T H E M A G A Z I N E F O R C A P TA I N S O F I N D U S T RY
EDUCATION LEADERS TODAY
www.educationleaderstoday.com
30
Liberty Traditional Charter
LIBERTY & EDUCATION FOR ALL
Not only does Liberty keep a strong focus on academics, but they also aim to turn each child into a well-rounded member of their community.
Pinnacle Charter School
22
THE PINNACLE OF SUCCESS
Bringing teachers, students and parents together is Pinnacle’s key to creating a cooperative learning community.
10 Summer 2010 $24.95 USD $26.30 CAN
Heritage College-Ready Academy
PROVIDING A BETTER HERITAGE
In less than a year, Heritage has transformed into the best public school in their community, with almost 80 percent of students accepted to four-year colleges.
in this issue FEATURES
04 Social Networking
From Facebook and Twitter to Tumblr and Yelp, social networking tools are an integral part of the newest generation.
10 Heritage College-Ready Academy
In just one year, Principal Robert Pambello has helped transform the five-year-old Heritage College-Ready Academy High School into a public charter school that outperforms local public schools.
18 Learning Faster and Easier T H E M A G A Z I N E F O R C A P TA I N S O F I N D U S T RY
EDUCATION LEADERS TODAY
Editor-in-Chief Todd Weaver Editor Diana Doyle Executive Editor Jonathan Mack Assistant Editor Joseph Orange Creative Director Emily Detoro Art Director Stephanie Hess Director of Advertising Julian Vu Production Coordinator Jason Rone Assistant Production Coordinator Elizabeth Macks Photography Editor Ian Palmer Video Director Susan Maybach Editorial Director Kate Darling Editorial Production Rachel Goldberg Copy Editor William Finch Assistant Copy Editor Amy Roberts Content Directors Brandon McBride (W), Aaron McGaskey (SW), Juan Orellana (Int’l), Mike Rodgers (Nation), Juan Stewart (NE) Vendor Relations Director Diana Stephens Vendor Relations Eric Miller, Steve Peters Advertising Sales Director Peter Jostens Advertising Sales Coordinator Patricia O’Brien Advertising Sales Moe Kazemi, David Levi, Steve Stone Publisher Steve Reed oZ WORLD MEDIA, LLC 1100 H Street NW Suite M Washington D.C. 20005 www.educationleaderstoday.com Education Leaders Today is a quarterly B2B trade journal that Education Leaders Todayindustry is a quarterly B2B trade journal that services the education in education news, charter services the education industry in education news, charter school, high school, college prep, learning academies and school, high school,CLT college learningofacademies and new tecnhologies. has aprep, readership 30,000 C-Level new tecnhologies. ELT has awithin readership of 30,000industry. principals principals and headmasters the education We and headmasters within the education industry. do do not accept subscription requests from the generalWe public, not acceptansubscription the general public, however abbreviated requests version isfrom available on our website. however an abbreviated version is available on our website.
A South Florida school develops a new method of teaching by coordinating both physical and mental learning. This develops the ability to use different kinds of memory and reduce stress.
22 Pinnacle Charter School
Founded in 1998 with a total of 400 students, Pinnacle Charter School’s diverse student population is rapidly growing, now hosting over 1,800 students, plus a staff of 190.
28 Free Solar Pannels to British Schools
British Gas is donating £15 million of solar technology to 750 schools, allowing them to create their own free, green energy, cutting as much as 20 percent off annual electric bills.
30 Liberty Traditional Charter
Liberty Traditional Charter School aims to help its students develop academically and socially, teaching children to value trustworthiness, respect, responsibility, fairness and citizenship.
38 Sony Digital Reader Program
In recognition of Library Advocacy Day, Sony unveiled the Reader Library program, a new initiative to support the work of public libraries as they expand and promote their e-book collections.
40 Teachers’ Union Last Stand
Steven Brill is the cofounder of Journalism Online. A version of this article appeared in print in the New York Times on May 23, 2010 on page MM32 of the Sunday magazine.
46 Lewis Center for Educational Research
Located on 150 acres of Mojave river wildlands, the Lewis Center is a charter school that grew out of an astronomical observatory and today serves as a model for schools across the country.
52 Free Trees Beautify Schools
When Village Nurseries had a surplus of large trees in inventory and public schools had no money to beautify their campuses the dilemma was easily solved: give the trees to local schools.
57 EdVisions Off-Campus Charter
This off-campus Minnesota-based charter school uses project-based learning to provide a flexible, independent and enriching education to students.
4 Education Leaders Today
TODD WEAVER editor@ozworldmedia.com
rebecca rodriguez
jane caffrey
Rebecca enjoys a career of writing about critical issues and prominent business leaders of our time. Her work has been recognized both locally and nationally.
Jane Caffrey earned a B.A. from Carleton College in Minnesota. Based in Madrid, Spain, she writes for a variety of print and online publications both in Europe and the U.S.
joan tupponce
space. Compared to the 250 computers and modern facility the institute originally owned, the faculty and students are just barely getting by. In the United States, educational institutions are doing their best to help by offering scholarships to Haitian students to help them complete their degrees. Unfortunately, these good intentions are being thwarted by an inability to locate, screen, and match students to the appropriate programs. Recent investigative reports have revealed that less than two percent of the money pledged to Haiti has actually been submitted. Logically, education reform cannot begin until infrastructure is rebuilt. Currently, there are 460 infrastructure projects accepting bids, despite stagnant cash flow and decision-making in the government. At Education Leaders Today, we hope to bring light to some of these conflicting situations in the upcoming fall issue. ELT
Joan’s experiences as a writer have taken her places that wouldn’t have been possible in other careers. Her success is evident in the awards and recognitions her writing has received.
rachel goldberg
It’s hard to believe that six months have passed since an earthquake devastated the infrastructure, economy, and culture of Haiti. While the average Joe texted “donate” to the Red Cross or perhaps contributed toiletries, tarps and other supplies to their local donation drive, some leaders in the education industry are taking things a bit further—lobbying for a complete overhaul of the Haitian education system in conjunction with rebuild efforts. With over $5 billion pledged to the Haiti Recovery Commission fund alone, there’s no doubt that many educational organizations will receive monies to begin to reshape the country’s educational system which had serious deficiencies even before the quake. Of the country’s 159 colleges, only a few have resumed classes since the quake. These classes are being held in tents or other temporary locations. For one technology institute, a partnership between Virginia Tech and IBM was the key to obtaining 50 computers and resuming classes in a rented
Rachel specializes in coroprate profiles on up-and-coming companies as well as industry news alerts. Rachel majored in media studies at the University of Virginia.
william coleson
REBUILDING EDUCATION IN THE WAKE OF DISASTER
CONTRIBUTORS
William graduated from the University of Florida with a B.A. in Journalism and Political Science. He writes for a variety of trade publications in the U.S. and abroad. Summer 2010 5
SPOTLIGHT | TECHNOLOGY
New research reveals impact of social networking on school studies From Facebook and Twitter to Tumblr and Yelp, social networking tools are an integral part of the newest generation. But what effect does it have on our youth’s learning and studying habits?
