2016.1.12 academic overview

RESET ACADEMIC OVERVIEW

TABLE OF CONTENTS

ACADEMIC OVERVIEW ……………………………………………………………………2-3

CULTURALLY RESPONSIVE PEDAGOGY………………………………………..4

STUDENT-CENTERED…………………………………………………...………4-5

INQUIRY-DRIVEN DESIGN……………………………………………………….5

COMPETENCY-BASED…………………………………………………………...6

RESET STUDENT COMPETENCY FRAMEWORK………………………..6

RESET STUDENT COMPETENCY ATTAINMENTS……………………...7-14

RESET STUDENT COMPETENCY RUBRIC-----------------------------------15-29

RESET’S INTERDISCIPLINARY JOURNEY………………………………………30

THEMATIC UNITS……………………………………………………….31

ASSESSMENT…………………………………………………………………………….32

RESET ACADEMIC ASSESSMENTS……………………………………………...32

GRADING AND CREDITS…………………………………………………………33

GRADING SCALE………………………………………………………...33

CREDITS…………………………………………………………………34

HIGH SCHOOL DIPLOMA REQUIREMENTS……………………34

CREDIT ASSIGNMENT GUIDELINES……………………………34

MASTERNG COMPETENCIES…………………………………………...35

PROGRESS MONITORING……………………………………………………….35

STUDENT ACHIEVEMENT PORTFOLIO (SAP)………………………………….36

MOVING UP STAGES…………………………………………………………….37

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RESET ACADEMIC OVERVIEW

Reset creates a personalized learning experience that is student-centered and customized to meet each student’s personal needs. Founded upon a competency-based approach to learning, we employ diverse and innovative inquiry-driven pedagogy in a unique interdisciplinary design. We believe that a transformative and empowering education must be culturally responsive and authentic for our students.

Reset’s program is designed to support a student body with varied backgrounds, needs and strengths. Each student develops an individual personal learning plan, based on his competency goals, academic credit needs, employment experience, learning styles, socio-emotional needs, family information, goals, interests, sentencing information, and transition plan. Though the Reset journey is integrated across our four pillars – academics, wellness, career and life skills – several learning blocks are built into the schedule to more heavily support academic learning. These include:

Interdisciplinary unit blocks: Thematic units that incorporate cross-content knowledge and Reset competencies. These occur in flexible blocks Monday – Thursday for up to five hours per day.

Literacy: Guided reading groups of up to 5 students and a facilitator in which students read, analyze and discuss engaging text at their instructional reading level. Literacy groups are scheduled Monday – Friday for 45 minutes per day.

Project work time: Open blocks of time that students may use as needed to meet their learning goals. Work options include, but are not limited to, continued project work, independent work, collaborative group work, check-ins, targeted skill building or on-campus work. These open work times are every Friday for up to five hours.

Targeted support: These sessions are flexible blocks that may be used for seminars, small group instruction, one on one support, or short units and courses that cover competencies not addressed in the interdisciplinary unit. These sessions are one hour Monday – Thursday and will vary every week depending on student needs.

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Blended learning modules: Built into flexible work times, targeted support and interdisciplinary learning are blocks for blended learning in which students will be able to focus on foundational academic skill building.

Fitness: Both a wellness and academic endeavor, fitness time includes a wide variety of physical activities, coaching and training. These blocks occur every morning, before breakfast for one hour.

Field Trips: Educational experiential learning trips will enhance and supplement the overall academic experience. These trips may be directly tied to interdisciplinary units or act as stand alone lessons. They will support student competency growth and credit earning through related learning tasks.

1:1 Advisor check-ins: Students will lead weekly check-ins with their advisor. These check-ins will cover personal updates, successes, questions, challenges, and progress updates about competency goals and credits earned. Check-ins occur on Fridays during project work time.

Educator check-ins: Students will check-in frequently with the educators facilitating the interdisciplinary units and targeted support sessions. Through this process, educators may better understand the supports a student needs to reach his outline competency and project goals. These check-ins may occur during interdisciplinary work time, project work time, or office hours. They may also be scheduled in advance during other parts of the day.

Evening and weekend tutoring: Students will receive tutoring during the evenings and weekends based on their needs. Tutors may be Reset educators, peers or external volunteers.

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CULTURALLY RESPONSIVE PEDAGOGY

Our program enables students to maintain cultural integrity while succeeding academically. We work to address the fundamental injustices that exist and continue to oppress the communities from which our students come. Our staff is trained to offer a pedagogy that is emancipatory rather than one that maintains the status quo of structural oppression that exists in traditional education. Students develop a critical consciousness that allows them to challenge assumptions, understand and recognize internalized and institutionalized forms of oppression, and are ultimately empowered to create positive change.

Relationships: The development of strong, trusting relationships with students is the heart of the Reset program. Educators are invested in building close, personal relationships and demonstrate a connectedness with all students. This enables us to better be able to support each individuals’ learning and growth.

High Expectations: Students are consistently reinforced with a message of high expectations from the Reset team. They are expected to develop academically and to reach high standards of work and growth.

Curriculum: Unlike the curriculum in traditional schools that focuses on one dominant narrative, curriculum at Reset is inclusive and reflective of multiple perspectives and voices. Students will see their cultures and backgrounds reflected in the content of academic units and be challenged to develop higher-order knowledge and skills.

Cultural Context: Reset educators work to develop a deep understanding of students’ cultural backgrounds and adapt their practices to reflect ways of communication and learning that serve student more effectively. Students are affirmed in their cultural connections. The learning space is designed to be relevant to students and encourage the inclusion of all voices.

Restorative Practices: Educators engage in restorative practices that uphold consistent, firm expectations for behavior while reinforcing relationships and building understanding. Restorative engagement includes proactive strategies, redirection, communication and questioning techniques and when necessary, circles and conferences.

Critical Consciousness: Students are taught to develop a critical consciousness of knowledge. Rather than take a right-answer approach to learning, students foster the ability to intellectually challenge the knowledge and learning they construct and receive. They learn to challenge status quo our sociopolitical and historical context.

Community of Leaners: Educators nurture an environment in which students learn together. Students are encouraged to collaborate and be responsible for each others’ academic success.

STUDENT-CENTERED At Reset, learning is cooperative, collaborative and community-oriented. Students actively direct their own learning and work together on lessons, learning tasks and projects. In our classrooms, students’ voices, experiences, strengths and perspectives are highly valued and considered in all parts of the planning to instruction and assessment process.

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Voice and Choice: Students participate in planning interdisciplinary units, assignments, assessments and school policies. They may work at their own pace and are able to make choices about their learning tasks and goals. Students become self-directed and owners of their own learning.

Personalization: Instruction is necessarily designed to accommodate the varying academic needs and learning styles of our students. Educators are trained to plan differentiated instruction, resources and assessments to meet student needs.

Educator as Facilitator: Educators act as facilitators of learning more than didactic purveyors of knowledge. Reset staff members spend several hours together each day planning units and lessons to create experiences and structure that allow students to direct their own learning. Educators utilize a wide range of instructional strategies to facilitate student learning.

Collaborative Work: Students work together to achieve their learning goals. They learn to value each others’ perspectives and strengths and begin to build knowledge and skills as a community. This type of collaboration is both culturally responsive and career-oriented.

Dialogic Discourse: We foster authentic discussion in which students create and discover meaning through open-ended questions. Through a dialogic process, students shift their mindset away from a “right-answer” mentality to one in which they are more willing to explore and challenge ideas.

INQUIRY-DRIVEN DESIGN

Inquiry-driven learning is an approach to learning in which students generate questions and explore them in-depth to construct knowledge and make meaning together. Reset educators facilitate this cyclical learning process as students make discoveries that generate more questions. The umbrella of inquiry includes constructivist teaching, project-based learning, design thinking and action research.

Constructivist teaching: Our teachers create opportunities for students to actively construct their own knowledge and learning—unlike more traditional approaches to instruction, where students are passive recipients of knowledge.

Project-based learning: In this model, students design and create a project for an authentic purpose. Discovery is a result of the project, rather than the project being a result of the learning.

Design thinking: An innovative, collaborative, problem-solving approach that involves defining problems, building empathy, uncovering needs, brainstorming, prototyping solutions, testing ideas, soliciting feedback, revising and retesting.

