERVIEWEES . 12National Charter School Resource CenterCommon Core Case Study SeriesSummit Preparatory High School2 P a g e
BACKGROUNDThe National Charter School Resource Center, funded through the U.S. Department ofEducation, gathers, develops, and makes accessible a wide range of high-qualityresources to support the charter school sector; enables successful planning,authorization, implementation, and continuation of high-quality charter schools; andincreases the national understanding of the charter school model.COMMON CORE CASE STUDY SERIESImplementation of the rigorous, research-based, globally benchmarked Common CoreState Standards will significantly impact the curriculum, instruction, assessment, andresources of charter schools.Charter school leaders and staff need exemplars and resources that offer a wide array ofexamples targeted specifically toward the diverse student populations they serve. Tomeet this need, Safal Partners worked with the American Institutes for Research (AIR) toprofile three examples of successful implementation of the Common Core StateStandards in charter schools around the country: Alain Locke Charter School, SummitPreparatory Charter High School, and Achievement First Bushwick Middle School.National Charter School Resource CenterCommon Core Case Study SeriesSummit Preparatory Charter High School1 P a g e2095 05/14
OVERVIEW OF SUMMIT PUBLIC SCHOOLSIn 2003, Summit Public Schools’ flagship school, SummitPreparatory Charter High School (Summit Prep) in RedwoodCity, California began its first year of operation. The missionof Summit Prep is to prepare a diverse student population tobe successful in four-year colleges or universities and to bethoughtful, contributing members of society. Today, theschool serves more than 400 students.Summit Prep serves students in Grades 9–12. Summit Prep is53 percent Hispanic, 32 percent White, and 7 percent Asian.In 2013, close to 40 percent of students qualified for free andreduced meals. Since its founding, 96 percent of SummitPrep’s graduates have been accepted to at least one fouryear college or university. Summit Prep is ranked first in theBay Area and third in the state of California among schoolsserving students with disabilities according to the California2012-2013 academic performance index scores and schoolrankings.High community demand for seats at the school has led tothe opening of more Summit schools across the Bay Area.Summit Public Schools’ first Grades 6–12 school opened itsdoors in 2013. Today, Summit Public Schools is a leadingcharter management organization serving the Bay Area’sdiverse communities. Six schools serving 1,600 students arerealizing the vision of Summit’s founders over a decade ago.Summit Public Schools offer consistent organizational andinstructional methods throughout its portfolio and willcontinue to grow and provide a high-quality public schooloption to more communities. It opened its seventh school inthe Bay Area in the fall of 2014 and its first two schools in thestate of Washington in 2015.National Charter School Resource CenterCommon Core Case Study SeriesSummit Preparatory Charter High SchoolSUMMIT’SACCOMPLISHMENTS Over 96 percent ofSummit graduates havebeen accepted to atleast one four-yearcollege or university. Summit graduatescomplete college withinsix years at double thenational average. Notable colleges thathave accepted Summitgraduates includeStanford, Duke,Dartmouth, Brown, Rice,Carnegie Mellon, Tufts,NYU, Brandeis,Middlebury, and WestPoint. Summit attracts facultyfrom the nation’s topteaching preparationprograms, includingStanford, Harvard, NYU,UC Berkeley, andColumbia. Summit has retained 82percent of its teachers inthe organization since itsfounding.2 P a g e
SUMMARY OF CASE STUDY FOCUS AREASThis case study focuses on the following areas that have been identified as key areas forconsideration in the shift to implementing the Common Core State Standards.1. Aligning the Curriculum and Instructional Practices to the Common Core StateStandardsThis section focuses on the key shifts in the academic program. Summit has focusedon three key areas to support the transition to Common Core State Standards:assessments, instruction, and coherence. In addition to refining the curriculum andinstructional strategies, Summit Public Schools have also made significant changes toits internal assessments.2. Maximizing Resources Through District–Charter CollaborationThis section focuses on the Summer of Summit, a professional developmentprogram that brings Summit Public Schools’ educators together with other publicschool educators from charter and traditional schools to work collaboratively.Educators develop “playlists,” or