Education Leaders Today Winter 2010

Literacy First

Literacy First Charter School helps children from minority backgrounds find a solid ground in their development of reading, speaking and communicating in an English speaking environment.

FAME Public

FAME understands that educating students with cultural awareness is vital. They’re the first charter in California to teach Arabic as a second language in grades K-12.

Challenge Charter

The parent-daughter team of Greg, Pam and Wendy Miller that run Challenge Charter School have a passion for education and carry enormous pride for the Core Knowledge school they’ve developed.

EDUCATION LEADERS TODAY T H E M AG A Z I N E F O R C A P TA I N S O F I N D U S T RY www.educationleaderstoday.com

Fall/Winter 2010 $24.95 USD $26.30 CAN

EDUCATION LEADERS TODAY 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 www.educationleaderstoday.com

Rolling River Day Camp | 86 A FUN ENVIRONMENT FOR THE LEADERS OF TOMORROW Located in Long Island, N.Y., you will find an exquisite example of a genuine camp, with a family-like environment. Rolling River Day School & Camp focuses not only on entertaining children, but educating and shaping them into inspired, well-adjusted individuals.

in this issue

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 1100 H Street NW Suite M Washington D.C. 20005 www.educationleaderstoday.com Education Leaders Today is a quarterly B2B trade journal that services the education industry in education news, charter school, high school, college prep, learning academies and new tecnhologies. ELT has a readership of 30,000 C-Level principals and headmasters within the education industry. We do not accept subscription requests from the general public, however an abbreviated version is available on our website.

4 Winter 2010

07 Editor’s Note 08 Guest Editorial 118 Advertiser Index RELIGIOUS

10 Lifting Off Academy

Owner and CEO of the Colorado Springs, Christian-based program of Lifting Off Academy, David Keith, strives to not only prepare children as thinkers and problem solvers but as good citizens in today’s world.

18 Washington Jesuit Academy

Structure and community are the core principles of Washington Jesuit Academy. William Whitaker, president, believes that their extended day program provides tremendous benefits for the students and is a true necessity to ensure that the students excel.

INTERNATIONAL BACCALAUREATE

28 Sawyer Road Elementary

Principal Jill Sims started Sawyer Road Elementary with a vision of turning it into an International Baccalaureate World Primary Years Programme school. Now, after five years, the school not only boasts that title, but also has grown to 650 students that represent over 40 nationalities.

CHARTER

34 Flagstaff Academy

Flagstaff Academy prescribes to the Core Knowledge Sequence, providing students with a rich vocabulary and broad knowledge and giving them the opportunity to succeed and thrive in today’s rapidly changing and advancing world.

44 West Oak Lane Charter School

The thriving, innovative, high achieving, K-8 charter school of West Oak Lane, serves 750 students in the Philadelphia area.

The school is headed by CEO, Dr. Debbera Peoples-Lee, a passionate, soft-spoken leader, who has been essential to the school’s recent achievements.

54 Long Valley Public Charter

Long Valley Public Charter School prides itself on providing excellence in education and properly preparing students with the educational skills needed to excel in the world today.

100 Literacy First

With an emphasis on English language skills, Literacy First Charter School helps children from minority backgrounds find a solid ground in their development of reading, speaking and communicating in an English speaking environment.

58 Challenge Charter School

Greg and Pam Miller, the husband-wife team behind the K-6 Challenge Charter School, left their jobs in civil engineering and banking, respecively, and decided to pursue their true passion- education.

68 Global Leadership Academy

With beginnings as a failing, poorly-run facility in West Philadelphia, Dr. Naomi Johnson Booker has transformed the newly named Global Leadership Academy to a school that prides itself on providing children with an envirnment to learn, grow and become productive citizens in a global society.

78 Imagine Schools at Sierra Vista

Imagine Schools, founded in 2004 by Dennis and Eileen Bakke, is now comprised of 73 independently operated school across the nation. Providing a community environment idealized for learning, each Imagine School is uniquely tailored and holds itself to the highest level of quality.

DAYCAMP

86 Rolling River Day Camp

Located along the shores of Mill River in Long Island, N.Y., you will find an exquisite example of a genuine camp, with a familylike environment. Rolling River Day School & Camp, is a place that focuses not only on entertaining children, but educating and shaping them into inspired, well-adjusted individuals.

MULTICULTURAL

90 FAME Public Charter

FAME understands the importance of cultural understanding in today’s society and that educating students with that awareness is vital. FAME is the first charter in California to reinforce their students’ heritage culture by teaching Arabic as a second language in grades K-12.

HOME SCHOOL

108 Shasta Secondary Home School

Director, Lynn Peebles, developed the idea for Personalized Learning in the 90s and was determined to make it a reality. The system combines home schooling, traditional high school, online education and college classes, into one tidy package.

SUPPORT SERVICES

42 Xilinx

Corporate philanthropy is key for this company as they address the need to support, develop and nurture children’s 21st century skills.

67 Study Island

Study Island has been at the forefront of the technology paradigm shift since 2000, providing innovative online educational products, which are now used by over 23,300 schools and 10.7 million users across the United States and Canada.

98 Total Education Solutions Total Education Solutions provides innovative, quality special education solutions with an expansive scope and exceptional skill, filling special education needs across the country.

NEWS & TECHNOLOGY

26 Children’s Tablet

Isabella Products introduced Fable this season, the first fully interactive, portable tablet that enables children to read, draw, and share with an easy-to-use interface.

116 LEGO and NASA Partner Up

The LEGO Group will release four NASA-inspired products in their LEGO CITY line in 2011 to spark children’s interest in STEM (science, technology, engineering and math).

EDITOR’S NOTE

joel cornell

With a background in technical writing, Joel excels at translating complex jargon into readable, vivid narratives. Past works include projects with the State Department, DOD, World Bank and many retail giants.

felecia willis

in his reelection campaign.

And in even more depressing news for 2010… the misuse of millions of education stimulus funds. Rather than using the funds as an engine to reevaluate the system, make room for improvement and establish processes for minimizing waste, the funds were used to continue existing programs and retain jobs, regardless of its efficiency or purpose. Typical.

But it wasn’t all bad news in 2010. While the Obama adminstration’s unprecedented “Race to the Top” competition, may not have worked out as well as planned, it did force competing states to take steps in the right direction and get in the mindset of reform. One result was lifted caps on charter schools in many state.

The media also stepped up their watchdog efforts in 2010. One of the best examples was the L.A. Times publishing a no holds barred article about area teacher ratings. The critically acclaimed documentary, “Waiting for Superman” was also released and captured the essence of what many students and parents are going through in public schools. Not to mention, it captured a respectable number of viewers. These issues being in the public eye can only help drive reform at a faster pace which gives us hope, here at Education Leaders Today.

I also encourage you to visit our website and take this quarter’s poll regarding grading controversy.

Based in Atlanta, Felecia’s extensive experience writing for B2B trades ranges from pulp and paper, medical, pharmaceutical, chemical, energy and architecture.

TODD WEAVER editor@ozworldmedia.com

amelia doenlen

Anne’s writing experiences have taken her places that wouldn’t have been possible in other careers.

With a B.A in Creative Writing from Tulane university, Anne freelances for a variety of publications.

Amelia earned both a B.S. in journalism and anthropology from the University of Texas. Currently based in London, she writes for a variety of print and online publications both in Europe and the U.S.

william coleson

The education industry in 2010 certainly had its fair share of pitfalls, but fortunately, there were just as many triumphs. Bill Evers from the Hoover Institution in Palo Alto, Calif. summed it up best in the “Best and Worst Education Developments of 2010” webcast.

For those who missed it, read ahead....

True to form, a handful of the worst developments took place right here, inside the beltway.

For one, we witnessed the demise of the D.C. Opportunity Scholarship Program, which was, for many children, their one and only shot at a quality education and exposure to a life outside of poverty and drug infestation. After heated debate and activism by our beloved Heritage Foundation and other education reform advocates, I truly thought the OSP had a fighting chance. Nonetheless, Congress voted to can the vouchers. Various study findings were inconsistent, but the final research analysis indicated that despite little to no change in test scores, the vouchers did, in fact, increase graduation rates by more than 10 percent.

Also, in D.C., the highly controversial chancellor, Michelle Rhee and D.C. teachers’ union renegotiated contracts, allowing incentives for teachers of excelling students, yet more scrutiny of teachers of failing students. While education reformists celebrated the victory, drama ensued once Rhee fired 241 teachers, and put 737 additional school employees on notice.

Shortly thereafter, following the defeat of thenincumbent Mayor Adrian Fenty, Rhee resigned.

At least D.C. schools saw some type of reform. At the opposite end of the spectrum, Florida’s tenure reform bill never even got at chance -- it was vetoed altogether by former Florida Gov. Charlie Crist. He too was defeated

anne brouilette

Looking back...

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.

Winter 2010 7

GUEST EDITORIAL

‘Superman’ Exposes Myth of the Common School

Jennifer A. Marshall Director of Domestic Policy Studies The Heritage Foundation

MARSHALL OVERSEES RESEARCH IN AREAS THAT DETERMINE THE CHARACTER OF OUR CULTURE: EDUCATION, MARRIAGE, FAMILY, RELIGION, AND CIVIL SOCIETY. MARSHALL DIRECTS THE RICHARD AND HELEN DEVOS CENTER FOR RELIGION AND CIVIL SOCIETY AND MANAGES FAMILYFACTS. ORG, AN ONLINE CATALOG OF SOCIAL SCIENCE RESEARCH RELATING TO FAMILY AND RELIGIOUS PRACTICE.

“Each morning, wanting to believe in our schools, we take a leap of faith,” filmmaker Davis Guggenheim says in Waiting for Superman. His much-acclaimed documentary then gives us every reason to doubt. By framing this account of the public school system’s failure in terms of trust, the film manages to do something far more subversive than merely record union-induced systemic dysfunction.

The documentary does nothing less than cast doubt on this core belief of America’s civil religion: our faith in the public school system as the mediator of our national ideals and the gateway to opportunity for all children.

From Guggenheim’s own admission that he’s “betraying the ideals” he thought he espoused (driving his children past three public schools to a private school he’s chosen) to deplorable facts ( for example, six in 10 students in East Los Angeles do not graduate from high school), the film breeds skepticism about a popular national myth.

This is a myth of long standing. It was called the “myth of the common school” by Boston University professor Charles Glenn in a book by that title originally published in 1988. The myth was spread by progressive reformers like Horace Mann in the 19th century amid anxiety over immigration and social unrest.

By requiring all children to attend “common” schools, the reformers proposed to enlighten students with values that would transcend sectarian and cultural differences. The myth has dominated the American imagination for more than 150 years, even as it has failed to fulfill its founders’ promises.

As Glenn writes: “We have expected that our schools would banish crime and social divisions, that they would make our children better than we have ever been. Horace Mann and others promised us that, and we believed them. It is no wonder that suggestions . . . that our society’s secular church be disestablished arouse the deepest anxiety and confusion today.”

True to form, education unions are seething about promotion of charter schools in Waiting for Superman and its proposals to end tenure and link pay to performance.

“The film demonizes public education,” said National Education Association President Dennis Van Roekel. Local unions organized demonstrations outside some theaters.

Such protests reinforce what viewers witness in the theater: stories of a failed status quo, protected by powerful interests, planted in the way of children such as fifth-grader Daisy in East L.A. Daisy’s parents, Jose and Judith,

dropped out of high school to help their own parents keep food on the table. But they’ve communicated the value of education to their daughter. Daisy wants to be either a veterinarian or a surgeon - an idea she got from a library book - and she already has written to the college she wants to attend. But first she’ll have to navigate an assigned high school where only three in 100 students graduate with college-prep prerequisites. With her father out of work and her mother on a hospital cleaning staff, there is no buying their way out. Daisy’s parents are forced to make the ritual “leap of faith.” Her mother makes the sign of the cross over her before sending her to school. But they still enter a lottery for a seat at a highperforming charter school, crossing their fingers as 135 students vie for 10 spots.

If the common school works for anyone, it should work for Daisy. It doesn’t. Guggenheim himself doesn’t seem to appreciate the extent of what he has wrought. With stories like these, his inquiry has exposed flaws deeper than the film’s modest remedies can fix.

The obvious solution is to demythologize the common school, setting parents and teachers free to pursue educational arrangements that work.

We can affirm that education is a common good deserving taxpayer support. But we should question the notion of government as sole provider of schooling, a relic of the common school agenda. Public education should describe a goal (an educated citizenry), not prescribe a means (a government monopoly school system dominated by unions).

Parents, who have the most vested in their children’s success, should have real decisionmaking authority to manage their education.

They deserve more than lip service about their significance. Rather than having to conform to the one-size-fits-all factory model of education, parents should have the freedom to direct the funding for their children’s education, customizing it to student needs from a variety of options.

Promising alternatives already have sprouted up in the cracks of the current system charter schools, private school choice through vouchers and tax credits, homeschooling, online learning, and hybrid forms of these.

Given room to flourish, the possibilities are endless. Intentionally or not, Guggenheim has exposed the myth of the common school.

Ultimately, the only solution that will satisfy the American spirit is to disestablish the myth and recover a vision for education worthy of a free people.

FEATURE | LIFTING OFF ACADEMY

Lifting off

TO A GREAT EDUCATIONAL EXPERIENCE

by Amelia Doenlen

10 Winter 2010

LIFTING OFF ACADEMY| FEATURE

David Keith, owner and CEO of the Colorado Springs school Lifting Off Academy, strives to not only prepare children as thinkers and problem solvers but as good citizens in today’s world. Keith purchased the school in 1993, and grew it from 40 children and six staff members to the 90 children and 14 staff that it is today.

Keith received his master’s in business management from University of Southern California but also has a predominately military background, serving 20 years in the Air Force. His resume includes working at the Pentagon for four years as a White

House and congressional liaison, as well as the Director for Policy, Plans and Programs at the Air Force Academy. He retired in 1991 after logging over 2,000 hours of flying and teaching strategy, tactics and professional skills to incoming students. After spending a couple years with McGraw-Hill as a marketing manger he decided to pursue education by teaching kids how to be better students while creating a positive, measurable contribution to society. He was also the vice president of the Colorado State Child Care Association and is currently a member of the School Readiness Assessment Committee. He is also

Problem Solving: Recently the State of Colorado listed collaboration as a necessary 21st century required graduate competency. At Lifting Off Academy, children learn to pool and connect their talents to solve difficult problems.

Gaining confidence in the process. Here, they are working on multipart mathematics exercise.

Education Leaders Today 11

FEATURE | LIFTING OFF ACADEMY

a Colorado Large Childcare Center Director and is a level four certified Colorado Early Childhood Professional.

Lifting Off Academy is a full service program, providing a regular curriculum program starting at age one. They also offer after school and summer camp programs and wrap around childcare for kids that aren’t in the nursery. While most children in attendance are under 12 years of age, LOA is licensed in childcare for ages sixweeks to 16 years.

“We keep the license for the sake of special needs children and we do occasionally get a few older special needs kids, especially during the summer,” Keith said.

LOA is a Christian-based school and has had a top-notch curriculum since their founding 18 years ago. Yet Keith continually strives to make it better.

“I think that it’s very important for children to grow up with a strong sense of how they fit into the bigger picture and have a spiritual concept of that,” Keith said. “We have a

spirituality component of our curriculum that is embedded all the way through the time that they are infants to the time when they are too old to come here.” Keith notes that they also try to show a great deal of respect for other points of view. The curriculum celebrates a lot of other religions and other religious and cultural holidays.

The Christian-based program also feeds into LOA’s discipline program and Keith said it effects what kind of staff he hires. “The first thing I tell a new staff member is that

we have a really strong academIc currIculum but the most the Important thIng we do Is teach kIds to respect each other and be good cItIZens when they go off to school.

12 Winter 2010

LIFTING OFF ACADEMY| FEATURE

rather than give them a list of rules and do’s and don’ts, I expect them to be good Christian role models, which basically means that they embody the golden rule and demonstrate that to their students. If they are in situations with kids they take a second to step back and say, ‘okay, if I change roles with this child would I be happy with what I would be seeing?’”

The school week is divided into five primary focal areas based on monthly and weekly themes: math, social skills development,

literacy, science and spirituality.

The math program is focused on problem solving and the underlying concepts instead of forced memorization of basic arithmetic without specific purpose. The program introduces core concepts as tools to use when solving problems.

Currently, LOA is focused on aligning itself with new Colorado educational standards that incorporate preschool. One thing that was unique in the Colorado education revision was the idea of having life skills as part of the whole process of establishing educational goals and trying to drive the children toward a certain place when they come out of the system. “Our role in that is to set them up in that process with the school readiness programs that we have,” Keith said. “We were already pretty much in line with the revisions but we are adding more collaborative efforts in the classroom and more group activities now. I’m not as interested in cramming

OPPOSITE PAGE: Lifting Off Academy children learn through active experimentation.

What better way to learn about aerodynamics, gravity and ballistics than through rousing games with a parachute and ball.

ABOVE: Lifting Off Academy uses a common core curriculum to guide development from infants through school-aged.

Capitalizing on a long-tenured staff, they are able to focus learning on both concepts and connections. Problem solving and reasoning are always the order of the day. And, music and art are often used to teach science and math.

Education Leaders Today 13

FEATURE | LIFTING OFF ACADEMY

14 Winter 2010

LIFTING OFF ACADEMY| FEATURE

I’m not as interested in cramming their head full of information as much as I’m interested teaching them how to access information and use it to problem solve

their head full of information as much as I’m interested teaching them how to access information and use it to problem solve.”

The school is also focusing on improving their assessment tools to determine where a child is in the development process. Better feedback in this area would help teachers identify and intervene earlier if problems start to emerge. “We already have a pretty good reputation for dealing with kids with behavioral problems,” Keith said, “but want to be able to be more informed in those areas.” LOA has also doubled the amount of teacher training for dealing with student development needs.

As a supplement to the standard school year, the students attend summer programs designed to re-enforce the five primary focal

areas. This summer’s program will explore the westward expansion of the colonial states as well as a vacation bible school.