6 Education Leaders Today
TECHNOLOGY | SPOTLIGHT
More than half of Australian parents with children using online social networking services like Facebook and Twitter say the services are distracting them from their studies according to the latest Cyber-safety Research Report commissioned by Telstra. The survey of parents with children aged 10 to 17 years was conducted by Newspoll and shows the problem is more pronounced with teenagers aged between 14 and 17 years, with 65 percent of parents reporting social networking is frequently or occasionally distracting their children from their homework. The research also found: Use of social networking is significantly higher among 1417 year olds (84 percent) than 10 to 13 year olds (49 percent) One quarter of parents estimate their child spends at least seven hours a week (the equivalent of an hour a day) of their spare time on social networking sites like Facebook Among parents whose children use online social networking, the majority (62 percent) do not feel their child’s usage of social networking sites is impacting on their child’s health or wellbeing. The Telstra Cyber-safety Research Report has led cybersafety expert Dr Martyn Wild, Managing Director of SuperClubsPLUS Australia, to encourage parents to place computers in family areas such as a lounge room, in an effort to keep younger school children focused on their studies. “You wouldn’t let your kids stay out socialising with their friends until all hours on a school night, but that is exactly what they are doing online, often right under their parents’
noses,” Dr Wild said. “The answer is not turning off internet access, rather it’s about implementing simple behavioural changes in your children and setting realistic expectations about their use of the internet. “But with older students, parents and carers will need to develop the trust for these students to exercise their own judgements about balancing online ‘play’ and ‘work’ sensibly and responsibly. “As sites like Facebook continue to grow in popularity, parents should set ‘house rules’ and help their children learn responsible online behaviours just as they do in regards to their non-internet lives. I don’t suggest you become an ‘internet big brother’, just be aware of when and what your kids are doing online and be prepared to set realistic guidelines,” Dr Wild said. “Computers are a fantastic educational tool, and in 2010 are
Summer 2010 7
SPOTLIGHT | TECHNOLOGY
Computers are a fantastic educational tool... however it is important that they are used to enhance rather than distract students from their school studies.
almost impossible to do without at just about at any level of study. However it is important they are used to enhance rather than distract students from their school studies, especially in those vital secondary years.” In response to the growing interest in cyber-safety Telstra has updated its cyber-safety website - www.telstra.com.au/cybersafety - to include new features like the following tips to help guide parents in monitoring their children’s social networking habits: • Make sure you supervise, guide and are involved with your children’s use of the internet including social network sites such as Facebook, MSN, Twitter and chat rooms • Set up a computer desk with internet access in a family area such as the living or lounge room or a communal area elsewhere in the house • Talk to older students about the need to balance online ‘play’ and ‘work’ sensibly and responsibly • Establish rules, in conjunction with your children, about the use of social networking. For example homework must be completed before logging onto sites like Facebook, restrict the use of social networking sites after a certain time during the school week and leave laptops in a common area when going to bed. These rules could be posted near the computer as a reminder • Be aware of how children are using their mobile phones and other devices like the Sony PSP to connect to the internet and include these devices in the setting of rules and expectations • Place a time limit on chat room participation and encourage the use of sites which have a moderator. Telstra’s Officer of Internet Trust and Safety Mr Darren Kane said the Telstra cyber-safety site had been designed to provide internet users with access to information and expertise enabling them to make their online experience safer and more enjoyable – regardless of age. “We have worked with cyber-safety experts, parents, kids, teenagers and older Australians to provide access to credible information, websites and useful tips. The intention is to have an easy to use site with a variety of information for our customers and their families to make the most of their online experience,” Darren said. 8 Education Leaders Today
HERITAGE COLLEGE-READY ACADEMY | FEATURE
by Joan Tupponce
10 Education Leaders Today
HERITAGE COLLEGE-READY ACADEMY | FEATURE
When Principal Robert Pambello first walked through the halls of Heritage College-Ready Academy High School in south Los Angeles, he was alarmed at the atmosphere that prevailed. “It was an awful feeling place,” he recalls. “The school needed a lot of assistance. It was a low performance school with little processes or procedures in place.” After surveying the school’s situation, Pambello took immediate action. Now, one year later, the five-year-old public charter school outperforms all local and surrounding neighborhood public schools. Each of the 88 students in the 2009 graduating class applied to four-year universities and 79 percent were admitted. Heritage College-Ready Academy is part of the network of the Alliance College-Ready Public Schools, a nonprofit charter management organization in the Los Angeles area. The organization operates high performing 9th-12th and 6th-
8th public schools in historically underachieving, low-income, overcrowded communities in Los Angeles. It now has 11 high schools and five middle schools with potentially four more schools opening next school year. To learn more about the Alliance go to www.laalliance.org. Pambello came to Heritage after working as a middle school and high school principal in Houston. Heritage was a perfect fit for him. “I like to go to places where I can make a difference,” he said. “It’s challenging for me.” The 532-student high school has a teacher-to-student radio of 1 to 25. Eighty-one percent of the student population is Hispanic; 16 percent is African American. The remaining students come from various ethnic groups. More than 95 percent of the students qualify for free or reduced lunch under Title 1. Summer 2010 11
FEATURE | HERITAGE COLLEGE-READY ACADEMY
Heritage has moved locations three times since it opened. Currently, grade 9 is located in a separate building, several miles from the main building. Students are bussed from the main site daily. This fall, the school will move into a new, permanent facility that will accommodate all grade levels. Soon after assuming his post as principal, Pambello increased the academic rigor and gave students more responsibility for their education. “Last year the kids came here because their parents wanted them to come,” he said. “Now they come because they know they will go to college and graduate from college.” To date, 86 percent of the 2010 senior class has been accepted into a four-year university. Scholarships total $1.3 million. “Last year there was very little for scholarships,” Pambello said. In one year, Pambello has been able to shift the culture and academic status of the institution. The school started AP classes this past year in U.S. History, Calculus AB, Spanish Language and U.S. Government and Politics. It will add three most AP classes next year. In addition, all 12th-grade students take at least two community college courses offered by Los Angeles City College and Los Angeles Southwest Community College. The school also implemented a new program called Character Counts where academic curriculum is integrated with six pillars of character: respect, trustworthiness, responsibility, fairness, caring and citizenship. At first, students resisted Pambello’s changes. “We had to convince them that the way the school was in the past is not the way it’s going to be any more,” he said. “We now 12 Education Leaders Today
have some college counselors and administrative team that meet with the kids to talk about what the school is about and what it means to go to college.” Teachers and administrative staff are all working together to help students be successful in their academic endeavors. “I want them to understand I am not the enemy; that I am here to help them in their future,” Pambello said. Last year, Pambello had the school pay for all juniors to take a series of three ACT preparatory classes through Kaplan. “We wanted a benchmark,” Pambello explains. “In the history of Kaplan, they have never seen so much growth over a fourmonth time period.” The school has adopted other changes as well such as moving
PREMIER EDUCATIONAL STAFFING Premier Educational Staffing congratulates Heritage Academy and Mr. Pambello for their outstanding academic accomplishments. Premier provides quality substitute teachers with outstanding references and high moral and ethical standards to charter schools in the Los Angeles area. They are family-owned, and are known for reliability and professionalism. Rates are very flexible, allowing them to work towards accommodating each individual school’s budget. Premier sincerely anticipates the opportunity to build a solid business relationship with organizations like yours. For more information, visit www.pe-staffing.org.
