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Charter schools are a structural reform in which schools are given the freedom to reallocate resources of time, talent, and treasure in bold and innovative ways. In exchange, they gladly become accountable for student achievement. Clearly, California's charter schools are making a real difference in the lives of children. CANEC believes it is appropriate to recognize those schools that have used the possibilities of charter school reform to develop creative organizational structures that better meet the needs of kids. Toward that end, CANEC sponsored the First Annual Charter School Innovations for Excellence Awards. The first of their kind in the nation, these awards recognize innovative programs and strategies, and honor those schools that have developed them.
Sacramento-based Natomas Charter School began with the vision of Charlie Leo and Ting Sun, two teachers attracted by the freedom from regulation offered by charter schools. Since the inception of the school in 1993, enrollment has surge d from 80 to 800 K-12 students. " There was a waiting list from day one," says program director Charlie Leo. The overall philosophy is that "Our students will be responsible, productive citizens of society…All adults involved with the charter school believe that all students can develop morally, ethically, intellectually, culturally, socially and emotionally to their fullest potential."
Natomas' … focus has been on developing a system of accountability beyond those used in the current system. "More than a report card is needed," says Leo. A series of assessment tools are needed to measure student performance. The Differential Education Plan, or DEP, for example, is a comprehensive assessment tool that involves students … in assessing their own learning and setting future educational goals, and involves parents as facilitators. It holds teachers accountable for aligning curriculum with the charter outcomes and holds the school accountable for aligning charter outcomes to state standards.
The DEP includes a "social behavior summary" on the following areas: Punctuality, Respect, Organization, and Responsibility. Throughout the year, Natomas' students revisit the goals they set for themselves, compiling the content portfolios that document their growth. The school's teachers meet in the summer and each trimester to reassess the implementation and effectiveness of the process…. " We feel any worthwhile educational endeavor must also motivate teacher performance," say the Natomas leaders. "The DEP forces us to constantly revise our curriculum so that we can help students meet standards." Student Brianne Hidden says Natomas is "focused on academics and it's pretty tough but in the long run I will benefit …It's a great opportunity, a gift. I love this school. "
Charter Community School Executive Director Marta Reyes, an entrepreneur and administrator with a math and science background, considers herself a passionate advocate of public schools. "We had worked too long and hard NOT to embrace what charter legislation allows," says Reyes. "Without the charter law, we would have found it difficult if not impossible to respond to unmet client needs as we are doing now."
The Charter Community School provides educational services for students not finding academic success within traditional schools, often referred for behavior issues and/or truancy, for families choosing to home school, and for students wishing to accelerate or participate in a college-like schedule. Its Extended Day Program serves more than 5,000 students per year at over 20 sites.
School leaders felt that standard assessment did not accurately measure the extent to which a student either understood or could apply "learned skills." Therefore, the school proceeded to establish a set of program standards based on state and national standards in core subjects of math, communications, and science, all embracing "Kaizen," the process of continuous improvement. The result has been a more relevant and rigorous educational option focused on student learning for assuring an educated citizenry for the 21st century.
"Once on this path there was no turning back," school leaders say. "Today we are in the process of retooling our curriculum to align with and support our established standards and student assessment projects." "I'm most proud that we've embraced a commitment to continuous learning for clients and staff as well," says Reyes. "We are all mutually accountable to assure that the foundation and climates for learning are present. We embrace risk taking to extend educational frontiers. We recognize and reward individual and collective merit . "
"We likened the charter ideal of education to a business with clear baselines and performance expectations," says Reyes. "The less bureaucracy is involved, the greater the chance that the charter school system will exceed the traditional school's performance. Nothing would displease me more than returning to the dinosaur age…BEFORE charters."
The San Carlos Charter Learning Center was the first charter school approved in California. As with other charter schools that followed, the San Carlos Charter was built on reform efforts already in progress but which could not be completed through conventional public schools. The charter arrangement enabled the promoters to follow their vision of a "seamless web" of educators, parents, business, community services, and local stakeholders-all dedicated to the learners.
"The whole community is a school," says San Carlos School District Superintendent Don Shalvey. "The charter enabled the school to do terrific things. It became an 'R and D' lab site…. This whole idea of one size fits all doesn't hold true. We should not over regulate." Meanwhile, the San Carlos school is having an effect beyond its walls. "The charter has pushed the non-charters to do better," says Shalvey, who as district superintendent is in an ideal position to know. "They would not admit it, but the ideas of choice, interdisciplinary instruction, and integration of technology have found their way into other places. I know that to be a fact."
San Carlos uses native speakers to help teach foreign language, physicists to help teach mathematics, professional artists to create the art program, and local business owners to teach fundamentals of business. This model affords learners exposure to scientists as well as science educators, historians as well as history educators, poets and authors as well as language arts educators, and artists as well as art educators.
In the school's weekly seminar program, volunteers teach small group classes in subject areas not available during the regular school day. These include auto mechanics, architecture, web site design, computer programming, film criticism, cooking, sewing, radio plays, and many others. An East Indian father even came in and taught a class in crick e t . " Everybody wants to be there," says Inga Davis, the school's resources choreographer. "It's a key component for the success of seminars." Students are also involved in the planning. Said one: "I like the hands-on experience and learning new things."