“This will give them an appreciation for how Americans expanded to the Ohio Valley and later beyond the Mississippi River,” Keith said. “They are also doing cultural studies on Russian culture, algebra, the electoral process examining petitions, caucusing, conventions and campaigns and on outer space, where they’ll launch rockets.”

Community involvement is also largely encouraged.

“We really try to teach the kids that they are part of a broader community,” Keith said “and that brings with it some responsibility and some privileges. The time that it really comes home for us is around Christmas time

OPPOSITE PAGE: At Lifting Off Academy, children learn that no learning experience is complete unless it is fun. Lessons are often presented in games and dramatizations, and playground time is imperative, even when it is cold. LOA can always find a place for laughter and playfulness.

ABOVE: Lifting Off Academy teaches that people are far more alike than different. When children understand this, it is much easier for them to accept people with disabilities or different races or religions.

Disabled staff members and children an equally integral part of LOA’s programs.

Education Leaders Today 15

FEATURE | LIFTING OFF ACADEMY

ABOVE: Books are an important part of every day at Lifting Off Academy. Each classroom has a special minilibrary and reading area. Local libraries are also an important part of their programs, from field-trips to explore new books to excursions to view live performances sponsored by the Kennedy Center Imagination Celebration.

16 Winter 2010

and we do a number of programs associated with helping our community. With kids, a lot of times the focus is on Santa and themselves and what they want for Christmas, and we try to shift that focus away from the kids and out to the community.”

One of LOA’s unique programs is their swap shop where students and community members can bring in donated goods that can be picked up by families in need. Anything left over is donated to the local ARC thrift store down the street from the school.

“We have a really strong academic curriculum but the most the important thing we do is teach kids to respect each other and be good citizens when they go off to school.”

The school has also created unique Christmas traditions that incorporate social lessons. At the annual “happy birthday baby Jesus” party, children celebrate as they would any other birthday party, but then transfer presents from beneath the tree to the local Operation Christmas program to help families in need. The school also has a

Jesse tree in the hallway to emphasize the importance of donating time and physical self to positive acts. The tree is trimmed with ornaments that represent acts of volunteerism such as taking out the trash, washing dishes or cleaning up after someone else’s dog. The act is written on the ornament and then placed on the tree.

Keith noted that one thing he is most proud of at the school is that the majority of LOA’s staffers and teachers have been there for more than 10 years, a rare find in an industry notorious for high turnover. “In an environment where most of the day cares around us are turning their staff over every 90 days, we don’t do that,” he said. “The families like that too because then we start a child in the infant nursery or one-year-old room we’ll still be taking care of them when they are in middle school. The teachers know them and they know the teachers and it gives us a very extended family orientation that I think is critical in the business that we are in.”

Keith works 60 to 80 hours a week. He’s

LIFTING OFF ACADEMY| FEATURE

I think that it’s very important for children to grow up with a strong sense of how they fit into the bigger picture and have a spiritual concept of that. We have a

spirituality component of our curriculum that is embedded all the way through the time that they are infants to the time when they are too old to come here. personally involved with all of the families.

He does most of the curriculum design, including the summer camp program. He even cooks, drives and does maintenance work. With that kind of drive and dedication to positively influencing his students’ academic and spiritual future, Keith’s graduates are sure to lift off and achieve success within their own lives and provide a positive uplift in the lives of others.

“Along the way you have to remember that first and foremost we’re subbing for parents while they are at work,” Keith said, “and while we are certainly not replacing the parents we

do need to provide some of the things that child would be getting from family if they were at home. That would be a lot of love and nurturing and encouragement as they are developing. That is probably the most important thing that we ever do throughout the day.” ELT BELOW: Students at Lifting Off Academy learn that real learning takes place in mind, body, and spirit. The key to a healthy mind is a healthy body.

Daily yoga sessions and regular exercise and play help to keep them sharp in the classroom.

Education Leaders Today 17

FEATURE | WASHINGTON JESUIT ACADEMY

18 Winter 2010

WASHINGTON JESUIT ACADEMY | FEATURE

Extending the possibilities of education

by Anne Brouilette

AT WASHINGTON JESUIT ACADEMY, STRUCTURE AND COMMUNITY DRIVES THE BOYS AT THIS WASHINGTON, D.C. PRIVATE MIDDLE SCHOOL TO SUCCEED. Washington Jesuit Academy isn’t your average private middle school. For the boys who attend, it’s more like a second home.

“We spend an extraordinary amount of time with the kids,” said William Whitaker, President of WJA. “We decided, why not try 12 hours a day and see if it can be done.”

And indeed, it can be done. Students arrive by 7:30 a.m. and have breakfast with their teachers and faculty members. The next seven hours function like a normal school day: core classes in math, science, reading and writing, and lunch. But at three o’clock, the boys don’t go home. Rather, they divide into clubs and sports, working and practicing until five p.m., when it’s time for dinner, again, accompanied by their teachers. A study hall, which lasts until 7:30 in the evening, wraps up their day.

“Many conversations have been had about the impact of longer school hours,” Whitaker said. “Our extended day is very unique.”

Whitaker believes that the extended day provides tremendous benefits for their students and is a true necessity to ensure that the students excel. “The combination of extended day and extended year has Education Leaders Today 19

FEATURE | WASHINGTON JESUIT ACADEMY

redefined the structure, or lack thereof, that our students have had in their lives prior to entering WJA. We have been able to surround them with an environment that perhaps in the wider population would be taken for granted. This incredible structure gives them a safe haven.”

The school year at WJA runs 11 months a year, until late July.

The Washington Jesuit Academy was founded in March 2001 by the Jesuit communities of Georgetown University, Gonzaga College High School, Georgetown Preparatory School and Holy Trinity Parish together with the Maryland Province of the

The combination of extended day and extended year has redefined the structure, or lack thereof, that the kids have had in their lives prior to entering WJA. We have been able to surround kids with environments that maybe kids in the wider population would take for granted.

Society of Jesus in an attempt to better prepare young students in and around the District of Columbia for high school and college.

“I had been Director of Admissions at Gonzaga and had seen that a lot of incoming kids did not have adequate preparation,” Whitaker said. “My personal drive to head this project came from seeing this. I wanted to be able to provide them with the ability to have a smoother transition to high school and college. Provide them with a better toolbox.”

The primary focus has been to serve economically disadvantaged boys with academic potential. Students must qualify for the federal free and reduced lunch programs in order to attend, and each child receives a 100 percent scholarship. WJA started out focused on the black community, but now 20 percent of the students are Latino. Their mission has been to attract boys that have a spark, a desire to do better.

“A spark that would never be ignited if they stayed in other schools,” Whitaker said.

It’s clear that these sparks aren’t dying out.

WJA currently has 116 graduates, 99 percent of whom are enrolled in or have completed high school. Of the first two graduating 20 Winter 2010

WASHINGTON JESUIT ACADEMY | FEATURE

Education Leaders Today 21

FEATURE | WASHINGTON JESUIT ACADEMY

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WASHINGTON JESUIT ACADEMY | FEATURE

classes, 82 percent are attending college.

“This is phenomenal compared to the 20 percent rate that is typical in D.C.,” Whitaker said.

This rate is due, in part, to the support department that follows each student after they graduate from eighth grade. The academy commits financial and human resources to ensure that when the boys leave what, for some, has become their second home, they aren’t forgotten about.

“Each student is tracked and mentored through the bumps that come up in high school and college,” Whitaker said.

Whitaker believes that their high academic achievements and continued trajectory of graduates has allowed the school to continue to hit their funding goals, even in the recent economy.

“While foundations and individuals are donating less and focusing on where they can obtain the most ‘bang for their buck’ from a philanthropic point of view, we have been able to win that race because people can see our success statistics.” Those who choose to donate realize that they’re investing not only in the school, but in the future of each student who attends.

But while still at Washington Jesuit Academy, the boys learn a lot more than the basics. “We committed from the very beginning to get high quality teachers,” Whitaker said. “We demand a high standard of teaching from each one.

We tell our students consistently that not only can they be successful but that they will Education Leaders Today 23

FEATURE | WASHINGTON JESUIT ACADEMY

be successful. There are so many different impact points where we can connect with the students. A teacher can have a very different relationship with our boys when they can not only teach them in the classroom, but also eat three meals a day with the students and break into advisory groups with them.”

WJA’s teachers focus on teaching morals and values, regardless of the religions background of the student. “We have a great retreat and reflective program. Our kids go away from our school at least twice a year where they spend time together, learning how to trust each other, trust themselves and the direction the school is taking them.”

This well-rounded approach, which focuses on building character, also places an

There are so many different impact points where we can connect with the students. A teacher can have a very different relationship with our boys when they can not only teach them in the classroom, but also eat three meals a day with the students and break into advisory groups with them. importance on health and wellness. “We had a garden in the back of our school, long before gardens were hip. We have a relationship with D.C. Central Kitchen, which cooks fresh meals for our kids. Each student receives three very nutritious, hot meals, each day.

We’ve been doing this for many years.”

The benefit of this attitude, which is to take care of students on all levels, has reached well beyond the walls of WJA. “Our exact food program has now been piloted in the D.C. school system with six public schools this year,” Whitaker said.

“As I look to the future, I believe we will focus on what more we can do for the city,” Whitaker said. “We will continue to focus on high academic standards for our kids and our teachers so that they continue to understand the importance of what they do. Our goal would be to widen the base of whom we can touch with the same model, so that we can continue to make a difference one child at a time here in the city.” ELT 24 Winter 2010

WASHINGTON JESUIT ACADEMY | FEATURE

Education Leaders Today 25

SPOTLIGHT | TECHNOLOGY

Isabella Products launches the World’s First Children’s Tablet

FABLE, THE WORLD’S FIRST WIRELESS CONNECTED CHILDREN’S TABLET

26 Winter 2010

TECHNOLOGY | SPOTLIGHT

Isabella Products, a leading mobile Internet device and services company announced Fable, the first fully interactive, portable tablet that enables children to read, draw, game and share over the mobile broadband network. Fable boasts an extremely intuitive user interface with a seven-inch, high-resolution, full-touch LCD screen that utilizes Isabella’s patentpending carousel navigation interface. Fable will come pre-loaded with world-famous children’s content from strategic partner and global education leader Houghton Mifflin Harcourt (HMH).

“Isabella Products is excited to bring to market the first children’s tablet aimed at creating a learning experience unrivaled by today’s toys and e-Reader products,” said Matthew I. Growney, Founder and CEO of Isabella Products. “We believe Fable will safely and securely usher in some of the youngest users to a digital learning environment, and with HMH’s extensive list of award-winning children’s titles, we will design a superior digital content experience.” Fable is expected to be available in mid 2011 through select retailers.

Fable’s easy-to-use interface, coupled with a secure connection to Isabella’s VizitMe.com content management system, enables children to interact with educational and entertaining content at home, school or on-the-go.

Fable’s core applications include reading, drawing, gaming and photo sharing.

Fable will ship with selected content from HMH’s treasured storybook collection. The e-Reader application will provide access to the Fable library, which includes a child’s

personal collection of preloaded and purchased material available for immediate viewing. Parents and children will be able to purchase additional eBooks from Isabella’s VizitMe bookstore or directly from the bookstore located on the Fable device.

With a wide selection of picture books and interactive content, Fable provides an entertaining digital experience for children of all ages and interests.

“Fable integrates classic stories and

technology to enable children to experience our content in a rich and exciting way,” said Cheryl Cramer Toto, Senior Vice President of Digital Strategy and Planning for HMH. “We continuously strive to entertain, educate and inspire young readers, and through the partnership with Isabella Products we are delighted to make our children’s picture books available on Fable.”

In addition to the e-Reader application, Fable offers drawing, gaming and photo sharing.

Drawing includes an artistic toolset of various sizes and colors including markers, paintbrushes, magic pens or shapes, which can be applied to a blank page, coloring book pages or photos.

Gaming provides interactive games focusing on counting, reading, nutrition, colors, shapes and other educational themes, all supported by HMH and other publishers’ unique characters and stories.

Photo Sharing supports the delivery of photos from family and friends to Fable’s own Gallery. An onboard camera will also allow users to take photos from Fable and share them as well. Photos can also be used as coloring sheets in the drawing application.

To ensure a secure and safe experience, Isabella’s VizitMe.com content management system controls the device’s access to new content, friends and family and the VizitMe bookstore. Fable’s settings can be adjusted on the device by parents through a pin code or can be remotely managed through a passwordprotected account at VizitMe.com.

All purchased and created content is saved on VizitMe.com where parents can also invite and manage their friends’ and family’s interactions with the child’s device.

Powered by a mobile broadband connection, families will be able to take their child’s Fable with them almost anywhere— as a fun interactive and entertaining tool in the car, at a sibling’s soccer game or on the school bus. Fable’s durable design takes into consideration a child’s handling of the device and external factors within various environments.

“Fable integrates classic stories and technology to enable children to experience our content in a rich and exciting way. We continuously strive to entertain, educate and inspire young readers; and through the partnership with Isabella Products, we are delighted to make our children’s picture books available on Fable.”

Cheryl Cramer Toto Senior Vice President of Digital Strategy and Planning for HMH

Education Leaders Today 27

FEATURE | SAWYER ROAD ELEMENTARY

Sawyer Road Elementary Emphasizing community and an inquiry-based approach to learning, Principal Jill Sims has turned this K-5 conversion charter school into an educational environment to where parents are excited to send their children.

by William Coleson

Sawyer Road Elementary, a Marietta City Schools conversion charter school located in Marietta, Ga., started in 2005 with 650 students. Principal Jill Sims has been there from the very start. Serving grades K-5, Sawyer Road Elementary has an economically and culturally diverse student body that represents over 40 nationalities.

“When we opened our school,” Sims said, “we had a vision of becoming an International Baccalaureate (IB) World Primary Years Programme school, so from the beginning everything we did was aimed at going down this path. It is usually a two-and-a-half to five year journey to become an IB World School and we were authorized in December of 2007, as the 12th IB Primary Years Programme in the state.”

International Baccalaureate guidelines require schools to meet rigorous criteria before acceptance into the program.

28 Winter 2010

According to their mission statement, their goal is to “encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.” Schools must implement a foreign language program for students seven years and older and Sawyer Road opted for Spanish classes in grades 1-5.

Sawyer Road Elementary is a studentcentered environment with an inquirybased approached to learning. Sims refers to the students work as authentic, emphasizing that it is not a worksheetbased curriculum but a program based on student-generated research, projects and presentations as they construct knowledge. Their curriculum is based on Georgia’s Performance Standards.

Six organizing themes, called “units of inquiry,” were developed to align with the performance standards. “Each IB World Primary Years Programme school has these

six themes such as ‘Who We Are’, ‘How We Express Ourselves’, and “Where We Are in Place and Time’,” said Sims. “Each grade level collaborates on a particular unit of inquiry to develop the concepts that they wish to impart to the students in a crosscurricular manner. Their task is to create wonder in their students and to help them find answers. Consequently, Sawyer Road Elementary students are very inquisitive and ask lots of questions, which is part of the target profile that we are trying to achieve.”

“We are focused on educating the whole child,” Sims continued, “which means that we do not only focus on academics but also on creating the IB Learner Profile, which is to get our kids to become inquisitive and knowledgeable thinkers, communicators, caring, open-minded, principled risk takers, balanced and reflective. We encourage them to find more than one way to solve problems and to come up

SAWYER ROAD ELEMENTARY | FEATURE

Education Leaders Today 29

FEATURE | SAWYER ROAD ELEMENTARY

We are focused on educating the whole child, which means that we do not only focus on academics but also on creating the IB Learner Profile, which is to get our kids to become inquisitive and knowledgeable thinkers, communicators, caring, open-minded, principled risk takers, balanced, and reflective.

- Jill Sims, Principal Sawyer Road Elementary Partner in Success:

Barnes & Noble Barnes & Noble congratulates Sawyer Road Elementary and Jill Sims for their outstanding accomplishments, and is proud to host their annual book fair.

Barnes & Noble is dedicated to supporting our schools. In addition to the book fair fundraising program, B&N offers educator programs, services, and discounts as well as an institutional discount purchasing program. Many of B&N’s stores feature B&N@School, an authoritative boutique of products educators will find valuable.

Barnes & Noble welcomes the opportunity to build a personalized business relationship that supports all of your school’s individual needs. Contact a store near you or visit BN.com/educator for more information.

30 Winter 2010

with presentations to demonstrate their knowledge about what they are studying.”

The school also emphasizes the value of community. Designed in the shape of a starfish, the central body of the school is the community hub and students pass through this area at the beginning of each day and are greeted by their teachers and peers. Breakfast is given to any student that wants one and when they arrive to class there is time to eat together, talk and gather their thoughts about the day. “It’s important that the students feel like their classroom community is a warm and safe environment. We don’t want students to feel anonymous and lost in a big cafeteria.

We want our school to be welcoming through and through. Parents tell us that one of the things they love most about the school is that they feel like everyone genuinely cares about their child.”

Sawyer Road Elementary places significant emphasis on having their

students make choices, take action and then reflect. As such, students are given important opportunities at an early age to allow them to make choices. They are given additional options to do World Exploration Club projects throughout the year to further develop their creativity, action and service opportunities. The third through fifth grade students can also participate in drama productions, including Jr. Broadway musicals. Other examples include, the 4th grade students run the school store, taking care of all required activities. They do everything from stocking to inventory, deciding what is a good selling item, advertising the school store’s products, as well as counting the money. Fifth grade students run the morning news show and afternoon announcement programs. This includes researching the weather, lunch menus, daily jokes and starring on the show. They also write their sixth unit of inquiry for

SAWYER ROAD ELEMENTARY | FEATURE

Education Leaders Today 31

FEATURE | SAWYER ROAD ELEMENTARY

their elementary years Exhibition Project.

The goal is to showcase what they have learned in their Primary Years Programme and take action that makes a positive difference in the community. Last year the students planned two fundraisers to purchase water purification packets for Haiti earthquake victims.

The school utilizes technology to a great extent to enhance the education of their students. Sawyer Road Elementary has three computer labs. Each of the labs has 25 PCs. In addition, their media center has 22 PCs for student research and projects.

Every classroom in the school has been outfitted with smart board technology and three to four student computers. Teachers are all provided with a laptop. There are three wireless laptop carts for each grade level 3-5 to share for additional one-to-one computing opportunities.