FEATURE | HERITAGE COLLEGE-READY ACADEMY
away from traditional final exams to project-based final exams and prompting students to “Stop, Drop and Write.” When students hear the prompt, they must write for 15 minutes on a specific topic, using graphic organizers. Students also participate in a grant-funded afterschool program called “After School All Stars,” which provides activities centered on health and fitness, the visual and performing arts; youth leadership and community service and preparation. Pambello is also interested in helping his teachers grow professionally. He implemented an Excel program that rates teachers on their weekly performance. “The weekly dashboards help them to see what areas they to focus on,” Pambello said. “It also serves as a place for them to provide comments and questions to us.” Teachers at the school value the support and guidance they receive in developing their expertise in the classroom. “We help our teachers grow,” Pambello said. “We work closely with them, looking at instructional data and giving them quarterly benchmarks. They meet with an evaluator and share data. They talk about what they are doing to work on their areas of weakness. They go before their peers and make the same presentation.” The new measures help increase camaraderie. “Our teachers have been able to make more interdisciplinary
14 Education Leaders Today
connections,” he said. The relationships Pambello has established also extend to parents and the community. Parents have to do 40 hours of community service at the school. “Last year all parents at all grade levels did that,” he said. “We also have a monthly parent workshop. Last year we had three to five parents show up. Now we have up to 250 come.” In the past year, Pambello has seen a180-degree change in
Royal Dining, for their part, supports Heritage Academy’s dynamic efforts in the classroom, with a well-balanced meal for their students & faculty. The company’s reputation for serving delicious, healthy & affordable meals throughout the Greater Los Angeles area was a natural fit for Heritage’s campus culture. According to the Centers for Disease Control, increasing instances of Type-2 diabetes are being observed in youth ages 10-19, who are typically obese, with low levels of physical activity reported. Royal Dining has responded to this alarming trend with an offering that transforms the conventional notions of school cafeteria food. Frozen & fried items are conspicuously absent from their menus. Royal Dining emphasizes freshness, going as far as to operate a bakery to further maximize control over the final product. They also accommodate special dietary needs by offering complete vegetarian/ vegan, gluten-free & low protein menus at no additional charge to their clients. A variety of whole, fresh fruits are offered with meals at Heritage Academy. Studies conducted by the USDA, as part of the National School Lunch Program, indicate an increased consumption of fruit when a wider variety of options, apart from the standard apple, orange, banana triumvirate, are made available to students.
HERITAGE COLLEGE-READY ACADEMY | FEATURE
the attitudes of students at the school. “When I first walked into the door at the school, students were rude,” Pambello said. “They would cuss out their teachers and other adults. You don’t see that any more. Everyone is friendly. There is no tension between ethnic groups.” Students are very welcoming to new students and visitors to the school. Greeters meet visitors at the door and explain what they are working on in the class and what college they want to go to when they graduate. They have come to enjoy Pambello’s monthly meetings where he often recognizes students for their good work and celebrates special moments. He ends each meeting by telling them he loves them, taking on a fatherly role with the group. During one session this year, the bell rang and he dismissed students without saying his usual phrase. “They didn’t move and I asked them why,” he said. “They said ‘You didn’t tell us you love us.’” Pambello always makes it a point to talk to students in a positive way. They have come to realize that he is there to help them. “I tell them ‘Your goal is to get through college and be productive members of society,’” he said. Every evening Pambello stands on the corner of the school and shakes each student’s hand. When he first started the practice they walked around him. “Now,” he said, “if someone is talking to me, they will stop and wait for me to be done with the conversation and then shake my hand and go to school.” ELT
TOTAL EDUCATION SOLUTIONS Total Education Solutions provides innovative, high-quality educational services to individuals with exceptional needs. They work with schools to ensure that special education programs comply with IDEA 2004 and both local and state education standards and reporting requirements. In home, community, school and clinical settings, Total Educational Solutions fosters opportunities for success.
Summer 2010 17
Send2Press速 Newswire
FEATURE | NAME SPOTLIGHT | NEWS OF SCHOOL HERE
18 Education Leaders Today
NEWS | SPOTLIGHT
Making Learning Easier & Faster by William Coleson
Almost anyone can learn practically anything faster and easier using the Sdoia-Satz Method, a new system of teaching and learning, says Phyllis Sdoia-Satz, Executive Director of SdoiaSatz Institute in Miami. Barry Satz, Administrator of SdoiaSatz Institute and his wife, Phyllis Satz, noted educators and published authors have developed a revolutionary method of teaching at Sdoia-Satz Institute in Miami which can help almost anyone learn faster, easier, with more success and less frustration. The Sdoia-Satz Method helps students maximize achievement, increase selfconfidence and develop motivation. Students learn how to discipline the mind and body and how to practice and study productively; they discover new ways to channel and coordinate physical and mental learning, they develop the ability to use different kinds of memory and explore new avenues to reduce stress. Step by step, Sdoia-Satz Method teaches students and instructors how to achieve optimum results from anything requiring practicing, studying, learning and memorization. Because the Sdoia-Satz Method creates an upbeat approach to the learning experience, it enables everyone who uses it to obtain the most beneficial Summer 2010 19
FEATURE | NAME SPOTLIGHT | NEWS OF SCHOOL HERE
results in the least possible time. For years, instructors at the Sdoia-Satz Institute have been using this innovative method to teach their students with great success. Although originally created and designed for music instruction, the Sdoia-Satz Method can be used for any discipline that requires practice, study and repetition. That includes sports, physical training, academic studies homework and music. It works with children as well as adults and seniors. The Satzes say that the Sdoia-Satz Method cuts weeks, months, and sometimes even years from the learning process. They have demonstrated how the system works on major TV networks using students from the school as examples and articles have been written about the method in newspapers and magazines. Phyllis Sdoia-Satz and Barry Satz 20 Education Leaders Today
have written a book called “Practicing Sucks, But It Doesn’t Have To!” (ISBN: 978-1607090076, hardcover; Rowman and Littlefield, 2009) which defines and explains the Sdoia-Satz Method. Practicing Sucks is the beginning of a series featuring the Sdoia-Satz Method. Although the focus of this first book is music instruction, forthcoming titles will feature golf, homework, tennis, physical training and other disciplines. The Satzes are now conducting “Practicing Sucks, But It Doesn’t Have To!” seminars and workshops in bookstores, libraries, museums and schools. The Dade County School Board is hosting a three hour seminar for music instructors in the school system on Monday, April 5, 2010 from 9 a.m. to 12 Noon, at the David Lawrence School in Aventura. “Music instructors will receive educational credit for attending this seminar,” said Phyllis Sdoia-Satz.
SDOIA-SATZ METHOD Sp e c i f i c a l ly, th e S d o i a - S a t z Me th o d addresses issues like: • what to do when a child doesn’t want to practice or study; • what to do when a student thinks “practice” is finished after ten or fifteen minutes; • w h at to d o w h en th e stu d ent i s frustrated, tired, bored, obstreperous; • how to get a student to practice or study longer and more productively; • how to help a student learn so that he or she retains information longer; • unusual but very successful ways to memorize; • what parents can do to help and things they should never do.
