ࡱ>  kmbcdefghij :bjbj<< ^^2>>5#5#5#5#4i&5#M-p----.v/$2/?AAAAAAZAR5..R5R5A--Vp>p>p>R5-- 6p>R5?p>p>Fѫ-QV5#:l0٩=ѫѫ$F/0p>12F/F/F/AAp>F/F/F/R5R5R5R5F/F/F/F/F/F/F/F/F/> G: June 2001 School of Urban and Public Affairs University of Texas at Arlington Center for the Study of Educational Reform University of North Texas Center for Public Policy University of Houston Texas Center For Educational Research Texas Open-Enrollment Charter Schools Fourth Year Evaluation School Profiles 1999-2000 Open-Enrollment Charter Schools Profiles The following section includes profiles of charter schools operating during the 1999-00 school year. The profiles consist of information concerning contact information, missions or philosophies, curriculum designs and core teaching methods, distinctive features of the schools, student and staff profiles, and accountability plans. These charter profiles appear as submitted by the charter schools. Academy of Accelerated Learning, Inc. Location: Houston Kind of Community: Urban Grade Levels: K-5, 9-12 Enrollment: 174 Charter Date: 1/7/98 Type: Start-Up Charter Sponsor: Educational Learning and Enrichment Center, Inc. School Information: President/Chair Sharron Murphey Secretary/Clerk Rhodia Moore Address 2913 Louisiana Houston, Texas 77006 Phone 713-988-8100 Mission or Philosophy: Academy of Accelerated Learning, Inc. is organized for the purpose of providing quality-integrated education for its pupils to become useful and knowledgeable citizens. The challenge of the staff is to recognize each pupil as an individual and develop and maintain in the student a feeling of self worth, self-confidence, and self-pride. The staff will provide the highest level of education that will stimulate attitudes, skills, ideas, and social and intellectual growth. Distinctive Features of the School: AAL, Inc provides specific service to over-aged, placed 9-12, and/or out-of-school youth (drop out recovery 16-21) who have reached a plateau in their educational progress. The program is designed to recognize the unique needs and potential of every youth, expose all youth to a range of career options, and integrate into the curriculum a sequence of learning experiences which will equip students for work and higher education. The location on the campus of Texas Southern University affords a unique opportunity to accomplish these and other features. Student Profile as of Spring 1999: African American: 61% At-risk: 96% Anglo: 24% Special Education: 0% Hispanic: 13% Limited English Proficient: 0% Female: 26% Instructional Staff Profile as of Spring 1999: Number of Teachers: 7 African American Teachers: 86% Full Time Teachers: 100% Anglo Teachers: 0% Degreed: 100% Hispanic Teachers: 0% Advanced Degree: 57% Average Experience: 4.8 years Average Full-time Yearly Salary: $32,906 Certified: 29% Student Per Teacher: 24.9 Administrators Per Teachers: 0.29 Accountability Plan: Upon entry, all students will be given criterion-referenced readiness tests, norm-referenced tests such as the Metropolitan Achievement Test (MAT7), and developmental screening tests to identify strengths, weaknesses, and developmental level to guide appropriate placement and instructional strategies. Younger children will be administered tests such as the Metropolitan Readiness Test to assess literacy development. The major test of accountability is the objective of ensuring that students who are continuously enrolled for a year will perform academically on grade level as evidenced on norm-referenced tests of academic proficiency. Additionally any third-grade student who is enrolled in the Early Childhood program two or more years will meet or exceed state average on reading and mathematics Texas Assessment of Academic Skills (TAAS) tests. Informal types of assessment done systematically will be primarily in the form of assessment to ensure that teaching and assessment are complimentary. However, formal assessment will be used to provide data that can be aggregated, permitting comparisons to peers. Over-aged placed students (ninth-graders) who have not performed satisfactorily on the eighth grade TAAS test will, after four semesters of intensive instruction or the performance equivalent, be able to perform at grade level on the Exit-Level assessment. These students will be eligible for GED preparation classes or completion of credits for the high school diploma. Out-of-school youth whose academic baseline score at admission in reading and/or mathematics is below age appropriate grade level will, after four semesters of intensive instruction or the performance equivalent, be able to pass the age-appropriate grade level TAAS in reading and/or mathematics. Out-of-school youth whose academic baseline score at admission in reading and/or mathematics is at age appropriate grade level will, after two semesters of intensive instruction or the performance equivalent, be able to pass the age appropriate grade level TAAS in reading and/or mathematics. These students will be eligible for GED preparation and/or job placement. To ensure that students are progressing satisfactorily and detect any special needs, specialized tests will be given periodically to measure attitude toward school, self-esteem, and learning styles. The grading system will take into account various non-traditional assessments. Portfolios, presentations, videos, performances, and other nontraditional types of assessment will be the norm. Teachers will use a mastery approach to learning and grading, essentially negating failure for any student. A student who is not performing up to expectations will be given individual assistance, tutoring, and instruction geared to a distinct learning style. TAAS test will be administered every spring and all data will be submitted to TEA and the SBOE by September 1 of each year. Academy of Dallas Location: Dallas Kind of Community: Urban Grade Levels: K-7th Enrollment: 250 Charter Date: 1999 Type: 3 Generations Charter Sponsor: Charter School Administrative Services School Information: President/Chair Secretary/Clerk Address 1030 Oak Park Dallas, TX 75232 Phone: Mission or Philosophy: Distinctive Features of the School: Entrepreneurial curriculum Student Profile as of Spring 2001: African American: At-risk: 75% Anglos: Special Education: 12% Hispanic: Limited English Proficient: Female: 50% Instructional Staff as of Spring 2001: Number of Teachers: 16 African American Teachers: 98% Full-Time Teachers: 16/100% Anglo Teachers: Degreed: Hispanic Teachers: Advanced Degree: 10% Average Experience: 2 years Average Full-Time Yearly Salary: $25,000 Certified: 5% Student Per Teacher: 20 Administrators Per Teacher: Accountability Plan: Academy of Houston Location: Houston Kind of Community: Urban Grade Levels: K-6 Enrollment: 299 Charter Date: 8/17/98 Type: Start-Up Charter Sponsor: Academy of America School Information: President/Chair Lecester L. Allen Secretary/Clerk Felicia Dungy Address 8282 Bissonet, Suite 400 Houston, Texas 77074-3912 Phone 248-569-7787 Mission or Philosophy: The mission of the Academy of Houston is to provide all students" with mastery of the essential skills needed for a quality education in the 21st century. The Academy's integrated efforts of parents, school faculty, support staff and community prepares children to be successful citizens in a global society. We believe that "all students" can and will achieve the level of academic performance necessary to ensure successful in reading their educational outcomes. The Academy is committed to preparing all students to be successful citizens, cooperative workers and profitable entrepreneurs by developing their unique potential. Curriculum Design and Core Teaching Methods: The Academy's curriculum is based on the Texas Essential Knowledge and Skills (TEKS) while instituting learning objectives and teaching methodologies unique to our program and target population. The core curriculum consists of mathematics, language arts, science, social studies, and computer technology. Integrated in the core curriculum is an entrepreneurial and business program. The program takes an active approach to teaching-learning and uses the following methods: Presentation of basic educational concepts that demonstrate how students relate to business and daily living. Provides students with an understanding of the American free enterprise system. Assist students in recognizing career /job that relate to academics and personal interest skills. Involves local business owners and entrepreneurs in the daily curriculum. Help students create, own and/or operate small businesses as part of their everyday school experiences. Distinctive Features of the School: The Academy's curriculum includes the mandated Foundation Curriculum and Enrichment Curriculum of the Texas Essential Knowledge and Skills. It also include objectives and methodologies unique to the vision, goals and target population of the Academy. The curriculum is delivered using a business and technology thematic approach. This thematic approach is integrated into the foundation and enrichment skills as students work to accomplish the academic performance necessary to achieve successful educational outcomes and the essential skills needed for a quality education in the 21st century. Student Profile as of Spring 1999: African American: 88% At-risk: 28% Anglo: 6% Special Education: 4% Hispanic: 5% Limited English Proficient: 0% Female: 47% Instructional Staff Profile as of Spring 1999: Number of Teachers: 18 African American Teachers: 72% Full Time Teachers: 83% Anglo Teachers: 22% Degreed: 83% Hispanic Teachers: 0% Advanced Degree: 0% Average Experience: 5 years Average Full-time Yearly Salary: $23,214 Certified: 28% Students Per Teacher: 16.6 Administrators Per Teacher: 0.11 Accountability Plan: Specific educational goals will be assessed through authentic