Action research: A problem-solving process in which students identify a real need, create a theory of action based on research-supported ideas and then implement their change actions. In this process, students go through multiple iterations of reflection, adjustment and action. Students are both researchers and actors in this type of learning.

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COMPETENCY-BASED

Reset’s program is designed around explicit, measurable, transferable learning goals that empower students. These competencies, aligned with CCSS, NGSS and CASEL learning standards, encompass the development, application and teaching of a diverse range of important skills and core knowledge intended to generate student success beyond Reset. Based on a student’s individual strengths and learning needs, he is able to design his time at Reset to progress toward mastery of each competency.

Reset competencies include a framework of 20 competencies. These competencies are divided into sub-competencies; sub-competencies are separated into specific attainments. Reset educators backwards plan units and lessons from these competencies and students use them to measure their growth through the program.

RESET STUDENT COMPETENCY FRAMEWORK

Understand Myself

Practice Growth Mindset

Self-Manage

Stay Healthy

Be Critically Conscious

Communicate Effectively

Develop and Maintain Healthy Relationships

Make Responsible Decisions

Think and Reason Critically

Read Critically

Research

Write Effectively

Demonstrate Mathematical Literacy

Demonstrate Scientific Literacy

Use Technology and Media Purposefully

Persuasively Present Myself and My Ideas

Excel Professionally

Manage My Finances

Take Care of Others

Be a Leader

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RESET STUDENT COMPETENCY ATTAINMENTS

!Competency Sub-Competency Attainments

Understand Myself

Self-Awareness

! I can recognize my own emotions ! I can acknowledge my thoughts and feelings without judging them ! I can connect my physical responses to specific emotions ! I can recognize and understand my personal triggers ! I can understand why I behave or react in a certain way in different situations ! I can recognize the immediate and historical causes of the feelings I experience

Identity

! I can gain deeper understanding of myself through creative and/or artistic outlets ! I can analyze aspects of my identity that include race, gender, personality, sexual-

orientation, religion, history etc… ! I can explain how various aspects of my identity affect my beliefs, thoughts and

actions ! I can explain how various aspects of my identity affect the way I experience the world ! I can analyze the intersectionality of various aspects of my identity ! I can evaluate the privileges and barriers that come from various aspects of my

identity

Personal Brand ! I can create a personal brand that reflects my story, strengths and values ! I can share my personal brand in multiple ways to fit my audience and purpose ! I can create and maintain an online presence that reflects my personal brand ! I can use social media purposefully to support my long-term goals

Social Media Presence

Practice Growth Mindset

Growth Mindset

! I can try new and unfamiliar things ! I can see mistakes and failure as learning opportunities ! I can learn from my mistakes and failures ! I can welcome the possibility of failure in myself and others

Personal Reflection

! I can recognize my own areas of growth ! I can take feedback and use it to grow ! I can welcome and encourage feedback

Perseverance ! I can stay with a task or goal even when faced with difficulty and delay ! I can be passionately committed and motivated to work for long-goals

Self-Manage

Self-Management

! I can control my impulses ! I can effectively manage my behavior when I am triggered ! I can effectively regulate my emotions, and manage my behaviors in different

situations ! I can self-motivate in different situations

Stress Management

! I can identify my stress triggers ! I can identify situational factors that are in my control to change ! I can seek help to manage stress when I need it ! I can build a personal toolbox of stress management strategies ! I can use appropriate stress management techniques to manage stress in various

situations

Anger Management

! I can identify my anger triggers ! I can analyze my physical, mental and behavioral responses to anger ! I can analyze the root emotions behind my anger ! I can seek help to manage anger when I need it ! I can build a personal toolbox of anger management strategies ! I can use appropriate anger management techniques to manage anger in various

situations

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Addiction Recovery

! I can recognize my dependence on substances that alter my natural state of being ! I can seek support from a community on my recovery pathway ! I can identify the triggers that lead me to use ! I can recognize the role I played in my addition ! I can use appropriate strategies to avoid or manage my using triggers ! I can self-assess my role and progress on my recovery pathway ! I can share my story and experiences to support my peers ! I can make and follow a plan to maintain long-term recovery

Stay Healthy

Fitness ! I can create a physical fitness plan the meets my needs and interests ! I can engage consistently in a variety of physical activities for a sustained period of

time

Nutrition and Diet

! I can evaluate my food choices based on nutritional value ! I can plan and prepare balanced meals ! I can create a healthy nutritional plan within a budget

Recreation ! I can re-energize through diverse physical activities ! I can heal and rejuvenate through creative and/or artistic activities


Communication Skills

! I can practice active listening skills to decipher meaning including knowledge, values, intentions, attitudes and emotions

! I can use reinforcement strategies that include encouraging words, head nods, eye contact and warm expressions to support openness

! I can reflect a speaker’s feelings, content, and/or meaning by paraphrasing and/or restating

! I can use both open and clarifying questions to deepen understanding of the speaker’s perspective

! I can articulate thoughts, ideas and feelings effectively using oral, written, and nonverbal skills in a variety of forms and contexts

! I can use and interpret various modes of non-verbal communication with an awareness of cultural and contextual factors

! I can use various forms of communication (verbal, electronic, written, media etc) to convey a message

! I can express myself through multiple creative and/or artistic mediums

Collaboration

! I can work effectively and respectfully with diverse teams ! I can exercise flexibility and make necessary compromises to accomplish a common

goal ! I can assume shared responsibility for collaborative work ! I can value the individual contributions made by each team member ! I can develop a team that honors and harnesses the working styles, expertise and

experiences of individuals toward a common goal

Code Switching ! I can communicate in diverse contexts using the language, speech patterns and body language that are appropriate to my audience and purpose.

Develop and Maintain Healthy

Relationships

Relationship Skills

! I can recognize social cues from individuals ! I can recognize social cues and dynamics in group settings ! I can form and maintain healthy relationships with diverse individuals

Empathy

! I can recognize and/or see from the perspective of another person ! I can sense and/or recognize another person’s emotions or thoughts without judgment ! I can communicate my recognition of another’s feelings ! I can generate insights from understanding another person’s perspective

Interact with Social Awareness

! I can understand social norms ! I can make ethical behavior choices ! I can empathize with people from diverse backgrounds and cultures

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Restorative Practices

! I can explain how I am affected by the actions of others ! I can take responsibility for my actions and their consequences ! I can create plans to support myself and others ! I can independently repair relationships after I have been harmed or caused harm

Conflict Management

! I can resolve conflict when I have the support of a facilitator ! I can explain the benefits and costs of different conflict management styles ! I can practice appropriate conflict management styles in various circumstances to

meet my long-term goals

Make Responsible

Decisions

Decision-Making

! I can consider relevant factors when making decisions ! I can realistically evaluate the immediate and long-term consequences of my choices

before acting ! I can make decisions without being influenced by peer or social pressure

Legal Decisions

! I can explain the legal framework around arrest ! I can explain the process of arraignment ! I can explain my rights in a trial ! I can advise my attorney about relevant context related to my case ! I can explain the potential consequences of decisions to be made in my case ! I can advise my attorney about decisions to be made in my case ! I can teach others about their constitutional rights

Use Technology and Media

Purposefully

Typing ! I can type between 60-75 words per minute

Microsoft Office Suite

! I can use Word to create a document that follows MLA formatting guidelines ! I can title and save a file to an appropriate place and device ! I can use editing commands to cut, paste, copy ! I can create a table in a Word document ! I can use text boxes and insert images ! I can create an Excel worksheet with column headings and format data ! I can calculate sums using formulas or functions in Excel ! I can create an Excel table, chart and/or graph with a title, legend and axis labels ! I can use PowerPoint to create a themed presentation with a title slide and various

slide formats ! I can insert images, tables and/or graphs into a PowerPoint presentation ! I can create a PowerPoint handout with four slides per page

GoogleDocs

! I can organize and save my files into folders, drives and/or Google Docs ! I can use GoogleDocs to create a document that follows MLA formatting guidelines ! I can create an Google Spreadsheet with column headings and format data ! I can use Google Spreadsheet to create a table and chart with a title, legend and axis

labels ! I can create Google Docs, Spreadsheets, and Presentations to share with collaborators

or viewers

Email

! I can compose and send emails with a subject line, text and a signature ! I can add attachments to emails ! I can include links in emails ! I can organize my inbox to stay on top of my emails