To complement their in-school curriculum, Sawyer Road Elementary has established a 32 Winter 2010

number of key partnerships with external institutions. A key partner is the Alliance Theatre, which does teacher training and on site artist in residency programs for their music, 2nd and 3rd grade teachers. Sawyer Road Elementary also has a partnership with the Georgia Ballet, which teaches classes to their 5th grade students each week, for 11 to 12 weeks. In 2007, Sawyer Road Elementary was also awarded the Georgia Council of the Arts Grant. This consisted of a $5,000 per year award from the Governor’s office for three years. Most recently, the Alliance Theatre Institute for Educators and Teaching Artists selected Sawyer Road as one of their sites to work with for the Georgia Wolf Trap kindergarten dramaturgy program for the next three years.

Currently, the school has 47 certified teachers and a full time counselor. “Our special areas teachers are fantastic,” said Sims. “They incorporate the units of inquiry into their teaching. They are

very experienced and do a great job of developing the creative part of the brain of our students.” One of their teachers was awarded Georgia Teacher of the Year in 2008. One of their IB staff also won the Milken Award. These are two teachers that exemplify the caliber and type of worldclass teachers that make up the staff. As a result of the great work of their teachers, Sawyer Road Elementary’s reading, English and math scores have all increased by about 17 percent over the past three to five years.

Looking towards the future, Jill Sims believes that Sawyer Road Elementary will continue to grow further in the IB Primary Years Programme. “My goal is that if I left this school, it should continue to grow and flourish in the same way that it has been growing, because of the culture of the school community that we have built collaboratively and the commitment to the IB’s and our mission statements,” Sims said. ELT

FEATURE | FLAGSTAFF ACADEMY

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FLAGSTAFF ACADEMY | FEATURE

Integrated, High-tech Education Solutions Through an advanced Core Knowledge Sequence program based on data, experience and innovation, Flagstaff Academy provides their students with more than an education; they give them the opportunity to succeed and thrive in today’s rapidly changing and advancing world.

by Joel Cornell

In order to provide their K-8 students with absolutely everything they need succeed in a rapidly changing world, Flagstaff Academy utilizes a uniquely integrated curriculum based on the Core Knowledge Sequence. As a public charter school located in Longmont, Colo., Flagstaff Academy takes quite seriously their mission to provide a science-focused, liberal arts curriculum that promotes excellence, teamwork, respect and a lifelong love of learning.

The initial school program came to fruition when a small group of parents, many of whom were leaders in local science and technology laboratory industries, felt that the modern approach to science and technology in the neighboring school districts was extremely lacking. Founded on a core dedication to advanced learning principals, the Core Knowledge Sequence, Flagstaff Academy has enjoyed explosive growth since their founding in 2005.

For years, educators have identified skills that would be taught at each grade

level, but content decisions have been left to individual classroom teachers. Thus, a vast disparity of topics has been taught depending on the personal interests and expertise of a specific teacher. Curricula across schools and even within schools at the same grade level have been quite diverse.

The Core Knowledge Sequence was developed to provide students with a rich vocabulary and broad knowledge upon which future instruction can build, broaden and deepen. The ultimate goal is to ensure that all children are given access to the same knowledge base that assures later educational success.

Thus, the Core Knowledge Sequence provides a detailed, explicit and systematic sequence of grade-specific content that can be taught consistently year after year. The core content is organized to spiral through the grade levels, becoming more sophisticated and dedicated in each successive grade. It has been the experience of those using the approach

Flagstaff’s mission is to provide a science-focused, liberal arts curriculum.

Education Leaders Today 35

FEATURE | FLAGSTAFF ACADEMY

ABOVE: Flagstaff’s approach to a uniquely integrated curriculum involves off-site learning opportunities at all grade levels. In addition to traditional field trips, middle school students take part in several overnight explorative trips in the Colorado mountains.

OPPOSITE PAGE: Enthusiastic teachers promote excited learners in a safe, healthy and respectful environment.

36 Winter 2010

that students retain information much longer and develop skills more easily when meaningful content is combined with the teaching of skills.

This unique and incredibly effective method had been led by Flagstaff Academy’s principal, Andrew Moore, since he took his position in 2008. Moore’s career in education began working in and then running local summer camps. As that industry began to boom, Moore became more involved with camps that integrated school learning into their campers daily lives. Over the years, he moved through the local Colorado public, private and charter school systems, eventually joining Flagstaff Academy as a math and literacy specialist in the school’s first year. In 2008, the principal stepped down and Moore was selected as his interim replacement, before being confirmed as the school’s

permanent principal.

“With the vast nonprofit, charter and interdisciplinary teaching/leading experience I had behind me,” Moore said, “Flagstaff Academy embodied, for me, the promising future of education. We have been astonishingly successful from the start in terms of our core principals of knowledge as a sequence of content that guides what we do.”

As part of their Core Knowledge Sequence, Flagstaff Academy integrates all of a student’s learning into a single, engrossing experience.

By weaving language arts, social sciences or mathematics with natural sciences or computer literacy, and then into preengineering, the success the student body has resulted in astounding test scores that have been turning heads locally and across the country over the past five years.

In just their fourth year in operation,

FLAGSTAFF ACADEMY | FEATURE

Education Leaders Today 37

FEATURE | FLAGSTAFF ACADEMY

Students in grades K-8 truly “experience” science by using lab-based programming in conjunction with the Core Knowledge science curriculum.

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Flagstaff Academy has moved out of their temporary facilities and into a 70,000 sq. ft. building adjacent to a local community college; a rare sign of success for a new charter school. Today, the facility accommodates over 800 students, but has the capacity for many more. The new building was long abandoned, but served as a perfect site. Due to the new aesthetic and the lack of negative environmental impact from the renovation process, the school won the Colorado contractors’ ACE Award for taking something nobody wanted and turning it into something wonderful.

Flagstaff Academy takes a sincere and dedicated approach to their use of technology in the day to day lives of student and teacher alike. Through partnerships with companies like Xilinx and Google, the technology infrastructure that the school has develop is astounding.

In relying on a data-based, integrated approach to learning, the school has set itself apart through its emphasis on rapidly expanding technologies and tools.

This approach affects every aspect of the lives of the students, teachers and parents.

“We provide teachers with a lot of exposure, experience and support in collecting, reviewing and analyzing data in order to base decision on solid, data driven information to the point where this next year, we’re planning classes based on what students a teacher should have,” Moore said. “Through the tools we use to create these portfolios and understand where a certain teacher excels. If one teacher is a master engineer, we try and have him work as much as possible with students whose interests and skills lie in engineering. We investigate to see what population or grouping of student that teacher would be most adept at growing, and make sure the teacher has ample opportunities to work with that group in some capacity. So far, we’ve seen nothing but the most astounding results from this method.”

Apart from the daily applications in each student’s education, Flagstaff Academy applies new technology to the little things as well. After suffering severe problems with the traffic situation at the end of the school day, a parent volunteered several iPads, along with his skills in writing

FEATURE | FLAGSTAFF ACADEMY

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FLAGSTAFF ACADEMY | FEATURE

software. He wrote a program for the iPads that has parents enter their car’s drive line number into the iPad. Based on which number is entered into which iPad, the parent is directed into a certain lane and a coordinator with the students directs the student to that lane at the proper time.

Through his own personal research, Moore estimated that parental involvement and volunteering efforts saved the school over $100,000 in the 2009-2010 school year alone.

“We’ve seen the advances technology has made just in the past few years, and the benefits it brings, and we try and integrate that as much as possible into the lives of our students,” Moore said. “Still, we don’t rely on any singular process or idea. We

integrate all of these things and provide an optimized education that gives students a real and sincere advantage when they face their future. Though we only work with students through the 8th grade, we’ve already developed partnerships with universities, community colleges and local industry leaders to give our students every single opportunity we can.”

“This balance between the arts and the sciences, between the classics and new technological innovations, between punitive traditional discipline and restorative justice, help the students to take responsibility and develop themselves into the successful future we know they can embody.” ELT

OPPOSITE PAGE: Within the Core Knowledge Sequence, subjects such as art and history are intertwined, providing students with a multi-layered approach to traditional subjects. An interactive display created by art students recreates ancient cave art.

ABOVE: BOTTOM: (LEFT) Flagstaff’s parental involvement is tremendous. Here, students participate in the annual “Jog-a-Thon” fundraiser, organized by parent volunteers and netting over $30,000 for the school.

(CENTER) (RIGHT) At Flagstaff Academy, community and service starts in the classroom and extends beyond, requiring students to participate in their surrounding communities. Emphasizing the importance of a sense of community encourages responsible citizenship and seeks to deepen students’ knowledge and understanding of the world around them.

Education Leaders Today 41

SPOTLIGHT | SUPPORT SERVICES

Addressing the Need to Support,Develop&Nurture Children’s21stCenturySkills HELPING TO PREPARE YOUTH FOR THE GLOBAL WORKFORCE OF TOMORROW

by Joel Cornell

The Xilinx story of innovation is one of a pioneering vision and persistence. Since we were founded more than 25 years ago, Xilinx has been a leader in the semiconductor industry and has been at the forefront of technology and market/business achievement.

Throughout our history, Xilinx has continued to break new ground, from pioneering the fabless manufacturing model, inventing the Field Programmable Gate Array (FPGA), ranking among the world’s leading patent holders and delivering quality products and services along with great customer satisfaction.

We’re proud to have built our business on a core set of values that drive strong business achievement, while making a positive impact on our employees, customers, shareholders, ecosystem partners and local communities.

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We have seen, first-hand, our neighbors struggle through the difficult economic environment, and we appreciate the importance of supporting local organizations and institutions that help educate our children and provide vital services to those who are less fortunate.

That’s why our community relations program is an integral component of the Xilinx culture while we strive to improve quality of life through a combination of partnerships, funding and employee volunteerism. The Xilinx Community Relations program gives us the foundation to support charitable giving and projects that provide positive change with measurable results.

In fact, while corporate philanthropy is often measured in dollars and cents, effective community programs fall apart

without the people who bring resources together to drive positive change. One of our most powerful contributions to our surrounding communities continues to be the time and commitment of our employees who volunteer.

With focuses on education, social services, health and the arts, we encourage our employees to participate in a wide range of activities in their own communities so they can live and see first-hand the results of their efforts.

Nearly five years ago Xilinx embraced a concept to develop an integrated and articulated grant process for the schools we supported. Along with education professionals and community partners we wanted to address the need to holistically support, develop and nurture children’s 21st century skills to prepare our youth

SUPPORT SERVICES | SPOTLIGHT

for the global workforce of tomorrow. As we embraced the opportunity to build reciprocal and sustainable relationships, we wanted to identify the hallmarks of successful partnerships and explore how educators could establish relationships with the private and public sectors.

While addressing these challenges there was also an emphasis on science, technology, engineering and math (STEM) initiatives. As a result of this collaboration, an integrated and articulated grant process was developed and became known as the Xilinx Global Educational Ecosystem model.

Since then, the Xilinx Global Educational Ecosystem has been recognized as an award-winning partnership model which connects and leverages K-12 organizations, universities, NGOs and corporations.

In 2008, Xilinx was awarded with the “Golden Bell” by the California School Board Association. In 2010, they were recognized by the Association of California School Administrators (ACSA).

Both awards recognized our work in public/private partnerships benefitting education.

Despite the recent global recession, Xilinx remains a vital and vibrant beacon of innovation for the world -- a place where the brightest minds continue to define our future. We are fully committed to supporting this public/private partnership model for education. At Xilinx, we’ve seen motivated, talented people literally change the world and that’s why our support will continue as we strive to improve education. We invite you to join us in this quest.

Education Leaders Today 43

FEATURE | WEST OAK LANE CHARTER SCHOOL

THIS PAGE: DeJuan Coates and Yameena Carter, first grade students in Ms. Baldwin’s class, are engaged in one of WOLCS’s many computer-based reading tutorial programs.

OPPOSITE: Co-Founders Pennsylvania State Rep. Dwight Evans & board chair Sharmain Matlock-Turner celebrate the traditional grand opening of the new school year with Dr. Peoples-Lee (CEO) and members of the WOLCS Academic Leadership Team- Sheila Royal-Moses, Charletta Zeigler, Troy Krall, Timika Mills, Peguy Middleton, and Parent Board Member Renee Laws.

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WEST OAK LANE CHARTER SCHOOL | FEATURE

Thirteen years ago, 7115 Stenton Ave. in the West Oak Lane section of Philadelphia was a vacant, former supermarket. The school was co-founded by Pennsylvania State Rep. Dwight Evans to support his vision of bringing quality educational options to his Northwest Philadelphia district. Today, it is a thriving, innovative, high achieving, K-8 charter school that serves 750 students.

The school is headed by CEO, Dr. Debbera Peoples-Lee, a regal, passionate, softspoken leader, who has been essential to the school’s recent achievements, as well as the dedication of its staff members.

Inside the main building, which houses the primary grades, there are brightly painted walls with spacious classrooms, lacking any resemblance to its former use as a supermarket. The adjoining building (a former strip-mall) houses upper school students, a literacy center and two fully equipped computer labs. Hallways in both buildings, as well as adjoining modules are filled with student work, college banners and signage intended to set the tone for school climate by encouraging students to work hard, be nice and practice good citizenship.

Although the school’s mission is broadly focused on science and technology, Dr. Peoples-Lee feels that the primary focus is on ensuring that students are proficient

Ebympowered Innovation ONCE A SUPERMARKET, WEST OAK LANE CHARTER SCHOOL HAS NOT ONLY TRANSFORMED THE SPACE IT OCCUPIES, BUT PRIDES ITSELF ON TRANSFORMING CHILDREN INTO CARING, DEDICATED, BRIGHT INDIVIDUALS.

by Felecia Willis

Education Leaders Today 45

FEATURE | WEST OAK LANE CHARTER SCHOOL

R

EGARDLESS OF THE FOCUS OR MISSION OF A SCHOOL, STUDENTS MUST MASTER READING, WRITING AND ARITHMETIC IN ORDER TO BECOME HIGH ACHIEVERS AND COMPETE IN TODAY’S MARKET.

in reading, math and writing. She believes strongly that these core skills are essential to raising achievement and competencies in all content areas. “Regardless of the focus or mission of a school, students must master reading, writing and arithmetic in order to become high achievers and compete in today’s market,” she said.

Education is a new career path for Dr. 46 Winter 2010

Peoples-Lee, who was formerly in the field of health administration. “I was ready for something new – so when this opportunity came along in 2006, I couldn’t resist,” she said.

“It works for me because I am able to clearly see that running a charter school is the equivalent of running a business.” Dr. PeoplesLee credits the rising success of WOLCS to innovative changes in the following areas:

organizational structure, getting the right people on the bus, establishing a culture of intimacy, developing leadership from within the organization, and last, but certainly not least, drilling down on data.

The most profound, innovative change implemented by Peoples-Lee and her chief of staff, Sheila Royal-Moses, is the organizational structure. The two met five

WEST OAK LANE CHARTER SCHOOL | FEATURE

years ago, when Royal-Moses served as an educational consultant to WOLCS. Their collaborative backgrounds in education and health administration laid the groundwork for an innovative, organizational framework that divided the organizational chart into two “houses” – one focused on academics and the other on operations.

What makes the organizational structure

so remarkably effective is that each role is clearly defined to ensure that skill sets are aligned with roles and responsibilities and tied to meeting the core functions and goals on both sides of the “house.” Dr. Peoples-Lee was accustomed to organizations that had professionally trained people in strategicallyaligned roles, with designated outcomes, all with a purpose of meeting overarching,

organizational goals. “Putting this structure in place was one of many priorities upon my arrival to WOLCS,” she said. “I needed an organizational structure that helped me to hold people accountable and to clearly delineate who was responsible for what.”

Over the course of time, the organizational framework has undergone multiple modifications, with the addition of new Education Leaders Today 47

FEATURE | WEST OAK LANE CHARTER SCHOOL

PREVIOUS PAGE: Dr. Peoples-Lee celebrating the return of her students, parents and staff to a new, exciting school year at West Oak Lane Charter School.

ABOVE: West Oak Lane Charter School Honor Roll students proudly display their medals of academic achievement.

OPPOSITE PAGE: Sixth grade teacher Ms. Boyd and student Antoinette Bateman engaged in a small group literacy session.

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positions, refined roles and responsibilities and better alignment to the functions, needs and goals of the school. “It all comes down to a model that effectively and meticulously organizes staff roles and responsibilities so that instructional leaders are focused exclusively on instruction, discipline is supported on multiple levels and teachers are capable and prepared to teach – with the bottom line being that there are no barriers to student learning and achievement,” she added.

Dr. Peoples-Lee recognized early on in her career at WOLCS that her innovative organizational structure needed to be supported by a deeper commitment to “getting the right people on the bus.” With that in mind, a more formal human resource function was established, resulting in a deeper investment in advertising and supported by an intensive screening, interviewing and hiring process. Standards were set at a high level and have continued to increase under Dr. Peoples-Lee’s leadership. “We have not only set the bar high, but we are very explicit in defining what the expectations are for staff at WOLCS,” she said. These practices have improved the school’s performance significantly. From 2006 to 2009, the teacher retention rate increased from 57 percent to 82 percent and its certification rate from 40 percent to 80 percent. Among teachers, those who agree that the general working environment makes WOLCS an attractive place to work, has increased from 80.5

WEST OAK LANE CHARTER SCHOOL | FEATURE

Education Leaders Today 49

FEATURE | WEST OAK LANE CHARTER SCHOOL

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WEST OAK LANE CHARTER SCHOOL | FEATURE

T

HERE ARE NO SECRETS AT WOLCS, ON ANY TOPIC, AT ANY TIME. PEOPLE CAN’T FEEL VALUED OR CARED FOR IN AN ENVIRONMENT OF UNCERTAINTY. I AM RELENTLESS IN PRACTICING AN OPEN-DOOR POLICY, AND I CONSISTENTLY CELEBRATE AND REWARD MY STAFF. BUT MOST IMPORTANTLY, I LISTEN TO MY STAFF. percent to 96.5 percent inthe last two years.