assessment, observation, anecdotal records, TAAS Achievement Goals, standardized tests, portfolio assessment, student-teacher-parent conferencing, real-life application and self assessment. Additionally, the Academy of Houston will use one or more of the following national tests: the Metropolitan Achievement Test, the California Achievement Test, the Stanford Achievement Test, or the Iowa Test of Basic Skills. The Board of Directors will select the test to be used based on staff recommendation. Specific academic goals outlined in the curriculum guide, will be monitored and noted daily by teachers to determine student mastery and readiness. Pupil progress will be complied on a regular basis and reported to parents via portfolios and written progress reports. A summary of pupil progress in each academic area as well as social and emotional development will be sent to the parents every three months. In order to be held accountable for and to demonstrate achievement of its educational goals, The Academy of Houston will submit annually to The ˿Ƶ copies of aggregate pupil test scores on all required standardized tests and all other student information as may be required by State law or by the Authorizing Body. Student performance on the TAAS and other standardized tests during the first years will serve as base-line data to reflect the progress for year two and thereafter. Academy of Skills and Knowledge Location: Tyler Kind of Community: Urban Grade Levels: 3-9 Enrollment: 75 Charter Date: 8/12/98 Type: Conversion Charter Sponsor: School Information: President/Chair Dr. James R. Cotton Secretary/Clerk Judy Martin Address 225 Winchester Dr. Tyler, Texas 75701 Phone 903-566-7707 Mission or Philosophy: Staff, students, and parents will share in the commitment toward the spiritual, mental, and physical education of students so that the academic standards that are necessary to achieve in the mainstream educational setting, as well as the skills that are required to u1timtely contribute constructively to many enterprises in the adult world, may be successfully accomplished. Curriculum Design and Core Teaching Methods: The SRA Corrective Reading Program has been used for students in grades 3-8 this year. This is a Direct Instruction Method of teaching reading. The Shurley Method is being used in language arts in third and fifth grade. Textbooks recommended by TEA have been adopted. A high percentage of ASK students have special needs; therefore, each teacher uses multi-sensory strategies and techniques to teach the TEKS at every grade level. Most of the classes are also piloting an individual math program where each child works at his own level and pace. This is used as supplemental material. Distinctive Features of the School: Small classes (10 to 12 in size) Multi-age, multilevel grouping in reading Fine arts provided in art, drama, speech, guitar Computer lab Physical education and motor development Student Profile as of Spring 1999: African American: 7% At-risk: 79% Anglo: 92% Special Education: 39% Hispanic: 1% Limited English Proficient: 15% Female: 37% Instructional Staff Profile as of Spring 1999: Number of Teachers: 9 African American Teachers: 0% Full Time Teachers: 89% Anglo Teachers: 100% Degreed: 100% Hispanic Teachers: 0% Advanced Degree: 44% Average Experience: 13 years Average Full-time Yearly Salary: $28,214 Certified: 100% Student Per Teacher: 8.3 Administrators Per Teachers: 0.22 Accountability Plan: Upon acceptance to ASK students are given a developmental screening and the grade appropriate Structure of the intellect an instrument for determining cognitive processing levels. This information combined with the scores of a broad scale achievement test and an IQ score provides the basis for determining the needs of the student to overcome any learning barriers that are limiting or disabling that students school achievement. These two instruments are repeated every other year in the fall. ASK gives the TAAS to determine which areas are responding and which areas need further assistance. Since most of the students that come to ASK have not efficiently processed all the information in the years before they arrive here, this test also allows the staff to determine where the gaps are in their information and processing. Most of our students have always been exempt from standardized testing. An individual achievement test, NEAT, is being given at the present time because learning disabled students can perform better and show a truer ability with fewer distractions. TIMELINES: These two instruments will be given in the spring of each school year with the results reported to the state by the last day of the school year. Students receive report cards on a six weeks basis. Attached is a copy of the form we use. Students receive credit for all areas of their participation. A grade of 70 is required to make an S, the lowest passing grade. Grades include credit for writing assignments, tests, discussions, projects, lab reports and experiments, general class participation. Parent conferences are scheduled at the end of each 12-week period. Classes will not be held on parent/teacher conference days. Should questions or concerns arise at other times, parents should feel free to call the Head of School to schedule an appointment with the appropriate teacher and/or counselor. Teachers will make every attempt to honor agreements for scheduled parent conferences. Teachers and parents are not obligated to participate in unscheduled conferences. All parties involved must, however, make attempts to communicate any pertinent information that impacts students by scheduling a conference as soon as possible. In the case of in-person interviews, the signatures of both teacher and parent/guardian shall accompany the summary. Alief Montessori Community School Location: Houston Kind of Community: Suburban Grade Levels: K-6 Enrollment: 91 Charter Date: 8/1/98 Type: Conversion Charter Sponsor: Alief Montessori Community School School Information: President/Chair Nancy Chieu Secretary/Clerk Beatricz Pena Address 4215 H Street Houston, Texas 77002 Phone 281-530-9406 Mission or Philosophy: Alief Montessori Community School strives to provide a culturally ethnically and socioeconomically diverse community where the children can acquire the skills, knowledge, confidence, independence and self-discipline which will enable them to become contributing members of society. Curriculum Design and Core Teaching Methods: Montessori programs are offered to children ages three through twelve years. Each class has a multi-age group: Primary: ages 3-6; Lower Elementary: ages 6-9; Upper Elementary: age 9-12. Montessori curriculum is a flow experience; it builds on the continuing self-construction of the child. Distinctive Features of the School: Our curriculum emphasize individualization, independence, social interaction, problem solving and competence in basic skills. Team planning and intensive in service are available throughout the year. We are awarded a reading grant which offer our students a strong reading program. Student Profile as of Spring 1999: African American: 31% At-risk: 38% Anglo: 18% Special Education: 9% Hispanic: 24% Limited English Proficient: 25% Female: 49% Instructional Staff Profile as of Spring 1999: Number of Teachers: 5 African American Teachers: 0% Full Time Teachers: 80% Anglo Teachers: 100% Degreed: 80% Hispanic Teachers: 0% Advanced Degree: 0% Average Experience: 7 years Average Full-time Yearly Salary: $26,250 Certified: 0% Student Per Teacher: 18.2 Administrators Per Teachers: 1.00 Accountability Plan: The elementary students are evaluated by pre/post-test of standardized tests and their portfolio. Process evaluation will include teachers, students and parents survey. Progress statements are also available. American Institute for Learning Charter School Location: Austin Kind of Community: Urban Grade Levels: 9-12 Enrollment: 219 Charter Date: 8/26/96 Type: Conversion Charter Sponsor: American Institute for Learning School Information: President/Chair Dr. Laurence Becker Secretary/Clerk Amy Duncan Address 422 Congress Avenue Austin, Texas 78701 Phone 512-454-4489 Mission or Philosophy: To empower individuals to become productive, self-sufficient citizens through a holistic approach incorporating innovative learning, personal development and economic opportunities. Curriculum Design and Core Teaching Methods: The AIL Charter School is a year-round, project-based high school that emphasizes hands-on learning. AIL welcomes students who have not enjoyed success in a traditional setting. We provide a strong academic foundation within a project-based curriculum. Charter courses are designed to integrate learning across subject areas and to encourage students to apply learning in real-world contexts as a way of preparing them for the transition from school to work or for higher education. The core teaching method of the AIL Charter School is project-based education supported by PODs, thematic team-taught classes. In the animal kingdom, a POD is a group of marine mammals that live cooperatively. They travel, work or solve problems, play and communicate in a cohesive unit. Based on these characteristics, AIL has created a unique learning environment for students called a POD. Each POD offers multiple credits in a variety of academic areas. The students benefit from the PODs interdisciplinary, group-oriented, project-based approach (real-world service or project and a low teacher-student ratio). Distinctive Features of the School: The AIL Charter School is an integrated component of the American Institute for Learning, a private, non-profit, comprehensive services human investment agency. Students at the AIL Charter School have access to the multiple support services of the larger agency, including health services, transitional housing