Self-Advocate ! I can ask questions and seek information and/or support when I need it ! I can speak up for myself and my needs in an effective manner in various situations

Discourse

! I can clearly and persuasively communicate ideas orally ! I can evaluate a speaker’s point of view, reasoning and use of evidence ! I can agree, disagree and/or build on a speaker’s ideas with consideration and respect ! I can ask questions to clarify or probe deeper into a speaker’s point and/or to generate

more discourse ! I can encourage people to participate in a discussion in a safe, inviting manner ! I can negotiate to meet goals

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Presentation

! I can use effective body language, eye contact and voice control to convey my ideas ! I can present myself and my ideas in a persuasive and confident manner ! I can organize my ideas in an effective manner that is appropriate for my audience and

purpose ! I can create appropriate visuals and materials to support my message

Interviewing

! I can prepare thoroughly for an interview ! I can engage in an interview with a confident, personable and professional demeanor ! I can use interviewing techniques that are appropriate for the situation, context and

audience ! I can ask insightful questions

Networking

! I can follow through and follow up with referrals and contacts in a timely fashion ! I can maintain genuine relationships with networking contacts to further my career

and future goals ! I can connect people I know with each other to further their career/professional

interests


Systems Consciousness

! I can evaluate the institutional, structural and individual constructs of oppression in society

! I can analyze the historical causes and effects of social privilege and oppression ! I can recognize the impact of historical and institutional structures on my life

experiences ! I can evaluate current events with a critical lens ! I can analyze the micro and macro factors that perpetuate our current systems ! I can evaluate the privileges and inequities of current systems for different people

Gender Consciousness

! I can evaluate the social and cultural influences on my expectations of gender roles and norms

! I can evaluate my personal mindsets and expectations about gender and gender roles ! I can create a personal definition of manhood ! I can empathize with people who have diverse gender identities

Think and Reason

Critically

Information Synthesis

! I can analyze key ideas from multiple sources ! I can connect ideas from one source to personal experience, other sources and/or the

world ! I can synthesize ideas from multiple sources to find themes, patterns, differences and

relationships ! I can draw insightful conclusions based on information drawn from various sources ! I can support my claims using relevant, specific information from multiple sources

Innovate

! I can identify the needs of a person/group and/or an issue to be solved ! I can generate creative and out-of-the-box ideas to address a need or issue ! I can create low resolution prototypes of my ideas ! I can test my ideas to gain insights and gather feedback ! I can revise and iterate on my ideas to improve their efficacy

Design Solutions

! I can analyze a problem from multiple angles ! I can plan a solution pathway or theory of action for specific problems ! I can monitor my progress while problem-solving and/or implementing action steps

toward change ! I can make adjustments to my problem-solving pathway or action steps when

necessary ! I can evaluate the reasonableness of a solution given the context of a problem

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Read Critically ---

! I can summarize the main ideas of a text with supporting details ! I can make inferences from explicit text ! I can interpret the technical, connotative and figurative meanings of words and

phrases in a text ! I can analyze how word choice in a text shapes tone or meaning ! I can analyze how and why individuals, events, and ideas develop and interact over the

course of a text ! I can evaluate the claims and arguments in a text ! I can analyze how the point of view, purpose and audience of a text shapes the content

and style ! I can analyze how the structures in a text (sentences, paragraphs, sections, chapters,

scenes, stanzas) relate to each other and the whole ! I can improve my independent reading level by at least 3-5 years from when I started

at Reset

Research

Research

! I can assess the credibility and accuracy of my sources ! I can synthesize relevant information from multiple print and digital sources based on

focused questions ! I can demonstrate critical understanding of a subject I am investigating ! I can draw evidence from literary and/or informational texts to support analysis,

reflection and research ! I can cite and reference sources according to MLA formatting guidelines

Critical Media Literacy

! I can determine sources of media content ! I can critically evaluate messages in a variety of media, genres and forms for bias and

intention ! I can analyze the methods and effects of various forms of media messaging ! I can create messages in a wide variety of media to create an intended effect

Write Effectively

---

! I can communicate ideas in my own words while avoiding plagiarism ! I can use technology to produce and publish my writing ! I can produce coherent writing in which the development, organization and style are

appropriate to the task, purpose and audience ! I can write multiple types of text including: argumentative/analytical texts,

informative/explanatory texts, narrative texts ! I can develop and improve my writing by planning, revising, editing, rewriting or trying

a new approach

Demonstrate Mathematical

Literacy

Real Numbers and Quantities

! Extend the properties of exponents to rational exponents ! Use properties of rational and irrational numbers ! Reason quantitatively and use units to solve problems

Complex Number System

! Perform arithmetic operations with complex numbers ! Represent complex numbers and their operations on the complex plane ! Use complex numbers in polynomial identities and equations

Structure in Expressions

! Interpret the structure of expressions ! Write expressions in equivalent forms to solve problems

Polynomials and Rational

Expressions

! Perform arithmetic operations on polynomials ! Understand the relationship between zeros and factors of polynomials ! Use polynomial identities to solve problems ! Rewrite rational expressions

Equations and Inequalities

! Create equations that describe numbers or relationships ! Understand solving equations as a process of reasoning and explain the reasoning ! Solve equations and inequalities in one variable ! Solve systems of equations ! Represent and solve equations and inequalities graphically

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Congruence ! I can measure accurately in a variety of situations and contexts ! I can prove geometric theorems ! I can make geometric constructions

Similarity ! I understand similarity in terms of similarity transformations

Circles ! I can understand and apply theorems about circles ! I can find arc lengths and areas of sectors of circles

Expressing Geometric

Properties with Equations

! I can translate between the geometric description and the equation for a conic section ! I can use coordinates to prove simple geometric theorems algebraically

Geometric Measurement

and Dimension

! I can explain volume formulas and use them to solve problems ! I can visualize relationships between two-dimensional and three-dimensional objects

Modeling ! I can apply geometric concepts in modeling situation


Scientific Explanation

! I can explain the difference between a scientific theory, law and hypothesis ! I can apply scientific principles and evidence to provide an explanation of phenomena

and solve design problems ! I can!communicate scientific and technical information (e.g. the process and

performance of the design) in multiple formats (e.g. orally, graphically, textually, and/or mathematically)

! I can develop a model based on evidence to illustrate relationships between systems ! I can explain the potential implications of scientific knowledge for society

Scientific Inquiry

! I can identify the question explored in a given scientific study ! I can!distinguish questions that are possible to investigate scientifically ! I can propose a way of exploring a given question scientifically and evaluate the

different ways of exploring the given question scientifically ! I can!plan and conduct an investigation individually and collaboratively to produce

data to serve as the basis for evidence ! I can!generate questions that challenge the premise(s) of an argument, the

interpretation of data, or the suitability of a design ! I can describe and evaluate a range of ways that scientists use to ensure the reliability

of data and the objectivity and generalisability of explanations

Scientific Interpretation

! I can!identify the assumptions, evidence and reasoning in science-related texts ! I can!distinguish between arguments which are based on scientific evidence and

theory and those based on other considerations ! I can construct and revise an explanation based on valid and reliable evidence

obtained from a variety of sources ! I can evaluate the claims, evidence, and reasoning behind currently accepted

explanations or solutions to determine the merits of arguments ! I can!refine a solution to a complex real-world problem, based on scientific knowledge

and student-generated sources of evidence ! I can!evaluate the validity and reliability of multiple claims that appear in scientific

and technical texts or media reports ! I can!analyze data using tools, technologies, and/or models in order to make valid and

reliable scientific claims ! I can!apply scientific reasoning to link evidence to claims in order to assess the extent

to which the reasoning and data support the explanation/conclusion ! I can!make and defend a claim based on evidence about the natural world that reflects

scientific knowledge, and student-generated evidence

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Excel Professionally

Organization

! I can create and maintain systems of organization to track personal information and materials

! I can break projects down into manageable steps ! I can create and maintain systems of organization to track multiple tasks, to-dos,

assignments and scheduled events ! I can manage my strategies to adapt to changing work environments, assignments

and expectations

Time Management

! I can set SMART goals ! I can create balanced schedules to maximize productivity and meet personal needs ! I can plan and manage my time to meet deadlines and goals ! I can prioritize my time to effectively accomplish short-term and long-term goals