For Dr. Peoples-Lee, there is a direct connection between staff satisfaction and the culture of intimacy she has sought to create. “I really want people to feel like this school is their home, a place with people they can count on and come to, both personally and professionally,” she said. Some of the things that she practices in order to achieve this goal include doing everything within her power to ensure transparency for her staff. “There are no secrets at WOLCS, on any topic, at any time. People can’t feel valued or cared for in an environment of uncertainty.

I am relentless in practicing an open door policy, and I consistently celebrate and reward my staff. But most importantly, I listen to my staff,” she said.

WOLCS has had some challenging experiences with identifying “the right fit” for their instructional leadership role. “I learned through trial and error that typical educational leadership skills don’t transfer well in the charter school business,” Dr. Peoples-Lee said. It wasn’t until founding board chair, Sharmain Matlock-Turner insisted that Peoples-Lee and Royal-Moses start succession planning that an innovative model was developed, identifying the internal staff members to take on new leadership roles. WOLCS’s new leadership model is very unorthodox and includes three assistant principals: an assistant lower school principal for K-4, an assistant middle school principal for grades 5-8 and an assistant principal for school climate and parent relations for K-8.

“During the succession planning process, we discovered that the best people for the job were sitting right here under our nose, THIS PAGE: Second gade teacher Ms. Weber using one of WOLCS’s new interactive white boards for class instruction.

Education Leaders Today 51

FEATURE | WEST OAK LANE CHARTER SCHOOL

W

E USE DATA NOT SO MUCH TO TEACH TO THE TEST, BUT MORE SO TO DRILL RIGHT DOWN TO THE PRECISE DEFICIENCIES OF INDIVIDUAL STUDENTSTHUS ALLOWING US TO FOCUS MORE ON WHAT WAS LEARNED VERSUS WHAT WAS TAUGHT IN THE CLASSROOM.

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WEST OAK LANE CHARTER SCHOOL | FEATURE

all along!” Dr. Peoples-Lee said. “We are in the first year of a three-year plan devised to develop the new leadership team through a phased-in approach, and I couldn’t be more pleased with the outcome. Our teachers, parents and students are equally thrilled.”

Since Peoples-Lee’s arrival, WOLCS has established a structured, data reporting system that requires ongoing coordination of data, used to inform the CEO and her team on critical school functions and more importantly student outcomes. In terms of student performance, WOLCS tracks data on both internal and external assessments, and uses data for many purposes including identifying trends, designing instructional interventions, awarding teacher bonuses, and setting performance goals for administrators. Reviewing data has been a standard part of professional development and serves as a barometer for both teachers and the instructional leadership team.

“We use data not so much to teach to the test, but more so to drill right down to the precise deficiencies of individual students – thus, allowing us to focus more on what was learned versus what was taught in the classroom,” Peoples-Lee said.

Through its improved practices WOLCS has succeeded in making AYP for three of the four years since Dr. Peoples-Lee

became the CEO. In fact, the school’s level of proficiency on Pennsylvania’s state assessment for math in 2010 was a remarkable 80 percent, up from 32 percent in 2006. Increases in reading proficiency have been equally impressive, which is up from 38 to 60 percent. Additional academic achievements at WOLCS include being the recipient of the Pennsylvania Department of Education’s Keystone Award, hosting the Pennsylvania Mobile Agricultural Educational Science Lab, receiving a Gov. Rendell Proclamation and achieving second place, national honors in the First in Math Competition.

Other equally impressive improvements initiated under Dr. Peoples-Lee’s leadership include the installation of interactive white-boards in every classroom, as well as initiating a physical expansion project, slated to be completed by summer 2011, that will add a two and a half story facility to house the middle grades classrooms, a new gymnasium, science lab, literacy center, conference room, and an atrium.

When asked about her long term vision for the school, Dr. Peoples-Lee is optimistic.

“Moving WOLCS from good to great is going to take some time, but patience is one of my greatest strengths,” she said. ELT

OPPOSITE PAGE: (TOP) Kindergarten teacher Ms. Campbell decoding and reading sentences using sentence strips with her students.

(BOTTOM LEFT) Fifth grade teacher Ms. Holloway assisting student Diamond Jubilee with a math assignment.

(BOTTOM RIGHT) First grade teacher Mrs. Friday reviewing math word problems from homework assignment with student Camill Marc.

West Oak Lane Charter School’s Partner in Success:

SUCCESS FOR ALL The Success for All Foundation congratulates West Oak Lane Charter School and Dr. Debbera Peoples-Lee, CEO, on their success. Success for All is a whole-school improvement approach that has an incomparable track record in student achievement.

Success for All is fun for kids and teachers, adapts to the needs of all learners, and engages teachers as the professionals who guide the implementation process in their school.

To learn more, contact Success for All today at www.successforall.org or (800) 548-4998, ext. 2372.

Education Leaders Today 53

FEATURE | LONG VALLEY CHARTER SCHOOL

54 Winter 2010

LONG VALLEY CHARTER SCHOOL | FEATURE

Excellence in Education

by Felicia Willis

Long Valley Charter School prides itself on providing excellence in education through a site program for students in grades K-8 and an independent study education program for grades K-12. The school has four locations: Alturas, Calif., in rural Modoc County; Doyle, Calif., in Lassen County; and Susanville, Calif., in Lassen County.

The school has a long, rich history starting in 1871. Originally named Long Valley School, it served the Long Valley community until it was destroyed by fire in 1946. Soon after, the community rallied together, and the school was reopened. In 1968, Long Valley School moved to a new building, which is its current location. The eventual conversion from Long Valley School to Long Valley Charter School was strongly supported by the district board

members, teaching staff, and the local community and was established in 2000.

The charter has since been renewed with equally strong support.

The mission of the school is to properly prepare students with the educational skills needed to excel in the world today.

The mission outlined is to afford each student the necessary skills to read, write, speak, and calculate with clarity and precision, and the ability to participate intelligently and responsibly in a global society.

The philosophy of the school is “smart is not something you are, but something you get by working hard; knowledge is contracted.” Long Valley Charter School’s goal is to develop students who are competent, self-motivated and lifelong learners. Parents are the essential link in

improving education. Students observe first-hand their parents and teachers working together to make a difference in their lives.

Long Valley Charter School defies many of the preconceptions regarding schools where the large majority of students come from families with a low economic background. The average daily attendance for the school year was 96 percent, and the API score was 760.

The intent of the staff at the school is to preserve and enhance the established tradition of high educational standards in conjunction with helping to develop considerate young community members and children who love to learn. Long Valley Charter School serves as more than a place for local children to receive an education, it also provides a place for socialization in

Education Leaders Today 55

FEATURE | LONG VALLEY CHARTER SCHOOL

Long Valley Charter School’s Partner in Success:

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Long Valley required an upgraded fire alarm system to be installed immediately in order to receive their certificate of occupancy in time to open for the school year. The ADT Reno, Nev. office was able to design and install a complex fire alarm in time for the new school year.

For a free risk assessment, call 800-335-5238 or visit ADTbusiness.com/education 56 Winter 2010

a very rural area not only for students, but also for extended family and community members. At a monthly site-based “Caught Being Good” assembly, the school provides a forum for children to demonstrate and receive recognition for their emerging academic and artistic skills before family, community and fellow students. The school also provides educational resources in an area where there are extremely limited resources available.

The existing K-8 site-based grade levels allow multi-level education and socialization where students from the same family are allowed to participate together and support each other at school. Upper grade levels work and play with younger students to create friendships and role models. Long Valley Charter School has incorporated the established principles successful at Long Valley School with the increased educational opportunities provided by the California Charter Schools Act. The support of a dedicated parent/community group

and a curriculum designed to service the community with multiple methods for a variety of educational needs and learning styles.

Staff at the school has embarked on a plan to enlist the help of local artists, business people, historians, and interested community members to provide diverse learning experiences along with traditional education, making Long Valley Charter School a learning center that provides enriching opportunities for students and staff, as well as the community.

The current average student-teacher ratio is 17 to 1 on-site and the Board of Directors of the school has made a commitment to maintain as a low a ratio as is economically viable. Because the class sizes are comfortably small, the teaching style tends to be cooperative learning and hands on. The students have all the tools and individual attention that they need to excel, in and out of their rural community. ELT

FEATURE | CHALLENGE CHARTER SCHOOL

58 Winter 2010

CHALLENGE CHARTER SCHOOL | FEATURE

Challenge Charter School

Leaving their corporate backgrounds behind, husband and wife, Greg and Pam Miller, have dedicated their future to pursuing their real passion: education.

By William Coleson

When you talk to the Miller family, you can hear the enormous pride they carry for the incredible school they’ve developed. Pam & Greg founded Challenge Charter School in 1996 and Wendy joined the Glendale, Ariz. school in late 1999. Greg and Pam started out as “supervolunteers” in the traditional public schools that their two daughters attended as they grew up. That volunteerism included school site roles such as committees on student services, booster club leadership, implementing student scholarship opportunities, etc. It moved on to district wide parental leadership opportunities where Pam served as president of “United Parent Council” and then was elected to two fouryear terms as a governing board member of the Paradise Valley Unified School District that serves over 35,000 students.

“My driving force was the need for change, where students were considered first, not adult employees,” Pam said.

But unfortunately, the changes she and her husband truly believed in, above all putting kids first, weren’t happening fast enough. Finally, Greg left his job in civil engineering and Pam left hers in banking and they decided to pursue their true passion: education as a vocation.

“When the opportunity came along to start a charter school, we had been looking for the right outlet for us, and this one had an opportunity for a lot of our passion to work. So we hocked everything and jumped into the middle of it,” Greg said. “That was 15 years ago, and we’ve never regretted it.” They worked diligently as a team to improve

charter legislation. They worked on issues of funding, representation and internal controls with three different Arizona Superintendants of Public Instruction, the State Legislature and other charter school advocates. In working with the state legislature, they were very influential in passing legislation that put a charter operator on the Arizona State Board of Education, and both an operator and a teacher on the Arizona State Board for Charter Schools.

During the first years it was a struggle, just like many other small businesses. Pam served as the school’s executive director and daily site administrator, while still serving on the PVUSD’s governing board.

Greg was still running an engineering company and then they were spending every evening from 4pm to 11pm solving all the business and compliance issues associated with keeping the school afloat. They had over 100 percent growth from the first year to the second and Greg was able to come into the school full time and expand his role as principal and CEO. He still has the ‘rubber salary check totaling one dollar’’ presented to him for his first year totaling one dollar. “There weren’t any start-up dollars at that time,” Pam said.

In 1999 Wendy, their daughter, graduated from Northern Arizona University and was working part time at minimum wage for the school while trying to find a job in her fields of study, political science and English. After watching her friends become quickly frustrated with the lack of fulfillment and limited opportunities she had turned down Education Leaders Today 59

CHALLENGE CHARTER SCHOOL | FEATURE

“

If our staff has needs, the choices we make are in line with that. It’s fortunate that it started out as a family affair, because it didn’t take a lot for that feeling to extend that way.

- Wendy Miller several significant job opportunities herself.

Her parents finally sat her down and asked if she wanted to come and work at the school in a full time position. She started off as the executive administrative manager, then in 2004 became the Vice Principal and finally in the fall of 2008, after completion of her MBA at the W.P. Carey School of Business (ASU), received the promotion to the title she holds today, Principal. “It’s been challenging to assume that role, coming from a family perspective,” Wendy said, “We’ve all really perfected getting information from the field, lots of on-the-job training, since our backgrounds aren’t necessarily traditional paths to school leadership.”

The three hold a lot of meetings and take a lot of input from parents, teachers and the community to ensure that whatever they do is best for the children. But these days, it’s hard

to believe they didn’t come from a traditional educational background. “There’s a bond of trust, and in the bond of trust, you know two things,” Greg said. “You can discuss anything and get the input you need, and you know that nothing is going to walk out the door and cause a ripple before you are ready to implement it.”

This feeling of trust emanates from the Miller family all the way through their staff. “If our staff has needs, the choices we make are in line with that. It’s fortunate that it started out as a family affair, because it didn’t take a lot for that family feeling to extend to all involved,” Wendy said. The school has 33 teachers for their 24 classrooms and 630 students all on one campus.

Challenge is Arizona’s first official Core Knowledge school, a content-rich curriculum, and instructional model that provides each

“

Challenge Charter School’s Partner in Success:

Macmillan/McGraw-Hill Challenge Charter school has been using McGraw-Hill Treasures Reading/ Language Arts program and has seen a rise in their reading scores. Treasures provides Tier I and II resources to meet the needs of the majority of today’s students. For intensive intervention, Reading Triumphs, with weekly connections to Treasures, provides Tier III resources to ensure all students are making maximum reading gains. For more information go to http://macmillanmh.com/reading Education Leaders Today 61

FEATURE | CHALLENGE CHARTER SCHOOL

Challenge Charter School’s Partner in Success:

AFLAC Aflac can make your benefit package more attractive. Sold on a voluntary basis at no cost to the employer, benefits are paid directly to the policy holder to spend as you see fit which includes paying for escalating deductibles, co-payments or everyday living expenses like mortgage, groceries and utility bills. For more information, please contact Aflac agent, Diana Vidisky at 480-396-0532.

62 Winter 2010

CHALLENGE CHARTER SCHOOL | FEATURE

teacher the opportunity to create their own professional learning environment inside a team-structured system. This educational system engages the students through projects and integration of subject matter. The Millers have also incorporated an overlay of science and technology to enrich the curriculum even further. The school offers a variety of activities to round out the Core Knowledge program, including art, gym, drama, music and computer science. Challenge also utilizes a program called Study Island, an Internetbased instructional program that uses games, lessons and quizzes to help students keep on track in reading, writing, math and science.

Teachers send home suggested lessons for the students to complete that complement what the students are learning in school, but the kids are encouraged to explore all of the lessons available.

In addition to academic rigor, Challenge strives to provide each student with strong character education as well. Pam implemented a number of rewards programs, to encourage good behavior and recognize students for making good choices. From the “Caught Being Good” award, one of

the hardest to achieve, to the “Principal’s Pride” award, which rewards academic improvement, students can be rewarded for any number of successes. Each month awards are handed out in front of the entire school, acknowledging personal growth, academic success, and the good choices kids make.

“It’s made a huge difference in how kids feel about coming to the school,” Pam said. Each classroom is also required to participate in the school assemblies, rotating so that each class gets to perform on stage at least once a year, building public speaking skills and helping kids feel comfortable in front of a crowd.

“And the system works!” said Pam. “After they graduate, the kids come back and tell us great stories about what they’re involved with, where their lives are taking them, and what their time at Challenge meant to them.

Some of them even intend to come teach at Challenge.”

The Miller’s dedication to the school has paid off. They’ve received a number of remarkable awards. They’re a National Blue Ribbon school, a National Charter School of the Year, and they received one of four Small Business Impact Awards in 2008

Challenge Charter School’s Partner in Success:

KINGCO ENTERPRISES Phoenix-based Kingco Enterprises is a full-service HVAC company that sells, installs and services air conditioning and heating equipment throughout the southwest. Kingco has extensive experience in providing new installs, maintenance, air balancing and indoor air quality control for a variety of clients including many within the education sector such as Challenge Charter School.

With a full staff of sales consultants, service technicians, duct installers, A/C & heating equipment installers as well as a metal shop on premises, there is no job too small or big. For unbeatable service at a reasonable price, consider Kingco to service your school’s HVAC needs. For more information, visit www. kingcoenterprises.com

Education Leaders Today 63

FEATURE | CHALLENGE CHARTER SCHOOL

from the Greater Phoenix Chamber of Commerce. Pam and Greg were recognized as Charter School Leaders of the Year, both by the Arizona Charter School Association, and nationally by the Center for Education Reform. In 2009, they were recognized for their business innovation by the Microsoft Partners in Learning Network. In 2010, Greg was nominated by the Governor of Arizona and confirmed by the State Senate to serve on the State Board of Education.

But these aren’t the kinds of rewards that the Millers talk the most about, although you can hear notes of pride in Pam’s voice as she talks about her husband’s achievements. For the whole family, what’s most important is putting the student’s needs first. That mantra has been put to the test as the economy has taken a hit. Since 2007, the school has had their budget cut by nearly 20 percent and they could see up to another 16 percent go in the next two years. One of the hardest parts has been watching families move away for new jobs. “We have close relationships with our families,” Wendy said. “It’s been heartbreaking to watch them go.” But with the 96 percent return rate, they luckily don’t face this problem too often. Most students come in kindergarten and stay all the way through sixth grade. “We have a very extensive waiting list,” Wendy said.

Looking to the future, Pam and Greg are hoping to retire at some point. But they both refuse to leave until they’ve secured Challenge for the future. While they have fantastic staff and support, they’d like to pass along some more of the business and financial side before they step out. The school has also been under pressure to expand since 1998. But again, Pam and Greg want to ensure that the children’s needs come first, and so they won’t look at franchising or replications at this point.

“We have a good system in place,” Greg said. “What we wanted to do was create the very best school we knew how to do. If we could do it, hopefully others would emulate the things that helped our school perform.” Since Challenge opened, a significant number of Core Knowledge schools have opened, both in several school districts and as independent charter schools. Greg sees their charter school as an example of what traditional public schools could be. “The educational 64 Winter 2010

Challenge Charter School’s Partner in Success:

LEARNING COMPASS: ABT IN ACTION ABT in Action congratulates Challenge Charter School for being an amazing example of “asset-based thinking” in action! ABT in Action is pleased to be a part of Challenge Charter School’s endeavors, using initiatives called “labs” that facilitate and encourage youth and adults to use an asset-based thinking (ABT) approach to learning, leadership and life supported by the best-selling national books

by Dr. Kathryn Cramer and Hank Wasiak, Change the Way You See Everything. For more information how to Engage, Inspire and Empower, please visit www.abtinaction.com today.

CHALLENGE CHARTER SCHOOL | FEATURE

“

We have a good system in place. What we wanted to do was create the very best school we knew how. If we could do it, hopefully others would emulate the things that helped our school perform.