and counseling. All facets of AIL have been developed with real and substantial input from participants. The AIL Charter School Policy Council, comprised of students and staff, participates in several levels of decision making including hiring new staff. Each of the AIL Charter School project areas is supported by the Austin business community through Industry Advisory Councils. Charter students are eligible to apply for membership in AILS award-winning AmeriCorps programs, Casa Verde Builders and the Environmental Corps. Student Profile as of Spring 1999: African American: 14% At-risk: 61% Anglo: 34% Special Education: 14% Hispanic: 52% Limited English Proficient: 7% Female: 47% Instructional Staff Profile as of Spring 1999: Number of Teachers: 14 African American Teachers: 0% Full Time Teachers: 100% Anglo Teachers: 79% Degreed: 100% Hispanic Teachers: 21% Advanced Degree: 29% Average Experience: 8.3 years Amigos Por Vida-Friends for Life Location: Houston Kind of Community: Grade Levels: PreK-6 Enrollment: 338 Charter Date: 8/16/99 Type: Open enrollment Charter Sponsor: School Information: President/Chair Charles Benavidez Secretary/Clerk vacant Address 5500 El Camino Del Rey Houston, TX 77081 Phone 713-349-9945 Fax 713-349-0671 Mission or Philosophy: Distinctive Features of the School: Student Profile as of Spring 2001: African American: At-risk: 100% Anglos: Special Education: 1% Hispanic: Limited English Proficient: 89% Female: 50% Instructional Staff as of Spring 2001: Number of Teachers: 15 African American Teachers: 4/26.5% Full-Time Teachers: 15/100% Anglo Teachers: 0 Degreed: 15/100% Hispanic Teachers: 10/66.5% Asian/Other: 1/7% Advanced Degree:1 Average Experience: 1 years Average Full-Time Yearly Salary: $30-32,000 Certified: 0 Student Per Teacher: 18:1 Administrators Per Teacher: 1:15 Accountability Plan: Benji's Special Educational Academy Charter School Location: Houston Kind of Community: Urban Grade Levels: PreK-12 Enrollment: 61 Charter Date: 11/2/98 Type: Start-Up Charter Sponsor: Benji's Special Educational Academy School Information: President/Chair Billy R. Grimble Secretary/Clerk Jacqueline Bell Address 2903 Jensen Drive Houston, Texas 77026 Phone 713-229-0506 Mission or Philosophy: Through the concepts of socialization education and motivation, each student will adhere to academic and behavior standards. It is also our mission that all students will become productive citizens and not the responsibility of the state. We believe that through combine efforts the sustained success patterns in early life builds self-esteem and reinforce positive characteristic that will build incrementally through our their lives. Therefore, we create momentum, which is expressed in our motto If a child cannot learn the way we teach, we will teach the way he/she learns. Benjis Special Educational Academy Charter School believes that the future of our county depends upon the education of all children. We believe they should be taught values which foster reverence and respect for the rights of others, the authority of the law, self reliance, honesty, initiative, industry, commitment and to strive for excellence. We believe that our program improves each childs need for security, affection, and recognition as well as their need to feel worthy as an individual. We believe that the cooperation with the home and the community we can improve our American way of life. We believe that the function of education is to provide for the continual development and growth of every individual to the fullest extent of his/her abilities. Curriculum Design and Core Teaching Methods: The teaching philosophy at BSEA is based on the fact that all students demonstrate different learning styles, but all students can learn, succeed, and develop fully in mind, spirit and body. Our philosophy is also based on the fact that, If a child cannot learn the way we teach, we will teach the way they learn given the appropriate setting and transitional planning. Student Profile as of Spring 1999: African American: 97% At-risk: Anglo: 0% Special Education: 82% Hispanic: 3% Limited English Proficient: 0% Female: 36% Instructional Staff Profile as of Spring 1999: Number of Teachers: 5 African American Teachers: 80% Full Time Teachers: 80% Anglo Teachers: 20% Degreed: 80% Hispanic Teachers: 0% Advanced Degree: 40% Average Experience: 8 years Average Full-time Yearly Salary: $26,750 Certified: 40% Student Per Teacher: 12.2 Administrators Per Teachers: 0.60 Accountability Plan: Be used to recommend any changes that will enhance each childs development. The special education specialist and the Special Care Arrangement Team will conduct evaluations on a monthly basis. The evaluations will be reviewed by the Board of Directors and the report will be sent to the ˿Ƶ at the end of each year. Blessed Sacrament Academy Location: San Antonio Kind of Community: Grade Levels: 9-12 Enrollment: 176 Charter Date: 8/10/96 Type: Conversion Charter Sponsor: Blessed Sacrement Academy School Information: President/Chair Bert Pfiester Secretary/Clerk Tina Acosta Address 1135 Mission Road San Antonio, Texas 78210 Phone 210-222-3076 Mission or Philosophy: Blessed Sacrament Academy (BSA) Charter High School is an innovative & Dynamic learning community. BSA is based on respect and cooperation that is aimed at redirecting the lives of its students. BSA provides a safe and nurturing environment that empowers and challenges its students to successfully earn a high school diploma. BSA also prepares its students to become productive and responsible members of society. Curriculum Design and Core Teaching Methods: The curriculum design is an interdisciplinary approach to core knowledge based on the TEKS and TAAS objectives. The core teaching methods are a cooperative learning approach using and emphasizing alternative assessment. Distinctive Features of the School: Blessed Sacrament Academy Charter High School has been in existence for one year. We serve a variety of populations at our school. Many of our students have dropped out from area schools and have pursued their high school diplomas at Blessed Sacrament Academy Charter High School because we offer an alternative form of education. We have several students that are teenage mothers and would not ordinarily be given the opportunity to finish their high school diploma at the traditional school, however,, at our school they are given that opportunity. Education is very important at our school, however, we feel that the social skills our students are taught are as important as the academic skills they are receiving. We utilize our staff to help our students make the correct choices and help them learn more appropriate communication skills. The populations that we serve may be two or three time freshmen. Many of our students have not been in school for a year or more. We have several students that are not allowed to return to their home school for several reasons. Some of those reasons include substance abuse or use, pregnancy, truancy, or gang involvement. We have a Palmer Drug Abuse Program on campus that helps provide individual counseling and group counseling to the students that need it. Student Profile as of Spring 1999: African American: 2% At-risk: Anglo: 5% Special Education: 4% Hispanic: 92% Limited English Proficient: 0% Female: 59% Instructional Staff Profile as of Spring 1999: Number of Teachers: 9 African American Teachers: 0% Full Time Teachers: 89% Anglo Teachers: 56% Degreed: 100% Hispanic Teachers: 44% Advanced Degree: 33% Average Experience: 2.3 years Average Full-time Yearly Salary: $21,599 Certified: 0% Student Per Teacher: 19.6 Administrators Per Teachers: 0.22 Accountability Plan: Students are expected to achieve a passing rate for the exit TAAS that meets or exceeds standards for that year. In addition, compared with their performance during the school year preceding their enrollment at BSA, students are expected to improve their rate of attendance by no less than 5 percent. BSA students are also expected to increase the number of credits they earn to at least five credits during the school year. Bright Ideas Charter School Location: Wichita Falls Kind of Community: Grade Levels: PreK-12 Enrollment: 64 Charter Date: Type: Charter Sponsor: Bright Ideas School, Inc. School Information: President/Chair Secretary/Clerk Linda Plummer Address 2507 Central Freeway E. Wichita Falls, Texas 76302 Phone 940-767-1561 Mission or Philosophy: Bright Ideas mission is to prepare students for high achievement in college and successful competition in the 21st century global society. To counteract Americas anti-think culture, we have carved out a solution-oriented community where high social value is placed on creative and productive thinking. On the cutting edge of education our work is rooted in research findings about optimal brain development, which shows us that intellectual capacity may not be limited, and can be vastly affected by environment. We believe that all children can achieve at much higher levels. Bright Ideas Schools high performance design has a proven track record of superior preparation for college, with students succeeding in college at 14-l7 years old. Curriculum Design and Core Teaching Methods: Because technology is bringing people from around the world elbow to elbow, graduates need both a global background and 21st century workplace competencies. Eight years ago, Bright Ideas designed a framework for curriculum using world history as the focus around which other subjects are integrated to deliver an depth global perspective, SCANS workplace competencies, and Texas Essential Knowledge and Skills. Our curriculum framework, Connections Between Cultures, provides meaningful project learning that is activity and idea based, and demands higher level thinking, hard work, and high quality products