FEATURE | PINNACLE CHARTER SCHOOL
the
Pinnacle of Success Pinnacle Charter School strives to create a learning community with the cooperation of teachers and parents. by Rachel Goldberg
The Pinnacle Charter School’s diverse student population is rapidly outgrowing its physical confines. Founded in 1998 with a total of 400 students, the school now hosts over 1800 students, plus a staff of 190, in a former K-mart building. The school has renovated and added to the building over the years, and is now in the process of building a new high school to accommodate the increased needs of the community. Because the school teaches students from kindergarten to 12th grade, students receive consistent instruction that helps with information retention. The school’s curriculum is based on the Core Knowledge Sequence, which emphasizes providing and building on a foundation of basic academic skills. Pinnacle also encourages students to contribute to society by participating in its service-learning program. Executive director Dr. William K. Wiener says that the creation of a learning community with the cooperation of teachers and parents is important to the continued success of the school and its students. “We 22 Education Leaders Today
PINNACLE CHARTER SCHOOL | FEATURE
Summer 2010 23
FEATURE | PINNACLE CHARTER SCHOOL
1
24 Education Leaders Today
PINNACLE CHARTER SCHOOL | FEATURE
“We have a solid group of parents that support us and they are here helping with fundraisers and in any way possible.” have a solid group of parents that support us and they are here helping with fundraisers and in any way possible,” he says. The school has a student-to-teacher ratio of about 28 to 1 and teachers are compensated for continued development. Wiener also says that maintaining a safe and structured environment makes the school a better place for its students. “We have a closed campus, and our security and bus services are most important,” he says. Unlike many other area charter schools, Pinnacle has its own fleet of buses, with stops created based on need. Pinnacle Charter School offers many of the same benefits of both public and private schools. Although
enrollment numbers are limited to keep class size small, the school is free and open to children throughout the area, resulting in a great deal of socioeconomic and cultural diversity. The school’s teachers and administrators strive to give every student positive academic opportunities. A language acquisition program was developed to help the 22 percent of its students who are non-native English speakers. As part of the Colorado Charter School Institute, the school also serves atrisk children. Though the school does not subscribe to a particular teaching method, Wiener says, “We give them that individual, hands-on attention to make sure they learn.”
Summer 2010 25
FEATURE | PINNACLE CHARTER SCHOOL
The support of community investors provides the students with greater access to resources in classrooms and extracurricular activities. Though the school receives public funding, it relies on fundraising to update its hightech classrooms and curriculum, as well as athletic and arts facilities. The school boasts a 600-seat auditorium that also serves as the venue for local cultural events. As a result of the economic downturn, the school is now facing budget cuts and a salary freeze for its staff. But Wiener’s goal for the future is to attract more funding to maintain a high level of enrollment and quality of education. ELT
26 Education Leaders Today
PINNACLE CHARTER SCHOOL | FEATURE
Summer 2010 27
FEATURE | NAME SPOTLIGHT | NEWS OF SCHOOL HERE
British Gas gives £15 million of free solar panels to British schools by Wililam Coleson
British Gas unveiled an unprecedented £15 million investment in solar technology for the nation’s schools. The company will donate and install solar panels - worth between £20,000 and £40,000 per school - in up to 750 schools. Each school will be able to generate its own free, green electricity, cutting as much as 20% off its annual electricity bill. “This is the biggest investment of its kind in solar technology for our nation’s schools, which will help them cut both their carbon emissions and their electricity bills - as well as learn about renewable energy in a hands-on way,” said Phil Bently, managing director of British Gas. “The electricity generated by these schools will help pay for the scheme to be extended to even more schools throughout the country, which is great news for school leaders, parents and pupils who are all looking for ways to save money during these tough economic times” The energy produced by the panels is anticipated to create around £1.3m per year for the next 25 years. This will be reinvested in installing solar panels on yet more schools. This means that, in the next five years alone, British Gas could install free solar panels on a total of 1,100 schools. The panels will also help the selected schools to meet their carbon reduction targets, reducing emissions by up to 1,400 tonnes per year, equivalent to taking almost 400 cars off the road. The schools receiving solar panels will receive a British Gas smart meter, offering real time information so pupils can see the difference their solar panels are making. Specially created Generation Green lesson plans will help teachers engage their pupils in learning about renewable energy, and schools will be able to track their performance against others and share tips and advice via a specially designed website. 28 Education Leaders Today
British Gas has already earmarked half of the total investment to ensure that schools in low income areas benefit from the initiative, and intends to deliver the technology to these schools in conjunction with the Government’s Community Energy Saving Programme (CESP). “This is a very generous offer and I’m sure many schools will feel they can benefit from solar panels,” said Schools Minister Nick Gibb. “Cutting down on energy costs and reducing carbon emissions are absolutely the right thing to do. It’s a valuable lesson for pupils that we can all help to use energy sparingly, and where possible, generate it from sustainable or renewable resources.” Based on a formula created by the University of Bath’s Centre for Research in Education and the environment to measure the impact that teachers can have beyond the classroom, up to 1.8 million parents and family members could learn about renewable energy as a result of the initiative. ELT
NEWS | SPOTLIGHT
Summer 2010 29
FEATURE | LIBERTY TRADITIONAL CHARTER SCHOOL
30 Education Leaders Today
LIBERTY TRADITIONAL CHARTER SCHOOL | FEATURE
Liberty
Learning for all by Jane Cafftrey
Liberty Traditional Charter School aims to help its students develop both academically and socially through a “character-based curriculum.” In addition to meeting state public school standards, Liberty teaches children to value trustworthiness, respect, responsibility, fairness, caring, and citizenship. “We give them such a solid foundation based on character and being part of their community,” said superintendent Raena Janes. “They’re not just here to take advantage; they need to be giving back. All of them leave us with a bigger goal in mind.” The school was founded in 1999 in order to meet the needs of inner-city Phoenix, Ariz. Its curriculum is designed to give children in the community a quality education and the skills they need to become productive citizens. For parents who can’t afford private schools but want their children to receive a more personalized education, it offers the chance to become part of a learning community that values each member. The school tries to provide for children the resources that the neighborhood lacks. Most of the students come from Summer 2010 31
FEATURE | LIBERTY TRADITIONAL CHARTER
low-income families, and rely on the free breakfast and lunch program at Liberty. “Our school has really gone above and beyond in a lot of different areas where we’re filling more than just their educational needs,” Janes said. “We really take a community approach and assess what the community needs to give these students for them to have a chance to succeed.” In a large urban public school district, disadvantaged children can often slip through the cracks. At Liberty, each class is capped at 25 students so that they can get the individualized attention that they need. Students’ time at Liberty begins with a 45-day screening process in which teachers evaluate their educational needs so they can provide them with the services that will help them to learn effectively. For Janes, who says she is a “special education graduate,” having had speech therapy when she was in school, these services are an important priority. “I know the difference it can make when somebody can actually be taught everything he or she needs to know to eventually graduate out of special ed,” she said. “For me it was such a positive, life-changing process. So we put a tremendous amount of resources into special education.” Liberty’s website, www.ltphoenix.org, says that a successful education is the result of a “cohesive partnership between home and school.” The school offers character and value classes for parents throughout the year, and maintains a policy of open communication between parents and teachers. Parents are welcomed to visit and take part in activities at the campus. Each teacher even keeps a blog so that parents can keep up with their children’s activities at school. Parents are encouraged to sign a 32 Education Leaders Today
LIBERTY TRADITIONAL CHARTER | FEATURE