“

- Greg Miller Challenge Charter School’s Partner in Success:

MAD DOG MATH To be successful in math, students must master their addition, subtraction, multiplication and division facts. Telling a student, “go learn your math facts,” is daunting and unrealistic. Designed for kindergarten through 5th grade students, and even remedial middle/high schoolers, Mad Dog Math takes this huge task and breaks it down into manageable, bitesized pieces. The program is an easy to use, step-by-step system designed to make mastering rudimentary math facts fun and easy for students. Mad Dog Math supplements any math curriculum, and not only meets, but surpasses the requirements of most state standards.

According to Tammy Tamayo, 4th grade teacher at Challenge Charter, “Mad Dog Math is a great way for students to challenge themselves to better their math facts skills. They consistently want to move higher whether it be in the facts or into a new club. It is a quick way for them to do that and for the teacher to check for comprehension of those skills.” To get started, visit www.MadDogMath.com to order your comprehensive binder or CDROM which includes everything you need to help your students master math facts.

Your students will be happy you did! A software download is available for PCs for home or classroom use.

Education Leaders Today 65

FEATURE | CHALLENGE CHARTER SCHOOL

“

By putting kids first in all of our decision-making processes, you get really great returns.

- Wendy Miller

“

system in this country is in trouble,” he said. “It has not been a high enough priority by enough people. Lots of talk but not nearly enough action.”

The students at Challenge, no matter their background, score very high on standardized testing. They are consistently 20 to 40 percent above the state average in every grade and in every academic core area of reading, math, science and writing. It’s clear that if more people like the Millers were involved in traditional public, charter, or private schools, the educational system would be in much better shape. “We are so passionate about this. Anything and everything we can do to make people wake up and see what has to be done, we’re willing to do,” Greg said.

For now, they’re letting the school speak for itself and hoping others out there will take notice. And with Greg’s recent appointed position on the Arizona State Board of Education, they have a real chance to put those changes into action across the state. Wendy sums it up perfectly. “By putting kids first in all of our decision making processes, you get really great returns.” ELT 66 Winter 2010

SUPPORT SERVICES | SPOTLIGHT

Across the country, Archipelago Learning provides Study Island, an engaging educational tool for teachers and students that is changing the way we learn.

by Joel Cornell

e live in an online world. From finances and education to shopping and entertainment, there is a web or mobile application to accomplish just about anything. Study Island has been at the forefront of this paradigm shift since 2000, providing innovative online educational products, which are now used by over 23,300 schools and 10.7 million users across the United States and Canada.

“Today’s students are digital natives and enjoy and expect to learn using online resources,” said Cathy Caldwell, vice president of product development. “It is important, therefore, to use the interactive nature of the web to fully engage students and make learning fun. But at the same time, the content must be rigorous, be differentiated to address diverse student needs and improve learning outcomes.

Study Island was designed with today’s students in mind and to help educators meet the tremendous challenge of doing more with fewer resources. Accordingly, we develop our program with a focus on real students and the realities of the classroom.

We strive to ensure that our programs are high impact and incredibly affordable.”

Moreover, because of the varying standards and laws that govern education systems throughout the country, Study Island is specifically built from the ground-up to meet all requirements and expectations that each state’s Department of Education sets for their schools. This includes state-specific standards and assessments, the new common core standards and national standards

and assessments. Study Island thoroughly researches each set of standards and then provides comprehensive instruction, formative assessment and reporting solutions that are deeply customized to ensure student achievement gains.

Study Island utilizes multiple modes of instruction and students can choose the style of learning that works best for them. Educators or students may select multiple choice test mode, game mode or a printable worksheet format for each learning session. Study Island motivates students through a fun and engaging user experience that includes rewarding games, interactive lessons, instant feedback, built in remediation and a “blue ribbon” positive reinforcement system to reward students when proficiency is achieved for each academic standard.

Additionally, Study Island serves as a great tool for educators. In addition to the custom options that schools can tailor to their own courses or style, principals and teachers have a wide range of real-time reporting capabilities that let them compare and contrast the performance of their individual students and capture a large amount of data

to drive differentiated instruction.

“We strive to be first to lead and secondto-none when it comes to providing highimpact and low-cost education in the digital age,” Caldwell said. “We continue to enhance our product by improving instruction based on educator feedback and student data, and by adding platform and delivery features and functionality aimed at improving the education experience for students, teachers, administrators and parents. We are also evolving our product to be even more impactful in terms of format and delivery via mobile applications.”

“What is most rewarding,” Caldwell said, “are the daily testimonial e-mails and letters we receive from educators, parents and students regarding the impact Study Island has made in their lives. We often hear how our program has engaged learners and helped them to significantly improve their academic performance and build a habit of learning success. As former educators, that’s what keeps the Study Island team motivated to continually improve our programs, keep our cost low, and reach millions more students in the years to come.” ELT Education Leaders Today 67

G

FEATURE | GLOBAL LEADERSHIP ACADEMY

oing

global PREPARING CHILDREN WITH A CULTURALLY BALANCED EDUCATION FOR THEIR PLACE IN A GLOBAL SOCIETY

by Anne Brouilette

The students who attend Global Leadership Academy in West Philadelphia wear uniforms, do community service, take golf lessons and travel throughout North America. And they do it for free.

GLA is a charter school, led by CEO Dr. Naomi Johnson Booker, a retired teacher, principal and superintendent. After 34 years in the business, she retired, but not to a life of leisure. Instead, she was asked to take over a failing charter school. The school, founded in 2000, had low performance, bad finances and in 2005-2006, it was involved in a federal investigation.

“During that time, there were children that were going there. They were underserved,” Booker said.

Since then, GLA has grown into a well 68 Winter 2010

respected and highly popular charter school. They have achieved higher scores, transformed the $800,000 deficit into an $2 million balance, and changed the name, wiping away any traces of the former charter.

“The name of the old school was so tainted that any place I went or any place that I dealt with in the school world, the negative background prohibited us from going forward with that name,” Booker said.

Today, GLA has more than 80 percent certified teachers, above the 75 percent required by the state, and up from the 35 percent in place before Booker took over.

The purpose of GLA is evident in the school’s name: to prepare and educate children for the global society.

“We’re able to reach and touch children

GLOBAL LEADERSHIP ACADEMY | FEATURE

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FEATURE | GLOBAL LEADERSHIP ACADEMY

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OPPOSITE PAGE: Mrs. Tamika Evans, Assistant Principal reading to GLA’s scholars during their circle time.

who may not have the opportunity to grow and blossom and become productive citizens.”

Ninety-seven percent of the 595 students fall below the poverty line and many don’t realize what they are capable of until they get to GLA, where a world of experience and opportunity awaits them.

Students take global studies rather than social studies, where they learn about the language, economy, culture and politics of other countries. In elementary school, the children travel locally around Philadelphia, throughout Pennsylvania, and in sixth grade, they take a trip to Washington D.C. In seventh grade, they go to Canada to study the Underground Railroad, following the path that Harriett Tubman traveled. And in their final year at GLA, they travel to the Bahamas or Canada, offering community service to area schools.

“

I don’t look at the challenges as being such a big problem.

Children are children.

We have to reach them where they are.

“

Booker believes that kids deserve the chance to remove barriers caused by poverty. Through traveling and education, she is opening up the entire world to kids who would have little opportunity to do so otherwise.

“Children come into this world wanting to learn,” she said.

“There’s nothing at birth that says, ‘You are poor so you can’t learn.’”

All of the school trips are paid for via fundraising, ensuring that all students may attend, regardless of their financial situation at home.

“I don’t look at the challenges as being such a big problem.

Children are children. We have to reach them where they are.”

She believes that the school should help children with all parts of their lives, and so they have a social worker and parent liaison. Parents are required to contribute 40 hours of parent participation, whether it be through chaperoning a field trip, assisting in the classroom or helping with an event. Booker wants to keep an open dialogue between the kids and their parents and keep parents in the loop when it comes to school.

GLA provides a number of extracurricular activities to keep their students well-rounded. They have weekly golf lessons through Tiger Woods’ First T organization, Cub Scouts, softball, music, dance, piano and choir. “We provide extracurricular

FEATURE | GLOBAL LEADERSHIP ACADEMY

ABOVE: GLA scholar viewing the geographical location and other facts about their new Global Country.

OPPOSITE PAGE: Nyeemah Pratt amazed by the new global presentation given by her teacher, Mrs.Williams .

72 Winter 2010

activities that will build on kids’ social change and challenge them and build their minds and their bodies,” Booker said.

Booker has set up after school and Saturday tutoring sessions, and a program for gifted and talented students. This past year, 35 students were inducted into the National Honor Society. They use Rosetta Stone for foreign languages and provide students with daily access to laptops and computers.

GLA aims to prepare students for the world ahead through extracurricular activities and a well-rounded and rigorous academic curriculum. “Global studies promote interdisciplinary and cross-cultural learning,” Booker said. The students research global issues, presenting them to their classmates and opening up discussion. “Our students are scholars. They are prepared to be active and knowledgeable members of a global society, so that when they grow up they are able to participate in that society.”

Each student must complete a certain number of community service hours each year. “They learn that their actions as individuals impact on the larger community.”

At the culmination of their time at GLA, they present what they’ve done and learned to their classmates. “We help them to think globally, act locally.”

The school’s excellent reputation is causing them to outgrow their current facilities.

Currently, the school is divided between two campuses: one is an old Catholic school and the other is an old Synagogue. As a charter

GLOBAL LEADERSHIP ACADEMY | FEATURE

Education Leaders Today 73

FEATURE | GLOBAL LEADERSHIP ACADEMY

“

We provide extracurricular activities that will build on kids’ social change and challenge them and build their minds and their bodies.

THIS PAGE: Scholars exiting the classroom after peer mentoring with the 7th grade mentor scholars.

OPPOSITE PAGE: GLA reading period, students are engaged in reading activities, while making the global connection.

74 Winter 2010

school, GLA is required to find and pay for its own space. In September of 2011, GLA will roll out a new, state-of-the-art building, large enough to accommodate 200 students.

Teachers and faculty are drawn to the school as well.

“In the beginning, it was very hard for me to get teachers because of the reputation,” Booker said. “But now, over 100 people have applied for only six positions.”

This change is reflected in the students, too. Previously, only 20 percent of students were achieving academic efficiency on statewide tests. Three years later, that figure is up to 56 percent and growing. The students have a 95 percent attendance rate and the faculty is at 98 percent. “That’s phenomenal, to go up by 36 percent, which tells me that we are preparing our children academically and really working towards moving them to where they need to be.” Booker is aiming for

“

90 percent as the school continues to grow.

On a day-to-day basis, Booker acts as a liaison between the two campuses. She is the point-person for the state, acting much like a superintendent.

“I am very closely tied to what goes on at the school.”

She’s involved in hiring, firing, financing, budgets and teacher observations. She holds a weekly meeting with her administrative team.

The school has 70 staff members, with a 1 to 23 teacher/student ratio. But each classroom has instructional assistants, bringing the adult-to-student ratio down to 1 to 17. While the instructional assistants aren’t required, Booker wants to ensure that each student gets the personal attention he or she needs to succeed.

The recent economic downturn means GLA has to work harder for grants and fundraising dollars. Charter schools often have to do

GLOBAL LEADERSHIP ACADEMY | FEATURE

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FEATURE | GLOBAL LEADERSHIP ACADEMY

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GLOBAL LEADERSHIP ACADEMY | FEATURE

more with less. And while GLA hasn’t felt the full impact of the recession, it has received less funding from the government.

Looking to the future, Booker is first concentrating on opening their new campus.

But long-term, she’s aiming to bring test scores up even more and expand GLA’s international contacts.

Ultimately, Booker would like to get the children earlier and see then all the way through high school.

“When they leave us in 8th grade, we have to give them as much personal equipment as they can so they can battle through high school.”

As it is, students must apply for magnet or charter schools, or be thrust into large public schools.

Getting the children at pre-school age would provide them a stronger foundation for life. “The research tells you that if children have a good basis before they come to school, then they have a stronger success rate as they move along.”

She plans to keep GLA in the West Philadelphia community for a long time, noting the positive effects the school has had in revitalizing the area.

Booker has transformed the public charter school into an experience that can compete with top private schools in the area.

“Schools can work,” Booker said. “We call this a Cinderella story. It came out of rubble.

If you take the right people and the right resources, it can be done.” ELT

ABOVE: GLA Scholars take a moment from their studies to represent their academy.

OPPOSITE PAGE: Oscar Edwards is learning and having a great time during a science lesson.

Education Leaders Today 77

FEATURE | IMAGINE SIERRA VISTA

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IMAGINE SIERRA VISTA | FEATURE

Succeeding Nationally, Learning Locally THE QUICKLY GROWING IMAGINE SCHOOLS OPERATE ACROSS THE UNITED STATES TO PROVIDE INDIVIDUALIZED LEARNING PROGRAMS FOR AN ASTONISHING RANGE OF COMMUNITIES.

by Joel Cornell

As a tightly knit organization of 73 independently operated schools working across the nation in 12 states and the District of Columbia, Imagine Schools provides a unique community environment idealized for learning. Each Imagine School is uniquely tailored to be a perfect fit for its community, and the school holds itself to a high level of quality, guided by their three shared values of justice, integrity and fun.

Social entrepreneurs Dennis and Eileen Bakke founded Imagine Schools in 2004 as a full-service charter school management organization. Their mission was never to dominate the educational portions of their students’ lives, but to serve as partners with local communities and parents in order to provide the best education possible.

“We strive to instill our three shared values in our students by giving them as much control over their own means of education as is realistically possible, something that is rare if not absent from many schools around the country,” said Principal of the Imagine School in Sierra Vista, Ariz., David Snyder. “We hold ourselves to the highest standards, and are determined to keep our level of education above national averages.

This is accomplished through partnerships with our students, rather than by simply being a partner to our students, rather than simply being an educational provider. We find that the students will strive to succeed, no matter how affluent or deprived their background has been.”

Imagine Sierra Vista serves as a shining

example of the ideal that Imagine Schools strives to achieve. Located adjacent to the large military intelligence installation of Fort Huachuca and just 20 miles north of the U.S./Mexico border, the student body is very diverse and transitional.

“One of our biggest challenges in educating our students is that many are children of military or civilian contractor families,” Snyder said. “Nearly half of the population residing in Sierra Vista is somehow related to or employed by the local military installation.

This means that the student may arrive halfway through the school year from a unique background, and will be gone in a matter of a few years or even months.

“The students come to us from varying backgrounds, and they may be behind or Education Leaders Today 79

FEATURE | IMAGINE SIERRA VISTA

Imagine Sierra Vista Partner in Success:

Kids at Hope The term Kids at Hope was coined in 1993 in an effort to reverse the harmful effects, misuse and abuse of the expression, “youth at risk.” This simple yet powerful paradigm shift captured the imagination of educators, youth-serving professionals, recreation leaders and public safety officials and resulted in a major research project.

Imagine examining over seven years (1993-1999) the best research from the fields of psychology, education, sociology, recreation, criminology, social work and medicine. Then suppose you could synthesize all that knowledge into three Universal Truths, which if adopted, could support the success of all children without exception.

Next, imagine conducting an additional eight-year study to determine the five most powerful and forceful practices that support the three Universal Truths (2000-2008). These overall findings led to the establishment in 1999 of Kids at Hope, a not for profit 501(c)3 organization that reverses the “youth at risk” paradigm. It does this by establishing a holistic methodology that engages an entire school, youth organization, and/or community.

Kids at Hope offers an evidence-based strategic cultural framework incorporated into the necessary training, technical assistance, program enhancements and evaluations required to support the success of all children without exception Since its beginning, Kids at Hope has trained over 22,000 caring adults who are reaching over 450,000 children, and is engaged with 500 schools and community projects/partners located throughout the United States and Canada.

To learn more about becoming a Kids at Hope school-where all students succeed, no exceptions, visit www.kidsathope.org

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“In a public school district, you can find yourself sequestered off into one school or another based solely upon which street your family lives on. We draw kids from all over the area, and we want parents to choose use because we can provide their children with the best education available.” ahead of state and national standards by varying degrees. We strive to ensure that, no matter what level they’ve come to us at, we provide them with a challenging environment that will maintain, or ideally, supersede the national standard. This requires a great degree of personalized learning for each student, especially because many of our students have also been with us from Kindergarten through the 8th grade.”

As a holder of Imagine School’s three shared values, the organization conducts itself through six measures of excellence: parent choice, shared values, academic excellence, character development, economic sustainability and new school development.

These six measures go beyond mission statements, and are active components that

have brought the schools and its students such an esteemed record of success.

As a charter school, parent choice is a necessary key.

“We don’t belong to any jurisdiction,” Snyder said. “In a public school district, you can find yourself sequestered off into one school or another based solely upon which street your family lives on. We draw students and teachers from all over the area, and we want parents to choose us because we can provide their children with the best education available” Justice, integrity, and fun are the shared values Imagine Schools stands by, which are best represented by the school’s ability to conduct itself as a partner in education, and not solely as an aloof provider. Parents

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FEATURE | IMAGINE SEIRRA VISTA

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have much more say in the personalized learning plans that their children are given.

Additionally, the school puts its students in a position of action, allowing them to directly control their success.

“All of our extracurricular programs exist as entirely self sustaining entities,” Snyder said. “As part of the learning process, we integrate the concept of budgeting and money management where the students work with the faculty members or mentors who help the students out in running these programs. Lessons in basic life skills, like proper budgeting, are sadly lacking from many school curriculums, and learning these skills early on will serve as a great advantage for the students.”

The Imagine Sierra Vista has worked with their Gardening Club and their food service company, Sodexo for the past two years.

The company has agreed to use vegetables produced from the gardens at school as a part of their lunch program. This enacts lessons on community and interpersonal cohesion for both the 30 plus members of the Gardening Club, as well as the 450 students, K-8.

As one might expect of a school 20 miles north of Mexico, language programs constitute a large part of the school curriculum. However, the focus of their language program is not entirely on the Spanish language. Many of the students that attend the Imagine School at Sierra Vista come from international families stationed at the nearby Fort Huachuca, and a great many do not speak English fluently as their first language. The school has a comprehensive ESL program, which caters to students whose native tongue may be French, Polish, Italian or one of many others.

