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YouthBuild Charter School of California: Making Learning Meaningful Through Authentic Assessments

Learn about how YouthBuild Charter School of California prioritizes authentic assessment to empower and support marginalized youth in education. Explore their innovative assessment models and approaches to student success and accountability. Join the discussion on reimagining assessment in education!

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YouthBuild Charter School of California: Making Learning Meaningful Through Authentic Assessments

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  1. Making Learning More Meaningful in a Reimagined Accountability System Friday, April 22, 2016 @aypf_tweets #aypfevents

  2. The History of Authentic Assessment at YouthBuild Charter School of California Phil Matero, Founder & Executive Director Rudy Cuevas, Principal José “Niko” Salas, Alumnus Find us online: www.youthbuildcharter.org

  3. Why We’re Here & What We Value • We opened up a school to meet the needs of youth who had not been successful in traditional settings • We believe that all youth are good and deserve respect, understanding and love • We believe that education is a transformational experience for students and for the communities where they live • We want to be as effective as possible in meeting the needs of our students, so we listen to students and teachers in making decisions and in designing curriculum, instruction and assessment models

  4. The Challenges of Assessment • From NCLB to Common Core—our PBL model is much more in fashion now that it was in 2008. We used to be idiots—now we’re geniuses! • How to Assess Student Progress? Traditional (point in time testing; scores compared to all district students) v. authentic (progress over a period of time; based on holistic goals) • Local and federal expectations do not always work for us. Cohort model, yearly progress, one test… • We want to do the best we can, and we want to be held accountable. To do so, we need a way to demonstrate student progress that fits our methodology is aligned with our goals

  5. Assessment at YCSC 2008-2016 • As Executive Director of YCSC, Phil Matero has paved an opening for YCSC: • 1) To Authentically Demonstrate Progress • 2) To Hold Ourselves Accountable 2008-2011: -Authentic Assessment in Partnership with Diploma Plus

  6. Assessment at YCSC 2008-2016 • 2011-2013 • Development of the 1st ACE Manual (Authentic & Collaborative Education) • 3 Indices to Appropriate NCLB API/AYP • PSRI (Post-Secondary Readiness Index) • SRI (Social Responsibility Index) • HOTI (Higher Order Thinking Index)

  7. Assessment at YCSC 2008-2016 • 2013-2015: 2nd Version of ACE Manual -Added more Competency Layers to Indices • 2015-2016: Interdisciplinary Learning & Program Integration (ILPI) • A concerted & full scale effort to incorporate YouthBuild Program work into the YCSC Interdisciplinary Approach

  8. Current Directions • Measuring Current ILPI (Interdisciplinary Learning & Program Integration) • 3 Committees Currently Developing Metrics around: • STEM • Humanities • Culture • Work in Progress

  9. Potential Parameters to Measure • Culture: • 1) Love & Care • 2)Leadership • 3) Success • 4) Critical Navigation • 5)YouthBuild Unity • 6) Support & Healing • 7) Discipline

  10. José “Niko” Salas – YouthBuild Grad

  11. Niko – A YouthBuild Graduate • Niko’s story: Why YouthBuild is the perfect place for opportunity youth • Personal growth: Kicked out of the house at 15, left school without a diploma at 18, found YouthBuild at 21 and graduated as Salutatorian at 22 • Experience w/ testing vs. project-based learning: education that matters more • Having an education that was connected to experience as person of color and reflective of issues in the community • Where I’m at now: college student, working towards a career as a YouthBuild director, active leader in CSTAC, and giving back to those currently in YouthBuild programs

  12. Niko – Alumni Video • As an AmeriCorps VISTA at YouthBuild Charter focusing on Alumni Engagement, Niko has had the opportunity to interview a number of his fellow alumni. He created this video to share their stories • https://www.youtube.com/watch?v=pr5SL919vHk

  13. Summary • ESSA may end up giving us a much better approach to student assessment based on common core standards for education • But alternative schools will still be challenged to measure what they do and document their success unless there is menu of assessment options available to them

  14. Connect with us • Website: www.youthbuildcharter.org • Phone: 213.741.2600 • Facebook: https://www.facebook.com/YouthBuildCharterSchoolofCalifornia • Twitter: @ybcharter • Instagram: @ybcharter • Pinterest: https://www.pinterest.com/ybcharter