from all children. By integrating the humanities with the problem solving skills that students need for their technological future, Connections Between Cultures teaches students what they need to know for the 21st century: how to understand and work with a multitude of cultures, how to creatively solve problems and produce knowledge, and how to work hard and achieve. To become internationally competitive in math and science, our students use curriculum consistent with national and international standards. Our math series follows the recommendations of the National Council of Teachers of Mathematics and implements the recommendations of the Second International Mathematics Study. For elementary science we use Science and Technology for Children, developed by the National Science Resource Center, which is operated by the Smithsonian Institution and the National Academy of Science. For secondary science we use curriculum developed in response to initiatives of the National Science Foundation, 1990 Framework, and the state of California's Scope, Sequence, and Coordination to improve the effectiveness. of school science. Our Code of Accountability, which is our discipline code, delineates the ethical behavior required by our school's empowered workplace, as well as the realms of responsibility for each party, with rewards and consequences to ensure accountability. Bright Ideas provides the kinds of highly educated leaders that the global community of the future demands. Distinctive Features of the School: Students at Bright Ideas Private School are encouraged to accelerate through grade levels until a challenging level is met. Most students have accelerated to their challenge level before they reach high school. Another option for high school acceleration is concurrent enrollment with Midwestern State University. Concurrent enrollment means that high school and college credit is given for courses taken at MSU. Students must have sufficiently high scores on the ACT or SAT, good attendance, be self-directed, and pass MSU's entrance exam to be allowed to enroll concurrently. Students must also maintain at least a B average at MSU and Bright Ideas. Most Bright Ideas students take advantage of this in their junior and senior year, and graduate from Bright Ideas Private School with a minimum of 22 high school credits and a variable number of college hours. In the charter school, the above programs will be continued with the following additions. Concurrently enrolled students will meet regularly in group sessions with an advisor at BICS. The goal of these sessions will be to assist students in making a successful transition from high school into college. Specifically, we will help them understand what to expect in the college environment, equip them with the necessary organizational, study, and time management skills, and help them to identify when they may be in trouble and how to go about getting the necessary help. A student's continued concurrent enrollment will he contingent upon progress toward meeting requirements of high school credits, academic core, or declared major. Being concurrently enrolled allows students to start college early while still getting support from Bright Ideas' programs. This encourages Bright Ideas and MSU to work together to make sure that students are prepared for success. The support system and early success in college increases the likelihood that students will graduate with a degree. To further support a seamless entry into college, students concurrently enrolled at MSU will have half their tuition paid by MSU and/or BICS until graduation from high school. Student Profile as of Spring 1999: African American: 3% At-risk: 11% Anglo: 92% Special Education: 0% Hispanic: 5% Limited English Proficient: 0% Female: 53% Instructional Staff Profile as of Spring 1999: Number of Teachers: 8 African American Teachers: 0% Full Time Teachers: 50% Anglo Teachers: 100% Degreed: 88% Hispanic Teachers: 0% Advanced Degree: 13% Average Experience: 3.5 years Average Full-time Yearly Salary: $18,063 Certified: 100% Student Per Teacher: 8.0 Administrators Per Teachers: 0.13 Accountability Plan: Bright ideas Charter School students will take the TAAS at the required grade levels and will meet or exceed the state's goal, which is the Acceptable Rating. No student will be exempted from the TAAS test, No student will pass to the next multi-grade level class until he has passed the TAAS test. Teachers will be paid an incentive bonus based on the percentage of their class that passed the TAAS. Building Alternatives Charter School Location: San Antonio Kind of Community: Suburban Grade Levels: 9-12 Enrollment: 140 Charter Date: 9/26/96 Type: Start-Up Charter Sponsor: George Gervin Youth Cener School Information: President/Chair Conrad Lindemann Secretary/Clerk Hercilia Lopez Address 6903 Sunbelt Drive South San Antonio, Texas 78218 Phone 210-545-7521 Mission or Philosophy: Building Alternatives Charter School is an educational institution which provides an innovatively-designed and culturally-sensitive learning environment which is holistic in nature to meet the comprehensive needs of at-risk youth in the Bexar County area to prepare the students for the challenges of a constantly evolving and increasingly demanding society and to encourage these youth to assume leadership roles within their communities in the twenty-first century. The Building Alternatives Charter School will be the most innovative, progressive and emulated charter school in the state of Texas because of its commitment to challenging youth to seek their highest potential and to hone their quest for learning in non-traditional, pluralistic and fertile atmospheres and environments. Our students will be provided with a number of opportunities through which they can see themselves as successful. These experiences allow the student to share the realization that she or he did something and did it well. This is augmented by the knowledge that the work they are doing has true value. A major focus within this task-oriented, goal-directed school model is to create an environment of caring, acceptance and quality. This is facilitated by the instructors and a positive peer culture. Emphasis is placed on an educational methodology that addresses multiple learning styles, places learning in a real world context, and focuses on the skills employers demand, such as teamwork, decision making, and problem solving. Curriculum Design and Core Teaching Methods: Requirements for graduation with a high school diploma include completing a complex core curriculum which includes requirements in math, science, social studies, a second language, physical education, health, computers, and vocational training. Students who are eligible for the GED and choose to enroll in the Charter School's GED Study Course will be given a clearly defined goal of completion of the GED exam. Students are readied for the form and content of the exam with sufficient introduction to the appropriate question types, examples, materials, and exercises. The GED component of the test begins with a skills assessment. The teacher interviews students to evaluate expectations, understanding, prior knowledge, prior conceptions about the GED. Distinctive Features of the School: The Building Alternatives Charter School is one of just twenty new Charter High Schools in Texas which have been licensed and supported by the ˿Ƶ under recent state legislation. They represent a new and exciting challenge in public school reform to reach out to students who want to learn in a new community-based setting. Presently there are over 1,000 Charter Schools in 25 states. The Building Alternatives Charter School offers an innovative high school program which includes both remedial education and an employment-based vocational curriculum. It is designed to provide the academic, pre-employment, and interpersonal skills which youth need to move on to further education opportunities, jobs with career potential, or further job skill training. Our school places emphasis on an educational methodology that addresses multiple learning styles, places learning in a real world context, and focuses on the skills employers demand, such as teamwork, decision making, and problem solving. The Building Alternatives Charter School seeks to create an environment of caring, acceptance and equality for its students. This is made possible by a low student/staff ratio, individualized basic education instruction, social, recreational and support services, and a clear reward system which includes weekly stipends which can be earned by students through their attendance records, participation in community service projects, meeting personal academic and training goals. Students may enroll in the GED (high school equivalency) program or a full state-approved diploma course. They can also move on at the school to receive a Certificate of Skills Mastery leading to a job internship or apprenticeship. Placement on a job or in further education or training and extensive Follow Up are essential components in the Building Alternatives Charter School program. Our students will first receive basic skills training and a vocational course in the construction trades and homebuilding. This education and training continues as they are assigned to community service work-based learning sites in building housing for low income families in San Antonio. This work also provides students with an opportunity to increase their weekly stipends as they work at the construction sites. Later, the Building Alternatives Charter School plans to expand its range of work-based learning sites to target career paths in the telecommunications and broadcast industry, hospitality, health care, laboratory sciences, insurance, banking and financial services, law enforcement and other