Education Week - October 24, 2012 - Special Report - S12

the data, teachers come up with a schedule of breakout sessions for the next week to provide targeted instruction; students receive the schedule on Monday morning. How many breakout sessions a student goes to each day depends on the amount of support the student needs, but the average is about three sessions a day, said Mr. Conner. Ms. Rodgers, from K12 Inc., said teachers do not provide direct instruction from the cur-

riculum in those sessions, but specifically target problem areas for students. Breakout sessions include no more than 15 students at a time. Parents also have access to the data portal so they can see their children’s progress, and students themselves can see exactly where they are and what they need to do to reach their goals. In addition to breakout sessions, students attend a daily advisory session, aimed at helping them

learn skills to prepare for college and the workplace. Outside of the breakout and advisory sessions, students have the autonomy to make up their own schedules. Although students are required to hit weekly goals to keep on track, they are allowed to choose when and how they reach those goals on their own. For instance, if a student wants to work on math all day Monday and on English/language arts all day Tuesday, that’s fine,

Mr. Conner said. That flexibility also allows students to move at their own pace, spending extra time on subjects in which they may need more help, he said, or quickly moving through parts of the curriculum they have already mastered. That’s one of the reasons students are attracted to the flex model, he said.

STARTING OVER
Flora and Diana Chen, 16-yearold twins in 11th grade at the school, embody two of those reasons. “The reason that I came to Flex is because I was not doing well in my [former] school and … our class sizes were really big,” said Flora Chen, who says her scores on the California Standardized Tests, or csts, were below basic in almost all subjects before she came to her new school. “I wanted to start over somewhere different,” she said. “Maybe I could do better.” Flora is starting her second year at the school. She is now enrolled in three Advanced Placement classes and in precalculus, she said. The support and confidence of her teachers and academic coaches have allowed her to excel in a way she was not able to achieve in her previous school, she said. Diana Chen said she came to SF Flex because “my old school was too easy for me.” “I had a perfect record throughout the whole year in 9th grade, and there was no challenge,” she said. “It felt kind of like cheating.” However, despite her straight A’s at her previous school, when Diana received her scores on the csts, she found that she ranked about average on some of her core subjects, while in others she was below average. Now that she’s starting her second year at SF Flex, she said she no longer has straight A’s, but “it doesn’t feel like I am cheating. It feels like I earned it.” The transition to a blended environment was hard for her at first, Diana Chen said. “In a public school system, you’re in a classroom and the teacher is always pushing you, so you never really have to push yourself much,” she said. “So when I came here, the first semester I got really behind because the course was pretty easy, and I thought I could do it tomorrow.” She said that with the help of her teachers and academic coaches, she has now become more organized and self-directed, two skills she expects will help her succeed in college. While both Flex academies are still gathering a baseline of data by which to better measure overall academic growth and success, parent and student satisfaction with the schools is high, both heads of school said. “We’re still working on refining the best ways to determine the success of these models,” said Ms. Rodgers from K12 Inc. “We want to know that the academic investment is paying out in the end.”

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Throughout my education, I was fortunate to have very supportive teachers, principals and professors. The people at Peabody have been wonderful. Greg Aikens, M.Ed. special education (visual disabilities)

The 216-student Silicon Valley Flex Academy, which serves grades 6-12, is now in its second year. It is part of the school district operated by the Santa Clara County Office of Education, which oversees the county’s charter schools and alternative education programs. The school’s bright, marblefloored two-story lobby fans out into two wings—one for middle school and one for high school. The building was originally built for a mortgage company, said Jean Southland, Silicon Valley Flex’s head of school. That explains the detailed molding and luxurious restrooms, more reminiscent of an upscale department store than a public school. Although the first floor is taken up by open, office-like rooms of study carrels and classrooms, the second floor is largely empty. “Room to grow,” Ms. Southland said with a smile. Both wings of the school open up into large areas where rows of study carrels snake through the room. Each cubicle is equipped with a laptop computer. Pinned to the side of each workstation is the student’s name, a list of the expectations of students while they are at school, and a sheet where students have filled out their goals for middle school, high school, college, and careers. Progress-tracking is clearly visible throughout the flex centers in the Silicon Valley Flex Academy. For the high schoolers, there is a paper baseball diamond hung at the front of the room with student ID numbers scrawled on paper baseballs lining the baselines. The bases have percentages on them, representing students’ overall course averages, Ms. Southland said. Students receive incentives, such as permission to have lunch off campus, for rounding the bases and making significant progress, she said. In the middle school flex center, two separate race-car bulletin boards track student progress in English/language arts and math. Students’ paper race cars move through the track based on the percentage of the curriculum they have finished. Unlike the high school curriculum, K12 Inc.’s middle school curriculum is mastery-based, which means that students must score 80 percent or higher on assessments to determine mastery before they can move on to the next objective. Middle school students are required to master at least 90 percent of the curriculum by the end of the year, which averages out to about one lesson a day, said Ms. Southland.

PREPARING FOR COLLEGE
Connecting precollegiate education to college and career readiness is a major focus of the flex program, Ms. Southland said. All of the breakout rooms at the Silicon Valley academy are named after colleges, and students at the school also attend advisory sessions focused on real-life skills that will help them succeed in col-

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OCTOBER 24, 2012


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Education Week - October 24, 2012 - Special Report

Table of Contents for the Digital Edition of Education Week - October 24, 2012 - Special Report

Education Week - October 24, 2012
‘Smart Pills’ Promising, Problematic
At S.C. School, Behavior Is One of the Basics
Obama Finding Teacher Support Secure, if Tepid
Focus On: Curriculum: Calif. Laws Shift Gears on Algebra, Textbooks
Table of Contents
News in Brief
Report Roundup
‘Value Added’ Use at Secondary Level Questioned
National Board Seeks to Revive Impact on Profession
Industry & Innovation
Blogs of the Week
Debates Push Fate of NCLB Waivers to Fore
Policy Menu Varies in State School Board Elections
Policy Brief
The Election: Debating Education
Genevieve LaFleur & Scott Poland: Schools Can Be the Difference in Preventing Suicide
Kenneth Wesson: From STEM to ST2REAM: Reassembling Our Disaggregated Curriculum
Letters
Top School Jobs Recruitment Marketplace
Erica Frankenberg & Gary Orfield: Diversity or Resegregation? Why Suburban Schools Need a Plan
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http://ew.edweek.org/nxtbooks/epe/ew_08222012
http://ew.edweek.org/nxtbooks/epe/ew_20120829
http://ew.edweek.org/nxtbooks/epe/ew_sr_08292012
http://ew.edweek.org/nxtbooks/epe/ew_20120822_v2
http://ew.edweek.org/nxtbooks/epe/ew_20120822
http://ew.edweek.org/nxtbooks/epe/ew_test
http://ew.edweek.org/nxtbooks/epe/diplomascount_2012issue34
https://www.nxtbookmedia.com