“We really take a community approach and as ess what the community needs to give these students a chance to succeed.” compact in which they agree to take an active role in their children’s education. Liberty’s goal is for each parent to volunteer at least 10 hours of service each year. They understand that most of the parents are working parents, so they offer a variety of ways for them to get involved. Parents get the benefits of participating in their child’s education while setting a positive example of community service. The school emphasizes the importance of community service for students as well. Each grade is dedicated to a service project, for which they actively volunteer while working on a campaign to educate students in other grades about their cause of choice. Their involvement goes beyond class-initiated projects; the school encourages students to independently explore other ways to be responsible members of their community. “We try to communicate to the children that we provide this for them but that they should really find what their own passions are,” Janes said. Liberty serves kindergarten through eighth graders with a curriculum designed to give each grade a solid educational foundation. The curriculum builds on the skills learned in the previous years, and prepares students for the future. The continuity throughout their schooling ensure that students learn math and reading skills, as well as critical thinking, analytic reasoning and other important life skills. The curriculum is designed to meet state standards while also staying flexible. “We’ve created a teaching atmosphere where the teachers can teach to their strengths in the style that in which they’re most comfortable,” said Janes. All teachers at Liberty are highly qualified and selected for their ability to Summer 2010 33
LIBERTY TRADITIONAL CHARTER | FEATURE
serve as role models for students. They keep students engaged in learning with hands-on projects and the use of the latest technology. Computer learning is integrated in each lesson, and online games help students have fun while practicing the skills they learn in school. Keeping up with the latest technology can be expensive, and Janes works hard to develop fundraisers and partnerships in the community to continue expanding the school. She hopes to meet the growing needs of the community by expanding the campus and eventually opening more schools like Liberty. ELT Summer 2010 35
AUTO SAFETY HOUSE Auto Safety House, provides new and pre-owned school buses and commercial buses specifically designed and serviced for school and private transportation needs. They have been serving Arizona, Nevada and surrounding areas since 1948, and their premier lines are Thomas Built Bus and Glaval Bus. Seasoned professionals are what make the difference at Auto Safety House. The sales and service department have a great choice of friendly people to assist in the design and selection process. Auto Safety House realizes that their buses carry communities’ most precious cargo, which is why they have dedicated their selves to providing the safest, cost effective and most innovative buses on the market. Auto Safety House maintains an inventory of both new and used buses for immediate delivery. All products are backed by factory and industry trained service technicians, warranty, service and quality parts. Auto Safety House specializes in buses designed specifically for: ∙ Public and Private Schools ∙ Churches ∙ Hotel - Resort - Shuttle ∙ Youth Organizations ∙ Child Care ∙ Health Care
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SPOTLIGHT | TECHNOLOGY
38 Education Leaders Today
TECHNOLOGY | SPOTLIGHT
Sony Unveils Reader Library Program to Promote Digital Reading at Public Libraries Program Provides Training, Reading Devices and Educational Materials to Support eBook Programs In recognition of Library Advocacy Day, Soney unveiled the Reader Library program, a new initiative to support the work of public libraries as they expand and promote their ebook collections. The program provides public libraries with training on digital reading devices, educational materials to help readers learn about the eBooks and digital texts available to them through their local libraries, and digital reading devices for library staff use. “Libraries play an important role in our civic and cultural life, and Sony believes that it’s important to support public library systems as they expand their services and digital offerings, particularly eBooks,” said Steve Haber, president of Sony Electronics’ Digital Reading Business Division. “Our program is a new initiative that will provide librarians with additional resources, enabling them to inform and demonstrate to patrons how to benefit from their growing eBook collections.” The Reader Library program is open to public libraries with robust ebook lending programs. Program components include: • A training program for library staff developed
by Sony. This one-time web-based session covers digital reading formats, an overview of sources for digital materials, and training on Sony’s Reader digital reading devices. • Sony’s Reader digital reading devices for use by library staff. Educational materials to provide readers background materials on digital reading devices. Sony will begin the program with a handful of libraries nationwide to tailor educational materials that reflect the content and features of each library’s digital collection. • Bi-annual update sessions designed to keep libraries and their staff current with latest developments in digital reading content, format and devices. The Library program reaffirms Sony’s commitment to work with local libraries throughout the country as they expand their eBook collections. Sony’s Readers are compatible with the industry-standard formats in which libraries offer their digital collections. Therefore, consumers can readily borrow perennial favorites and new releases from their local library’s collection. ELT Summer 2010 39
SPOTLIGHT | NEWS
40 Education Leaders Today
NEWS | SPOTLIGHT
The Teachers’ Unions’ Last Stand By Steven Brill
Michael Mulgrew is an affable former Brooklyn vocational high school teacher who took over last year as head of New York City’s United Federation of Teachers when his predecessor, Randi Weingarten, moved to Washington to run the national American Federation of Teachers. Over breakfast in March, we talked about a movement spreading across the country to hold public-school teachers accountable by compensating, promoting or even removing them according to the results they produce in class, as measured in part by student test scores. Mulgrew’s 165-page union contract takes the opposite approach. It not only specifies everything that teachers will do and will not do during a six-hour-57 ½-minute workday but also requires that teachers be paid based on how long they have been on the job. Once they’ve been teaching for three years and judged satisfactory in a process that invariably judges all but a few of them satisfactory, they are ensured lifetime tenure. Next to Mulgrew was his press aide, Richard Riley. “Suppose you decide that Riley is lazy or incompetent,” I asked Mulgrew. “Should you be able to fire him?” “He’s not a teacher,” Mulgrew responded. “And I need to be able to pick my own person for a job like that.” Then he grinned, adding: “I know where you’re going, but you don’t understand. Teachers are just different.” That is the kind of story that makes Jon Schnur smile. Schnur, who runs a Manhattan-based school-reform group called New Leaders for New Schools, sits informally at the center of a network of self-styled reformers dedicated to overhauling public education in the United States. They have been building
in strength and numbers over the last two decades and now seem to be planted everywhere that counts. They are working in key positions in school districts and charter school networks, legislating in state capitals, staffing city halls and statehouses for reform-minded mayors and governors, writing papers for policy groups and dispensing grants from billion-dollar philanthropies like the Bill and Melinda Gates Foundation. Bill Gates, along with Education Secretary Arne Duncan; Teach for America’s founder, Wendy Kopp; and the New York City schools chancellor Joel Klein could be considered the patron saints of the network. Over the last several months, Schnur and the well-positioned fellow travelers on his speed dial have seen the cause of their lives take center stage. Why the sudden shift from long-simmering have seen the cause of their lives take center stage. Why the sudden shift from long-simmering wonk debate to political front burner? Because there is now a president who, when it comes to school reform, really does seem to be a new kind of Democrat, and because of a clever idea Schnur had last year to package what might otherwise have been just another federal grant program into a media-alluring, if cheesy-sounding, contest called Race to the Top. It has turned a relatively modest federal program (the $4.3 billion budget represents less than 1 percent of all federal, state and local education spending) into high-yield leverage that could end up overshadowing health care reform in its impact and that is already upending traditional Democratic Party politics. The activity set off by the contest has enabled Schnur’s network to press as never before its frontal challenge to