lessons, and other resources they can use in theclassroom.3. Selecting of the Best Common Core ResourcesThis section focuses on a software platform, Activate Instruction. The Summit PublicSchools Model, tools, and all learning resources are also available to the public onthis platform. Although Activate was not an outgrowth of the transition to theCommon Core State Standards, Summit Public Schools has been able to leverage thisresource to encourage stronger collaboration, innovation, and creativity amongeducators and those in other districts and states as a result of having the commonlanguage of the Common Core State Standards.OPPORTUNITIES AND LESSONS LEARNEDThe shift to the Common Core State Standards has provided Summit Public Schools and itsflagship school, Summit Prep, with many opportunities and much growth. The morerigorous standards, compared with the traditional standards, calls for developing morecognitive skills in addition to content knowledge. Summit Public Schools’ leaders believe thisshift will prepare students for the real world. The transition has also provided theopportunity to redesign the role of the teacher in the classroom limiting direct instructionand increasing the role of student engagement through personalized, self-paced instruction.In addition, the Common Core State Standards have provided a common language that canbe used among charter and traditional schools, districts, and states. Parental engagementwill be the next major focus as Summit continues to make the transition to the CommonCore State Standards in 2014–15.National Charter School Resource CenterCommon Core Case Study SeriesSummit Preparatory Charter High School3 P a g e
FOCUS AREA I: ALIGNING THE CURRICULUM AND INSTRUCTIONAL PRACTICES TO THECOMMON CORE STATE STANDARDSIn the spring of 2012, the Smarter BalancedAssessment Consortium released Common CoreState Standards test items. Summit organized aone-day professional development for all fourSummit Public Schools campuses. In addition tostudying the test items in their own content areas,the English teachers took the mathematics test,and the mathematics teachers took the Englishlanguage arts test to calibrate and crosscollaborate. This activity yielded three keytakeaways: The Common Core StateStandards provided theopportunity to rethink andredesign the whole schoolexperience.– Diane Tavenner,Founder and CEOThe Smarter Balanced assessment itemsreleased were the types of assessmentsSummit wanted.Summit students were not ready to takethese types of assessments due to the increased cognitive demand.This transition would require a concerted effort among administrators, teachers,students, and families.Summit Public School focused on three key areas to support the transition to Common CoreState Standards:1. Assessments—assessing big skills are different than assessing content knowledge.Assessing cognitive skills requires more time.2. Instruction—Identifying and using appropriate best practices and resources andrevisiting the use of teacher time.3. Coherence—developing a coherent experience in and after school.AssessmentThe transition to the Common Core State Standards built on Summit Public Schools’ work inthe areas of cognitive skill development (organizing writing, research, and problemformulation) and content knowledge. Summit Public School had previously identified FourElements of College Readiness which included the acquisition of Content Knowledge,development of Cognitive Skills, growth in Habits of Success (Non-cognitive Skills), andexposure to Expeditions (real-world experiences that bring together multiple skills). Thetransition to the Common Core State Standards provided Summit the opportunity tocontinue to strengthen the academic program in these areas, especially in the areas ofcontent knowledge and cognitive skills development.National Charter School Resource CenterCommon Core Case Study SeriesSummit Preparatory Charter High School4 P a g e
Summit Public Schools’ Cognitive Skills Rubric DevelopmentTo date, there are few standardized assessment instruments that hold students accountablefor the development of cognitive skills or that hold teachers accountable for the explicitteaching of these cognitive skills. That is changing with the coming of the Smarter BalancedAssessment Consortium (SBAC) and the Partnership for Assessment and Readiness forCollege and Career (PARCC) assessments. In order to be ready for this change instandardized assessment, Summit Public Schools staff identified the need to create a sharedassessment tool that will allow students to demonstrate their growth on cognitive skills.Summit Public Schools believe these skills form the foundation of learning