Professional Practices

! I can represent an organization by upholding professional expectations that include timeliness, professional language, timely communication and productivity

! I can maintain a respectful, professional relationship with co-workers, managers, customers (if applicable), assistants

! I can select attire that is appropriate to context, purpose and audience

Managing Others

! I can develop relationships of trust with and on my team ! I can develop an understanding of the strengths and areas of growth of the people on

my team ! I can utilize a variety of leadership styles depending on my audience and purpose ! I can co-create growth plans with members of my team to support their development ! I can delegate tasks to match the strengths and developmental needs of my team ! I can set and support my expectations for team members ! I can establish and maintain consistent systems and processes to maximize teamwork,

trust and productivity ! I can provide tools and resources to support the advancement of people, projects and

goals ! I can motivate my team ! I can foster an open atmosphere that values team member ideas and perspectives ! I can keep organized documentation of team activities and notes

Managing Up

! I can develop an understanding of my manager’s working style, strengths, areas of growth, pressures and goals

! I can develop a healthy working relationships with my manager ! I can develop and maintain an understanding of my manager’s expectations ! I can communicate effectively about my work, progress and ideas in a manner that is

appropriate for my purpose and managers’ needs

Project Management

! I can interact effectively with all relevant stakeholders in a project ! I can facilitate efficient, productive meetings ! I can implement project management disciplines at various points in a project ! I can implement and create buy-in for project organization tools on a project and team

Manage My Finances

Budgeting

! I can evaluate my needs, wants and goals and align them with my income and financial obligations

! I can create short and long-term budgets to manage my finances and achieve goals ! I can revise my budgets as my financial needs and income changes

Banking

! I can navigate the banking system to support my short and long-term goals ! I can use various forms of monetary currency (cash, checks, credit cards, online

exchange) in various situations to my advantage ! I can create a well-informed long-term savings and investment strategy

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Take Care of Others

Child Care

! I can identify a child’s physical needs through various forms of verbal and non-verbal communication

! I can effectively perform basic child care tasks that include feeding, changing, clothing, washing and putting a child down to nap/sleep

! I can create experiences to support a child/youth’s learning and growth based on her/his developmental stage and needs

! I can prioritize my life in a way that will support a child

Nurturing Youth

! I can communicate with a child/young person in a nurturing and age-appropriate manner

! I can set and uphold clear expectations in a safe, restorative and consistent manner ! I can value the experiences, opinions and ideas of a child/young person

Caring for Elders

! I can create a system of support to participate in the care of an elder ! I can engage in communication with an elder (if possible) and other relevant parties to

create a plan of care for her/him ! I can create a plan of care with/for an elder that considers factors including: physical

and mental healthcare, finances, paperwork ! I can navigate the resources and supports available to the elderly to make informed

decisions with/for an elder in my life ! I can create a plan for self-care to manage the stress and life changes that come with

caretaking

Be a Leader

Reliability ! I can consistently do what I say I will do ! I can show integrity ! I can be flexible in changing circumstances and/or uncertainty

Initiative ! I can take action without being asked or told to do something ! I can identify, seek out and act on ideas and opportunities ! I can create my own solutions and opportunities

Style

! I can explain the benefits and costs of various styles of leadership ! I can analyze my personal leadership style ! I can use various styles of leadership in alignment with my purpose and audience ! I can follow others

Mentoring

! I can demonstrate a genuine personal interest in my mentee. ! I can recognize the strengths and areas of growth of my mentee ! I can provide guidance and honest feedback to my mentee. ! I can share my skills, knowledge and experiences openly ! I can model ongoing learning and growth as well as expertise

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RESET STUDENT COMPETENCIES RUBRIC

Ready Focus Competentices Reset Focus Competencies Renew Focus Competencies

Attainments: All the criteria for a specific competency Power Attainments: required for advancement to next stage

Competency Emerging Developing Practicing Leading

Understand Myself

Self-Awareness ! I can recognize my own

emotions. ! I can acknowledge my

thoughts and feelings without judging them

Identity ! I can gain deeper

understanding of myself through creative and/or artistic outlets

! I can analyze aspects of my identity that include race, gender, personality, sexual-orientation, religion, history etc

! I can explain how various aspects of my identity affect my beliefs, thoughts and actions

In addition: Self-Awareness ! I can connect my physical

responses to specific emotions that I feel

Identity ! I can explain how various

aspects of my identity affect the way I experience the world

Personal Brand ! I can create a personal brand

that reflects my story, strengths and values

Social Media Presence ! I can create and maintain an

online presence that reflects my personal brand

In addition: Self-Awareness ! I can recognize and

understand my personal triggers

! I can understand why I behave or react in a certain way in different situations

Identity ! I can analyze the

intersectionality of various aspects of my identity

! I can evaluate the privileges and barriers that come from various aspects of my identity

Social Media Presence ! I can use social media

purposefully to support my long-term goals

In addition: Self-Awareness ! I can recognize the immediate

and historical causes of the feelings I experience

Personal Brand ! I can share my personal

brand in multiple ways to fit my audience and purpose

Practice a Growth Mindset

Growth Mindset ! I can try new and unfamiliar

things ! I can see mistakes and

failure as learning opportunities

In addition: Growth Mindset ! I can learn from my

mistakes and failures Personal Reflection ! I can recognize my own

areas of growth

In addition: Personal Reflection ! I can take feedback and use

it to grow Perseverance ! I can stay with a task or goal

even when faced with

In addition: Growth Mindset ! I can welcome the

possibility of failure in myself and others

Personal Reflection ! I can welcome and

! 16!

difficulty and delay encourage feedback Perseverance ! I can be passionately

committed to work toward long-term goals

Self-Manage

Self-Management ! I can control my impulses Stress Management ! I can identify my stress

triggers ! I can identify situational

factors that are in my control to change

Anger Management ! I can identify my anger

triggers ! I can analyze my physical,

mental and behavioral responses to anger

! I can analyze the root emotions behind my anger

Addiction Recovery ! I can recognize my

dependence on substances that alter my natural state of being

! I can seek support from a community on my recovery pathway

In addition: Self-Management ! I can effectively manage my

behavior when I am triggered

Stress Management ! I can seek help to manage

stress when I need it Anger Management ! I can seek help to manage

anger when I need it Addiction Recovery ! I can identify the triggers

that lead me to use ! I can recognize the role I

played in my addition

In addition: Self-Management ! I can effectively regulate my

emotions, and manage my behaviors in different situations

Stress Management ! I can build a personal toolbox

of stress management strategies

Anger Management ! I can build a personal toolbox

of anger management strategies

Addiction Recovery ! I can use appropriate

strategies to avoid or manage my using triggers

! I can self-assess my role and progress on my recovery pathway

In addition: Self-Management ! I can self-motivate in

different situations Stress Management ! I can use appropriate stress

management strategies to manage stress in various situations

Anger Management ! I can use appropriate anger

management techniques to mange anger in various situations

Addiction Recovery ! I can share my story and

experiences to support my peers

! I can make and follow a plan to maintain long-term recovery

Stay Healthy

Nutrition and Diet ! I can evaluate my food

choices based on nutritional value

In addition: Fitness ! I can create a physical fitness

plan the meets my needs and interests

In addition: Nutrition and Diet ! I can create a healthy

nutritional plan within a budget

In addition: Fitness ! I can engage consistently in

a variety of physical activities for a sustained period of time

! 17!