public service professions. Student Profile as of Spring 1999: African American: 32% At-risk: Anglo: 9% Special Education: 5% Hispanic: 58% Limited English Proficient: 0% Female: 54% Instructional Staff Profile as of Spring 1999: Number of Teachers: 11 African American Teachers: 91% Full Time Teachers: 82% Anglo Teachers: 0% Degreed: 100% Hispanic Teachers: 9% Advanced Degree: 36% Average Experience: 9.6 years Average Full-time Yearly Salary: $22,758 Certified: 36% Student Per Teacher: 12.7 Administrators Per Teachers: 0.27 Burnham Wood Charter School Location: El Paso Kind of Community: Urban Grade Levels: K-12 Enrollment: 88 Charter Date: 8/12/98 Type: Start-Up Charter Sponsor: El Paso Education Initiative, Inc. School Information: President/Chair Iris Burnham Secretary/Clerk Araceli Juarez Address 10432 Brian Mooney Ave. El Paso, Texas 79935-2800 Phone 915-584-9499 Mission or Philosophy: El Paso Education Initiative, Inc (EPEI), plans to establish neighborhood charter schools that focus on the development of strong academic skills and knowledge that can be measured by performance objectives that recognize multiple intelligences. These core intelligences include: Linguistic, Mathematical, Spatial, Kinesthetic, Musical, Interpersonal and Intrapersonal abilities. To accomplish this goal, EPEI will implement mastery-based learning which may require students to exceed the 180 day instructional year, to a maximum of 190 days, in order to meet their designated performance objectives. Multiple learning sites provide the flexibility to serve youngsters throughout El Paso County in Ways that will truly enhance their ability to learn efficiently and build the self-esteem that results in the practice of positive social skills. Multiple sites not only bring innovative educational models closer to the student's neighborhood, but they allow EPEl to take advantage of existing community resources as part of the learning environment. It is anticipated that EPEI's resources for learning will include the University of Texas at El Paso, Fort Bliss, and a myriad of social service agencies across the city. Students who graduate from El Paso Education Initiative's charter schools will possess not only the skills to be efficient learners who have mastered all required academic course work of the TEKS, but they will have experiential understanding of their community, that will result in an appreciation of the challenges that lie ahead. These students will graduate from high school with a clearer vision of what role they might play in the real world, both locally and globally. Curriculum Design and Core Teaching Methods: The TEKS is our basic curriculum. It is enhanced on the Elementary level with E.D. Hirsch's Core Knowledge Sequence, Multi-Intelligence Learning and Cooperative Learning. The High School has an Integrated Humanities based Curriculum. Distinctive Features of the School: Monitor the complete learning cycle. The school takes responsibility for the student's complete "learning cycle". In addition to the presentation of knowledge and skills in a challenging and meaningful context, students are provided with the opportunity to practice, study and prepare for upcoming instructional sessions as part of daily classwork. Students who are taught how to be "efficient learners" possess the tools to succeed wherever their interest and motivation take them. Require mastery-based instruction. Requiring students to practice and master good study skills on a daily basis in each course provides students with the opportunity to seek immediate clarification and support as needed. Build positive self esteem. All students know what it feels like to learn content and master skills as they are presented, thereby contributing to their sense of competency and their positive image as a student. Student Profile as of Spring 1999: African American: 5% At-risk: 0% Anglo: 41% Special Education: 6% Hispanic: 52% Limited English Proficient: 0% Female: 35% Instructional Staff Profile as of Spring 1999: Number of Teachers: 8 African American Teachers: 13% Full Time Teachers: 75% Anglo Teachers: 50% Degreed: 100% Hispanic Teachers: 25% Advanced Degree: 13% Average Experience: 8.7 years Average Full-time Yearly Salary: $23,000 Certified: 0% Student Per Teacher: 11.0 Administrators Per Teachers: 0.50 Accountability Plan: Student Performance and TAAS Achievement Goal. All students entering the school for the first time at grades 4-12 will be given a norm reference math test and a criterion reference reading test, to determine placement in math and reading classes, and to serve as a benchmark for academic improvement. An annual TAAS reference test will be administered to the 3-8 grades and 10th grades, as well as a Biology I and Algebra I end of the year exam appropriate high school students. Assessing and evaluating are on-going processes and are also accomplished by using the following assessments: Portfolios of completed and mastered work. Examples include papers, book reports, journals, study sheets, class notes and daily classwork exercises. Student-Teacher-Parent Conferences Instructional Assessment - both written and oral. Teacher Observation and Judgment Summary evaluation will be a norm referenced test for second grade, the TAAS for third through eighth grade and tenth grade. Year-end exams for high school Algebra I and Biology I. On a regular basis, students will be evaluated on their mastery of essential elements/TEKS in each course, along with their mastery of acceptable standards of related study skills and meaningful participation in related community or group projects. Daily course work mastery must be a minimum grade of 75% (5% above the state's minimum passing grade). Calvin Nelms Charter High School Location: Houston Kind of Community: Urban Grade Levels: 9th-12th Enrollment: 150 Charter Date: June 1999 Type: At-Risk Charter Sponsor: Clavin Nelms Charter High School School Information: President/Chair Lorie Faulk Secretary/Clerk Joey Beckham Address 1507 Ricefield #210 Houston, TX 77084 Phone 281-398-8031 E-mail cnchs@yahoo.com Mission or Philosophy: Help at-risk high school students get their diploma. Distinctive Features of the School: Four hour day and work co-operative. Student Profile as of Spring 2001: African American: At-risk: 90% Anglos: Special Education: 8% Hispanic: Limited English Proficient: 10% Female: 60% Instructional Staff as of Spring 2001: Number of Teachers: 10 African American Teachers: 10% Full-Time Teachers: 8/80% Anglo Teachers: 90% Degreed: 10/100% Hispanic Teachers: Advanced Degree: 2/20% Average Experience: 7 years Average Full-Time Yearly Salary: $30,000 Certified: 80% Student Per Teacher: 12:1 Administrators Per Teacher: 1:10 Accountability Plan: Credit earned Attendance improvement TAAS scores Career Plus Learning Academy Location: San Antonio Kind of Community: Urban Grade Levels: 6th and 7th Enrollment: 19 Charter Date: 12/98 Type: Open enrollment Charter Sponsor: Bexar County Opportunities Industrialization Inc., BCOIC School Information: President/Chair Bobby J. Turner Secretary/Clerk Cheryl Wills Address 1731 S. W.W. White Rd. San Antonio, TX 78220 Phone 210-333-9570 Fax 210-333-6252 E-mail  HYPERLINK "mailto:bcoic@flash.net" bcoic@flash.net Mission or Philosophy: Career Plus Learning Academys mission is a ground up collaborative approach involving the community; its leaders, educators, and business, which came together with a similar vision in order to develop a fuller consensus of this open enrollment charter. Our mission at Charter Plus Learning Academy is to provide young men and women with a first class education and develop effective community leaders. Career Plus Learning Academy will provide these young men and women with the academic, vocational, civic, and leadership skills needed to revitalize their community and achieve success in the community, college and the workplace. Distinctive Features of the School: Tutoring, advanced technology, field lessons, additional core curriculum courses, school goals, and heavy parent involvement. Student Profile as of Spring 2001: African American: 11/58% At-risk: 100% Anglos: 0 Special Education: 5/26% Hispanic: 8/42% Limited English Proficient: 0 Female: 12/63% Instructional Staff as of Spring 2001: Number of Teachers: 3 African American Teachers: 2/67% Full-Time Teachers: 2 Anglo Teachers: 0 Degreed: 3/100% Hispanic Teachers: 1/33% Advanced Degree: 1/ 33% Average Experience: Average Full-Time Yearly Salary: $24,000 Certified: 1/33% Student Per Teacher: 15:1 Administrators Per Teacher: 2 Accountability Plan: Evaluation and assessment is conducted on an annual, quarterly, weekly, and daily basis. The evaluation as assessment instruments used include: TAAS tests National norm-referenced tests End-of-course exams Grade reporting Weekly progress reports to parents Student folders Student writing portfolios Student journals Daily subject area monitoring Unit tests Parent surveys Class attendance Project evaluations completed by fellow students Nine-week report cards Cedar Ridge Charter School Location: Lometa Kind of Community: Grade Levels: 7-12 Enrollment: 28 Charter Date: Type: Charter Sponsor: School Information: President/Chair Secretary/Clerk Address 404 E. Senterfitt Lometa, Texas 76853-0217 Phone Student Profile as of Spring 1999: African American: 14% At-risk: 96% Anglo: 68% Special Education: 86% Hispanic: 18% Limited English Proficient: 0% Female: 68% Instructional Staff Profile as of Spring 1999: Number of Teachers: 4 African American Teachers: 0% Full Time Teachers: 25% Anglo Teachers: 100% Degreed: 100% Hispanic Teachers: 0% Advanced Degree: 25% Average Experience: 0 years Average Full-time Yearly Salary: $13,960 Certified: 25% Student Per Teacher: 7.0 Administrators Per Teachers: 0.50 The Children First Academy of Dallas Location: Dallas