across everysubject area, as well as at each stage of a student’s cognitive development. A sharedassessment tool also supports educators across the nation in building assessments with thesame expectations, ultimately allowing for cross-state, district, school, and disciplinecollaboration, all aligned to the Common Core State Standards.Summit Public School has a long-standing partnership with Stanford University’s Center forAssessment, Learning, and Equity (SCALE), the group responsible for creating all SmarterBalanced Assessment Consortium (SBAC) performance tasks. Summit Public Schoolsleveraged this relationship to work with SCALE to finalize a common Cognitive Skills Rubricbased on the Common Core State Standards (CCSS) framework.The rubric is designed to assess students’ in Common Core State Standard-aligned cognitiveskills across subject areas, from Grades 6 through 12. Students, teachers, and parents cantrack student growth in every skill. All written projects are assessed using the SCALE rubric.Ensuring CoherenceSummit Public Schools developed a new position, Director of Innovation, in the organizationto manage the transition to the Common Core State Standards and other work related tothe New Generation School Model. The Director of this area is responsible for gatheringrelevant data, communicating the status to leadership, identifying possible challenges,meeting daily with the chief executive officer to check in and course correct as needed. In2012–13, this position was part time. In 2013–14, the position is full time; in 2014–15, theposition will continue to be full time, though the responsibilities will shift to a focus onschool culture and parental engagement.The Common Core State Standards provide the breadth and depth necessary to balance thedemands of content knowledge acquisition and cognitive skill development. By redesigning the internal assessments and ensuring the appropriate human resources tomanage the transition, Summit Public Schools was able to continue to build on thestrengths of their academic program to address the growing demands of the Common CoreState Standards.National Charter School Resource CenterCommon Core Case Study SeriesSummit Preparatory Charter High School5 P a g e
Monitoring ProgressSummit Public Schools is able to monitor the transition through established organizationalstructures. There is a cross functional team which includes school leaders andrepresentatives from the CMO team leads (i.e. Academics, Information, Technology,Finance, and Communications. This team meets weekly to review the plan andperformance data to determine the effectiveness of the plan and to identify any areas thatneed to be addressed to ensure success. Additionally, each school's faculty meets twice aweek as a Leadership Team, and this is part of the work they do together. We also have aDirector of Innovation, which I think you mentioned in the case study.National Charter School Resource CenterCommon Core Case Study SeriesSummit Preparatory Charter High School6 P a g e
FOCUS AREA II: MAXIMIZING RESOURCES THROUGH DISTRICT–CHARTER COLLABORATIONIn the fall of 2013, Summit Public Schools’ NextGeneration School Model debuted across Summitschools. Summit Public Schools’ Next GenerationReally great teachers needschool model is designed to ensure that everygreat professionalstudent is prepared for success in college and careerdevelopment.by focusing on four elements of college readiness –Content Knowledge, Cognitive Skills, Habits of– Caitlyn Herman, PrincipalSuccess, and Real World Experiences. Summit PublicSchools partnered with several foundations to fundthe 2013 Summer of Summit program including TheSchusterman Family Foundation, The Schwab FamilyFoundation, and Next Generation Learning Challenges (NGLC).During the summer of 2013, Summit Public Schools developed the Summer of Summitprogram to aid in its transition to its Next Generation School Model and alignment ofcurriculum and instruction to the Common Core State Standards. In designing the Summerof Summit experience, Summit staff set the following goals: Develop a world-class curriculum that is publicly accessible online to educatorsworldwide Engage in meaningful professional development with peers across organizations Shift curriculum writing to the summer to allow teachers to focus on students duringthe school year Contribute to the enhancement of a bold school model to advance public education.The Summer of Summit served more than 60 educatorswho committed a combined 7,200 hours of work over thesummer. Summit Public Schools staff were joined byeducators from Intrinsic Schools, San Francisco UnifiedSchool District, New York City Public