Recreation ! I can re-energize through

diverse physical activities

Nutrition and Diet ! I can plan and prepare

balanced meals

Recreation ! I can heal and rejuvenate

through creative and/or artistic activities


Communication Skills ! I can use both open and

clarifying questions to deepen understanding of the speaker’s perspective

! I can use reinforcement strategies that include encouraging words, head nods, eye contact and warm expressions to support openness

Collaborate ! I can work effectively and

respectfully with diverse teams

In addition: Communication Skills ! I can reflect a speaker’s

feelings, content, and/or meaning by paraphrasing and/or restating

! I can use both open and clarifying questions to deepen understanding of the speaker’s perspective

Collaborate ! I can exercise flexibility and

make necessary compromises to accomplish a common goal

In addition: Communication Skills ! I can articulate thoughts,

ideas and feelings effectively using oral, written, and nonverbal skills in a variety of forms and contexts

Code Switching ! I can communicate in

diverse contexts using the language, speech patterns and body language that are appropriate to my audience and purpose

Collaborate ! I can assume shared

responsibility for collaborative work

! I can value the individual contributions made by each team member

In addition: Communication Skills ! I can use and interpret various

modes of non-verbal communication with an awareness of cultural and contextual factors

! I can use various forms of communication (verbal, electronic, written, media etc) to convey a message

! I can express myself through multiple creative and/or artistic mediums

Collaborate ! I can develop a team that

honors and harnesses the working styles, expertise and experiences of individuals toward a common goal

Develop and Maintain Healthy

Relationships

Relationship Skills ! I can recognize social cues

from individuals Empathy ! I can recognize and/or see

from the perspective of another person

In addition: Relationship Skills ! I can recognize social cues

and dynamics in group settings

Empathy ! I can sense and/or recognize

another person’s emotions

In addition: Relationship Skills ! I can form and maintain

healthy relationships with diverse individuals

Empathy ! I can communicate my

recognition of another’s

In addition: Empathy ! I can generate insights from

understanding another person’s perspective

Restorative Practices ! I can independently repair

relationships after I have

! 18!

Interact with Social Awareness ! I can understand social norms Restorative Practices ! I can explain how I am

affected by the actions of others

Conflict Management ! I can resolve conflict when I

have the support of a facilitator

or thoughts without judgment

Interact with Social Awareness ! I can make ethical behavior

choices Restorative Practices ! I can take responsibility for

my actions and their consequences

Conflict Management ! I can explain the benefits and

costs of different conflict management styles

feelings Interact with Social Awareness ! I can empathize with people

from diverse backgrounds and cultures

Restorative Practices ! I can create plans to support

myself and others

been harmed or caused harm

Conflict Management ! I can practice appropriate

conflict management styles in various circumstances to meet my long-term goals

Make Responsible Decisions

Decision-Making ! I can consider relevant

factors when making decisions

Legal Decisions ! I can explain the legal

framework around arrest

In addition: Decision-Making ! I can realistically evaluate

the immediate and long-term consequences of my choices before acting

Legal Decisions ! I can explain the process of

arraignment ! I can explain my rights in a

trial

In addition: Decision-Making ! I can make decisions

without being influenced by peer or social pressure

Legal Decisions ! I can advise my attorney

about relevant context related to my case

! I can explain the potential consequences of decisions to be made in my case

In addition: Legal Decisions ! I can advise my attorney

about decisions to be made in my case

! I can teach others about their constitutional rights

Use Technology and Media Purposefully

Microsoft Office Suite ! I can use Word to create a

document that follows MLA formatting guidelines

! I can title and save a file to an appropriate place and device

! I can use editing commands to cut, paste, copy

In addition: Microsoft Office Suite ! I can create a table in a Word

document ! I can use text boxes and

insert images ! I can create an Excel

worksheet with column headings and format data

! I can use PowerPoint to

In addition: Typing ! I can type between 60-75

words per minute Microsoft Office Suite ! I can insert images, tables

and/or graphs into a PowerPoint presentation

! I can create a PowerPoint

In addition: Microsoft Office Suite ! I can calculate sums using

formulas or functions in Excel

! I can create an Excel table, chart and/or graph with a title, legend and axis labels

GoogleDocs

! 19!

create a themed presentation with a title slide and various slide formats

GoogleDocs ! I can organize and save my

files into folders, drives and/or Google Docs

! I can use GoogleDocs to create a document that follows MLA formatting guidelines

handout with four slides per page

GoogleDocs ! I can create an Google

Spreadsheet with column headings and format data

! I can create Google Docs, Spreadsheets, and Presentations to share with collaborators or viewers

Email ! I can add attachments to

emails

! I can use Google Spreadsheet to create a table and chart with a title, legend and axis labels

Email ! I can organize my inbox to

stay on top of my emails ! I can include links in emails


Self-Advocate ! I can ask questions and seek

information and/or support when I need it

Discourse ! I can clearly and

persuasively communicate ideas orally

Presentation ! I can use effective body

language, eye contact and voice control to convey my ideas

In addition: Discourse ! I can evaluate a speaker’s

point of view, reasoning and use of evidence

! I can agree, disagree and/or build on a speaker’s ideas with consideration and respect

Presentation ! I can present myself and my

ideas in a persuasive and confident manner

! I can organize my ideas in an effective manner that is appropriate for my audience and purpose

Interviewing ! I can prepare thoroughly for

an interview Networking

In addition: Self-Advocate ! I can speak up for myself

and my needs in an effective manner in various situations

Discourse ! I can ask questions to clarify

or probe deeper into a speaker’s point and/or to generate more discourse

Interviewing ! I can engage in an interview

with a confident, personable and professional demeanor

! I can use interviewing techniques that are appropriate for the situation, context and audience

Networking ! I can maintain genuine

relationships with networking contacts to

In addition: Discourse ! I can encourage people to

participate in a discussion in a safe, inviting manner

! I can negotiate to meet goals Presentation ! I can create appropriate

visuals and materials to support my message

Interviewing ! I can ask insightful

questions Networking ! I can connect people I know

with each other to further their career/professional interests

! 20!

! I can follow through and follow up with referrals and contacts in a timely fashion

further my career and future goals


Gender Consciousness ! I can evaluate the social and

cultural influences on my expectations of gender roles and norms

In addition: Systems Consciousness ! I can evaluate the

institutional, structural and individual constructs of oppression in society

! I can analyze the historical causes and effects of social privilege and oppression

Gender Consciousness ! I can evaluate my personal

mindsets and expectations about gender and gender roles

In addition: Systems Consciousness ! I can recognize the impact of

historical and institutional structures on my life experiences

! I can evaluate current events with a critical lens

Gender Consciousness ! I can create a personal

definition of manhood

In addition: Systems Consciousness ! I can analyze the micro and

macro factors that perpetuate our current systems

! I can evaluate the privileges and inequities of current systems for different people

Gender Consciousness ! I can empathize with people

who have diverse gender identities

Think and Reason Critically and

Creatively

Information Synthesis ! I can analyze key ideas from

multiple sources Innovate ! I can identify the needs of a

person/group and/or an issue to be solved

Design Solutions ! I can analyze a problem

from multiple angles

In addition: Information Synthesis ! I can connect ideas from one

source to personal experience, other sources and/or the world

! I can synthesize ideas from multiple sources to find themes, patterns, differences and relationships

Innovate ! I can generate creative and

out-of-the-box ideas to address a need or issue

Design Solutions

In addition: Information Synthesis ! I can draw insightful

conclusions based on information drawn from various sources

! I can support my claims using relevant, specific information from multiple sources

Innovate ! I can create low resolution

prototypes of my ideas ! I can test my ideas to gain

insights and gather feedback Design Solutions

In addition: Innovate ! I can revise and iterate on

my ideas and actions to improve their efficacy

Design Solutions ! I can evaluate the

reasonableness of a solution given the context of a problem

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! I can plan a solution pathway or theory of action for specific problems

! I can monitor my progress while problem-solving and/or implementing action steps toward change

! I can make adjustments to my problem-solving pathway or action steps when necessary

Read Critically

! I can summarize the main ideas of a text with supporting details

! I can make inferences from explicit text

! I can interpret the technical, connotative and figurative meanings of words and phrases in a text

! I can analyze how word choice in a text shapes tone or meaning

! I can analyze how and why individuals, events, and ideas develop and interact over the course of a text.

! I can evaluate the claims and arguments in a text

! I can improve my independent reading level by at least 3-5 years from when I started at Reset

! I can analyze how the point of view, purpose and audience of a text shapes the content and style

! I can analyze how the structures in a text (sentences, paragraphs, sections, chapters, scenes, stanzas) relate to each other and the whole

Research

Research ! I can assess the credibility

and accuracy of my sources Critical Media Literacy ! I can determine sources of

media content

In addition: Research ! I can synthesize relevant

information from multiple print and digital sources based on focused questions

Critical Media Literacy ! I can critically evaluate

messages in a variety of media, genres and forms for bias and intention

In addition: Research ! I can demonstrate critical

understanding of a subject I am investigating

! I can draw evidence from literary and/or informational texts to support analysis, reflection and research

Critical Media Literacy ! I can analyze the methods and

effects of various forms of media messaging

In addition: Research ! I can cite and reference

sources according to MLA formatting guidelines

Critical Media Literacy ! I can create messages in a

wide variety of media to create an intended effect

Write Effectively

! I can communicate ideas in my own words while avoiding plagiarism

! I can use technology to produce and publish my writing

! I can produce coherent writing in which the development, organization and style are appropriate to the task, purpose and audience

! I can write multiple types of text including: argumentative/analytical texts, informative/explanatory texts, narrative texts

! I can develop and improve my writing by planning, revising, editing, rewriting or trying a new approach

! 22!