Kind of Community: Urban Grade Levels: K-5 Enrollment: 80 Charter Date: 11/2/99 Type: Start-Up Charter Sponsor: Excellence 2000 School Information: President/Chair Dr. Sherwin Allen Secretary/Clerk Yolanda Goins Address 1638 Ann Arbor Dallas, Texas 75216 Phone 214-371-2545 Mission or Philosophy: Our program will feature a highly focused instructional program for each subject and for each grade level to ensure that students are successful in mastering the skills as outlined in the TEKS manual, and the objectives as outlined on the ITBS and the TAAS tests. The highly focused instructional program will be designed by the teachers, principal and the staff development coordinator. The staff development coordinator will be a person on staff who will assist with the planning, implementation and evaluation of the staff development program. The concept of the highly structured instructional program is designed to deal with the what to teach aspect of planning. It is very important to have input from the teaching staff during the development of the instructional program. When this aspect of the curriculum is planed (what), the teacher input is imperative. The second aspect is when to teach" and must be done with the aide of the school calendar. The school calendar plays such an important role in this process because of the concept of "continuity" and will answer the question of when. The school calendar has to deal with holidays, assembly programs, early release, and/or other interruptions that may cause the instructional program to he delayed or stopped. Profiling the data is an important step in the instructional process. Close monitoring of the teaching/1earning process will be an integral part of the instructional program for The Children First Elementary Academy. Sharing the data with parents and students will be an integral part of the instructional program. The next important component of the teaching process will be "sequencing the skills". This step will ensure that the skills are being taught in a manner which will enhance the learning process for the students. Distinctive Features of the School: We are currently offering weekly golf instruction, and will offer instrumental music and Spanish programs for the year 1999-2000. Student Profile as of Spring 1999: African American: 100% At-risk: 10% Anglo: 0% Special Education: 4% Hispanic: 0% Limited English Proficient: 0% Female: 35% Instructional Staff Profile as of Spring 1999: Number of Teachers: 4 African American Teachers: 100% Full Time Teachers: 100% Anglo Teachers: 0% Degreed: 100% Hispanic Teachers: 0% Advanced Degree: 25% Average Experience: 8.3 years Average Full-time Yearly Salary: $29,500 Certified: 25% Student Per Teacher: 20.0 Administrators Per Teachers: 0.75 Accountability Plan: Student achievement in The Children First Elementary Academy will consist of several components of measurement. First the day to day teaching/learning process which includes daily monitoring and grading will ensure that our students arc on the right track. The classwork will serve to introduce various skills appropriate for the grade level. Homework will serve as a reinforcement of the classwork. Teacher made assessments, (oral and written), will measure day to day performance for the teacher and student. A formal diagnostic assessment will be given after each nine-week instructional period. The data from each assessment will be used to guide the instructional blue print for the succeeding instructional period. The assessment will also be used to determine the skills that each student has mastered or to determined the skills that each student needs to continue to work toward mastery. One of the end of the year measures of our academic program will be the TAAS test. The TAAS test will serve as one of the primary measuring tools for the teaching and learning process. The Children First Elementary Academy will also utilize other ways of determining student progress during the course of the school year. The following list will be included; Parent Surveys Student Attendance Staff Attendance Parent Participation The Children First Academy of Houston Location: Houston Kind of Community: Urban Grade Levels: K-5 Enrollment: 101 Charter Date: 1/4/99 Type: Start-Up Charter Sponsor: Excellence 2000, Inc. School Information: President/Chair Jeanelle Johnson Secretary/Clerk Ruthie Compton Address 8448 Green River Houston, Texas 77028 Phone 214-398-4868 Mission or Philosophy: Our program will feature a highly focused instructional program for each subject and for each grade level to ensure that students are successful in mastering the skills as outlined in the TEKS manual, and the objectives as outlined on the ITBS and the TAAS tests. The highly focused instructional program will be designed by the teachers, principal and the staff development coordinator. The staff development coordinator will be a person on staff who will assist with the planning, implementation and evaluation of the staff development program. The concept of the highly structured instructional program is designed to deal with the what to teach aspect of planning. It is very important to have input from the teaching staff during the development of the instructional program. When this aspect of the curriculum is planed (what), the teacher input is imperative. The second aspect is when to teach" and must be done with the aide of the school calendar. The school calendar plays such an important role in this process because of the concept of "continuity" and will answer the question of when. The school calendar has to deal with holidays, assembly programs, early release, and/or other interruptions that may cause the instructional program to he delayed or stopped. Profiling the data is an important step in the instructional process. Close monitoring of the teaching/1earning process will be an integral part of the instructional program for The Children First Elementary Academy. Sharing the data with parents and students will be an integral part of the instructional program. The next important component of the teaching process will be "sequencing the skills". This step will ensure that the skills are being taught in a manner which will enhance the learning process for the students. Student Profile as of Spring 1999: African American: 98% At-risk: 7% Anglo: 0% Special Education: 5% Hispanic: 2% Limited English Proficient: 0% Female: 47% Instructional Staff Profile as of Spring 1999: Number of Teachers: 4 African American Teachers: 100% Full Time Teachers: 100% Anglo Teachers: 0% Degreed: 100% Hispanic Teachers: 0% Advanced Degree: 25% Average Experience: 4.8 years Average Full-time Yearly Salary: $28,500 Certified: 25% Student Per Teacher: 25.3 Administrators Per Teachers: 0.50 Accountability Plan: Student achievement in The Children First Elementary Academy will consist of several components of measurement. First the day to day teaching/learning process which includes daily monitoring and grading will ensure that our students arc on the right track. The classwork will serve to introduce various skills appropriate for the grade level. Homework will serve as a reinforcement of the classwork. Teacher made assessments, (oral and written), will measure day to day performance for the teacher and student. A formal diagnostic assessment will be given after each nine-week instructional period. The data from each assessment will be used to guide the instructional blue print for the succeeding instructional period. The assessment will also be used to determine the skills that each student has mastered or to determined the skills that each student needs to continue to work toward mastery. One of the end of the year measures of our academic program will be the TAAS test. The TAAS test will serve as one of the primary measuring tools for the teaching and learning process. The Children First Elementary Academy will also utilize other ways of determining student progress during the course of the school year. The following list will be included; Parent Surveys Student Attendance Staff Attendance Parent Participation Coastal Bend Youth City Charter School Location: Driscoll Kind of Community: Rural Grade Levels: Ages 10-17 Enrollment: 40 Charter Date: 8/17/98 Type: Start-Up Charter Sponsor: Coastal Bend Youth City School Information: President/Chair Steve Hilmy Secretary/Clerk Address 2457 US Highway 77 Driscoll, Texas 78351-0268 Phone 512-884-1961 Mission or Philosophy: To meet the individual needs of each student in a conducive learning environment that will enhance academic and emotional growth. Curriculum Design and Core Teaching Methods: Core teaching methods basically include an individual instructional approach. Each student receives instruction in the content areas, physical recreation and elective classes per the TEKS. Classes are modified per the student's ARD if need be. Additional special education instruction is brought into the regular classroom when needed per an ARD. Regular education students are served per the state requirements. TAAS remediation and practice are implemented in the core areas as well. Portfolios are also kept on individual students. Distinctive Features of the School: The school accommodates high-risk students who have major emotional and behavioral problems. A very structured setting with intrinsic motivators is utilized which enhances academic process and attendance. At the same time students receive consistent behavior intervention tools which help students to practice appropriate behaviors in a classroom setting. Student Profile as of Spring 1999: African American: 3% At-risk: Anglo: 35% Special Education: 88% Hispanic: 63% Limited English Proficient: 3% Female: 40% Instructional Staff Profile as of Spring 1999: Number of Teachers: 4 African American Teachers: 0% Full Time Teachers: 100% Anglo