Schools, HillsdaleHigh School, Foundations College Prep, City Bridge, andEducurious among others. Over 85% of Summit staffparticipated in the program. Summit staff were paid toparticipate in the training through additionalphilanthropic support specifically raised to support stipends for Summit teachers and otherexpenses of the summer program. Educators worked in teams to develop a Grades 6–12curriculum-aligned to the Common Core State Standards to propel every student towardcollege and career readiness. The curriculum includes: Content Guides for content knowledge in five core subject areas as well as collegeknowledge, academic literacy, personal finance, and health and wellness.National Charter School Resource CenterCommon Core Case Study SeriesSummit Preparatory Charter High School7 P a g e
Content Knowledge Playlists that correspond to the Content Guides and allowstudents to drive their own learning. Summit created multimodal playlists to providestudents with a diverse array of learning resources to meet their individual needs.Content Assessments that correspond to each playlist and give students immediatefeedback and give teachers specific data with which to inform instruction andintervention. Summit created on-demand content assessments that give studentsinstant feedback and a different version of the quiz every time. Each contentassessment is paired with a diagnostic assessment that allows students to self-assessbefore working on a focus area.Projects that lead students through rich, project-based learning experiences, withcorresponding performance tasks that assess students’ growth in cognitive skills.CORE COMPONENTS OF THE SUMMER OF SUMMIT PROGRAM Participants met on-site at least 20 hours every week for face-to-face collaboration.Every Tuesday and Wednesday, teachers organized and participated in discussion sessionson topics such as writing quality multiple-choice questions and building a self-directedstudent culture.All of the products created went through a detailed peer review process that involvedcollecting feedback from other teachers inside and outside of the department.Teachers grew to trust the ongoing process of revising and iterating that continued into theschool year, measuring student data and learning from it, and then improving products asneeded. Summit Public Schools staff created a structure of Teacher Project ImplementationNotes for teachers to record, update, and collaborate on instructional strategies alignedwith each project.Participants continued to refine instructions and protocols for authoring and reviewingassessments and curriculum, compiling all resources into Summit Public School’s CommonAssessment Plan playlist. Trello, an online project management system, was used toorganize the workflow.By bringing Summit Public Schools teachers and educators from around the countrytogether, Summer of Summit was able to leverage the vast expertise and resources ofparticipants, provide professional development, and ensure the alignment of curricularmaterials and instructional strategies to the Common Core State Standards. Teacherscontinued to contribute to the playlists throughout the school year. Summit is planning tocontinue the Summer of Summit program in 2014. The program will be open to Summiteducators as well as educators across the country. Participation of non-Summit educatorswill be limited to designated sessions to assist with continuity.National Charter School Resource CenterCommon Core Case Study SeriesSummit Preparatory Charter High School8 P a g e
FOCUS AREA III: SELECTING THE BEST COMMONCORE RESOURCESSummit Public Schools has a long history ofcollaborating with educational technology start-ups.Its founders and faculty believe that by sharing theirperspectives with these companies they are betterable to contribute to the development of thetechnology companies’ platforms, enhancing theircapabilities and readying the platforms for use bySummit schools and faculty.“CCSS gave a framework tothink about bringing resourcesto scale.”– Jon Deane, ChiefInformation OfficerSummit partnered with Illuminate Education and theGirard Foundation to create Activate Instruction, aninnovative platform that houses playlists forstudents to learn content in a personalized mannerand at their own pace. This robust platform is free and accessible to everyone. The SummitModel, tool
the opening of more Summit schools across the Bay Area. Summit Public Schools’ first Grades 6–12 school opened its doors in 2013. Today, Summit Public Schools is a leading charter management organization serving the Bay Area’s diverse communities. Six schools serving 1,600 students are
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