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2017 CLAS Schools of Distinctions and Banner Schools

State School Board District 1 Schools of Distinction

Pike Road High School

Summit Learning

School of Distinction AwardPike Road City Schools

Principal, Mr. David Sikes

Superintendent, Dr. Chuck Ledbetter

Pike Road High School’s Summit Learning program encompassed project-based learning, self-directed learning, and mentoring to create a program that prioritized students’ needs. Summit Learning utilized a base curriculum but allowed for projects within the curriculum and tailored to student need and interest. Projects made up seventy percent of students’ grades, and students were graded with rubrics on thirty-two cognitive/21st century learning skills. The self-directed learning portion of Summit accounted for thirty percent of grades and occurred while working on content area concepts and skills. Students moved through material outlined by state standards at their own pace, mastering content by year-end. Recognizing that all students do not master material upon first exposure, students could reassess without penalty if they could prove they were ready to take the test again. Lead Learners, teachers, taught power lessons on the material, examined data and created small group lessons, and offered additional workshops for struggling students. Finally, the mentoring component allowed mentors to meet with mentees daily. Within the Summit platform, students and mentors were able to view learning progress from daily, weekly, and yearly perspectives allowing for goal setting and progress monitoring. Students shared that choosing their learning pace and the ability to reassess taught them to recognize strengths and persevere in adversity.

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State School Board District 2 Schools of Distinction

Pike Road High School

by Anita Reid | May 14, 2020

Summit Learning

School of Distinction AwardPike Road City Schools

Principal, Mr. David Sikes

Superintendent, Dr. Chuck Ledbetter

Pike Road High School’s Summit Learning program encompassed project-based learning, self-directed learning, and mentoring to create a program that prioritized students’ needs. Summit Learning utilized a base curriculum but allowed for projects within the curriculum and tailored to student need and interest. Projects made up seventy percent of students’ grades, and students were graded with rubrics on thirty-two cognitive/21st century learning skills. The self-directed learning portion of Summit accounted for thirty percent of grades and occurred while working on content area concepts and skills. Students moved through material outlined by state standards at their own pace, mastering content by year-end. Recognizing that all students do not master material upon first exposure, students could reassess without penalty if they could prove they were ready to take the test again. Lead Learners, teachers, taught power lessons on the material, examined data and created small group lessons, and offered additional workshops for struggling students. Finally, the mentoring component allowed mentors to meet with mentees daily. Within the Summit platform, students and mentors were able to view learning progress from daily, weekly, and yearly perspectives allowing for goal setting and progress monitoring. Students shared that choosing their learning pace and the ability to reassess taught them to recognize strengths and persevere in adversity.

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State School Board District 3 Schools of Distinction

Pike Road High School

by Anita Reid | May 14, 2020

Summit Learning

School of Distinction AwardPike Road City Schools

Principal, Mr. David Sikes

Superintendent, Dr. Chuck Ledbetter

Pike Road High School’s Summit Learning program encompassed project-based learning, self-directed learning, and mentoring to create a program that prioritized students’ needs. Summit Learning utilized a base curriculum but allowed for projects within the curriculum and tailored to student need and interest. Projects made up seventy percent of students’ grades, and students were graded with rubrics on thirty-two cognitive/21st century learning skills. The self-directed learning portion of Summit accounted for thirty percent of grades and occurred while working on content area concepts and skills. Students moved through material outlined by state standards at their own pace, mastering content by year-end. Recognizing that all students do not master material upon first exposure, students could reassess without penalty if they could prove they were ready to take the test again. Lead Learners, teachers, taught power lessons on the material, examined data and created small group lessons, and offered additional workshops for struggling students. Finally, the mentoring component allowed mentors to meet with mentees daily. Within the Summit platform, students and mentors were able to view learning progress from daily, weekly, and yearly perspectives allowing for goal setting and progress monitoring. Students shared that choosing their learning pace and the ability to reassess taught them to recognize strengths and persevere in adversity.

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State School Board District 4 Schools of Distinction

Pike Road High School

by Anita Reid | May 14, 2020

Summit Learning

School of Distinction AwardPike Road City Schools

Principal, Mr. David Sikes

Superintendent, Dr. Chuck Ledbetter

Pike Road High School’s Summit Learning program encompassed project-based learning, self-directed learning, and mentoring to create a program that prioritized students’ needs. Summit Learning utilized a base curriculum but allowed for projects within the curriculum and tailored to student need and interest. Projects made up seventy percent of students’ grades, and students were graded with rubrics on thirty-two cognitive/21st century learning skills. The self-directed learning portion of Summit accounted for thirty percent of grades and occurred while working on content area concepts and skills. Students moved through material outlined by state standards at their own pace, mastering content by year-end. Recognizing that all students do not master material upon first exposure, students could reassess without penalty if they could prove they were ready to take the test again. Lead Learners, teachers, taught power lessons on the material, examined data and created small group lessons, and offered additional workshops for struggling students. Finally, the mentoring component allowed mentors to meet with mentees daily. Within the Summit platform, students and mentors were able to view learning progress from daily, weekly, and yearly perspectives allowing for goal setting and progress monitoring. Students shared that choosing their learning pace and the ability to reassess taught them to recognize strengths and persevere in adversity.

