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Local Education Agency and Charter School Collaborate for Student Success: Teaching to the Standards

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Title: Local Education Agency and Charter School Collaborate for Student Success: Teaching to the Standards


1
Local Education Agency and Charter School
Collaborate for Student Success Teaching to the
Standards in a College Model Appeals to Students
  • Wednesday, March 28, 2007
  • Nanci Rose

2
autonomy nounThe quality or state of being
self-governingSelf-directingFreedom,
especially moral independence
3
interdependence nounThe quality or state
of participating in joint governanceThe quality
or state of being mutually dependent
4
autonomy nounSelf-governingSelf-directing
interdependence nounJoint-governingMutually
dependent
5
holonomy nounActing autonomously and
interdependentlyat the same time
6
When children do not neatly fit into
traditional models, charter schools can become an
alternative that accomplishes the vision of the
Charter School and the LEA, allowing children to
march to the beat of that different drummer.
7
After years of parallel activities, Antelope View
Charter School and Center Unified School District
entered into a collaborative relationship to
forge a continuum of services for
students.Collaboration is the magic that
transforms district and charter leadership into
an alliance to meet the needs of the whole child,
keeping students in school who might otherwise
have dropped out or been expelled.
8
Agenda
  • Developing a collaborative relationship with a
    sponsoring Local Education Agency (LEA)
  • Memorandums of Understanding
  • Opportunities for joint governance
  • Supporting independent study with instruction
  • Planning for reorganization

9
Collaborating With Sponsoring LEA
  • Charter School Categories A schools
    autonomy/independent status is largely a function
    of legal status. Charter schools may elect to
    operate as or be operated by a non-profit
    corporation.
  • 1) Public school within the chartering district
    or county office of education or
  • 2) an LEA that receives funds and provides all
    services independent of the chartering entity.
  • All deemed the former unless chartered and
    approved as otherwise.
  • Direct vs. Local Funding Funding comes from a
    General Purpose Grant, a Categorical Block Grant,
    lottery money, and add-on monies related to
    economic impact issues. State money can be
    delivered directly or is locally funded (school
    receives all money through the sponsoring
    district).
  • Regardless of the avenue of funding, the
    dependent charter reimburses the LEA for
    agreed-upon services and/or facilities use.
  • Oversight responsibilities vary according to MOU
  • Schools pay as much as 3 of their ADA revenue to
    the district for services/facilities.

10
Around What Issues Do Charter Schools Collaborate
With Sponsors?
  • Operational agreements with an LEA includes
    agreements related to the following
  • Payroll
  • Accounts receivable and payable
  • Budget development and fiscal planning
  • Student data information management
  • Human resources
  • Transportation
  • Food services
  • Insurance
  • Staff development
  • Student assessment
  • Categorical programs compliance support Special
    Education Services
  • Student enrollment recruitment
  • Extracurricular activities
  • Matriculation, articulation, and credit transfer
  • Data reporting

11
Memorandums of Understanding
  • Contracts or written agreements with granting
    agency a.k.a. MOU (annual operating agreement)
  • Clarifies matters not specified in the Charter
  • Finance
  • Facilities Use and Maintenance
  • Support Services
  • Human Resources
  • Business Services
  • Liability/Indemnification
  • Special Education Services

12
GovernanceWhat Does a Charter Site Council Do?
  • Develop and approve short and long term goals for
    the schools programs
  • Establish policies to support these goals and
    school operations
  • Establish and uphold the mission of the school
  • Monitor performance
  • Educational
  • Fiscal
  • Operations
  • Leadership
  • Legal compliance
  • Monitor their own performance
  • Develop an awareness of and respond to the needs
    of the community

13
Joint Governance
  • LEA Board holds/reserves all fiscal power and
    delegates authority through policies and
    resolutions including but not limited to
  • Approving adopting the Charter amendments to
    the Charter
  • Approving adopting Memorandums of Understanding
    (MOU)
  • Approving/adopting annual budget
  • Approving all grant and fundraising requests,
    receipts
  • Approving all personnel positions, compensation
    schedules, employee benefits
  • Approving major purchases contracts
  • Opening/closing bank accounts establishing
    signature authority
  • Approving all debt and leases
  • Selecting an external auditor and receiving the
    auditors report
  • Charter School Site Council provides leadership
    in developing program, policies, and reviews
    items to be approved by the LEA Board
  • Reviewing/approving Charter amendments to the
    Charter
  • Reviewing/approving Memorandums of Understanding
    (MOU)
  • Reviewing/approving school policies
  • Reviewing/approving annual budget
  • Reviewing/approving all grant fundraising
    requests, receipts
  • Reviewing/approving major purchases contracts
  • Reviewing/approving all debt leases
  • Receiving and reviewing a report provided by an
    external auditor retained by the LEA
  • Selecting and hiring an independent external
    auditor distinct from the auditor retained by the
    LEA and receiving the auditors report

14
Planning for Reorganization
  • Assessing current status
  • Educational
  • Fiscal
  • Organizational
  • Assessing the needs of the community
  • LEA
  • Students and Families
  • Community Business Partners
  • Re-evaluating the mission of the Charter School

15
Predict what would happen if schools spent the
bulk of teacher/student time applying
knowledgewhile students acquired basic
information through independent means?
16
Our Mission
  • The mission of the Antelope View Charter
    School is to provide students, who are committed
    to active participation in the educational
    process, a personalized learning experience that
    will prepare them for meaningful participation in
    a global community, using innovative, data driven
    instruction to develop citizenship and
    proficiency in the California Standards.
  • Students will graduate equipped with
  • The knowledge and skills defined in the
    California State Standards.
  • Technological skills to function effectively in
    contemporary society and the workforce of the
    21st century.
  • The personal skills to be life-long active
    participants in their world.
  • An international mindset and awareness of
    personal nationality and culture.