the teachers’ unions: they argue that a country that spends more per pupil than any other but whose student performance ranks in the bottom third among developed nations isn’t failing its children for lack of resources but for lack of trained, motivated, accountable talent at the front of the class. Schnur, who is 44, became interested in education when, as an editor of his high-school newspaper, he read a draft of an article from a student who had transferred from a Milwaukee public school to his school in the suburbs. “She was savvier than any of us on the editorial board, but the draft was just so terribly written,” he told me. Schnur added that “the more I got to know her, the more I became obsessed with why public education hadn’t reached people like her.” After graduating from Princeton, he worked in the Clinton campaign and then landed an education policy job in the Clinton administration. Schnur recalls that when he met Barack Obama before his Senate campaign in 2004, and heard him talk about education, “I figured this guy could be the great education president — in 2017.” When Obama moved up the timetable, Schnur joined his 2008 campaign as a policy adviser. Six months later, he was working as a counselor to Education Secretary Duncan. As the Obama administration prepared to spend $80 billion in education aid as part of the economic stimulus program, Duncan and Schnur diverted $4.3 billion to the contest aimed at encouraging cash-strapped states to overhaul their public schools. Schnur came up with the name and pushed the overall spin of the contest, and it was clear from conversations with people in the schoolSummer 2010 41
FEATURE | NAME SPOTLIGHT | NEWS OF SCHOOL HERE
reform movement that he is the one person who seems to know everything happening on all fronts, from the White House to legislative chambers in Albany or Sacramento to charter schools in New Orleans. Joel Klein, for example, said he talks to Schnur about once a week. The winners of the race would be those states that submitted the best blueprints for fulfilling the reform agenda, which includes allowing school districts to take over failing schools, improving curriculum standards and encouraging school innovation (which means, in part, allowing charter schools to flourish). But what the reformers have come to believe matters most is good teachers. “It’s all about the talent,” Secretary Duncan told me. Thus, the highest number of points — 138 of the 500-point scale that Duncan and his staff created for the Race — would be awarded based on a commitment to eliminate what teachers’ union leaders consider the most important protections enjoyed by their members: seniority-based compensation and permanent job security. To win the contest, the states had to present new laws, contracts and data
42 Education Leaders Today
systems making teachers individually responsible for what their students achieve, and demonstrating, for example, that budget-forced teacher layoffs will be based on the quality of the teacher, not simply on seniority. (Fifteen states, including New York and California, now operate under union-backed state laws mandating that seniority, or “last in/first out,” determines layoffs. These quality-blind layoffs could force a new generation of teachers, like those recruited by Teach for America, out of classrooms in the coming months.) To enable teacher evaluations, another 47 points would be allocated based on the quality of a state’s “data systems” for tracking student performance in all grades — which is a euphemism for the kind of full-bore testing regime that makes many parents and children cringe but that the reformers argue is necessary for any serious attempt to track not only student progress but also teacher effectiveness. By late March, when the first round of the Race ended, it was clear that Schnur’s spin had worked “better than any of us imagined,” he says. Thousands of local news stories across the country speculated about how particular states
were faring, some of them breathlessly referring to the “March Madness” as governors, state legislators and bureaucrats rushed to consider reforms that might improve their chances. Forty states and the District of Columbia entered the first round. Fifteen, including such union strongholds as California, Ohio and Michigan, passed laws or revised regulations aimed at boosting their chances. Before Duncan had dispensed a nickel, the country had seen more school reform than it had in decades. And still more is being debated as the deadline for a second round of proposals looms next week and states, including New York, Connecticut and New Jersey, hustle to do more to boost their scores. When the starting gun for the Race went off, four forces that had been building came together and gained strength from one another. First there’s the rise of the reformers who seem to be in daily communication through e-mail and blogs. The standard profile is someone who went to a prestige college, joined Teach for America for a two-year stint and found the work and the challenges so compelling that he or she decided education should be more than a layover before a real career.
NEWS | SPOTLIGHT
Summer 2010 43
SPOTLIGHT | NEWS So they did more teaching or became involved running a charter school or a reform group, then kept moving up the ladder as sympathetic political leaders, including Democrats (most in this network also seem to be Democrats), took over cities or states and looked for people to overhaul school systems. One exception is Schnur. “I was in Wendy’s class in Princeton in 1989, so I couldn’t do T.F.A. because it didn’t exist yet,” Schnur says, referring to Wendy Kopp, who founded Teach for America in 1990 based on a senior thesis she wrote envisioning a Peace Corps-like cadre of young college grads. Although Schnur is a cheerful, modest type, there is a strain of selfrighteousness that runs through the reform network. Some come off as snobs who assume any union teacher is lazy or incompetent and could be bested by young, nonunion Ivy Leaguers full of energy. And others see tying teachers’ pay to their students’ improvement on standardized tests as a cure-all. But most — especially those who have taught and appreciate how hard it is — understand that standardized tests are far from perfect, and that some subjects, like the arts, don’t lend themselves to standardized testing. They know that most teachers want to be effective and that data-based performance assessments should be combined with classroom observation and other subjective measures not only to hold teachers accountable but also to help them improve their performance. The second force at work is a new crop of Democratic politicians across the country— including President Obama — who seem willing to challenge the teachers’ unions. Third, there’s the boost given to school reform by high-powered foundations, like the Gates Foundation, which have financed important research and pilot reform projects, and by wealthy entrepreneurs, who have poured seed money into charter schools. And fourth, there’s the charterschool movement, which has yielded an increasingly large and vocal constituency of parents whose children are among the more than 1.5 million students attending more than 5,000 charter schools. Put those forces together with the Race, and you have education reform moving into prime time. 44 Education Leaders Today
NEWS | SPOTLIGHT Parents marched and lobbied in Tallahassee, Albany and Los Angeles, demanding that their school systems be reformed the way Obama’s instructions for winning the Race said they should. Newspaper editorial boards of all political stripes joined in their cause; “Union Lackeys” was a typical title of a Las Vegas Review-Journal editorial about recalcitrant Democratic legislators. If unions are the Democratic Party’s base, then teachers’ unions are the base of the base. The two national teachers’ unions — the American Federation of Teachers and the larger National Education Association — together have more than 4.6 million members. That is roughly a quarter of all the union members in the country. Teachers are the best field troops in local elections. Ten percent of the delegates to the 2008 Democratic National Convention were teachers’ union members. In the last 30 years, the teachers’ unions have contributed nearly $57.4 million to federal campaigns, an amount that is about 30 percent higher than any single corporation or other union. And they have typically contributed many times more to state and local candidates. About 95 percent of it has gone to Democrats. Before they successfully organized in the 1950s and 1960s, teachers endured meager salaries, political favoritism, tyrannical principals and sex discrimination against a mostly female work force. It’s that sense of needing to stick together against real or potential mistreatment by management, plus a sincere — and accurate — belief that most teachers do teach for reasons beyond simply making a living, that drives Mulgrew and other union leaders. There’s also the reality that their own power comes from making sure that the all-for-one-one-for-all contract that they negotiate remains the determining factor in a teacher’s professional life. Nonetheless, almost all the states that submitted first-round applications proposed school reforms that a year ago would have been seen as pushing beyond what the teachers’ unions would allow. Some moved further than others either because the lure of the Race to the Top money trumped the unions’ opposition, or because political leaders and educators were able to persuade union leaders to get on the train instead of standing in front of it. ELT FULL STORY AT WWW.EDUCATIONLEADERSTODAY.COM Summer 2010 45
FEATURE | LEWIS CENTER FOR EDUCATIONAL RESEARCH
an education by Rachel Goldberg