Imagine Seirra Vista’s Partner in Success:

SODEXO Sodexo is a proud partner of Imagine Schools in its mission to prepare students for lives of leadership, accomplishment, and character. They are committed to the overall well-being of Imagine Schools’ students and use considerable skills and resources to create a learning-friendly environment that allows students to achieve in the classroom and in life. Sodexo realizes the need to offer healthy and delicious meals that appeal to students, so they offer four daily entrée choices at Imagine Schools’ locations, all of which are prepared on-site each day. In addition, they have a fresh fruit and vegetable bar available daily for all students, whether they purchased a school lunch or not. Sodexo also promotes nutrition education through programs like our A to Z Salad Bar special promotion and our monthly Fresh Picks selection, a program that highlights a different fruit or vegetable item monthly through an informative handout that includes facts, nutritional information and recipes to try at home. Everything Sodexo does at Imagine Schools is focused on student well-being and we are honored to work with a district that shares our passion and commitment.

For more information on Sodexo, please visit www. sodexoeducation.com.

Education Leaders Today 83

FEATURE | IMAGINE SEIRRA VISTA

Built as a network of 73 independently operated entities, Imagine Schools each collaborative to establish their own standard that exceeds the traditional national standards. Amongst the 14 schools located in Arizona, the leaders of these schools congregate every month to touch base, share success stories and develop improved systems for their students. Annually, the leaders from all 73 schools across the nation meet for a National Forum to accomplish these same goals on a larger scale.

“As the effective head of the school, I endeavor to have every single employee take part in the school’s decision making process,” Snyder said. “We know that for the most part, our bus driver is going to be closer to and more knowledgeable about an issue related to school transportation than our registrar might, and thus would be better equipped to make an informed decision.”

Collaboration, imaginative solutions, and independent, personalized learning systems have brought Imagine Schools across the country huge amounts of success. Many K-8 Imagine Schools, like Sierra Vista, are set to expand into high school programs working in tandem with local universities that would have graduating seniors ahead of the pack with their associate’s degrees in hand. This continual building of community leaves no end in sight for the rapidly expanding institution. ELT

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“By being a partner to our students, rather than simply a provider, we find that the students will strive to succeed, no matter how affluent or deprived their background has been.”

IMAGINE SEIRRA VISTA | FEATURE

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FEATURE | ROLLING RIVER DAY CAMP

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ROLLING RIVER DAY CAMP | FEATURE

Rolling River Daycamp PROVIDING A HEALTHY, FUN ENVIRONMENT FOR THE CHILDREN OF TODAY AND LEADERS OF TOMORROW.

by Amelia Doenlen

In the southwest corner of Nassau County in Long Island, N.Y., you will find an exquisite example of a genuine camp, with a familylike environment. It is a place that focuses not only entertaining children, but educating them and shaping them into inspired, well adjusted individuals. At Rolling River Day School & Camp, a family business preparing for its 19th year, owners/founders Rhonda and Mark Goodman believe camping is an essential extension of a child’s education.

After a 37-year career in education, Mark retired in 2009 to focus on camp and yearround programs full time. “Twenty years ago we learned life skills in school,” Mark said.

“As education has taken a big turn in this country over the years to focus on testing, camps have become one of the few places where kids are learning the life skills we used to learn in school.”

Rolling River began in 1992 as a nursery school. The property was previously a day camp and school facility that had closed in 1991 after 30 years in the business. In June of 1993, Rolling River opened its doors to its first round of campers, welcoming almost 300 kids, which included Mark and Rhonda’s three young children. By 1995, there were over 600 campers on the grounds.

Today, Rolling River Day Camp continues to run exciting summer camp programs for children ages three to15 and has established the reputation as one of the premier private summer camps in Nassau County. With all the quintessential camp activities like sports, theater, and a large variety of art programs, kids flock to Rolling River each summer to be active, make new friends, and of course, have fun.

Located on over five acres along the shores of Mill River, Rolling River’s unique location incorporates a sleepaway camp style boating program into the daily schedule. Unlike most other day camps on Long Island, campers enjoy their fleet of rowboats, kayaks, and bicycle boats, as well as fun-filled rides on their inflatable tube and banana boat. In Education Leaders Today 87

FEATURE | ROLLING RIVER DAY CAMP

addition to the river, the camp also has three heated pools (the newest pool opening in 2011) that accommodate all swim levels. Since swimming is a lifetime skill that increases a child’s self-esteem and enhances their cardiorespiratory fitness, all campers swim twice a day and learn essential techniques from Red-Cross certified lifeguards.

In addition to traditional summer camp activities, Rolling River constantly strives to take the camp experience to a new and innovative level, improving their curriculum each year. “We recently added a Fitness Fun program that focused around Nintendo Wii,” said Marissa Goodman, Mark’s daughter and Rolling River’s Business & Community Development Supervisor. “We kept in mind that the kids really liked computers, but we didn’t want them to just sit all day. We set up a room of interactive Wii sports games and Dance Dance Revolution. That way, we can use technology that the kids enjoy but are still incorporating that health and fitness aspect which is essential to camp.”

Marissa recently joined Rolling River full-time after pursuing a career in corporate advertising and marketing. Mark credits her creative and out-of-the-box ideas as a huge reason why Rolling River has been able to stay successful throughout the tough economic downturn.

“We are very lucky,” Mark said. “We are all doing something that we love to do and are all very passionate about what we do. However, we are worried about today’s economic climate. We see the writing on the wall. There used to be 20 private day camps and nursery schools similar to ours in the immediate area. In the last 15 to 20 years, every private camp in our area is gone except ours.”

In order to continually keep the camp experience available yearround, Mark, Marissa and the Rolling River administrative team have put much effort into developing supplemental and community-focused programs. The camp runs winter reunions, festivals, free monthly activities, holiday camps, and hosts unique events like “The Great Date Night,” where the camp opens to provide games and activities for kids while parents enjoy a night off. They also work closely with many local businesses to encourage special discounts for camp families and sponsor camp scholarships for local children in need of financial assistance. In 2010 alone, Rolling River’s financial scholarship program called “Campmates” received enough support from businesses to send 8 children from Peninsula Counseling Center, Nassau County’s largest licensed mental health center, to camp free-of-charge.

Since Rolling River offers such an abundant amount of programming options both during the summer and throughout the year, they have learned to be creative when it comes to pricing. “We have to be conscious about balancing program and price,” Marissa said.

“Competitors have slashed their prices and that generally affects programming and staffing negatively. We have to develop ways to get kids into camp under these conditions without hurting our brand and impacting our program.”

Efforts seem to be working. Mark believes that it stems from the atmosphere that they have created. “We have many kids who have come back for 15, 16, 18 years and are now starting as counselors for our younger campers.”

Mark, once a scholarship camper himself, is now spreading

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ROLLING RIVER DAY CAMP | FEATURE

awareness and gaining political support for all types of recreational programs. As an active member of the American Camp Association, he is deeply concerned about decreased funding allocated for children.

“When you slash funding for community centers and supervised programs, the kids have more time on their hands, less productive things to do, and consequently, they have more chances to get in trouble,” he said. “You have to find a way to get them involved under the supervision of positive role models and mentors. If you put them on the field, in the gym, on the stage or in the art room with someone who cares about them, it can be a life changing experience. It’s not just about how to keep these programs going but how to support them and make them grow.

If we don’t start doing more things for kids in this country we are going to have a whole lost generation.”

In looking towards the future, Mark and Marissa agree that continuing to be a center of the community is crucial. “We want to create a space where we can work together with families and businesses and develop programs and partnerships for kids year round. This will only enhance and compliment what they are experiencing in school and in their after-school programs,” Marissa said. “We are always striving to convey to families that we are not just camp that takes care of your child during the summer; we are so much more than that.” ELT

Rolling River Day Camp’s Partner in Success:

PENINSULA COUNSELING CENTER Peninsula Counseling Center (PCC) provides premier mental health and chemical dependency treatment in Nassau County and Queens. Through individual, group and family counseling services, PCC provides help for children, adolescents and teens with substance abuse, high levels of anxiety, chronic sadness, hurting or cutting behaviors, learning disorders, eating disorders, low self-esteem and suicidal thoughts. PCC’s professionals also consult to schools and other community organizations, as well as assist youth and their families through specialized support programs.

PCC works closely with area hospitals to assist in discharge planning and community re-integration for children, adolescents and adults who require more intensive services. For more information on Peninsula Counseling Center, please visit www.pccli.org

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FEATURE | FAME PUBLIC CHARTER SCHOOL

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F

F

FAME PUBLIC CHARTER SCHOOL | FEATURE

AME Public Charter School

OPTIMIZING STUDENTS’ LEARNING POTENTIAL With the rise of globalism and international pluralism in these modern times, the lines between cultures are at once as prominent and as blurred as we have ever seen them before. The understanding of these various cultures that altogether constitute a single American community is vital. FAME Public Charter School, based in Fremont and San Leandro, Calif., understands these communal needs and provides a place for students to learn where unique cultures can be fostered and thrive.

The idea of a charter school as unique as FAME began when CEO and founder Maram Alaiwat had just finished her 10th year in the healthcare industry, a history she began her sophomore year in high school as a dual

by Joel Cornell

enrollment student. After achieving her degree in Health Services Administration at Florida Atlantic University, Alaiwat decided to pursue other interests. She relocated to the Fremont, Calif. area with her family in 1997. Alaiwat surveyed the educational options for her children, before deciding to home school.

“All I saw was disheartening,” Alaiwat said.

“From inter-district transfers to private options, nothing I found left me with a feeling that my children would be safe, well taught and content. I was in the supermarket, actually, when I bumped into a home school advocate who introduced me to the movement. After talking for an hour, I decided then to join a local home school program.”

However, the laws and standards governing home schooling were quite different then.

Alaiwat found herself lost in a sea of other home schooling families. With her pertinent questions going repeatedly unanswered, her curriculum seemingly generic and the company lacking an honest method of support, she started a small support circle of just three families, hers included. This was the first inkling of FAME’s future success.

“The families that I began this little circle of communication with also had an Arabic background,” Alaiwat said. “Many of those families weren’t very fluent in English either.

They had the same problems that my family did, but they were further hindered by their inability to properly articulate what their Education Leaders Today 91

FEATURE | FAME PUBLIC CHARTER SCHOOL

It

WAS OUR INITIAL INTENT TO SERVE A STUDENT POPULATION OF 200 STUDENTS, 400 AT THE MOST. WE REALLY UNDERESTIMATED THE DESIRE FOR A NEW SCHOOL LIKE OURS IN THE COMMUNITY, AND WE OPENED DAY ONE WITH 440 STUDENTS. SINCE THEN, EVERYTHING FROM OUR SIZE AND OUR SCOPE TO THE LAWS GOVERNING CHARTER SCHOOLS HAVE CHANGED DRASTICALLY.

problems were. Many were home schooling simply to shelter their kids. I started meeting with them, sharing the resources I had learned about, sharing what few answers I was receiving, and so on. Within the first few weeks, that group rose to nearly 20 families.”

As Alaiwat was so persistent in her pursuit of answers and support from the home school program, she became highly familiar with the legal details concerning home schooling in California and also with the program itself. It was only four months

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into her children’s education that she was offered a position with the program. Over time, she became involved with a charter development company that gave her access to all of the information that she was so eagerly trying to obtain in the first place.

After being quickly promoted through the charter development company, Alaiwat went on to pursue her teaching credentials. In the spirit of lifelong learning, she later received her master’s degree in education leadership, with an emphasis on charter schools. “I had

been working for this charter development company for two years. Through my experiences, I had discovered just how much of the available resources weren’t reaching the children. Even in this innovative, new company, there were many levels of red tape and management that were entirely unnecessary. It was a huge business and a lot of people, myself included, wound up being swept under the rug.”

It was at this critical juncture in 2000 that Alaiwat, along with a few of her

FAME PUBLIC CHARTER SCHOOL | FEATURE

colleagues, some of whom are still with FAME today, decided to get together and write a charter of their own. Less than a year later, Alaiwat created a not for profit public benefit corporation by the name of Bay Area School for Independent Study, Inc. and the “BASIS”charter was approved . The Bay Area School for Independent Study, aka “BASIS Charter School” became the first independently run home school program in Alameda County.

“It was our initial intent to serve a student population of 200 students, 400 at the most,” Alaiwat said. “We really underestimated the desire for a new school like ours in the community, and we opened day one with 440 students. Since then, everything from our size and our scope to the laws governing charter schools have changed drastically.

Initially, we had only about 10 percent of the code to comply with, leaving us 90 percent flexibility to serve our community the way we saw fit. As things were going so well, we saw that flexibility as a great benefit. Now, however, the laws require us to comply with about 90 percent of education code that standard school districts operate by.”

Within three years, BASIS Charter School grew to over 800 students and was running a large resource center in Oakland, Calif.

However, it became clear to Alaiwat that more was needed to help the children that were frequenting the center.

“We established the center to help students who spoke little or no English, or students who were at risk of failure due to inability to communicate academically in English, and were expecting a few dozen students to access the center each day,” she said.

What Alaiwat did not anticipate was the overwhelming need of families whose students attended the local districts to receive such specialized care. “Within two years, over 270 students were accessing the center daily, and we needed to figure out a better way to serve these kids,” said Alaiwat.

In 2005, Alaiwat and her team of committed colleagues petitioned Alameda County for a “county wide benefit charter” that would allow for the establishment of a new, larger school that included both a home school

Fame Charter Schools Partner in Success:

Online Purchasing Systems

by Joel Cornell

A decade ago, Guy Stokley’s graphic design firm was approached by a local school.

What was supposed to be a routine website for one school turned into something much greater that is now being used by many. The initial website development project led to the creation of backend software used for management of student funds and the procurement and distribution of nonconsumable school resources like textbooks. The program also provided tools for teachers to efficiently request materials and vendor course instruction. With a concentrated development phase, that program quickly became popular as OPS. “Charter school leaders in particular are always very good at sharing success stories and solutions with other schools,” Stokley said. “We saw how well the program was working, so I ended up hiring a group of programmers to redevelop the software from the ground up. This allowed us to offer this solution to other schools and continue its development indefinitely.”

Today, OPS is a proven program for managing student funds and educational resources, as well as detailing accountability. As a sophisticated financial tool, OPS enables school administrators to manage purchasing and accounting functions down to the individual student level. OPS fosters local empowerment and accountability by allowing administrators to track and manage the entire purchasing process and circulation of library resources.

Teachers can place orders and reserve library resources for their students 24/7 through the use of a secure, web based user interface. To avoid duplicate data entry, OPS is capable of integrating with most student information systems (SIS) as well as importing data to various school district accounting systems. Emphasis is placed on security and time efficiency. The time saving tools and proficiency added make this system incomparable to any other system available on the market today. You can learn more about OPS by visiting ops-online.com.

OPENING SPREAD: (LEFT) Maram Alaiwat at the Arab Gala Dinner in San Francisco, where she was awarded the globe pictured for “enhancing the Arab narrative.” Mayor Gavin Newsom kicked off the inaugural celebration of Arab Heritage Month in San Francisco, and the first Arab Gala to be held in City Hall. Alaiwat was also honored and recognized that evening by the California State Senate for exemplary service to the community and “dedication to serving the Arab Americans of San Francisco.” (RIGHT) Front view of FAME Public Charter School.

OPPOSITE PAGE: Pictured here is Maram Alaiwat, founder and CEO of FAME Public Charter School with her son, Amru, who she credits as the inspiration for her work. Alaiwat became involved in the home school movement after surveying public education settings for her son and feeling unsatisfied with the available options. Ultimately, this dilemma motivated her to pursue the long and ambitious path to the establishment of FAME Public Charter School.

Education Leaders Today 93

FEATURE | FAME PUBLIC CHARTER SCHOOL

THIS PAGE: (TOP) FAME Public Charter School’s Leslie Street Campus in Fremont, Calif., the second campus to open in Fremont in less than three years.

Students on the play ground are “cheering for charters” during National Charter Schools Week.

(BOTTOM LEFT) Students at FAME’s Leslie Street Fremont Campus work diligently in their classrooms.

Over 200 students currently attend FAME’s newest and smallest school site.

(BOTTOM RIGHT) The boys of the graduating class from FAME’s Fremont location on Kearney Street.

The boys are pictured here after the ceremony with their social studies teacher, science teacher, PE coach, psychology teacher and English teacher.

OPPOSITE PAGE: Students at FAME’s San Leandro campus enjoy a new, state-of-the-art playground.

The San Leandro campus serves 240 students and is located on the grounds of a community church in modular buildings. The hilltop location and serene environment make this location a highly desirable option of parents who are concerned about safety.

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and a sited based program. FAME, an acronym for Families of Alameda County for Multicultural/Multilingual Education was born. FAME Public Charter School became Alameda County’s first county-wide benefit charter and the first charter in the state to reinforce their students’ heritage culture by teaching Arabic as a second language in grades K-12.

FAME Public Charter School now caters to over 1,500 students, 700 of which are home schooled, and 800 of which are located amongst FAME’s three different school sites.

In analyzing why FAME has had such success and growth, the Fremont and San Leandro communities are a clear, key factor. Fremont, Calif. has the single largest concentration of

Afghans in the United States.

“Much of the immigrant population, Arabic or otherwise, was leaving the traditional public school system,” Alaiwat said. “Some left for safety, some for security; many were refugees coming from overseas. They already felt discombobulated and lost in the system, fearing that they would lose their cultural identity and their values by allowing their children to integrate into the traditional school system. By the same token, we cater to especially high performing students, Olympic athletes who train eight to 10 hours a day, particularly gifted kids, etc. who need to home school to achieve their goals. Our unique community focus, Arabic immersion program, extended school hours and

FAME PUBLIC CHARTER SCHOOL | FEATURE

In

THE EARLY 2000s, WE SAW THE STRONG NEED, AFTER EXPERIENCING SUCH A MASSIVE TURN OUT FOR OUR LANGUAGE CENTER. BUT, WHAT WAS NEEDED WAS SOMETHING NOT ONLY BIGGER, BUT MORE ENCOMPASSING AND MORE LIKE A TRADITIONAL SITEBASED SCHOOL SETTING...WE WANTED TO PROVIDE THE BEST OF BOTH WORLDS, AND FORTUNATELY THAT’S WHAT WE OFFER TODAY.

flexibility were a real attraction for many.”