Demonstrate Mathematical

Literacy

Real Numbers and Quantities ! Extend the properties of

exponents to rational exponents

! Use properties of rational and irrational numbers

! Reason quantitatively and use units to solve problems

Congruence ! I can measure accurately in

a variety of situations and contexts

Similarity ! I understand similarity in

terms of similarity transformations

In addition: Complex Number System ! Perform arithmetic

operations with complex numbers

! Represent complex numbers and their operations on the complex plane

! Use complex numbers in polynomial identities and equations

Congruence ! I can prove geometric

theorems ! I can make geometric

constructions Circles ! I can understand and apply

theorems about circles ! I can find arc lengths and

areas of sectors of circles

In addition: Structure in Expressions ! Interpret the structure of

expressions ! Write expressions in

equivalent forms to solve problems

Polynomials and Rational Expressions ! Perform arithmetic

operations on polynomials ! Understand the relationship

between zeros and factors of polynomials

! Use polynomial identities to solve problems

! Rewrite rational expressions Expressing Geometric Properties with Equations ! I can translate between the

geometric description and the equation for a conic section

! I can use coordinates to prove simple geometric theorems algebraically

Geometric Measurement and Dimension ! I can explain volume

formulas and use them to solve problems

! I can visualize relationships between two-dimensional and three-dimensional objects

In addition: Equations and Inequalities ! Create equations that

describe numbers or relationships

! Understand solving equations as a process of reasoning and explain the reasoning

! Solve equations and inequalities in one variable

! Solve systems of equations ! Represent and solve

equations and inequalities graphically

Modeling I can apply geometric concepts in modeling situation

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Scientific Explanation ! I can explain the difference

between a scientific theory, law and hypothesis

Scientific Inquiry ! I can identify the question

explored in a given scientific study

! I can!distinguish questions that are possible to investigate scientifically

Scientific Interpretation ! I can!identify the

assumptions, evidence and reasoning in science-related texts

! I can!distinguish between arguments which are based on scientific evidence and theory and those based on other considerations

In addition: Scientific Explanation ! I can apply scientific

principles and evidence to provide an explanation of phenomena and solve design problems

Scientific Inquiry ! I can propose a way of

exploring a given question scientifically and evaluate the different ways of exploring the given question scientifically

Scientific Interpretation ! I can construct and revise an

explanation based on valid and reliable evidence obtained from a variety of sources

! I can evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions to determine the merits of arguments

In addition: Scientific Explanation ! I can!communicate scientific

and technical information (e.g. the process and performance of the design) in multiple formats (e.g. orally, graphically, textually, and/or mathematically)

! I can develop a model based on evidence to illustrate relationships between systems

Scientific Inquiry ! I can!plan and conduct an

investigation individually and collaboratively to produce data to serve as the basis for evidence

Scientific Interpretation ! I can!refine a solution to a

complex real-world problem, based on scientific knowledge and student-generated sources of evidence

! I can!evaluate the validity and reliability of multiple claims that appear in scientific and technical texts or media reports

! I can!analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims

In addition: Scientific Explanation ! I can explain the potential

implications of scientific knowledge for society

Scientific Inquiry ! I can!generate questions

that challenge the premise(s) of an argument, the interpretation of data, or the suitability of a design

! I can describe and evaluate a range of ways that scientists use to ensure the reliability of data and the objectivity and generalisability of explanations

Scientific Interpretation ! I can!apply scientific

reasoning to link evidence to claims in order to assess the extent to which the reasoning and data support the explanation/conclusion

! I can!make and defend a claim based on evidence about the natural world that reflects scientific knowledge, and student-generated evidence

! 24!

Apply Professional Skills

Organization ! I can create and maintain

systems of organization to track personal information and materials

Professional Practices ! I can represent an

organization by upholding professional expectations that include timeliness, professional language, timely communication and productivity

Managing Others ! I can develop relationships

of trust with and on my team

! I can develop an understanding of the strengths and areas of growth of the people on my team

Managing Up ! I can develop an

understanding of my manager’s working style, strengths, areas of growth, pressures and goals

In addition: Organization ! I can break projects down

into manageable steps Time Management ! I can create balanced

schedules to maximize productivity and meet personal needs

Professional Practices ! I can maintain a respectful,

professional relationship with co-workers, managers, customers (if applicable), assistants

Managing Others ! I can utilize a variety of

leadership styles depending on my audience and purpose

! I can co-create growth plans with members of my team to support their development

! I can delegate tasks to match the strengths and developmental needs of my team

Managing Up ! I can develop a healthy

working relationships with my manager

Project Management ! I can interact effectively

with all relevant stakeholders in a project

! I can facilitate efficient,

In addition: Organization ! I can create and maintain

systems of organization to track multiple tasks, to-dos, assignments and scheduled events

Time Management ! I can plan and manage my

time to meet deadlines and goals

Managing Others ! I can set and support my

expectations for team members

! I can establish and maintain consistent systems and processes to maximize teamwork, trust and productivity

! I can provide tools and resources to support the advancement of people, projects and goals

Managing Up ! I can develop and maintain an

understanding of my manager’s expectations

Project Management ! I can implement project

management disciplines at various points in a project

Attire ! I can select attire that is

appropriate to context,

In addition: Organization ! I can manage my strategies

to adapt to changing work environments, assignments and expectations

Time Management ! I can prioritize my time to

effectively accomplish short-term and long-term goals

Managing Others ! I can motivate my team ! I can foster an open

atmosphere that values team member ideas and perspectives

! I can keep organized documentation of team activities and notes

Managing Up ! I can communicate

effectively about my work, progress and ideas in a manner that is appropriate for my purpose and managers’ needs

Project Management ! I can implement and create

buy-in for project organization tools on a project and team

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productive meetings purpose and audience

Manage My Finances

Banking ! I can navigate the banking

system to support my short and long-term goals

In addition: Budgeting ! I can evaluate my needs,

wants and goals and align them with my income and financial obligations

In addition: Budgeting ! I can create short and long-

term budgets to manage my finances and achieve goals

Banking ! I can use various forms of

monetary currency (cash, checks, credit cards, online exchange) in various situations to my advantage

In addition: Budgeting ! I can revise my budgets as

my financial needs and income changes

Banking ! I can create a well-informed

long-term savings and investment strategy

Take Care of Others

Child Care ! I can identify a child’s physical

needs through various forms of verbal and non-verbal communication

Caring for Elders ! I can create a system of

support to participate in the care of an elder

In addition: Child Care ! I can effectively perform

basic child care tasks that include feeding, changing, clothing, washing and putting a child down to nap/sleep

Nurturing Youth ! I can communicate with a

child/young person in a nurturing and age-appropriate manner

Caring for Elders ! I can engage in

communication with an elder (if possible) and other relevant parties to create a plan of care for her/him

In addition: Child Care ! I can create experiences to

support a child/youth’s learning and growth based on her/his developmental stage and needs

Nurturing Youth ! I can set and uphold clear

expectations in a safe, restorative and consistent manner

Caring for Elders ! I can create a plan of care

with/for an elder that considers factors including: physical and mental healthcare, finances,

In addition: Child Care ! I can prioritize my life in a way

that will support a child Nurturing Youth ! I can value the experiences,

opinions and ideas of a child/young person

Caring for Elders ! I can navigate the resources

and supports available to the elderly to make informed decisions with/for an elder in my life

! I can create a plan for self-care to manage the stress and life changes that come with caretaking

! 26!

paperwork

Be a Leader

Style ! I can explain the benefits and

costs of various styles of leadership

Mentoring ! I can demonstrate a genuine

personal interest in my mentee.