Educational reform isn’t rocket science, but for the Lewis Center for Educational Research, a charter school that grew out of an astronomical observatory it’s at least the inspiration. The school received its charter and took off in 1997, when Principal Rick Piercy convinced NASA to turn over a deep space radio antenna to teachers and students for educational use. That program has continued to grow and today serves as a model for schools across the country. “The schools operate our radio telescope from their classroom via the Internet through our mission control center to do real projects alongside real scientists with NASA and other groups,” said Piercy. “To date, we have trained teachers in schools in 37 states, 14 countries, and three U.S. territories.” They proved so effective that the Lewis Center took over a second antenna, which they used to track a NASA mission to the moon last year. The key to the Lewis Center’s success is in its focus on engaging children in science and math through hands-on experience. The NASA program is just one of the many learning opportunities for students in the field. Located on 150 acres of Mojave river wildlands, the campus itself is an outdoor laboratory where students can study ecology and wildlife. “Our students monitor water quality hand in hand with Mojave Water Agency scientists, and worked with U.S. Fish & Wildlife to raise endangered fish species,” Piercy said. “We also have Tortoise Terrace, where students can take care of rescued tortoises.” They also provide lessons in math, science
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LEWIS CENTER FOR EDUCATIONAL RESEARCH | FEATURE
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FEATURE | LEWIS CENTER FOR EDUCATIONAL RESEARCH
48 Education Leaders Today
LEWIS CENTER FOR EDUCATIONAL RESEARCH | FEATURE
and history with activities like panning for gold and archaeological digs. The school’s partnerships with public and private organizations give students unique opportunities with benefits that reach the entire community. Other innovative programs include the K-16 Bridge project, which connects students with two- and fouryear colleges, and Lewis Learning, an online curriculum tool which allows teachers to track student progress. Neighboring school districts and schools in other parts of the country have begun to imitate the Lewis Center’s success. Piercy sees in the center a new direction for American public education. “Charter schools were created mainly to be an incubator for new ideas and a catalyst for that change,” Piercy said. “If legislators would look at quality programs that have demonstrated what good schools could do and how we did it, then they would be able to stand back and allow us to inject these new and interesting and vital solutions into other schools.” The effectiveness of these programs is measured by a nonprofit research partnership from the University of California, Riverside, that follows the school’s progress. They work closely with teachers and school board members to adjust the curriculum based on research findings. “Fundamentally, our education system is stuck in the industrial age, assembly line approach,” he said. “But children learn best when engaged with project-based, hands on learning. We’ve seen students who struggled at other schools really flourish with a hands-on approach.” He has replaced the “three R’s” of education with new terms that he says are more important in the 21st century- relevance, rigor and relationships. The school is moving toward implementing performance-based incentives to reward good teachers. And because it is a K-12 school with a limited number of students, teachers can watch their classes’ progress from kindergarten to graduation. “I think our students really feel wanted and accepted,” Piercy said. “I think they feel like they can make mistakes, they can try things educationally and not be ridiculed for it, and it creates a real atmosphere of respect that is vitally important.” At the Lewis Center, parents and students are invested in their education because they have chosen to attend, rather than being guided by an impersonal bureaucracy. “Their parents understand that they are the ones in control- that they have the ability to use their feet to vote, to leave our school,” Piercy said. “We have to engage parents and students in a way that creates a customer service-oriented educational institution.” Summer 2010 49
FEATURE | LEWIS CENTER FOR EDUCATIONAL RESEARCH
And parents have made their preference clearwith three campuses and a waitlist of over 2,600, the school has its kindergarten class filled before the students are a year old. Admission is completely free, and is determined randomly through a lottery. The proof of the value of the Lewis Center’s education can be found in the success of their alumni. “This last year was our 12th graduating class here, and 100 percent graduated. Out of 96 students, 91 had been accepted to two or four year institutions and the other five had been accepted into the military, and they earned a total of $1.275 million in scholarships,” Piercy said. “We’re seeing tremendous amounts of growth in our kids.” Piercy was a park ranger and police officer before he became a teacher. He began to develop the idea for the school while working as a kindergarten teacher in the 1980s, but it took years of hard work to turn his vision into a reality. When the school’s charter was finally approved in 1997, Piercy and a few colleagues quit their teaching jobs to devote time to a school that started with few resources. “We had no jobs and no students. We took a big risk and started our own business. It was a scary time, but we believed wholeheartedly that we could be successful,” Piercy said. The school has continued to grow and serve as an example of what Piercy hopes is the future of public education in the U.S. ELT 50 Education Leaders Today
LEWIS CENTER FOR EDUCATIONAL RESEARCH | FEATURE
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FEATURE | NAME SPOTLIGHT | NEWS OF SCHOOL HERE
Free Trees beautify area schools
52 Education Leaders Today
NEWS | SPOTLIGHT
by William Coleson
It was a simple equation. Village Nurseries, a specialty grower for landscape professionals, had a surplus of large trees in inventory. Public schools had no money to beautify their campuses. The result was Village Nurseries’ “Helping Our Local Communities Grow Green” tree giveaway for local schools. “This was a great opportunity to get families involved with our school” Village Nurseries’ management had been discussing ways to get involved with their local communities. Terri Cook, vice president of human resources and risk management, suggested donating trees to local schools. Cook had become involved with nearby Nohl Canyon Elementary where her daughter attended. She spoke with the school’s principal, Dominique Polchow, who was thrilled with the idea. Mona Lisa Borad, manager of the Village Nurseries Landscape Center in Orange, took control of the project. Village Nurseries would supply 6- to 12-foot trees in 15-gallon containers, mulch, stakes and snacks for the volunteers. The school was responsible for digging the holes and organizing families to plant the trees. Steve Williams at the Orange Unified School District office supplied equipment to dig holes at every school Summer 2010 53
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involved in the program. When Borad arrived at Nohl Canyon with the trees, everything was prepared. She instructed the volunteers on how to plant and maintain the trees, and the plantings began. “This was a great opportunity to get families involved with our school,” Principal Polchow decided. “We were very pleased with the turnout. Each family chose an area to plant. And everyone who participated got a free plant coupon plus a discount card good at any Village Nurseries location for a year. It was a wonderful event. The families and students took great pride in beautifying our campus.” After the success at Nohl Canyon Elementary, Borad and Polchow contacted other schools in the Orange USD, and four more signed on: Jordan Elementary, Imperial Elementary, Canyon Rim Elementary, and McPherson Magnet Elementary. Tustin Memorial Academy signed on as well. "Our campus needed sprucing up, but in this economy, we must find creative ways to improve our schools," explained Principal Jeanne Bentley of McPherson Magnet Elementary. "Village Nurseries' Grow Green program was ideal. We consider family involvement essential for student success, and through this program, we were able to bring both school and business together to improve our community. And because it was held on a Saturday, parents who work during the week had the opportunity to participate together with their children on campus. Village Nurseries’ Grow Green program was a fun filled family event, and our school looks more beautiful." Village Nurseries’ initial “Helping Our Local Communities Grow Green” tree giveaway program ended with the school year. However, Borad is now preparing for the 2010-2011 school year and hopes even more schools will get involved. “The Grow Green program helps Village Nurseries in two ways,” Borad concluded. “It allows us to reduce older stock in our inventory to make room for new trees. And, it demonstrates our commitment to the local communities where we do business. It’s something we can do. It’s something we’re good 54 Education Leaders Today
at. And it’s something our people can be proud of.” About Village Nurseries Founded in 1976, Village Nurseries currently has major wholesale sales offices in Orange and Sacramento, California and more than 700 acres under cultivation in growing facilities located strategically throughout Northern and Southern California. In addition, the nursery has five specialty Landscape Center locations to serve landscape professionals in Brentwood, Del Mar, Huntington Beach, Orange, and Sacramento. For more information, visit http://www. villagenurseries.com. ELT
NEWS | SPOTLIGHT
“The families and students take great pride in beautifying our campus.”