Language has always been a large focus with FAME. As many students didn’t have the necessary English language skills, they were unable to take the state required standardized tests. FAME transformed from a home school movement to a full service language center where credentialed teachers would take additional time with students who were learning English as a second language. The first center opened in Oakland, Calif. before the transition to San Leandro and then Fremont. Their intent was to serve as a drop-in center for the

community, expecting five to 10 students daily. In the center’s first month of operation, they had over 70 students showing up daily.

“In the early 2000s, we saw the strong need there after experiencing such a massive turn out for our language center,” Alaiwat said.

“But, what was needed was something not only bigger, but more encompassing and more like a traditional site-based school setting. We wanted to cater to this large population of families who wanted their kids in a more traditional school environment, but were not wholly comfortable with their kids integrating into such a large, sometimes

cold system. We wanted to provide the best of both worlds, and fortunately that’s what we offer today.”

The Arabic immersion program is the first of its kind in the U.S. that is augmented by a first class, traditional school system for students K-12. Though the school has a focus on Arabic studies, their population is still made up of largely non-Arabic students.

The English language development program does not focus solely on Arabic students, but all students whose first language is not English. Amongst the educators and staff members at FAME, students have access to

Education Leaders Today 95

FEATURE | FAME PUBLIC CHARTER SCHOOL

Our

LANGUAGE PROGRAM NOT ONLY HELPS THEM RETAIN THEIR CULTURAL HERITAGE, BUT MAY IMMERSE THEM IN A NEW ONE. ARABIC IS THE 5TH MOST SPOKEN LANGUAGE IN THE WORLD. A KNOWLEDGE OF THE ARABIC CULTURE AND LANGUAGE IS GOING TO BE AN EXTREMELY VALUABLE ASSET FOR THE STUDENTS IN THEIR FUTURE.

a cast of mentors who cumulatively speak 14 different languages.

Apart from the traditional site-based school is the FAME home school, or independent study program. This gives each family a standardized launch pad with resources of the highest caliber from which to personalize their child’s education. Each student is on an individual education plan that is implemented by the parents and sustained through frequent meetings with credentialed teachers. Whether that student needs language, remedial or advanced support, each family can detail their child’s education path to their own unique needs.

FAME offers access to expert tutors and education contractors who can work with independent study students to make their learning plans a reality. The vast list of vendors includes educational facilities and field locations offering everything from music studios and ice skating rinks to math labs and ecology walks. All the while, the family works alongside a credentialed FAME

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staff member to ensure that each program meets state content standards.

“The number one thing that we’ve found parents to value the most is the assurance of their child’s safety here,” Alaiwat said. “It’s not simply physical safety they appreciate, but the mental, emotional and cultural safety that we provide as well. Forty percent of our student body is of Arabic descent. Our school uniform policies are such that they allow for unique cultural attire, so no aspect of their culture is denied to them. The fact that our student body is so diverse means that the common perception of our students as different unites them as a family. This sense of safety encourages students to excel, especially when they haven’t been able to excel before due to emotional or cultural reasons.”

“Our language program not only helps them to retain their cultural heritage, but may immerse them in a new one. Arabic is the fifth most spoken language in the world.

A knowledge of the Arabic culture and language is going to be an extremely valuable

asset for the students in their future.”

FAME Public Charter School does its absolute best to try and accommodate everyone involved like they would their own family. The students spend the majority of their day at FAME, so the faculty maintains the close, familial connection they feel is necessary to the educational process. This allows the students to feel like they’re not just a part of the school, but that they help in contributing to its growth and diversity and gives them some feeling of ownership over their own means of education. ELT THIS SPREAD: Photos from one of FAME’s many multicultural events. During this “Cultures Around the World Event,ww” students shared art, food and dance from various countries around the world. Many students came dressed in their cultural attire and participated in tribal dances to reflect their love for heritage. Also pictured below are stations reflecting music and art from countries and regions including: Jordan, Russia, Mexico, India, Pakistan, Afghanistan, Sudan and Somalia.

FAME PUBLIC CHARTER SCHOOL | FEATURE

Education Leaders Today 97

SPOTLIGHT | SUPPORT SERVICES

Total Education Solutions provides innovative, quality special education solutions with an expansive scope, honest dedication and exceptional skill.

by Joel Cornell

hen Congress passed the Individuals with Disabilities Education Act (IDEA) in 1975, everything changed for American schools. To receive any federal funding, schools were required to set aside financial resources, staff and facilities that would guarantee free appropriate public education (FAPE) to every attending disabled child. Fortunately, Nancy Lavelle and her newly founded nonprofit school, The Almansor Academy, were already ahead of the curve.

“We started out as a nonprofit school for children with learning, behavioral or emotional problems a year before IDEA was passed,” Lavelle said. “IDEA really gave us a great launch pad, and the school continued to grow and expand over the years.”

In 1997, as a result of her success with the Almansor Academy, Lavelle was asked to

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act as a special education consultant by a handful of California area charter schools.

“Toward the beginning of the charter school movement, many people didn’t really understand how well charter schools could cater to children with special needs,” Lavelle said. “As a consultant, I assigned properly trained professionals to work with special needs children who hadn’t necessarily been receiving the best possible services. Over a course of just six weeks, those children were able to make truly phenomenal gains in reading and mathematics.”

There was a huge need for focused, specifically tailored special education services in charter schools at the time.

Recognizing this need, Lavelle distributed information about the successes of her newly developed special needs program.

An existing massive interest-base leapt at the opportunity to partner with her; Total

Education Solutions (TES) took off instantly.

“Specifically, we focus on the quality and effectiveness of our services,” said Julie Hruby, senior program director for contracted special education services. “Oftentimes, we are contracted by schools that rely on us to develop their entire special needs program.

Some schools already have programs in place, and ask us to enhance their offerings, while others need support to meet certain local, state or federal statutes.”

Total Education Solutions differs from other education providers and schools that offer similar services largely because it focuses on varied areas within special education. It has the expertise and capacity to fulfill all requests within one organization.

To maximize the success of each student, TES employs only the highest quality educators and specialists and offers programs that satisfy specific areas of need for schools. In

SUPPORT SERVICES | SPOTLIGHT

their Clinical Services Program, TES services special needs children in state-of-the-art clinics , where they are also able to cater directly to individual families who desire more specialized offerings for their children.

The Educational Support Program provides one-on-one behavioral support education, specifically tailored to each child. Afterschool and weekend tutoring and training are provided through the Supplemental Educational Services Program. Overall, TES offers more than 20 different services, across many disciplines, including language and speech therapy, social skills training, behavioral support, physical therapy, occupational therapy, school counseling, school nursing services, educator training and mentoring services and school psychology.

In 2002, charter schools in Michigan saw the success special needs students in California charter schools were achieving with TES’ help and requested their support. Soon after, stories of TES’ triumphs in special education spread further. Today, TES maintains nine offices in California, Michigan and Ohio, and is considering additional opportunities in Boston and Texas. Moreover, TES has taken their programs online, using the web as a delivery method for their high caliber education methods.

“Many charter schools can find themselves overwhelmed by all of the regulations that they need to meet to comply with their charter school authorization requirements,” Lavelle said. “Special education can be highly litigious for any school; regulations vary from state to state, all under the additional umbrella of the myriad of federal regulations.

We are able to help schools overcome those difficulties by advising them and helping them remain compliant with federal and state regulations, while keeping within their budgets.”

“We estimate and monitor special education budgets for schools,” Hruby said.

“Charters want to ensure that students take full advantage of all available opportunities.

Yet, we frequently hear that schools don’t have the necessary budget for special needs programs. Legally, they are required to provide these services, so we help them determine alternative allocation of resources to ensure they meet and exceed every requirement.”

Still, embedded in company culture is the belief that servicing charters means much more than merely helping them adhere to mandates or budgets. While dedicated to the schools they assist, TES is committed to the children they serve.

Total Education Solutions works to ensure that special needs students across the country gain the skills necessary to reach their highest potential. Through diligence, dedication, understanding and innovative solutions, they will continue to do so for years to come. ELT Education Leaders Today 99

FEATURE | LITERACY FIRST CHARTER SCHOOL

100 Winter 2010

LITERACY FIRST CHARTER SCHOOL | FEATURE

accelerating student achievement

by William Coleson

Literacy First Charter School (LFCS) is celebrating its 10th year this year. Literacy First Charter School is comprised of three academies under one charter. The first is the Primary Academy, which has 320 students in grades K-3 with 16 classrooms, an English Language room and a day care facility. All of the classrooms in the Primary Academy have about a one to 20 teacher to student ratio. The second academy is the Junior Academy which has grades 4-8. There are about 700 kids on this campus with teacher to student ratios of one to 25 for 4-6 grade and one to 28 for 7-8 grade. The third is the Liberty Academy campus that was opened this fall. This academy has 300 children in K-6 grade currently but will eventually expand to include the 7-8. Today the LFCS schools serve almost 1200 students.

In addition to Literacy First Charter School, there is also the Liberty Charter High School, which is another charter through Grossmont Union High School District. All four schools are in the East County of San Diego and serve the same population. “The idea is for our 8th graders to become our freshmen,” said Debbie Beyer, Executive Director of Literacy First Charter Schools, Inc.

“However, due to the difficult time we’ve had locating a facility and developing programs that meet the variety of programs wanted by many families, as a small school, the retention rate has been about 40 percent. We do anticipate that the retention rate of our K-8 students will increase as our school program matures.

Presently, we are serving the needs of a variety of families that are looking for a small school with a rigorous academic program and maximum accountability.”

Beyer began her career as a classroom teacher in New Mexico, teaching in bilingual education. After teaching for a while in New Mexico, she moved to California and continued to teach bilingual classes in a local school district, as well as at a private high school.

She also ran a homeschooling program for about 15 years. After charter legislation was passed in 1992, Beyer wrote and submitted two charters, both of which were approved, one with a local school district and the Literacy First Charter on appeal through the San Diego County Board of Education.

“In the fall of 2001, we opened our first two schools,” Beyer said. “I saw the perfect place to put one of the schools. It was a Education Leaders Today 101

FEATURE | LITERACY FIRST CHARTER SCHOOL

We require all of our teachers to be CLAD certified. In this way we know that every teacher has the skills in place to deal with students for whom English is a second language.

Chaldean Catholic Church that had an available empty building on their property. I spoke with the main priest and discussed the benefits of having a school there. Because the church services hundreds of immigrants from the Iraqi Chaldean community, this seemed to be a perfect match: meeting the needs of a population being poorly served in the educational community. School started that fall less than 60 days after the charter approval with 114 little boys and girls K-3 grade.

All of the campuses are located in an ‘urban fringe’, a low socioeconomic area in East County. The founders of LFCS knew within this area, there would be a large demographic with needs that were not being met by other schools. The goal was to have the various academies of LFCS meet these needs. LFCS developed an English Learners master plan that was approved by the state.

“We require all of our teachers to be CLAD certified,” Beyer said.

“In this way we know that every teacher has the skills in place to deal with students for whom English is a second language.”

A portion of each day is dedicated to English language instruction.

Students are tested with the CELDT (California English Learners 102 Winter 2010

Test) each year and based on student scores a individual plan is established for English language instruction, some of which may be in a pull out setting and some instruction done within the classroom. All students identified as English learners receive specific and intentional language instruction daily. LFCS also places extra effort in being able to influence EL children at an early age as well, EL students in Kindergarten receive an additional 30 minutes a day of English Language instruction, outside of the regular Kindergarten day.

“Our morning students come early and our afternoon students stay late to receive additional EL instruction,” Beyer said. “This is all part of partnering with our parents to ensure student success.”

LFCS has a strong set of criteria that is utilized to determine whether a child will be reclassified as functioning as well as a fluent English speaker. LFCS looks at their state testing scores, their CELDT scores, their overall grade point, what is going on in the classroom from a writing standpoint and a recommendation from their teacher, to decide whether the child is performing as well as if they were an English only student. LFCS has found that

LITERACY FIRST CHARTER SCHOOL | FEATURE

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FEATURE | LITERACY FIRST CHARTER SCHOOL

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LITERACY FIRST CHARTER SCHOOL | FEATURE

the earliest this usually happens is around the 5th grade.

Literacy First Charter School has special education programs for students with special needs as well, e.g., speech and language and resource. “We have in house resources for speech and language and resource, but if a student requires occupational therapy or physical therapy or counseling, we have individual contractors that we bring in specifically for those services,” Beyer said. “We also have an intervention program in house, where we identify our struggling at risk students. Between the teacher and the intervention specialist, a program is developed specifically for each child. In addition, another program called Rolling Readers, utilizes parent volunteer. Parents are trained in specific reading strategies and they come in and read with our lowest kids daily. This allows our lowest students to get additional fluency in reading. All the above occurs during the school day.”

In addition to the programs that occur during the school day, there are a variety of after school programs. After school, students practice math and science. They are also able to partake in chess, dance, poetry and music programs and classes. At the high school level, there are a variety of sports available, including basketball, volleyball and soccer. The high school volleyball team and cross country team recently qualified to compete in the CIF finals for the first time.

Literacy First has been able to save money for the past 10 years, and as such has not had overwhelming difficulty like many large districts with the downturn. The Liberty High School has had more difficulty since it is a separate charter and is only two years into the charter. “All of our staff are aware of the situation,” Beyer said, “They are doing everything they can to ensure where we do spend, we are getting the best deal possible.”

Teachers at Literacy First Charter School do not have tenure.

In essence, each year they are competing to keep their jobs.

Depending on a specific set of criteria, LFCS decides whether each teacher will be asked to return for the following school year.

Beyer believes that the teachers that are attracted to Literacy Education Leaders Today 105

FEATURE | LITERACY FIRST CHARTER SCHOOL

At Literacy First, we want our students to be literate across the board. We want them to be independent thinking, articulate, participating citizens with 21st century skills for success.

First Charter Schools come to LFCS because they are committed to the mission of the charter. High salaries, or the lack of, are not the paramount factor. There are some unique opportunities in the pay structure at LFCS which include a merit pay system and a program called “above and beyond” which recognizes doing work above and beyond the regular contracted salary.

Due to the overwhelming success at LFCS, parents that have initially placed their children into private school are trying to get their children into the various academies of Literacy First Charter School. As such, a lottery system has become the way to enroll at LFCS. There are about 700 children on the waiting list at any given moment. The ethnic blend of the student population of LFCS is rich and diverse. The parents of the students of Literacy First Charter School have become the largest advertisers. The parents that want to get their children into an LFCS school are typically a friend of a friend of a friend. Beyer believes this is 106 Winter 2010

happening because of the focus on ‘old fashioned schooling’. “We believe in phonics, we have a strong conceptual math program, we have a strong American history component,” she said. “We have art and music as part of what we do. We value parents are integral to the success of each student. At Literacy First, we want our students to be literate across the board. We want them to be independent thinking, articulate, participating citizens with 21st century skills for success. Based on test results and unique programs, our reputation is well regarded in the surrounding community.”

“Our plans for the future are to grow as long as we can find places to put our students and meet the needs of the community while maintaining fiscal and academic integrity. As long as we can maintain the heart of who we are, we are excited to be able to offer our community the great programs of Literacy First,” said Beyer. ELT

LITERACY FIRST CHARTER SCHOOL | FEATURE

Education Leaders Today 107

FEATURE | SHASTA SECONDARY HOME SCHOOL

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SHASTA SECONDARY HOME SCHOOL | FEATURE

Education Leaders Today 109

FEATURE | SHASTA SECONDARY HOME SCHOOL

by Anne Brouilette

OPENING PHOTO: Shasta Secondary Home School 2010 graduates Amadeius Cheadle and Kaitlin Dewey. Redding Calif.

Photo by Ryan Laughy.

OPPOSITE PAGE: Family meeting with facilitator. Redding, Calif. Photo by Ryan Laughy.

BELOW FROM LEFT TO RIGHT: Administrators Ben Claassen and Lynn Peebles. Redding, Calif.

Photo by Erin Claassen; Shasta Secondary Home School Student taking a photograph. Redding, Calif. Photo by Peggy Pryor; Math teacher, Tawnya Hiscock with a student. Redding Calif. Photo

by Erin Claassen; Students at Sundial Bridge. Redding, Calif.

Photo by Ryan Laughy.

110 Winter 2010

Whether you’re Miss Teen Rodeo, an internationally recognized bass player or just a kid who isn’t challenged or interested by traditional high school, there’s a place for you at Shasta Secondary Home School, a 6-12 charter school in Redding, Calif.

When a student enrolls at SSHS, he isn’t assigned six classes and a lunch period.

Instead, he meets with his facilitator, a credentialed teacher who, along with the parent, oversees every step of the student’s education, to develop a custom-made curriculum. It’s called personalized learning and is the brainchild of Shasta’s director Lynn Peebles.

Personalized Learning combines the best things about home schooling, traditional high schools, online education and college classes, wrapping them up into one tidy package. “The idea of personalized learning in general is really, truly, individualizing each student’s program to meet their current needs and future goals,” Peebles said. “So you can wrap together a particular student with

his individual learning styles and unique ambitions.”

Peebles developed the concept for personalized learning while teaching music and working as a guidance counselor in the 1980s and 90s. When, Mike Stuart, his then principal became the district superintendent, he approached Peebles about making the school a reality. Peebles attended workshops and conferences, looking for help and ideas on how to bring his vision to life. SSHS finally opened, nearly 20 years later, in 1999.

An innovative program like this, which must still meet state-wide education standards, would need California’s Department of Education’s support. That’s when Peebles discovered charter law. In 1992, California became the second state to adopt a charter law, which allows for both dependant and independent charter schools to be set up through the school district. As an independent charter, SSHS has its own board, runs its own budget and does all its own hiring. The district serves as an overseer.

SHASTA SECONDARY HOME SCHOOL | FEATURE

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FEATURE | SHASTA SECONDARY HOME SCHOOL

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SHASTA SECONDARY HOME SCHOOL | FEATURE

If the charter school runs into problems, the district may take a more active role. “Our district has given the school a huge amount of independence,” Peebles said.

