Local Charter School Advocates for National School Choice Week

This week marks the Nation’s largest-ever celebration of education reform in American history. National School Choice Week, a series of hundreds of events spotlighting the need for better educational options for students, kicks off at a special event in New Orleans, Louisiana on January 21, 2012 and runs until January 28. During the week, thousands of school choice advocates, teachers, students, organizations and leaders will gather all across the country to build public support for school choice so that more children can benefit from the promise of educational equality.

According to the organization’s website, www.SchoolChoiceWeek.com, governors from across the country are expected to commemorate the Week with special proclamations.

Local charter school, The Learning Center! will be among the many schools of choice paying close attention to the event. “We believe that children and families deserve increased access to great public schools, public charter schools, virtual and online schooling, private schools, and home schooling,” said Dana Bolyard, Social Media Director & Charter Advocate for the school. Advocates for school choice believe that education is not “one size fits all” because not all children learn the same and therefore every child, and their parents, should have the opportunity to choose the best education to suit their needs. The Heritage Foundation’s website features an excellent short video called, “School Choice Made Simple” explaining school choice, how it benefits parents and children and why school choice is needed. http://www.heritage.org/multimedia/video/2011/07/what-is-school-choice

This year was touted as “The Year of Choice” by The Wall Street Journal’s website, citing that, “No fewer than 13 states have enacted school choice legislation in 2011, and 28 states have legislation pending.” North Carolina and Tennessee also eliminated caps on the number of charter schools.The Learning Center! was one of the first of 34 charter schools to open its doors in 1997 when charter legislation was passed in North Carolina. Director Mary Jo Dyre has always felt strongly that healthy, vibrant communities must offer school choice to its public. Over the past few years as The Learning Center! has seen an increase in enrollment of more than 25 percent, Dyre continues to be grateful that The Learning Center! is part of a community that places a high value on choice in education.

[If you've been a regular reader of this Grow Zone blog then you know that STEM stands for Science, Technology, Enegineering and Mathematics and is an integrated, cross cirricular approach to teaching that implements higher cognitive skills for students and enables them to inquire and use techniques used by professionals in the science, technology, engineering and mathematical fields.  The administration and staff at The Learning Center have taken STEM one step further by including "A" for art.  STEM has now become STEAM!  Your first introduction to STEAM is with this post from third grade teacher Ms. Stephanie. ]

 

 First:  We read a non-fiction book (Caldecott Medal winner) titled Snowflake Bentley, which is about the life of Wilson A. Bentley and the work he did photographing ice crystals in Vermont back in the 1800s and early 1900s.  The book lead into a discussion about magnifiers and how the camera in the 1800s depended upon an attached microscope to be able to take such detailed photographs of ice crystals.

Second: We talked about the intricacies of snow and how no two have ever been observed as being identical and how the power of ‘observation’ is important in Science (related to Snowflake Bentley).

Third: I introduced an activity where we would be making “snow” in class.  I introduced an observation sheet where the children had to observe the “snow” in powder form, count the number of drops it took to hydrate the powder, how much snow ½ teaspoon of the powder would make, etc.

Fourth:  I did a lesson on how to measure accurately and why it is important when conducting experiments, etc.  We then transitioned into a measuring lesson on 1/8, ¼, 1/3, ½, ¾, and 1 cup- how many 1/8 it took to equal 1 cup, how many ¼ it took, etc.  Then we moved into a similar lesson with teaspoons and tablespoons (had to use 1/8 teaspoon and 1/8 cup for the experiment). 

Fifth:  The children were given cups, powder, eye droppers, magnifiers, and a recording sheet.  They had to observe the powder before hydrating it, make predictions, feed the powder water, track their water amounts and make further observations after the powder was given water and turned into “snow.”  The children had to record each step on their experiment/observation sheets. We closed by making a gaint batch of snow for the class, the students were encouraged to share their observations and each child was given 2 cups of “snow” to take home and enjoy.

It was a lot of fun and the students LOVED it.

 

On January 23-29, 2011 more than 200 organizations came together for a week of action to spotlight effective education options for all children in American. Tens of thousands of advocates, parents and concerned citizens participated to raise awareness of school choice. This year National School Choice Week is January 22-28, 2012.

So, what does school choice mean?

School Vouchers 

School vouchers give parents the freedom to use all or part of the tax funding set aside for their children’s education to send their children to the public or private school of their choice. Vouchers can take different forms – including universal voucher programs, income-based voucher programs, vouchers for children performing poorly in public school or who are attending failing  public schools, or special needs vouchers. During the 2011-12 academic year, there are 16 voucher programs in 11 states and Washington, D.C.

Tax-credit Scholarship Programs 

Tax-credit scholarships allow businesses or individuals to invest in the education of children in their communities by giving them tax credit from state taxes for donating to non-profit organizations. The organizations use that money to fund private school scholarships for students. In some programs, students must meet certain income criteria to be eligible for  scholarships. Scholarship Granting Organizations (SGOs) are non-profits that can be started by anyone. Participating private schools are required to meet standards for safety, fiscal soundness, and non-discrimination. Currently there are ten tax credit scholarship programs in eight states.