The seminars have had a direct impact on student achievement, both by offering the students subjects not available through conventional programs and by giving educators more flexibility and time for planning. "We would not be able to do our current programs without a charter," says Davis, a strong advocate of local control. "It's a fantastic movement and a great idea. The vision is that we are all learning, and it breaks down a lot of barriers."
Operated by the Fresno Economic Opportunities Commission, SOUL focuses on dropout prevention and dropout recovery. SOUL operates multiple sites at the Sanctuary Youth Shelter for runaways and homeless youth, the Pride School for grades 7-12, and the local Conservation Corps. "It's a full-service school," says Joe Martinez. "Our kids are our customers." Indeed, the SOUL charter school features a teacher, a tutor, and a case manager for every 20 students. Overall staff numbers 48, with eight teachers.
"The school helped me get back on track," says Thomas Mendoza, who after being out of school for two years recently graduated with a 3.73 grade point aver- age. "They are there to support you and guide you through, and keep you away from the streets, drugs, and gangs."
SOUL's programs include AFLN- Adolescent Family Life Network, to provide support services to parenting teens; the Safe Place Mentoring Program, providing mentoring services for youth through community partnerships; the Sanctuary Club, with after-school activities for youth to stay off the street; and the Theater J'Nerique, which offers drama and the arts to students in the charter school and community. Students at SOUL must make a one-year commitment of active involvement in learning.
"Johnny should not feel good about himself if he doesn't know anything," says Lucianna Ventresca. "If you can't read you will be a bad guy on the street." SOUL , she says is "held to a higher standard than the public school. Our standards are higher not lower." As for the students, "they are really okay with toughing it out. They are really capable. The classes are smaller, with support systems. They know the expectations and have been meeting them."
"The charter school concept is one thing that may save our education system," she says. The Fresno School District would like SOUL to expand and sends the school a steady stream of referrals.
"Before you pass judgment, come and take a look for yourself," says Joe Martinez. "The alternative is a high dropout rate. We are an alternative solution to the dropout crisis. Charter schools are picking up the slack. They are a safety net."
"The original founders of our school wanted to create a school with high standards and community accountability," says Louann Carlomagno, Sonoma Charter School's lead teacher and educational director.
For that reason the school created the "1999 Exiting Project," which she describes as a "year-long multidisciplinary project, a culminating experience for all eighth-grade students." It is designed to assess the student's ability to integrate and to demonstrate all the knowledge he or she has gained while attending the charter school. The standards of the exiting project are indeed tough. Those who fail to achieve a rubric score of four, or higher, on the written and presentation portions are not permitted to graduate with their class.
These standards, and the workload, have had an observable effect on students and parents alike. " Kindergarten parents inquire about it," Carolmagno says. "Second-grade parents are beginning to ponder the thought. Fifth-grade students ask how many hours per week they will need to work on it."
All eighth grade students deliver their exiting projects to a panel of adults com-posed of the director of the school (or designee) and four community members. Sonoma's rigorous approach found favor with the judges. Judge Margaret Lin called the project "a strong innovation, making excellent use of the school's charter freedom to increase student motivation and achievement, as well as the school's accountability for student performance." In addition, "the exit project is well thought through, carefully planned, supported by thoughtful scoring rubrics, and aligned with all the school's major subjects. It appears to challenge students to do and accomplish significantly more than they would in the absence of such a challenge."
Sonoma students find the Exiting Project tough going at the time, but soon discover that the hard work pays off. "I hated that project at the time," said one fresh-man at Sonoma Valley High School, "but I never learned so much and I am light years ahead of my peers in high school."
Of the nearly 1,200 students served by Montague Charter Academy, 96 percent are Hispanic, with 82 percent speaking English as a second language. A full 95 percent of Montague's students qualify for the federal free lunch program. But this profile has never discouraged Montague's staff from high standards or high expectations. "We know what is good for our children and parents here at the site," Pritchard says. "We can tailor our program to meet the needs. We don't have a large school district telling us what to do."
Montague has gone on to become what Pritchard calls a "full service school," with a goal to "include all stakeholders, including administration, teachers, parents, community, and partnerships with local business in the school site decision making and participation."
Montague's charter parent contract requires two hours of service a month, which most parents take as a minimum. More than 400 parents are currently working in classrooms. "I like the charter because I have the opportunity to stay and help my child and I feel welcome there," commented one parent. "My child and others are more advanced in their skills."
Montague's innovations center on building bridges to the community. They feature family learning nights with arts programs on Saturday. Montague employs a full-time teacher for English as a Second Language tailored to adults. Montague's Parent Center is a members of the Healthy Start Collaborative Network, and parents are offered classes including math and science, cooking, sewing, Alcoholics Anonymous, and interior decorating. The program also offers prenatal care, vaccinations, nutrition, counseling, parent computer training, family literacy, and family support including transportation.
Several years ago 2000 parents, children, and community people came together for a work day. Everyone joined hands cooperatively on projects to beautify the campus and to socialize. "Anytime you implement democracy, decision making takes longer because you want everybody's voice," says Diane Pr i t chard, who has had to learn how to manage a budget of some $6,000,000, which currently shows a "good surplus." With the charter law bringing accountability down to the school site, "No longer can we say it is the fault of the district."
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