In 2007, the California Senate, by Resolution No. SR36 recognized Personalized Learning as a specific learning style embraced by the state. In 2002, Peebles and other like-minded educators began to brainstorm and share best practices and it was out of these meeting that the term “Personalized Learning” was born. Also out of these meetings came APLUS+, an association dedicated to the personalized learning model (theaplus.org).

Since starting over ten years ago, the school now has 250 students and 14 teachers.

Everyone who works at the school who is a licensed credentialed teacher, even the business manager, are given students with whom they work very closely. When a student enrolls, he is assigned a facilitator, who oversees his course schedule. The facilitator often takes the time to mentor the student, works with him regarding his assigned work and meets with the student and his parents weekly. They are listed as the teacher of record for each course the student takes, whether it’s on campus at SSHS, online, at the local community college or learned at home. “It gives that teacher a great opportunity for a relationship with the student – to get to know that student and that family, to fine-tune their educational program. The faculty loves it,” Peebles said.

Each student takes the types of classes that best suit his goals and abilities. Collegebound kids can start attending college classes. If a student is on a more vocational path, he can take, for example, a welding or mechanic course. Most kids take science, math and technology classes either at SSHS or through the local college.

When Peebles began to research opening the charter school, he polled the community to find out what was needed the most. There was a resounding call for better courses in those three areas, and SSHS has developed strong programs in all three.

The digital arts classes are some of their most popular, and SSHS has two computer labs, both stocked with new and constantly updated equipment. Students may keep their phones and iPods with them when on campus, though they may not be used in class. Peebles knows that this type of mobile technology is an integral part of youth culture and rather than squash it, he embraces it. Next year they plan on podcasting some of their classes. The school has a Facebook group and is in the process of bringing Google Docs, a cloud-based word processor that allows file sharing, to the students.

On a day-to-day basis, Peebles plays a very active role. Not only does he manage paperwork, but he facilitates 10 students.

With help from the school’s administrative staff, he oversees State Department of Education requirements, budgeting and personnel matters. One of his most important tasks is meeting with students and their parents if there is a problem. If a student’s personalized schedule simply isn’t working, Peebles sits down with them to discuss better options. “We’re not here for the institution’s sake or for the teacher’s sake,” he said.

For some students, the personal responsibility can be too much to handle.

Many classes meet two or three times a week, more college-style, rather than every day, and depending on the student’s schedule, he may not have classes every day. But for the most part, a simple re-evaluation of the student’s

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Working with Shasta has also been good for Golden State; Patricia Kelly is a true friend of Golden State’s and a real asset to the school with her office skills and experience with the kids.

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OPPOSITE PAGE: Students at the King Tut exhibit at the DeYoung Museum in San Francisco. Photo

by Noel Van Slyke.

Education Leaders Today 113

FEATURE | SHASTA SECONDARY HOME SCHOOL

ABOVE: Lynn Peebles with students preparing to view sun spots.

Redding, Calif. Photo by Ryan Laughy.

OPPOSITE PAGE: Three students in front of Shasta Secondary Home School. Redding, Calif.

Photo by Ryan Laughy.

114 Winter 2010

goals and a revamping of his personalized learning schedule can solve the problem.

SSHS has, like most other public schools, faced some hardships during the recent economic downturn. The school had been saving up to purchase a lot on which they plan to build a new facility. But as government funding decreased, they have had to dip into their savings in order to make payroll, purchase new textbooks and update their computers. “Hopefully at the end of this economic down turn we’ll get caught up and we’ll be able to move forward with our facilities program,” Peebles said. “But that’s on hold like so many other things right now.”

Peebles remains optimistic about the future.

He and SSHS staff are currently working to develop an even stronger academic program that will serve bright students who wish for a greater academic challenge and want to get a jump on college. The charter school already serves a lot of talented, college-bound students, and the SSHS staff wants to create a program to best meet their needs.

But for now, Peebles is grateful to see this revolutionary educational style in action. In California there are now about 45 schools embracing personalized learning and the system has been mimicked by a few schools around the country. But it’s not about the recognition or being lauded as a visionary of educational reform; for Peebles, it’s all about the kids. “We are really, truly here for the students.” ELT

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SHASTA SECONDARY HOME SCHOOL | FEATURE

Education Leaders Today 115

SPOTLIGHT | NEWS

Building and Exploring our Future

NASA AND THE LEGO GROUP PARTNER TO INSPIRE CHILDREN A LEGO space shuttle headed to orbit helps mark the late 2010 signing of a Space Act Agreement between NASA and The LEGO Group to spark children’s interest in science, technology, engineering and math (STEM).

To commemorate the beginning of this partnership, the small LEGO shuttle launched with the crew of the space shuttle Discovery on its STS-133 mission, Wednesday, Nov. 3, from NASA’s Kennedy Space Center in Florida.

The partnership marks the beginning of a three-year agreement that will use the inspiration of NASA’s space exploration missions and the appeal of the popular LEGO bricks to spur children’s interest in STEM. The theme of the partnership is “Building and Exploring Our Future” The LEGO Group will release four NASAinspired products in their LEGO CITY line next year. The space-themed products will vary in terms of complexity, engaging audiences from young children to adult LEGO fans. Each product release will contain NASAinspired education materials.

116 Winter 2010

“Partnering with The LEGO Group is a perfect fit. We have taken the excitement of NASA’s missions and coupled that with kids’ love of creating things with the iconic LEGO bricks” said Leland Melvin, NASA’s associate administrator for Education. “These projects not only foster creativity but also instill in the young builders a real sense of the engineering and design principles that NASA uses every day. Fun learning activities like these can help inspire kids to become the next generation of explorers” As part of the Space Act Agreement, NASA will send special LEGO sets to the International Space Station aboard shuttle Endeavour’s STS-134 mission in February 2011. The sets will be assembled by astronauts on-orbit and by children and student groups across the country. The construction process and activities with the sets will demonstrate the challenges faced when building things in the microgravity environment of space.

“The LEGO Group’s purpose is to inspire children to think creatively, reason

systematically and release their potential to shape their own future” said Stephan Turnipseed, president of LEGO Education North America. “The partnership with NASA provides us a unique opportunity to fulfill our purpose while expanding the imaginations of children around the world. A child who plays with LEGO bricks today can become the NASA astronaut or engineer of tomorrow. “ As part of the NASA-The LEGO Group partnership kick-off, a 40-feet by 70-feet activity tent will be set up Wednesday at the shuttle launch viewing site on the NASA Causeway in Cape Canaveral, Fla. Children of all ages will be invited to get creative and build their vision of the future with LEGO bricks as they await Discovery’s launch. To see images of STS-133 prelaunch activities, visit http:// www.LEGOspace.com The site has galleries featuring images of prelaunch activities and will add games and other activities leading up to the release of the complete line of LEGO Space City games, activities and products on March 1, 2011.

NEWS | SPOTLIGHT

“Partnering with The LEGO Group is a perfect fit. We have taken the excitement of NASA’s missions and coupled that with kids’ love of creating things with the iconic LEGO bricks” Leland Melvin NASA associate administrator for education

Education Leaders Today 117

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Ferguson 12500 Jefferson Ave Newport News, VA 23602 757-223-6490 http://www.ferguson.com/

Charles W. Beers, Inc. PO Box 133, 175 Post Ave Westbury, NY 11590 516-334-2045

Ferra Designs, Inc. 63 Flushing Ave/Unit 135 Brooklyn, NY 11201 718-852-8629 http://www.ferradesigns.com/

Contracting Specialists Inc. 1600 N Powerline Rd Pompano Bch, FL 33069 978-388-8652 Custom Aquariums by Design 5944 Broadmoor St Mission, KS 66202 913-722-3000 Cyberdyne Masonry 2039 Rachel Lane Aurora, IL 60502 630-527-1010 Don Bohr & Sons 2130 Sheffer Road

Hall Planning & Engineering 322 Beard St Tallahassee, FL 32303 850-222-2277 Herner-Geissler 400 N Hermitage Ave Chicago, IL 60622 312-226-3400

FACE Associates 1420 Beverly Rd Ste 230 McLean, VA 22101 703-760-0490

Conditioned Air 241 South St Macon, GA 32106 478-742-8768 http://www.conditionedairinc.com/

Great Bay Contracting 41 Degnon Blvd Ste A Bayshore, NY 11706 631-665-5091

Edelman Electric 19440 east 600 N Fairbury, IL 61736 815-692-2801 http://www.edelmaninc.com/

Cenacchi International Via Della Liberta 31 Ozzano dell’Emilia, Bologna 40064 http://www.cenacchiinternational.eu/

Choicewood Companies 3300 Gorham Ave St. Louis Park, MN 55426 952-924-0443 http://www.choicecompanies.com/

800-781-2036 Graystone Builders PO Box 1768 Bridgehampton, NY 11932 631-537-1414

Fountainhead Construction 2228 Montauk Hwy/Ste 5 Bridgehampton, NY 11932 631-537-6841 http://www.fhcinc.com/ Fox Brothers 1031 N. Old US-23 Hartland, MI 48843 248-789-2866 http://www.foxbrothersco.com/ Gerold Brothers Builders 81 Keyland Ct Bohemia, NY 11716 631-589-5492 http://www.geroldbrothers.com/ Glasstra Calle 4 Esq. A-7 Catano, PR 962 787-788-5658 http://www.glasstra.com/ Golterman & Sabo 3555 Scarlet Oak Blvd St. Louis, MO 63122

Horizon School Division No 67 6302 56th St Taber, AB T1G 1Z9 403-223-3113 Hotel Resource Group 968 Civic Center Dr. Collierville, TN 38017 901-854-6607 http://www.gohrg.com/ Humidifall 5988 Mid Rivers Mall Dr. Ste 234 St. Charles, MO 63304 636-928-8855 http://www.humidifall.com/ Ian Ingersoll 422 Sharon Goshen West Cornwall, CT 6796 860-672-6334 Imperial Gunite Corp 81 Commercial Ave Oakdale, NY 11769 631-287-2455 Integrated Comfort Systems 267 Cortlandt St Belleville, NJ 7109 866-749-6331 Integrated Electronics 9847 Lackman Rd Lenexa, KS 66219 913-663-336 Interior Investments 205 w. Wacker Dr/Ste 1700 Chicago, IL 60606 312-212-5126 http://www.interiorinvestments.com/

JW Didado Electric 580 Vernon Odom Blvd Akron, OH 44307 330-374-0070 Landshapes Inc 88 Rogers Ln Richmond, VT 5477 802-434-3500 Leach Painting Co. 1233 Hanley Industrial Ct. Brentwood, MO 63144 314-961-4100 Lincoln Property Company 2000 McKinney Ave Ste 1000 Dallas, TX 75201 214-740-3300 Litwiller Excavating 7316 Sparrow Rd Hopedale, IL 61747 309-449-3280 Lopez Construction & Design 3032 E 1/2 Rd Grand Junction, CO 81504 970-434-5954 Marvin Doors & Windows 2714 Mercanile Dr Brentwood, MO 63144 314-646-5130 http://www.marvin.com/ Masco Contractors 30 S. Calle Cesar Chavez #B Santa Barbara, CA 93103 805-965-4962 http://www.mascocs.com Michael Allen Inc. 440 Broadway/2R Brooklyn, NY 11211 718-782-8490 Mid South Glass 330 South Pkwy Memphis, TN 38112 901-947-4146 Mincey Marble 4321 Browns Bridge Rd Gainesville, GA 30504 800-533-1806 http://www.minceymarble.com/ Monarc Construction 2781 Hartland Road Falls Church, VA 22043 703-641-8500 http://www.monarcconstruction.com/ monarc.html Morin Distribution 9305 Gerwig Ln/Ste V-Y Columbia, MD 21046 301-953-0250 Norwegian Wood 942 Grand Avenue Brooklyn, NY 11211 718-218-8880 Olsson Roofing 740 S. Lake St Aurora, IL 60506 630-892-0449

ADVERTISER INDEX (CONTINUED) Palacio Collaborative 1425 Ellsworth Industrial Blvd NW/ Ste 7 Atlanta, GA 30318 404-609-9006 http://www.palaciocollaborative.com/ Paul J. Ford & Co. 250 E. Broad St./Ste 1500 Columbus, OH 43215 614-221-6679 PCI Industries 21717 Rebublic St Oak Park, MI 48237 248-542-2570 http://www.pci-industries.com/ Performance Plus 1250 Paonia St Colorado Springs, CO 80915 719-896-0385 Phelps Construction Group 315 Wootton St/Unit K Boonton, NJ 7005 973-402-0004 Pride Construction 315 Mann Dr. Collierville, TN 38017 901-854-8683 Quaker Windows 504 Highway 63 South Freeburg, MO 65035 573-744-5211 http://www.quakerwindows.com/ Reeder General Construction 109 Aviator Dr Fort Worth, TX 76052 817-439-2022 Resource Furniture 969 Third Ave New York, NY 10155 212-753-2039 Rock Cottage Glass 6801 Farley St Merriam, KS 66203 913-262-0107 www.rockcottageglassworks.com/ Rocky Mountain Log Homes 1883 Highway 93 South Hamilton, MT 59840 406-721-0785 http://www.rmlh.com/ Saia Trim Group 8110 Cordova Rd/Ste 115 Memphis, TN 38016 901-751-7442 http://www.saiatrimgroup.com/

718-499-0584 http://www.saintjohnsplace.com/

805-934-5760 www.urbanplanningconcepts.com

Starrett Electric 110 West Court Dyersburg, TN 38025 731-442-0890

Vandemark & Lynch, Inc 4305 Miller Rd Wilmington, DE 19802 302-764-7635 http://www.vandemarklynch.com

Summerhill Landscapes 6 Shaw Rd Sag Harbor, NY 11963 631-725-0005 Super Enterprises 1877 McFarland Pkwy Alpharetta, GA 30005 678-393-9188 Sweetwater Interiors 212 West Washington St Goshen, IN 46526 574-534-3989 http://www.sweetwaterinteriors.com/ T6, Inc. 101 Green Meadows Dr. South/Ste 110 Lewis Center, OH 43035 614-880-2555 The Garland Company, Inc. 3800 East 91st St Cleveland, OH 44105 800-762-8225 http://www.garlandco.com/

VendRick 367 Collar Price Rd Brookfield, OH 44403 330-448-4600 http://www.vendrickconstruction.com/ Verdin Company 444 Reading Rd Cincinnati, OH 45202 513-241-4010 Zandur 80 Nottingham Dr. Nottingham, PA 19362 610-932-4390 http://www.zandur.com/ ZZ Consulting 1086 North 900 East Shelley, ID 83274 208-357-5571 http://www.zzconsulting.com/

ENERGY

The Melink Co. 5140 River Valley Rd Milford, OH 45150 513-965-7308

B&D Mfg. Inc 901 9th St Scranton, IA 51462 866-646-6724 http://www.bdmfginc.com/

Thomas Builders 855 W. Wilson St Niota, TN 37826 423-568-2134 http://www.thomasbuildersinc.com/

Carrier Enterprise 10405G E. 55th Place S Tulsa, OK 74146 918-622-4822 http://www.carrierenterprise.com/

TMP Consulting Engineers 52 Temple Place Boston, MA 2111 617-357-6060 http://www.tmpeng.com/

CED-Riverside 2970 Durahart St Riverside, CA 92507 909-987-8900 http://www.cedriverside.com/

Towne Carpet 1080 East 20th St Chico, CA 95928 530-343-0215 http://www.townecarpet.com/

CPS Coatings, Inc 624 Airport Dr Shreveport, LA 71107 318-222-6100

Turner & Townsend 1 Westchase Cntr; 10777 Westheimer/Ste1160 Houston, TX 77042 281-496-5615 http://www.turnerandtownsend.com/

Square 1 Builders 56199 Parkway Avenue. Ste 1 Elkhart, IN 46516 574-389-8010

United Heating & Cooling 301 Duck Rd Grandview, MO 64030 816-761-5262 http://www.unitedheating.com/

SRK Pools 370 Montauk Highway Wainscott, NY 11975 631-537-3750 http://www.srkpools.com/

Upstate Door 26 Industrial St Warsaw, NY 14569 585-786-3880 http://www.upstatedoor.com/

St. John’s Woodworking 68 34th St Brooklyn, NY 11232

Urban Planning Concepts 2624 Airpark Dr Santa Maria, CA 93455

Electron Solar Energy 2801 NW 6th Ave Miami, FL 33127 800-726-4981 Flowcenter Prodcuts PO Box 509 Crawfordsville, IN 47933 765-364-9460 http://www.flowcenterproducts.com/ Foster Well Drilling Services PO BOX 260 Earlysville, VA 22936 434-973-9079 http://www.fosterwelldrilling.com/ Hot Water Products 7254 N. Teutonia Ave Milwaukee, WI 53209 608-838-1003

Jeff Johnson Insurance 5801 E. 41st St /Ste 601 Tulsa, OK 74135 918-665-2663 Merrill Manufacturing 315 Flindt Dr/PO Box 392 Storm Lake, IA 50588 800-831-6962 http://www.merrillmfg.com/ Next Energy Corp 1110 Burnett Ave/Ste E Concord, CA 94520 925-798-0600 Southern Material Handling P.O. Box 4025 Portsmouth, VA 23701 757-488-4800 http://www.smhinc.com/ Stitles Harbison 303 Peach St/Ste 28 Atlanta, GA 30308 404-739-8978 http://www.stites.com/home.php Sun Farm Network 25 Minneakoning Road, Ste 101 Flemington, NJ 8822 908-782-4172 http://www.sunfarmnetwork.com/ SunEarth Inc 761 Ahua St Honolulu, HI 96819 808-523-0711 Sunlight Solar Energy 4 Oxford Rd Ste D8 Milford, CT 6460 203-878-9123 Sustainable Energy Group 13790 Gas Canyon Rd Nevada City, CA 95959 530-273-4422 www.sustainableenergygroup.com/ Tulsa Winnelson 3015 West Albany St Broken Arrow, OK 74012 918-294-9033 http://tulsawinnelson.com/ Virginia Air 2501 Waterford Lake Dr. Midlothian, VA 23112 757-342-6188 http://www.virginiaair.com/home.php WaterFurnace 145 Birdwood Ct Charlottesville, VA 22903 434-296-4075 http://www.waterfurnace.com/