! I can recognize the strengths and areas of growth of my mentee

In addition: Reliability ! I can consistently do what I

say I will do Style ! I can analyze my personal

leadership style Mentoring ! I can provide guidance and

honest feedback to my mentee

In addition: Reliability ! I can show integrity Initiative ! I can identify, seek out and

act on ideas and opportunities

Style ! I can use various styles of

leadership in alignment with my purpose and audience

Mentoring ! I can share my skills,

knowledge and experiences openly

In addition: Reliability ! I can be flexible in changing

circumstances and/or uncertainty

Initiative ! I can create my own solutions

and opportunities Style ! I can follow others Mentoring ! I can model ongoing

learning and growth as well as expertise

! 27!

Theme Items Description Progress Comments

Transition Fundamentals

I can explain the options and terms of my transition out of

Reset. I can obtain a valid government ID.

Government ID Student has obtained his CA ID, social

security card and birth certificate.

Achieved Work In Progress

Not Yet Not Applicable

Cell Phone Student has obtained a cell phone and

is enrolled on an affordable plan



Free Food Students knows where to obtain free

food if needed



Understanding Options Student can clearly articulate

restrictions resulting from his record (housing, voting, employment)



Continuing Legal Action

If applicable, student has initiated process to regain rights and/or clear his

record. And, if necessary, has found support for any continued court cases.



Terms of Probation/Parole Student can clearly articulate the terms

of his parole or probation, including disclosure requirements.



5.1 Housing

I can obtain housing and establish a safe environment in which to pursue my goals

Emergency Shelter Student knows where and how to find

emergency shelter if needed



Transitional Housing Student has obtained a safe transitional residence that will support his re-entry

goals



Credit Check Student has obtained an official credit score and is working toward building a

stronger personal credit rating



Contracts Student has completed relevant

housing paperwork and understands the agreements made



First Rental Student has obtained an independent

rental residence Achieved

Work In Progress

! 28!


5.2 Employment

I can obtain employment that can support me (and

their families, if applicable) and help them to pursue my

professional goals

Paperwork and Contracts Student has completed relevant work-

related paperwork and understands the agreements made



First Job Student has obtained a full-time

professional placement that pays a living wage



Taxes Student has completed tax paperwork

and understands where to find resources for support



Employer Letter(s) of Recommendation

Student has obtained at least 3 professional letters of recommendation



5.3 Health Care

I can obtain comprehensive health care to meet my

medical needs

Health Insurance Student has obtained comprehensive health insurance to cover himself and

any dependents



Navigating the System Student knows how to find the

necessary services to meet his or his dependents’ medical needs



Recovery Student has joined recovery group(s) to support a healthy lifestyle (if necessary)

5.4 Education

I can continue to pursue academic learning in their

fields of interest

College Diploma Student has earned his college diploma



Continuing Education Student has completed some form of

post-high school continuing education



Scholarships and Financial Aid

Student has applied for and received sufficient financial aid to help cover

costs of further education.



! 29!

5.5 Community Connections

I can establish networks and communities to support their

transitional and long-term goals. I can maintain my

connections to previously established communities and networks to which I

belong.

Supporting Allies

Student can identify at least 5 individuals who he can depend on to

support his future goals and on whom he can rely on for help when needed;

student maintains constant communication with these people



Resource Networks

Student can identify multiple networks or support organizations where he can turn to for help; student regularly seeks

support from these networks



Reset Community Student maintains regular contact with

Reset staff: Weekly in the first 6 months, monthly after 6 months.



!

RESET’S INTERDISCIPLINARY JOURNEY

The Reset program weaves different academic content areas, skills, social-emotional foci and career pathways together throughout our classes, learning groups and weekly schedule. Our teachers collaborate and co-plan together for at least two hours each day to create interdisciplinary thematic units that bundle competencies and standards from multiple disciplines. This approach provides rich opportunities to demonstrate mastery in deeply contextual, authentic and multi-faceted life situations.

!

Stage 1: Ready Thematic Unit focused on understanding self,

wellness, social-emotional skills and

identity

Stage 2: Reset Thematic units that

spiral through all the competencies to

deepen student learning and growth

!!

Stage 3: Renew Continue in the

thematic unit cycle as needed. Begin

preparing for transition outside Reset

Point of entry into the Stage 2: Reset Interdisciplinary Unit Cycle is flexible. Students may enter in

the current cycle and projects will be adjusted to

accommodate their needs.

!!

Interdisciplinary Thematic Units Unlike traditional subject-specific courses with disconnected content, Reset’s learning units are thematic and interdisciplinary. With students coming with varying academic histories, skills and earned credits, these units are intentionally created to be customizable to each students’ unique needs. Units are designed as a series of learning tasks that lead to a final culminating project. These learning tasks are specifically tied either to a Reset competency or a high school subject. Units run between four to eight weeks, span multiple content areas and cover Reset competencies from all four of Reset’s pillars: academics, wellness, life skills and career. Students are able to design their own pathway through a project by choosing the content, tasks, products, group structures and work pace that best meet their competency and credit needs. Reset staff will provide multiple layers of support, instruction and feedback throughout each unit.

Placeholder image…more to come as we complete the first unit.

THIS PAGE IS UNDER CONSTRUCTION. EVERYTHING IS AWESOME.

ASSESSMENT We measure growth and learning through multiple assessment types. We recognize that every student demonstrates his skills and knowledge in different ways and we design our assessments to allow multiple opportunities to show competency mastery. We have a bank of assessment tools that are used throughout a student's time at Reset. Our assessments are built on four principles:

Authenticity: Assessments are designed to be relevant to students’ lives and the world. Students perform tasks that are analogous to the types of problems and situations that may be faced in the “real world.” These types of assessments demonstrate meaningful application of essential knowledge and skills. Mastery: Assessments are created to measure a student’s knowledge and/or mastery of a specific competency or subject area. Through these assessments, students are able to demonstrate their development, improvement and mastery of skills and knowledge based on specific indicators and criteria. Differentiation: We recognize that our students come with a variety of learning styles, strengths and needs. Assessments are differentiated based on learners’ needs and students have options covering multiple modalities for demonstrating competency mastery.

Failure As Opportunity: Students have multiple opportunities to show their skills and knowledge. They are given the opportunity and encouraged to learn from mistakes and to improve upon prior work. This means that no assessment is final; students can always redo part or all of an assignment, project or task to demonstrate increased learning and growth.

Reset Academic Assessments

Assessment Measurement Type Description Frequency

RenSTAR Grade level

equivalence, lexile score

Formative Computer-based literacy and basic math assessment

Intake; Ready: every six weeks; Reset and Renew: every three months

My Story Essay Rubric Formative Personal essay with guiding prompts Intake JMCS Writing

Tasks Rubric Formative JMCS essay prompts focused on specific writing skills Monthly

Classroom Assessments Varied

Formative/ Summative

Informal or formal assessments used by Reset educators

Dependent on assessment and purpose

Student Self-Assessment

Survey, rubric Formative/ Summative

Self-assessments for specific competencies, knowledge.


Peer Feedback Survey, rubric Formative/ Summative

Peer-assessments for specific competencies, knowledge in a student


Staff Assessment Survey, rubric Formative/ Summative

Staff-assessments for specific competencies, knowledge in a student


Learning Tasks Varied Summative Learning tasks that ultimately lead to a completed unit project.

Multiple throughout each unit

Unit Projects Rubric Summative Culminating assessment of an Interdisciplinary Unit

One per Interdisciplinary unit

Advancement Presentations Rubric Summative Student presentations to propose advancement to

next Reset stage Whenever a student feels ready

Student Achievement

Portfolio (SAP) Rubric Summative A compilation of a student’s work, learning and

growth at Reset Presented prior to Reset graduation

EPT/ELM Standardized Formative CSU placement tests for English and Mathematics Prior to enrolling in CSU ACT or SAT Standardized --- Standardized tests necessary for most applications Prior to application

Grading and Credits

At Reset, student grades clearly communicate a student’s knowledge and/or mastery of a specific competency or subject area. Grades in the academic pillar and other forms of assessment in the wellness, life skills and career pillars are transferrable to high school course credit. Grading Scale Our grading scale is comparable to the four-point scale used by many schools and colleges. Points are converted to credits earned toward a diploma, letter grades for a student’s transcript, and attainment achievement toward growth on the Reset competency rubric.

Score Meaning Credits or

Competencies

Letter Grade

Equivalent

1 Does not meet the standard

A student's work does not demonstrate substantive progress towards meeting the criteria of a given assessment or competency attainment. This may mean that a student has not met the majority of performance indicators or criteria for that assessment, or the student has not made an attempt to meet criteria.

