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

! 2!
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.

! 3!
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.

! 4!
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.

! 5!
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.

! 6!
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

! 7!
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

! 8!
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
Communicate
Effectively
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

! 9!
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
Persuasively
Present Myself
and My Ideas
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

! 10!
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
Be Critically
Conscious
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

! 11!
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

! 12!
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
Demonstrate
Scientific
Literacy
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

! 13!
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

! 14!
!
!
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

! 15!
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
Communicate
Effectively
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:
! 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:
! 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:
! 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
! 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
! I can make ethical behavior
choices
! 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
! I can empathize with people
from diverse backgrounds
and cultures
! 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:
! 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
! I can insert images, tables
and/or graphs into a
PowerPoint presentation
! I can create a PowerPoint
In addition:
! 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
Persuasively Present
Myself and My Ideas
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
Be Critically
Conscious
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
! I can evaluate my personal
mindsets and expectations
about gender and gender
roles
In addition:
! 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 create a personal
definition of manhood
In addition:
! 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
! 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:
! 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:
! 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

! 21!
! 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
! 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
! 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
! 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

! 23!
Demonstrate
Scientific Literacy
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:
! 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
! 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:
! 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
! 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:
! 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
! 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

! 25!
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
Achieved
Work In Progress
Not Yet
Not Applicable
Free Food
Students knows where to obtain free
food if needed
Achieved
Work In Progress
Not Yet
Not Applicable
Understanding Options
Student can clearly articulate
restrictions resulting from his record
(housing, voting, employment)
Achieved
Work In Progress
Not Yet
Not Applicable
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.
Achieved
Work In Progress
Not Yet
Not Applicable
Terms of Probation/Parole
Student can clearly articulate the terms
of his parole or probation, including
disclosure requirements.
Achieved
Work In Progress
Not Yet
Not Applicable
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
Achieved
Work In Progress
Not Yet
Not Applicable
Transitional Housing
Student has obtained a safe transitional
residence that will support his re-entry
goals
Achieved
Work In Progress
Not Yet
Not Applicable
Credit Check
Student has obtained an official credit
score and is working toward building a
stronger personal credit rating
Achieved
Work In Progress
Not Yet
Not Applicable
Contracts
Student has completed relevant
housing paperwork and understands
the agreements made
Achieved
Work In Progress
Not Yet
Not Applicable
First Rental
Student has obtained an independent
rental residence
Achieved
Work In Progress

! 28!
Not Yet
Not Applicable
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
Achieved
Work In Progress
Not Yet
Not Applicable
First Job
Student has obtained a full-time
professional placement that pays a
living wage
Achieved
Work In Progress
Not Yet
Not Applicable
Taxes
Student has completed tax paperwork
and understands where to find
resources for support
Achieved
Work In Progress
Not Yet
Not Applicable
Employer Letter(s) of
Recommendation
Student has obtained at least 3
professional letters of recommendation
Achieved
Work In Progress
Not Yet
Not Applicable
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
Achieved
Work In Progress
Not Yet
Not Applicable
Navigating the System
Student knows how to find the
necessary services to meet his or his
dependents’ medical needs
Achieved
Work In Progress
Not Yet
Not Applicable
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
Achieved
Work In Progress
Not Yet
Not Applicable
Continuing Education
Student has completed some form of
post-high school continuing education
Achieved
Work In Progress
Not Yet
Not Applicable
Scholarships and Financial
Aid
Student has applied for and received
sufficient financial aid to help cover
costs of further education.
Achieved
Work In Progress
Not Yet
Not Applicable

! 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
Achieved
Work In Progress
Not Yet
Not Applicable
Resource Networks
Student can identify multiple networks
or support organizations where he can
turn to for help; student regularly seeks
support from these networks
Achieved
Work In Progress
Not Yet
Not Applicable
Reset Community
Student maintains regular contact with
Reset staff: Weekly in the first 6 months,
monthly after 6 months.
Achieved
Work In Progress
Not Yet
Not Applicable
!

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.
Dependent on
Peer Feedback Survey, rubric
Formative/
Summative
Peer-assessments for specific competencies,
knowledge in a student
Dependent on
Staff Assessment Survey, rubric
Formative/
Summative
Staff-assessments for specific competencies,
knowledge in a student
Dependent on
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.
No credit
No evidence of
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.
No credit
No evidence of
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.
Credit earned
Evidence of
attainment
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.
Credit earned
Evidence of
attainment
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.
!

2016.1.12 Academic Overview

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