17
A NEW VISIONSupported Independent Study
  • Goals of the Charter School
  • Well educated students who leave high school
    ready to participate in a local and global
    community
  • Students who demonstrate academic proficiency in
    a standards-based rigorous learning environment
  • Socially capable students who demonstrate
    motivation to learn in a collaborative
    environment
  • Opportunity to accelerate, attend community
    college
  • Opportunity to improve academic performance
  • Opportunity to work while completing high school
  • Attracting students to school
  • Students who pass CAHSEE, perform well on STAR
    and local assessments
  • Highly qualified instructors and staff who are
    motivated to work at the school
  • Reliable facilities arrangement
  • Fiscally sound school operations
  • Legally compliant school operations
  • Positive public relations with LEA and community
  • Goals of the LEA
  • Well educated students who leave high school
    ready to participate in the community
  • Standards-Based instruction
  • Retaining students in district
  • Positive contributions to API and AYP standing
  • Fiscally sound charter school
  • Legally compliant charter school
  • Positive public relations between charter school
    and community

18
Personalized Learning in aCollege Model
  • Two class sessions weekly in core courses taught
    by a highly qualified instructor with the balance
    of learning through independent study guided by
    the highly qualified teacher
  • Four day schedule that allows for M/W or TU/TH
    attendance with alternate days available to work
    or attend community college
  • Personalized schedules, developed with each
    student
  • Data driven decisions for placement and
    instruction
  • Personal preferences, interests, and goals form
    the plan

19
Who are our students?
  • Demographics
  • ELL
  • Special Education
  • GATE
  • Students with special needs/behavior /or low
    credits /or low skills
  • Middle School Getting the right start toward
    academic proficiency to pass CAHSEE
  • High School student centered planning for
    transition to adult life

20
Specific Demographics
  • Student population consists of 56 female
    students / 44 male students, in the following
    racial breakdown
  • White 65
  • (includes 35 Russian/Ukrainian)
  • Hispanic 17
  • African American 8
  • Asian 5
  • American Indian 1
  • Other 4
  • 37 of student population are English Learners
    (32 Russian/Ukrainian, 5 Hispanic)
  • 5 of AVCS student population receives RSP
    (Special Education) services

21
School Performance
  • API/AYP
  • 2005 API score of 576LEA average 749
  • Met 16 of 16 AYP Criteria in 2005
  • 93.8 graduation rate
  • STAR
  • 16 of students scored at or above the proficient
    level on the 2004 E/LA
  • California Standards Test
  • 37 of students scored at or above the proficient
    level on the 2004 Math California Standards Test
  • CAHSEE
  • 95 of 12th grade students have passed the E/LA
    portion
  • 90 of 12th grade students have passed the Math
    portion

22
Our Staff
  • Instructional
  • Highly qualified teachers in core subjects
    Science, Math, English, Social Studies, Fine
    Arts, Special Education, Foreign Language, in
    elementary
  • Credentialed lead teaching staff Assessment
    Curriculum, Reading Specialist, English Language
    Learner Specialist
  • Qualified counselor for both Middle High School
  • Administrative
  • Credentialed administrative staff Vice Principal
    Director
  • Credentialed lead teaching staff Coordinator of
    Assessment Curriculum
  • Support
  • Accounts/Budget Management
  • School Secretary/Registrar and MIS/Teacher
    Support
  • Administrative Assistant to Director
  • Technology Support
  • Custodial Support

23
Our Facility Leased From LEA
  • Instructional
  • District school site (former Jr. H.S.)
  • 13 classrooms
  • Computer Lab and Curriculum Library (former
    library)
  • Faculty Lounge
  • 3 conference rooms from 11 small to group of 10
    large
  • Administrative Support
  • Main Office greeting the public and
  • Attendance
  • Bookkeeping
  • Administrative support
  • Clerical support
  • Administrative Offices
  • Director
  • Vice Principal
  • Curriculum and Assessment Coordinator
  • 2 Counselors

24
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25
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26
School Contact Information School
Address Antelope View Charter School 3243
Center Court Lane

Antelope, CA 95843 School Telephone
(916)
339-4690 School Fax
(916)
339-4693 Web Site www.antelopeview.org Office
Hours 830 AM to 400 PM (M F) Main Office
Sandi Cooke 339-4690
Learning Director/Principal Mary
Navarro 339-4697 Vice Principal Lyn
McCarty 339-4695 Curriculum Assessment
Coordinator Nanci Rose 339-4696 Accounts
Management Ann Decker 338-6358 Technology
Kevin Shira 339-4698 Special Education Jocelyn
Stewart 339-4690 Reading Specialist Stacy
Stapp 339-4690 Counseling Greg Baumann
339-4691
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