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FEATURE | EDVISIONS OFF-CAMPUS HIGH SCHOOL
Educating in a new way by Johanna Gretschel
Gigi Dobosenski’s trip through the Grand Canyon with a group of teenagers this past April sounds more like a spring break adventure than a week at school. But for students at EdVisions Off-Campus Charter School, the trip was just one of many throughout the year that enriches their education. As Co-Director of EdVisions Off-Campus with Cathy Diaz, Dobosenski is both an educator and an administrator for the project-based, online secondary education institution. EdVisions Off-Campus is a product of the Minnesota charter 56 Education Leaders Today
school resurgence that started in 1993, when educators, parents and community members in the Minnesota River Valley created the idea for what would become Minnesota New Country School MNCS. The group proposed a plan to add more flexibility and independence to the traditional secondary school program. MNCS opened its doors to 64 students in 1994 and by 2006 was regarded as one of the top charter schools in the country. That year, 100 percent of MNCS students passed the
EDVISIONS OFF-CAMPUS HIGH SCHOOL | FEATURE
Minnesota Basic Skills Test, despite the fact that 40 percent of them were enrolled in special education. The success of MNCS yielded a grant from the Bill and Melinda Gates Foundation for 4.3 million dollars to start 15 similar schools in Minnesota and Wisconsin. EdVisions Schools was founded to oversee and manage the different schools. In 2003, EdVisions received another grant from the Bill and Melinda Gates Foundation to spread the education model across the nation. EdVisions has helped create over 40 schools in the United States, one of which is EdVisions Off-Campus. EdVisions had experimented with project-based learning in other charter schools and in 2004, decided to take that idea to an online format. EdVisions Off-Campus opened for its first academic year in the fall of 2005. The EdVisions Off-Campus office is based in Henderson, Minnesota but unlike most secondary education institutions, there is no actual school building. The school’s 80 seventh through 12th-graders meet for class from computer desktops
across the state of Minnesota. Each student has an advisory period with classmates in their grade that is supervised by an administrator or teacher. Dobosenski compares advisory to the homeroom period in a more traditional high school; students can interact with each other as well as the teacher during this time through video conferencing software. During this period, the advisor may address problems students are facing in their projects or discuss current events. “If I notice a weakness between my students, for instance they’re all having problems with writing, advisory is when we’ll work on that as a group,” said Dobosenski. Each student also has a daily individual appointment with their advisor, during which the student may propose a project or request assistance from the advisor in completing the project. Aside from these two advisory periods, math class is the only scheduled academic time for students. Students set up Summer 2010 57
FEATURE | EDVISIONS OFF-CAMPUS HIGH SCHOOL
“I only have ten students and so I am very able to say, ‘this student, I know she needs extra structure in her projects, she needs to check in with me every day and we need to work on her project everyday... other students that are much more independent. This is not a one-size-fits-all program.”
a specified time to get online to receive a math lesson from an EdVisions Off-Campus instructor. Students are free to schedule the rest of their school day around extracurricular activities, as long as they document and report six hours of time spent on school work each day. In a project-based learning environment, students are given the opportunity to create their own curriculum by proposing projects and selecting what topics they will concentrate on. Their advisor makes sure that the proposed project meets state standards. “We recommend that they all have a reading type of project and a physical activity project to get them away from the computer so they’re not staring at the computer all day long,” Dobosenski said. “We also encourage community-involved projects, something that involves going out into the community to actually talk to a person or going on a job shadow.” Math classes are held in a more traditional manner, according to Dobosenski, because students find it more difficult to integrate all of the mathematics standards into cohesive projects. “Math is still very individualized in that they still get to work at their own pace,” said Dobosenski. According to Dobosenski, students are required to meet a certain number of credits every year rather than complete a certain number of projects. If a student puts together smaller projects, they may complete a few dozen over the course of the year. However, more in-depth projects yield a larger number of credits and thus, a senior at EdVisions Off-Campus may complete only five projects during the school year. Students are assigned these credits for each project instead 58 Education Leaders Today
of receiving grades. “Grades are meant to compare students and it’s impossible to grade students when they’re doing different projects so we give them credit based on completion,” said Dobosenski. “If it’s not to our standards or not what we expected from the project, they have the option to get a little less credit or go back and work on it.” With such a low student-teacher ratio, EdVisions Off-Campus teachers are able to provide extremely individualized instruction. “I only have ten students and so I am able to say, ‘this student, I know she needs extra structure in her projects, she needs to check in with me every day and we need to work on her project everyday,’” said Dobosenski. “There are other students that are much more independent. This is not a one-size-fits-all program.” Dobosenski emphasizes the point that EdVisions Off-Campus caters to several types of students but not every child would excel in such an environment. Other project-based charter schools exist in the Minnesota school district, but EdVisions Off-Campus is the only one that conducts class online. “A big positive to our school for a lot of students is that the social environment of a traditional school can be detrimental to some students,” said Dobosenski. “They still get social interaction; it’s in a different format, not every day passing in the hallway.” Most students begin attending EdVisions Off-Campus as ninth or tenth-graders, according to Dobosenski. She said students range from precocious learners who have succeeded but grown bored with traditional schools, to home schooled children whose parents seek an alternative as they grow older and classes become more challenging, to students who have
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FEATURE | EDVISIONS OFF-CAMPUS HIGH SCHOOL
60 Education Leaders Today
EDVISIONS OFF-CAMPUS HIGH SCHOOL | FEATURE
“Grades are meant to compare students and it’s impossible to grade students when they’re doing different projects so we just give them credit. If it’s not to our standards... they have the option to get a little less credit or go back and work on it.”
not succeeded in traditional educational environments. The extensive field trip program gives EdVisions OffCampus students the opportunity to be social beyond the video conferencing software of their daily advisory. Advisories are organized by geography and each month, advisories go on a field trip in that area. Dobosenski said that monthly advisory field trips can range from art museums to pottery-making to skiing to bowling trips. “Sometimes it’s more academic and sometimes it’s more of a social place for the students,” said Dobosenski. There is also an all-school overnight field trip once per semester where parents are invited along and students present their projects to the group. Some larger field trips, including Dobosenski’s Grand Canyon expedition, are optional and open to the entire school. These field trips count as an interactive school day; at the Grand Canyon, students learned about water conservation and American history. Past trips have included exploits in New Zealand and California’s redwood forest. Successful adults are the real world results of this unique charter school. Dobosenski said that each of the school’s
INFRASUPPORT How can a brick and mortar school use Infrasupport virtual technology? Lots of every day possibilities. Share subject matter experts across school districts. Reach out to homebound students. Participate in science experiments with local universities. Take virtual field trips. Eliminating geographical boundaries creates unprecedented educational opportunities. Contact Infrasupport for details. Summer 2010 61
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