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State School Board District 5 Schools of Distinction

Pike Road High School

by Anita Reid | May 14, 2020

Summit Learning

School of Distinction AwardPike Road City Schools

Principal, Mr. David Sikes

Superintendent, Dr. Chuck Ledbetter

Pike Road High School’s Summit Learning program encompassed project-based learning, self-directed learning, and mentoring to create a program that prioritized students’ needs. Summit Learning utilized a base curriculum but allowed for projects within the curriculum and tailored to student need and interest. Projects made up seventy percent of students’ grades, and students were graded with rubrics on thirty-two cognitive/21st century learning skills. The self-directed learning portion of Summit accounted for thirty percent of grades and occurred while working on content area concepts and skills. Students moved through material outlined by state standards at their own pace, mastering content by year-end. Recognizing that all students do not master material upon first exposure, students could reassess without penalty if they could prove they were ready to take the test again. Lead Learners, teachers, taught power lessons on the material, examined data and created small group lessons, and offered additional workshops for struggling students. Finally, the mentoring component allowed mentors to meet with mentees daily. Within the Summit platform, students and mentors were able to view learning progress from daily, weekly, and yearly perspectives allowing for goal setting and progress monitoring. Students shared that choosing their learning pace and the ability to reassess taught them to recognize strengths and persevere in adversity.

Leave a comment

State School Board District 6 Schools of Distinction

Pike Road High School

by Anita Reid | May 14, 2020

Summit Learning

School of Distinction AwardPike Road City Schools

Principal, Mr. David Sikes

Superintendent, Dr. Chuck Ledbetter

Pike Road High School’s Summit Learning program encompassed project-based learning, self-directed learning, and mentoring to create a program that prioritized students’ needs. Summit Learning utilized a base curriculum but allowed for projects within the curriculum and tailored to student need and interest. Projects made up seventy percent of students’ grades, and students were graded with rubrics on thirty-two cognitive/21st century learning skills. The self-directed learning portion of Summit accounted for thirty percent of grades and occurred while working on content area concepts and skills. Students moved through material outlined by state standards at their own pace, mastering content by year-end. Recognizing that all students do not master material upon first exposure, students could reassess without penalty if they could prove they were ready to take the test again. Lead Learners, teachers, taught power lessons on the material, examined data and created small group lessons, and offered additional workshops for struggling students. Finally, the mentoring component allowed mentors to meet with mentees daily. Within the Summit platform, students and mentors were able to view learning progress from daily, weekly, and yearly perspectives allowing for goal setting and progress monitoring. Students shared that choosing their learning pace and the ability to reassess taught them to recognize strengths and persevere in adversity.

Leave a comment

State School Board District 7 Schools of Distinction

Pike Road High School

by Anita Reid | May 14, 2020

Summit Learning

School of Distinction AwardPike Road City Schools

Principal, Mr. David Sikes

Superintendent, Dr. Chuck Ledbetter

Pike Road High School’s Summit Learning program encompassed project-based learning, self-directed learning, and mentoring to create a program that prioritized students’ needs. Summit Learning utilized a base curriculum but allowed for projects within the curriculum and tailored to student need and interest. Projects made up seventy percent of students’ grades, and students were graded with rubrics on thirty-two cognitive/21st century learning skills. The self-directed learning portion of Summit accounted for thirty percent of grades and occurred while working on content area concepts and skills. Students moved through material outlined by state standards at their own pace, mastering content by year-end. Recognizing that all students do not master material upon first exposure, students could reassess without penalty if they could prove they were ready to take the test again. Lead Learners, teachers, taught power lessons on the material, examined data and created small group lessons, and offered additional workshops for struggling students. Finally, the mentoring component allowed mentors to meet with mentees daily. Within the Summit platform, students and mentors were able to view learning progress from daily, weekly, and yearly perspectives allowing for goal setting and progress monitoring. Students shared that choosing their learning pace and the ability to reassess taught them to recognize strengths and persevere in adversity.

Leave a comment

State School Board District 8 Schools of Distinction

Pike Road High School

by Anita Reid | May 14, 2020

Summit Learning

School of Distinction AwardPike Road City Schools

Principal, Mr. David Sikes

Superintendent, Dr. Chuck Ledbetter

Pike Road High School’s Summit Learning program encompassed project-based learning, self-directed learning, and mentoring to create a program that prioritized students’ needs. Summit Learning utilized a base curriculum but allowed for projects within the curriculum and tailored to student need and interest. Projects made up seventy percent of students’ grades, and students were graded with rubrics on thirty-two cognitive/21st century learning skills. The self-directed learning portion of Summit accounted for thirty percent of grades and occurred while working on content area concepts and skills. Students moved through material outlined by state standards at their own pace, mastering content by year-end. Recognizing that all students do not master material upon first exposure, students could reassess without penalty if they could prove they were ready to take the test again. Lead Learners, teachers, taught power lessons on the material, examined data and created small group lessons, and offered additional workshops for struggling students. Finally, the mentoring component allowed mentors to meet with mentees daily. Within the Summit platform, students and mentors were able to view learning progress from daily, weekly, and yearly perspectives allowing for goal setting and progress monitoring. Students shared that choosing their learning pace and the ability to reassess taught them to recognize strengths and persevere in adversity.

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