Personal Tax Credits and Deductions

Personal tax credits and deduction situations,  parents are given a tax credit or tax deduction from state income taxes for approved educational expenses. This usually includes private school tuition as well as books, supplies, computers, tutors, and transportation. Even when tuition is not eligible for the credit or deduction, these programs still make school choice easier for parents because they relieve the burden of non-tuition expenses at private schools. Some programs restrict the income level of eligible recipients or the amount they can claim. There are currently 6 programs in 6 states during the 2011-12 academic year

Open Enrollment 

Open Enrollment improves student achievement and enhances parental choice in education by providing additional options to students to enroll in public schools without regard to their parents’ residence. Open Enrollment provides students in the traditional public school system the choice to enroll in a school in any district provided without regard to the pupil’s school of residence. Open Enrollment laws vary by state with some states having more restrictive policies and others more liberal.

 Homeschooling 

Parents who choose homeschooling educate their children outside of public or private schools, typically within their own homes. This method of education is becoming more and more common in the United States, growing from about 15,000 students in 1970 to approximately 1.5 million as of 2007, according to the U.S. Department of Education.  Many states require standardized test scores, curriculum approval, and regular professional evaluation of students.

 Charter Schools 

Charter schools combine the accountability and oversight of traditional public schools with the flexibility of private schools.  Charters are tuition-free independent public schools that are freed from many state and local rules and regulations in exchange for increased financial and academic accountability. Parental involvement is strongly encouraged.  Charters are open to all children – students are selected at random. They are accountable for results-based student achievement. According to the National Alliance for Public Charter Schools during the 2010-11 school year, 40 states and Washington, D.C. operate charter school laws. Currently 5,277 charter schools serve more than 1.8 million students.

Virtual Schools and Online Schooling 

Virtual schools are institutions that teach students entirely or primarily through online curriculum. They provide flexibility and allow for highly individualized, personalized instruction. In some states, virtual schools must have a brick-and-mortar location where children go to receive online instruction. In other states, online instruction can be done from home. The International Association for K-12 Online Learning estimates that 1.5 million students took one or more online courses in 2010.

 

[Information for this post came from the National School Choice Week website at http://www.schoolchoiceweek.com/]

[In October 2011, 8th graders visited Western Carolina University's Forensic Science Department as part of TLC's Venture Out Program.  Students got to scientifically analyze their own mock crime scene.] 

A Learning Center! Charter School Cross-Curricular Appalachian Studies  Program designed to introduce 8^th graders to the process of making the world their classroom

In my last year in the classroom, I assigned Peter Jenkin’s book Walk Across America to my rising 8^th graders as a summer reading requirement. Inspired by an author that had turned the world into his classroom, so to speak, I found myself in a state of growing fascination with all the possibilities of combining travel with education.  I soon saw with this particular book and extended study how research, virtual tours, and creativity could be used in an assignment called “Walk Across North Carolina” that is still, by the way, being used with Learning Center 8^th graders.

As the year had progressed with the original class that had initially been assigned the “Walk Across North Carolina” project, I became determined to push my 8^th graders to VENTURE OUT into the most fascinating textbook they could possibly use…the world around us. It was obvious to me that our region offered many day trips that in turn offered lessons across the curriculum. Soon other teachers began to get involved in the development of our VENTURE OUT program. You might even say that Peter Jenkin’s wanderlust spirit seemed to take root in our school mindset.  As the well known saying goes, “The rest is history”.  We educators at The Learning Center naturally insist upon adding literature, science, and math to that quote, creating a rich, cross-curricular Appalachian Studies experience linking education and travel.

The VENTURE OUT program promotes trips to places and people of interest across the Mountain Region of North Carolina. Typical outings may include, but are not limited to the following:

• Cherokee County:  Historic downtown Murphy including the trail of historic cemeteries; John C. Campbell Folk School, Brasstown, including resident artist hands-on tour and the Rivercane Wall; a stop at the renowned “Clay’s Corner”; a step back in time at the old country store in the Peachtree community; Walker Inn, Andrews; study of historic area schools.
• Clay County: Finding fairy crosses, visiting the Ogden School as part of a study of historic area schools in the midst of scenic Clay County.
• Graham County:  Joyce Kilmer Memorial Forest, stopping along the way to explore a small portion of the Trail of Tears, Cherohala Skyway, Fontana Dam
• Jackson County: Forensic Studies Field Trip to Western Carolina University
• Macon County: Gem and Mineral Museum of Franklin, Civilian Conservation Corps, Wayah Bald, Nantahala Lake as a source of hydroelectric power, Glen Choga Lodge.
• Swain County: the abandoned sites of Hazel Creek and Proctor; Deep Creek area of Great Smoky Mountain National Park.

Venture Out goals include expanding to overnight trips in other Mountain Region Counties of North Carolina.