Teachers: 50% Degreed: 100% Hispanic Teachers: 50% Instructional Staff Profile as of Spring 1999 cont.: Advanced Degree: 25% Average Experience: 6.3 years Average Full-time Yearly Salary: $26,500 Certified: 50% Student Per Teacher: 10.0 Administrators Per Teachers: 0.50 Accountability Plan: Accountability is registered through the PEIMS with ESC 2. Crossroads Community Educational Center Location: Houston Kind of Community: Urban Grade Levels: 9-12 Enrollment: Charter Date: 1998 Type: Charter Sponsor: District: School Information: President/Chair Bobbie E. Jones Secretary/Clerk Ronald Nicholas Address 6711 Bellfort St. Houston, Texas 77087-6411 Phone 713/645-9122 Mission or Philosophy: Crossroads Community Educational Centers Charter Schools philosophy is to encourage and give inner-city at-risk students a second chance to obtain a high school diploma so that they can regain their lives and become mature, responsible, and productive citizens. Distinctive Features of the School: The school is located on the second floor of a forty thousand (40,000) square foot building. The school uses fourteen thousand (14,000) square feet. The building is completely renovated and the classrooms are large, air-conditioned and well lighted. The ratio of student to teacher is 1 15. There is a library, a cafetorium, a GED classroom for adult education, and a computer-learning center. Student Profile as of Spring 2001: African American: 85% At-risk: 85% Anglos: Special Education: Hispanic: 13% Limited English Proficient: Female: 43% Instructional Staff as of Spring 2001: Number of Teachers: 6 African American Teachers: 6 Full-Time Teachers: 5 Anglo Teachers: Degreed: Hispanic Teachers: Advanced Degree: 1 Average Experience: 5 years Average Full-Time Yearly Salary: $27,000 Certified: Student Per Teacher: Administrators Per Teacher: 1 Accountability Plan: Dallas Can! Academy Location: Dallas Kind of Community: Urban Grade Levels: 9-12 Enrollment: 1590 Charter Date: 8/1/96 Type: Conversion Charter Sponsor: Texans Can! School Information: President/Chair Grant East Secretary/Clerk Carol Morton Address 325 W. 12th Street Stell Dallas, Texas 75208-6542 Phone 214-824-4226 Mission or Philosophy: The mission of Dallas Can! Academy is to empower disadvantaged young Texans and their families to break up the long-term cycle of failure, poverty, hopelessness, and economic dependency in their lives. Curriculum Design and Core Teaching Methods: Dallas Can! Academy Charter School is a year round, open enrollment charter school geared to serve at-risk students The school opened its charter school in 1996 and serves males and females that have already failed in their traditional school settings. The at-risk population is in a program that is self-paced and open-entry/open-completion. Therefore, as students complete the program and graduate, they are replaced with new students. The majority of our students, 90% African-American or Hispanic has earned few credits prior to enrollment in Dallas Can! Academy. Many of them are also reading below grade level, as determined by the Test of Adult Basic Education (TABE). In addition, the majority has demonstrated other barriers to their educational success, such as teen pregnancy or prior involvement with the criminal justice system. Our target population are economically disadvantaged,. basic skills-deficient youth who have already dropped out of the traditional public high school or who are at risk of dropping out. The goal of our program is to teach the basic skills of reading, language arts, math, social studies, and science leading toward a high school diploma. We accomplish this through our individualized, self-paced, computer-assisted program. The Charter School's focus on meeting the unique needs of each student has led the teaching staff to develop individualized lesson plans tailored to each student. Intense, accelerated education in the core areas of reading, writing and math is presented in this environment where the teachers are critical to facilitating learning. As students progress at their own pace, they experience less of the boredom and frustration that can result in behavior problems, they attend school regularly. and they dramatically improve their grades. In addition to academic course preparation, the students at the Charter School also prepare for the state-required TAAS and End of Course tests. Student Profile as of Spring 1999: African American: 48% At-risk: Anglo: 5% Special Education: 4% Hispanic: 46% Limited English Proficient: 2% Female: 50% Instructional Staff Profile as of Spring 1999: Number of Teachers: 32 African American Teachers: 34% Full Time Teachers: 100% Anglo Teachers: 63% Degreed: 97% Hispanic Teachers: 3% Advanced Degree: 22% Average Experience: 4.5 years Average Full-time Yearly Salary: $28,255 Certified: 22% Student Per Teacher: 49.7 Administrators Per Teachers: 0.44 Accountability Plan: Students are assessed using the Test of Adult Basic Education (TABE), the Comprehensive Competencies Program, and/or a release version of TAAS to indicate grade level gains in reading and math. Other measures include attainment of GED, attainment of high school diploma, the number of students obtaining employment, and/or the number of students enrolling college or trade school. Additionally, improving student attendance rates, dropout rates, and TAAS scores are goals for DCA. E. L. Harrison Charter School Location: Waco Kind of Community: Urban Grade Levels: Enrollment: 181 Charter Date: 8/24/98 Type: Start-Up Charter Sponsor: East Waco Community Center School Information: President/Chair Secretary/Clerk Rudy Jean Clayborne Address Phone 254-756-7631 Mission or Philosophy: All students can and will learn. Curriculum Design and Core Teaching Methods: The curriculum is designed to motivate students to think about problem solving. Emphasis is placed on accelerated learning and Spanish is the second language where student realize to be successful in test. Distinctive Features of the School: Our school is in a large old building in the middle block. Student Profile as of Spring 1999: African American: 97% At-risk: Anglo: 1% Special Education: 8% Hispanic: 3% Limited English Proficient: 0% Female: 52% Instructional Staff Profile as of Spring 1999: Number of Teachers: 16 African American Teachers: 88% Full Time Teachers: 100% Anglo Teachers: 13% Degreed: 88% Hispanic Teachers: 0% Advanced Degree: 19% Average Experience: 2 years Average Full-time Yearly Salary: $25,063 Certified: 19% Student Per Teacher: 11.3 Administrators Per Teachers: 0.19 Accountability Plan: We are now using a CPA and it is our desire to involve all community in operation of the school for financial matters as well as curriculum. Eagle Advantage School Location: Dallas Kind of Community: Urban Grade Levels: Ungraded Enrollment: 83 Charter Date: 8/17/98 Type: Start-Up Charter Sponsor: Eagle Advantage, Inc. School Information: President/Chair Dr. Allen Beck Secretary/Clerk Sharon Hammons Address 409 Joseph Hardin Road Dallas, Texas 75236 Phone 214-467-4991 Mission or Philosophy: The Eagle Advantage Charter School Board of Trustees, faculty and staff will ensure an environment of safety, respect and accountability while students prepare to improve the quality of life in the world communities. The school provides an equitable opportunity for students to acquire a sound academic and career focused education. Students receive a strong foundation in humanities, science, mathematics and career technology. Interdisciplinary curriculum is presented in a way relevant to each students world. Specialized support is provided for students preparing for careers that require post secondary training. Students will prepare to be full participants in the 21st century. Graduates shall enter the global labor force with marketable skills, embracing positive work ethics. A.P.A.C.E. learning style, after assessment testing, is applied, when applicable, to both the struggling and advanced student to provide individualized education. Also, State approved testing is appropriate to meet all State and Eagle Advantage Inc. goals and measures. Curriculum Design and Core Teaching Methods: Access to computer-mediated learning systems, that are accelerated and self-paced is planned while a individualized docket style self-paced learning system is currently implemented in a combined classroom setting. The PACE Learning System provides individualized instructional materials in core curriculum, allowing students to maintain control of learning while experiencing success in small, sequential steps. Implementation of state provided text materials are included as a core and essential part of the normal class curriculum. Distinctive Features of the School: Eagle Advantage School strives to increase the number of children who will have access to higher education. The learning system chosen by Eagle Advantage will vastly improve the life and educational success probabilities for children who attend our school. The ultimate goal is to produce literate students who can compete for well paying jobs whether they seek post-secondary education or enter the workforce directly from high school. Student Profile as of Spring 1999: African American: 83% At-risk: 31% Anglo: 10% Special Education: 16% Hispanic: 7% Limited English Proficient: 0% Female: 55% Instructional Staff Profile as of Spring 1999: Number of Teachers: 10 African American Teachers: 50% Full Time Teachers: 70% Anglo Teachers: 40% Degreed: 50% Hispanic Teachers: 0% Advanced Degree: 30% Average Experience: 3.9 years Average Full-time Yearly Salary: $14,286 Certified: 10% Student Per Teacher: 8.3 Administrators Per Teachers: 0.40 Accountability Plan: Determine the effectiveness of project activities in achieving the aims of the project by: Monitoring the effective use of computers by teachers and students