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Summit terms

Key Concepts:

Terms in this set (18)

1:1 Mentoring
All students have a mentor who serves as their coach and advocate, supporting them as they develop strong character, life and self-directed learning skills.
Activity
An individual, pair, or group opportunity to practice a skill or move toward an associated checkpoint. It is a Google doc, a Google sheet, a Google slideshow, or Microsoft 365 file which requires the student to type into it.
Additional Focus Area
This has been identified as helpful content knowledge but is not central to the course standards, college and career readiness, and/or the course projects or concept units. Students are encouraged, but not required, to complete this focus area's content assessment. These add up to a full nine points to a student's grade in a course, and therefore, can make a difference of nearly a full letter grade
Challenge Focus Area
An opportunity for a student to learn more content related to the course beyond what is located in Power and Additional Focus Areas. A student might complete one in order to prepare for the AP test associated with that course, experience more academic rigor, and/or further develop their individual academic interests.
Check for Understanding
A self-assessment provided at the end of an objective's resources in a focus area. It is aligned with the objective and its content assessment items and it can take many formats (online interactive activity or quiz, or file with questions and answers, etc).
Checkpoint
Is a formative assessment that contributes to the completion of the final product(s). It
supports cognitive skill development or conceptual understanding and is an important opportunity for the student to receive feedback.
In addition to providing other forms of formative feedback, teachers may mark checkpoints in the platform as:

Red = checkpoint needs extensive revision, student should not move forward without significant re-work
Yellow = student must incorporate teacher feedback in order to be on-track
Green = student is on-track, no revision needed
Cognitive Skills
A collection of 36 higher-order thinking skills that are geared towards readiness for college, career and life. They are categorized within the following domains: Textual Analysis, Using Sources, Inquiry, Analysis and Synthesis, Composing/Writing, Speaking/Listening, and Products and Presentations, and they are aligned with the state and national standards. These are taught during Project Time and assessed through a project's final products. These account for 70% of a student's final grade for the year.
Cognitive Skills Rubric
The single rubric used to assess projects across all subjects and grade levels. Every project assesses a set of the cognitive skills. The rubric details nine different levels of each cognitive skill, spanning from "no evidence" (level 0) to "college level" (level 8)
Content
The subject-specific material (facts, definitions, information, formulas, procedural skills, basic concepts, grammatical structures) comprising each discipline. This material can be studied independently, practiced or memorized at a student's own pace. Content comprises 30% of a student's grade: 21% through Power Focus Areas, which are required, and 9% through Additional Focus Areas, which are optional, but highly encouraged.
Content Assessment
The ten-question assessment that a student requests when ready to show their learning of the content objectives of a specific focus area. Content assessments are computer-scored immediately upon completion; the passing score is 8/10 for non-AP courses and 7/10 for AP courses. A student must get approval from a teacher before attempting the assessment. If the student does not pass, the student may take the content assessment again.
Diagnostic Assessment
An opportunity for a student to check what they know already or a way to gauge if they're prepared for the content assessment. These are similar to a pre-test and presented in the same format as the content assessments. A student can take them without the approval of the teacher at any time.
Final Product
The culmination of the prolonged inquiry in a project.
An authentic summative assessment of the cognitive skills associated with the project.
There may be more than one in a project.
Focus Area
A chunk of content within a course that is broken down into 2-5 content objectives. Students should learn this content through the use of materials on the playlists. To demonstrate their learning of the objectives, students must pass a content assessment. This is typically at the Know, Understand, Apply levels of learning.
Personalized Learning Time (PLT)
The time that students learn the content they need to be college-ready. They plan and prioritize their learning based on their individual goals. Students move at their own pace, and receive support from their teachers, mentor and peers. This should account for about 1/3 of a students day/week.
Playlist
The collection of learning resources dedicated to supporting students in learning the focus area objectives.
Power Focus Area
A focus area that has been identified as essential content knowledge, based on course standards. It is central to college and career readiness and the course's projects/concept units. Students must pass every content assessment in these by the end of the school year in order to pass the course.
Project Time
The structure in Summit Learning within which students engage in project-based learning to practice cognitive skills. Another name for this is simply class time. Students develop deeper learning skills, such as critical thinking, problem-solving and communication skills, as they work collaboratively on rich project-based experiences.
Summit Learning Platform
The online tool that is the technology backbone of a Summit Learning environment. It is a free online tool that helps students track progress towards their short and long-term goals, learn content at their own pace, and reflect on their learning with mentors. It allows teachers to customize instruction to meet their students' individual needs and interests and supports stronger relationships between teachers and students.
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