 Additionally, VENTURE OUT works in conjunction with the annual Upper Grades Class Trip opportunities that are offered to Learning Center students on a three-year cycle, covering the 6^th, 7^th, and 8^th grade years of our students. The three year cycle always includes 1) New York City, with in-route stops including Natural Bridge, Hershey Factory, or Gettysburg. 2) North Carolina Coast, with in-route stops in the Piedmont area. 3) Director’s Choice: This choice has included Charleston, Savannah, and New Orleans.

Center students start their North Carolina studies in fourth grade. We like to say that we start Venture Out Junior at this point, laying the foundation for combining education with travel, using the world and people around us as a rich, educational resource.  Again, a cross-curricular approach is taken to social studies and history, expanding into a STEM to STEAM approach, including rich field work including such sites as Cherokee County Historical Museum, Heritage Park Cherokee Exhibit in Hayesville and the Clay County Museum. Students even venture into northeast GA to better understand the regional ties to a border state such as ours. An annual visit to Georgia Mountain Research and Education Center to experience the “Trees Program” is always a part of 4^th grade adventures.

4^th and 5^th graders are also offered a one night, two day travel opportunity comparable to the 6^th-8^th Upper Grades Class Trip. This offering has included the HOTlanta tour featuring the Atlanta Zoo Night Crawler Program, Center for Puppetry Arts, World of Coca Cola or Fernbank, and the famous Pitty Pat’s Porch; The Sleep with the Sharks tour featuring “Hands on Cherokee” and Oconaluftee Indian Village, Cherokee Botanical Garden and Nature Trail, and Ripley’s Aquarium; the Chatanooga Belle tour featuring an overnight adventure on board the new dockside boat and all that Rock City has to offer.

On January 17, 2012 professor at Tri- County Community College, Billy Ray Palmer, visited the fourth grade class and spoke about Cherokee history and culture. He recounted several Cherokee legends, showed his arrowhead and spearhead collection, and talked about the Seven Clans, hunting and matrilineal culture. He was very informative, a good storyteller, and the students enjoyed adding this rich dimension to their social studies of the Cherokee.

[Each week Ms. Darea's first grade class has a STEM lesson that crosses the curriculum and lasts all week.  Here is what Ms. Darea had to say about Project #9.]

 

We spent the week learning about snow because we began our Polar Animal unit, and balance in science. On Monday we made fake snow. Each group collected their materials, water and a cup of super absorbent polymers. They had to measure out 32 ounces of water. Some groups only had 8 oz and 16 oz measuring cups so we made arrays to figure out how many times they needed to fill their measuring cups.

The kids predicted what would happen when they combined the materials they collected. A lot of kids thought it would make a paste some thought it would just dissolve in the water and make cloudy water. They were very surprised when the stuff grew wildly as it absorbed the water!

On Tuesday we experimented with balance. We read a book called Equal Schmequal to introduce balance. The kids determined that weight had to be distributed equally in order for something to be balanced based on the story! Then each student had to balance a cup, a book, and a paper on their heads and determine which was hardest and which was easiest to balance. On Wednesday, the kids did balance activities in PE. On Thursday, we did more balance lessons, this time with a balance beam, two different kinds of pan balances, and a number balance. They had to write sentences to describe items which they found had equal weights in our classroom. On Friday we brought the two things, snow and balance, together. We did an introduction to symmetry on the Mimio board. We then learned about snowflake symmetry, viewed some snowflakes on the Internet, and learned how to make snowflakes.

Parents of a first grade student visited the first grade class last Friday for ”Freaky Friday.”  They brought animals and gave the class some interesting information about each one.  They brought in a rat terrier puppy, a Houdan chicken, a crested duck, a mallard duck, a silver phoenix, and a Brahma rooster.

Students learned that the rat terrier is much more effective at catching rats on farms than cats! Houdan chickens come from France and have five toes rather than four! The crested duck has a crest on its head which is actually a genetic mutation. The silver phoenix have really long, beautiful tails, and Brahmas are very gentle and easy to handle. They all thoroughly enjoyed interacting with these wonderful animals!

This week first graders are learning about balance in science. During P.E., Ms. Shelley did some balance activities to reinforce what they are learning in science!

Now that is crossing the curriculum!

Each month of the 2011-2012 school year at The Learning Center there is one scheduled half day of school. Why? Teacher training!

In June 2010, North Carolina’s State Board of Education adopted the Common Core State Standards with a plan to have these new standards fully implemented for the 2012-2013 school year. These standards define the knowledge and skills students should have throughout their K-12 education so that they will graduate high school fully prepared for college and careers. The standards:

• Are aligned with college and work expectations;
• Are clear, understandable and consistent;
• Include rigorous content and application of knowledge through high-order skills;
• Build upon strengths and lessons of current state standards;
• Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and
• Are evidence- and research-based.

The Learning Center administration and staff take this shift seriously and have spent many hours in training learning, sharing and planning for the change. The monthly scheduled half days add valuable training time and are integral in preparation for a full move to Common Core Standards.