  15. building 21 AYPF April 22, 2016

  16. theory of learning

  17. Philadelphia and Allentown Grow a grade Non-selective 500-600 students

  18. the building blocks RELATIONSHIPS Every student is known, feels cared for, and receives strong holistic supports – mentorship, coaching, guidance on college and career pathway planning – as they prepare for life after graduation. The advisory model is rooted in the principles of positive youth development (PYD). RELATIONSHIPS

  19. the building blocks COMPETENCY-BASED INSTRUCTION AND ASSESSMENT Every instructional and assessment choice is laser-focused on what counts: helping students build college and career readiness (CCR) skill-sets (“competencies”), knowledge, and dispositions (“Habits of Success”). Being a one-to-one school allows students to engage in online, self-paced learning opportunities to ensure students can accelerate as quickly as possible, continue their learning beyond the four walls of a classroom, and build key 21st century technology skills. COMPETENCY-BASED INSTRUCTION AND ASSESSMENT RELATIONSHIPS

  20. the building blocks PROBLEM/PROJECT-BASED LEARNING Every student is highly engaged in authentic performance tasks that have a real world problem or issue frame. Learning is relevant and engaging and students can choose to explore problems and issues in which they have a high interest. Tasks support experiential learning, are designed to build CCR skill-sets, knowledge, and dispositions, and open doors for extended learning opportunities outside the school building. PROBLEM/PROJECT BASED LEARNING COMPETENCY-BASED INSTRUCTION AND ASSESSMENT RELATIONSHIPS

  21. the building blocks PASSION-BASED LEARNING PASSION-BASED LEARNING Every student is exposed to a variety of experiences both within school and outside of school with the hope that they will find their passion. Within our network, we will connect students with outside partnerships to give them real-world experiences and opportunities to build their own personal networks. PROBLEM/PROJECT BASED LEARNING COMPETENCY-BASED INSTRUCTION AND ASSESSMENT RELATIONSHIPS

  22. PERSONAL LEARNING PATHWAY the building blocks PASSION-BASED LEARNING PERSONAL LEARNING PATHWAY With strong relationships as the foundation, students are supported and challenged as they master the competencies through real-world, relevant learning opportunities, discover their passions, and design their own personalized pathway into the post-secondary world. PROBLEM/PROJECT BASED LEARNING COMPETENCY-BASED INSTRUCTION AND ASSESSMENT RELATIONSHIPS

  23. ela competencies

  24. ela competencies

  25. courses and credits ELA.1 SDP CREDIT PROFILE ELA.2 ELA.3 ENGLISH 1 ELA.4 ELA.5 ELA.6 ELA.7 ELA.8

  26. courses and credits READING LITERATURE   READING INFORMATIONAL TEXTS   WRITING ARGUMENTS   WRITING INFORMATIONAL TEXTS   WRITING NARRATIVES  COLLABORATIVE DISCUSSIONS   GIVING PRESENTATIONS   CONDUCTING RESEARCH 

  27. grading and transcripts

  28. Authentic Assessment at Denver Center for International Studies American Youth Policy Forum April 22, 2016

  29. Passages, Presentations and Portfolios • Hallmarks of DCIS • Feature the 4 Domains of Global Leadership: Investigate the World, Communicate Ideas, Recognize Perspectives, Take Action • Interdisciplinary, Student Choice, Authentic Audience

  30. Passages • 15 page, argumentative, college ready paper • Starts with a formal proposal that must be approved by a committee • Must have clear thesis, primary sources, clear argument, clear documentation and international relevance

  31. Senior Presentations • Defense of diploma • Demonstrate how students have mastered the 4 domains of global leadership • Committee of teachers and peers evaluates • Clear rubric • Required to graduate

  32. Portfolios • Body of Evidence of student work • Arranged with specific, organized artifacts that follow a theme chosen by the student • Must include evidence of all 4 Domains of Global Leadership • Must be interdisciplinary • Clear Rubric

  33. Notion of SAGE • Student Choice • Authentic • Globally Relevant • Exhibition

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