No credit No evidence of

attainment

No grade Incomplete

2 Approaching

the standard

A student's work demonstrates a substantive attempt to meet the criteria of a given assessment or competency attainment. But, it does not meet the majority of performance indicators or criteria for that assessment or the student has not made an attempt to meet all the criteria.


attainment

No grade Incomplete

2.5 Very close to meeting the

standard

A student's work is very close to meeting the criteria of a given assessment or competency attainment. This score allows a student to see that he does not have far to go before meeting the criteria of an attainment or assessment.


attainment

No grade Incomplete

3 Meets the standard

A student's work meets the criteria of a given assessment or competency attainment. All of the performance indicators or criteria are demonstrated in the work.

Credit earned Evidence of attainment

achieved

B

3.5-3.99

Slightly above

standard

A student's work goes just above the criteria of a given assessment or competency attainment in quality. All of the performance indicators or criteria are demonstrated in the work.


achieved

B+

4 Exceeds the standard

The student’s work goes substantially above and beyond the criteria of a given assessment or competency attainment in quality. All of the performance indicators or criteria are demonstrated in the work. Additional challenge work may be included.


achieved

A

Credits To earn a high school diploma, students much complete a total of 210 credits. Students may replace both the PE and Computer Apps credit requirements with the associated demo; students who elect to complete the PE and/or Computer Demo may graduate with fewer credits. Students’ credits from their previous schools are transferred to Reset and counted toward their diploma. High School Diploma Requirements

*Students may earn up to 10 credits for remedial courses **Credit = hours in PE/12.75 Credits for learning tasks and unit projects are awarded based on the extent and rigor of the assignments. Credits are earned based on demonstrated mastery based on clearly outline criteria. In addition to Reset work, students may earn credit for textbook work, various computer-based modules, community college courses and work experience. Credit Assignment Guidelines

***credits/chapter and credits/textbook can be found in the JMCS Benchmark Course Outlines

English* 30 Math* 10 World History 10 Algebra I 10 US History 10 Health 5 Civics/US Government 5 P.E.** 20 or Demo

Economics 5 Computer Apps (LS Elective) 10 or Demo

Earth Science 10 Life Skills Electives 15 Life Science 10 Electives 60

Total: 210 credits or 190-200 credits (with demos)

Learning Task

Description Some Examples Credit Value

Small Learning

Task

Tasks or assessments that focus on one part of a specific standard, skill, attainment. These tasks can generally be completed in-class or in one evening

In-class learning tasks, daily homework-type assignments, exit tickets, quizzes

0.25-0.75

credits

Medium Learning

Task

Slightly more involved tasks that cover one or more specific attainments, standards, skills. These tasks may take several days to prepare or complete

Labs, debates, text-based discussion, tests

1 – 1.5 credits

Large Learning

Task

Slightly more involved tasks that cover one or more specific attainments, standards, skills. These tasks may take several days to prepare or complete

Final essays with evidence of planning and revision, presentation

1.5 – 3 credits

Unit Project Culminating project for an interdisciplinary unit that covers several specific attainments, standards and skills across multiple Reset pillars. These span 4-8 weeks

Feature documentary, action research project, community event

3.5 – 5 credits

Demos Learning tasks to demonstrate mastery of PE and Computer requirements

Physical exercises, technological tasks

Pass

Textbook Work

Section questions, chapter review and chapter test in AGS subject textbooks

% textbook chapters completed x credits possible for textbook***

Community College

Courses taken at an accredited community college 1 CC credit = 1.66 high school credits

Work Experience

Hours logged in on-campus or off-campus work # hours/12.75 = # credits

Mastering Competencies To improve in mastery of a competency, a student must demonstrate at least two pieces of evidence of achievement for all the attainments in his current mastery level: Emerging, Developing, Practicing or Leading. The evidence for each attainment may be drawn from a variety of assessments and experiences depending on appropriateness for the specific attainment. Students may select any combination of evidence type to demonstrate achievement of an attainment.

Progress Monitoring

Students receive consistent feedback about their progress throughout the learning and assessment process. Regular communication with students about their progress supports deeper learning.

Check-ins: Students meet weekly with their advisors and regularly with the educators running the interdisciplinary units. Students may seek help, set and revisit goals, and/or get updates on their progress across a broad range of measurements, tasks and attainments Tools: Students and educators use a broad range of tools to track academic progress. These tools include: Reset competency rubric, graduation progress tracker, transcripts, report cards, high school credit tracker and student goal worksheets. Feedback: Students receive consistent feedback from Reset educators and peers on their work, learning tasks and assessments. This feedback allows students to continue to improve.

Student Achievement Portfolio (SAP) Students will compile a comprehensive portfolio of their learning and growth across all Reset competencies and pillars throughout their time at Reset. Students will select a subset of their academic work to showcase both growth and accomplishment. In addition, students will creatively include evidence of growth, reflection and mastery of competencies measured in less concrete ways. The SAP will serve as a tool to inform instruction, planning and goal setting for the student and Reset staff; it will also demonstrate student growth and achievement over time. Each SAP is organized into five sections with these components: Student Information:

! Enrollment form ! JMCS Documents: Student Achievement Contract, Conduct Agreement ! CAHSEE rights form ! Immunization Records ! Special Education Documents (past/present IEP or 504) ! Language Documents (ELs) ! Socio-emotional Assessment Information

Progress Monitoring: ! Student Goal Worksheets ! Reset Competency Self-Assessment ! Reset Competency Tracking Tool ! Credit Tracker ! Graduation Progress Reports ! JMCS Transcripts ! JMCS Report Cards ! Previous School Transcripts

Career Pathway: ! Reset Career Pathway Tracker ! On-Campus Work Log ! Off-Campus Work Log ! Volunteer Work Log ! Performance Reviews ! Resume ! Reference Letters x3

Assessments: ! Summary Page ! Standardized Test Results (CAHSEE, GED, RenSTAR etc.) ! PE Demo Checklist ! Computer Demo Checklist

Competency Growth Evidence: Organized into sub-sections by competency with an appropriate combination of the following to show growth and mastery. Students should be creative in determining evidence. Hard copy work samples, DVDs of student-made videos, images etc. may be included here.

! Work Samples ! Experiential Descriptors with a Personal Reflection ! Peer and/or Staff Testimonies with a Personal Reflection ! Certificates and/or Awards with a Personal Reflection

Moving Up Stages

The Reset program is split into three growth stages: Ready, Reset and Renew. These stages mark a shifting focus on competencies that advance toward transition readiness. To move up from one stage to the next, a student must demonstrate evidence for achievement of all the power attainments in his current stage’s focus competencies. A student initiates this process when he feels ready to move forward.

Step 1: Student Preparation Students constantly work with their advisors and educators to compile work and evidence of their achievement of competency attainments. These samples and reflections are kept in their SAP.

Step 2: Formal Proposal When a student feels ready and has achieved at least all the power attainments of his current stage, he may submit a formal proposal of advancement to the next stage. The proposal is considered by Reset staff who ensure that all necessary attainments are achieved. A student may revise his proposal if necessary. Step 3: Panel Presentation When a proposal is accepted, students prepare a formal presentation for advancement before a panel of their peers and Reset staff. This presentation should showcase the student’s growth and achievement in the competencies, personal reflections and stories. The presentation should include portions of a student’s SAP as well as a strong visual element.

Final SAP Presentation: Prior to graduation from Reset, students prepare extensively for their final presentation. This presentation showcases a student’s growth, learning and achievement during his time at Reset. Students present a short personal video, reflections, personal experiences, plans for the future and advice for current students. This presentation occurs before the entire Reset student and staff community and may also include invited external guests and potential employers.

Step 4: Decision The panel of students and staff consider a student’s presentation and may make one of two decisions. The panel will inform the student of their decision within 24 hours.

Move up: The student has demonstrated readiness to continue to the next stage Ready when: The student is not yet ready to move up, but will be ready when specifically outlined next steps are taken. Student may re-present to the group, without resubmitting a proposal, when these steps have been completed and the competency goals achieved.

Step 5: Rite of Passage and Celebration When a student demonstrates readiness to move to the next stage, the entire campus prepares for his rite of passage and a community celebration to usher him into the next phase of growth.

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