The Story:

 

Since our opening in 2001 REALMS has always attracted a diverse group of learners, many of whom have struggled with school in the past. In the early 2000’s, most would have characterized our demographic as very “at risk," educationally, socially, and/or behaviorally.

Ten years ago, our students lagged well behind their District peers in both math and literacy skills. However, as we deepened our implementation of EL Education’s Core Practices, our students mastery of grade level content and skills has grown and over the past four years our students have consistently outperformed their state and district peers in both math and ELA.

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The first collection of evidence supporting this claim can be reached by clicking the Achievement Data button on the left. The second collection of evidence, found in the Mathematical Thinking section, speaks to the fact that students perform well on standardized assessments only when the work they do in the classroom on a daily basis allows them to practice and master high level thinking in both literacy and math. Claim 3 speaks to literacy, and in this Mathematical Thinking section we demonstrate how REALMS students tackle tasks in the math classroom that balance procedural fluency with deep conceptual understanding and the ability to apply math concepts to real world problems.

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