Monitoring the effective use of PACE Learning Systems including pre-testing students for grade level Monitoring the effective use of library materials including documentation of users and frequency of use Determine the impact of project activities on participants by: Measuring the short term (4 month) effective use of computers and learning materials Measuring the long term (two year) impact of this grant on student achievement by post-testing on the PACE Learning Systems core curriculum Product Evaluation: The most practical measure for the program period (4 months) is the students ability to self-motivate and perform. Increased self motivation and performance can be measured by lowered requirements for tutoring, decreased tardiness and decreased absence from school. Beyond the 4-month program period, student outcomes can be reliably measured. Student outcomes can be defined as student achievement. Student grade level on entering program will be compared to two-year post-award achievement levels. Evaluation of Long Term ImpactApplicant will measure the long-term impact of program activities and services for the targeted population. This longitudinal assessment will cover a two-year period following the year of implementation of program services and activities. Evaluators will track changes in overall classroom achievement for the 2-year period. Eagle Charter School-Abilene Location: Abilene Kind of Community: Grade Levels: 7th-12th Enrollment: 116 Charter Date: 11/13/98 Type: Open Enrollment Charter Sponsor: Eagle Educational Reform Learning Systems, Inc. District: School Information: President/Chair Linus D. Wright Secretary/Clerk Address 3161 South 23rd #3 Abilene, TX 79605 Phone 915-698-8111 Mission or Philosophy: Distinctive Features of the School: Student Profile as of Spring 2001: African American: 4.3% At-risk: 97.4% Anglos: 63.8% Special Education: 15.5% Hispanic: 29.3% Limited English Proficient: 0 Other: 2.6% Female: 51.7% Instructional Staff as of Spring 2001: Number of Teachers: 2 African American Teachers: Full-Time Teachers: Anglo Teachers: Degreed: Hispanic Teachers: Advanced Degree: Average Experience: Average Full-Time Yearly Salary: Certified: Student Per Teacher: Administrators Per Teacher: Accountability Plan: Eagle Charter School-Beaumont Location: Beaumont Kind of Community: Grade Levels: 7th-12th Enrollment: 145 Charter Date: 11/13/98 Type: Open Enrollment Charter Sponsor: Eagle Educational Reform Learning Systems, Inc. District: School Information: President/Chair Linus D. Wright Secretary/Clerk Address 3775 College St. Beaumont, TX 77701 Phone 409-835-4303 Mission or Philosophy: Distinctive Features of the School: Student Profile as of Spring 2001: African American: 92.4% At-risk: 95.9% Anglos: 5.5% Special Education: 2.8% Hispanic: 2.1% Limited English Proficient: 0 Female: 48.9% Instructional Staff as of Spring 2001: Number of Teachers: African American Teachers: Full-Time Teachers: Anglo Teachers: Degreed: Hispanic Teachers: Advanced Degree: Average Experience: Average Full-Time Yearly Salary: Certified: Student Per Teacher: Administrators Per Teacher: Accountability Plan: Eagle Charter School-Brownsville Location: Brownsville Kind of Community: Grade Levels: 7th-12th Enrollment: 114 Charter Date: 11/13/98 Type: Open Enrollment Charter Sponsor: Eagle Educational Reform Learning Systems, Inc. District: School Information: President/Chair Linus D. Wright Secretary/Clerk Address 72 Villa Vista Dr. Brownsville, TX 78520 Phone 956-542-8204 Mission or Philosophy: Distinctive Features of the School: Student Profile as of Spring 2001: African American: 0 At-risk: 86.8% Anglos: 8.8% Special Education: 5.3% Hispanic: 91.2% Limited English Proficient: 0 Female: 41.3% Instructional Staff as of Spring 2001: Number of Teachers: African American Teachers: Full-Time Teachers: Anglo Teachers: Degreed: Hispanic Teachers: Advanced Degree: Average Experience: Average Full-Time Yearly Salary: Certified: Student Per Teacher: Administrators Per Teacher: Accountability Plan: Eagle Charter School-Bryan Location: Bryan Kind of Community: Grade Levels: 7th-12th Enrollment: 152 Charter Date: 11/13/98 Type: Open Enrollment Charter Sponsor: Eagle Educational Reform Learning Systems, Inc. District: School Information: President/Chair Linus D. Wright Secretary/Clerk Address 3705A East 28th St. Bryan, TX 77802 Phone 979-260-7537 Mission or Philosophy: Distinctive Features of the School: Student Profile as of Spring 2001: African American: 36.8% At-risk: 96.7% Anglos: 27.6% Special Education: 13.2% Hispanic: 35.5% Limited English Proficient: 0 Female: 36.1% Instructional Staff as of Spring 2001: Number of Teachers: African American Teachers: Full-Time Teachers: Anglo Teachers: Degreed: Hispanic Teachers: Advanced Degree: Average Experience: Average Full-Time Yearly Salary: Certified: Student Per Teacher: Administrators Per Teacher: Accountability Plan: Eagle Charter School-Dallas Location: Dallas Kind of Community: Grade Levels: 7th-12th Enrollment: 89 Charter Date: 11/13/98 Type: Open Enrollment Charter Sponsor: Eagle Educational Reform Learning Systems, Inc. District: School Information: President/Chair Linus D. Wright Secretary/Clerk Address 3028 South Malcolm X Dallas, TX 75215 Phone 214-421-4510 Mission or Philosophy: Distinctive Features of the School: Student Profile as of Spring 2001: African American: 97.8% At-risk: 97.8% Anglos: 0 Special Education: 2.2% Hispanic: 2.2% Limited English Proficient: 0 Female: 59.5% Instructional Staff as of Spring 2001: Number of Teachers: African American Teachers: Full-Time Teachers: Anglo Teachers: Degreed: Hispanic Teachers: Advanced Degree: Average Experience: Average Full-Time Yearly Salary: Certified: Student Per Teacher: Administrators Per Teacher: Accountability Plan: Eagle Charter School-Del Rio Location: Del Rio Kind of Community: Grade Levels: 7th-12th Enrollment: 139 Charter Date: 11/13/98 Type: Open Enrollment Charter Sponsor: Eagle Educational Reform Learning Systems, Inc. District: School Information: President/Chair Linus D. Wright Secretary/Clerk Address 1306 East Gibbs Del Rio, TX 78240 Phone 830-774-1559 Mission or Philosophy: Distinctive Features of the School: Student Profile as of Spring 2001: African American: 0 At-risk: 95.7% Anglos: 18% Special Education: 5% Hispanic: 81.3% Limited English Proficient: 0 Other: 0.7% Female: 45.3% Instructional Staff as of Spring 2001: Number of Teachers: African American Teachers: Full-Time Teachers: Anglo Teachers: Degreed: Hispanic Teachers: Advanced Degree: Average Experience: Average Full-Time Yearly Salary: Certified: Student Per Teacher: Administrators Per Teacher: Accountability Plan: Eagle Charter School-Ft. Worth Location: Ft. Worth Kind of Community: Grade Levels: 7th-12th Enrollment: 142 Charter Date: 11/13/98 Type: Open Enrollment Charter Sponsor: Eagle Educational Reform Learning Systems, Inc. District: School Information: President/Chair Linus D. Wright Secretary/Clerk Address 2215 West Berry Ft. Worth, TX 76110 Phone 817-920-7655 Mission or Philosophy: Distinctive Features of the School: Student Profile as of Spring 2001: African American: 54.9% At-risk: 97.2% Anglos: 12% Special Education: 4.9% Hispanic: 31% Limited English Proficient: 0 Other: 2.1% Female: 49.3% Instructional Staff as of Spring 2001: Number of Teachers: African American Teachers: Full-Time Teachers: Anglo Teachers: Degreed: Hispanic Teachers: Advanced Degree: Average Experience: Average Full-Time Yearly Salary: Certified: Student Per Teacher: Administrators Per Teacher: Accountability Plan: Eagle Charter School-Laredo Location: Laredo Kind of Community: Grade Levels: 7th-12th Enrollment: 152 Charter Date: 11/13/98 Type: Open Enrollment Charter Sponsor: Eagle Educational Reform Learning Systems, Inc. District: School Information: President/Chair Linus D. Wright Secretary/Clerk Address 3911 Loop 20, #5 Laredo, TX 78043 Phone 956-723-7788 Mission or Philosophy: Distinctive Features of the School: Student Profile as of Spring 2001: African American: 0 At-risk: 99.3% Anglos: 13.2% Special Education: 12.5% Hispanic: 86.8% Limited English Proficient: 0 Female: 42.1% Instructional Staff as of Spring 2001: Number of Teachers: African American Teachers: Full-Time Teachers: Anglo Teachers: Degreed: Hispanic Teachers: Advanced Degree: Average Experience: Average Full-Time Yearly Salary: Certified: Student Per Teacher: Administrators Per Teacher: Accountability Plan: Eagle Charter School-Lubbock Location: Lubbock Kind of Community: Grade Levels: 7th-12th Enrollment: 107 Charter Date: 11/13/98 Type: Open Enrollment Charter Sponsor: Eagle Educational Reform Learning Systems, Inc. District: School Information: President/Chair Linus D. Wright Secretary/Clerk Address 1114 10th St. Lubbock, TX 79401 Phone 806-763-1518 Mission or Philosophy: Distinctive Features of the School: Student Profile as of Spring 2001: African American: 12.1% At-risk: 65.4% Anglos: 43.9% Special Education: 2.8% Hispanic: 43.9% Limited English Proficient: 0 Female: 47.7% Instructional Staff as of Spring 2001: Number of Teachers: African American Teachers: Full-Time Teachers: Anglo Teachers: Degreed: Hispanic Teachers: Advanced Degree: Average Experience: Average Full-Time Yearly Salary: Certified: Student Per Teacher: Administrators Per Teacher: Accountability Plan: Eagle Charter School-McAllen Location: McAllen Kind of Community: Grade Levels: 7th-12th Enrollment: 159 Charter Date: 11/13/98 Type: Open Enrollment Charter Sponsor: Eagle Educational Reform Learning Systems, Inc. District: School Information: President/Chair Linus D. Wright Secretary/Clerk Address Phone Mission or Philosophy: Distinctive Features of the School: Student Profile as of Spring 2001: African American: 0 At-risk: 74.2% Anglos: 4.4% Special Education: 1.3% Hispanic: 95.6% Limited English Proficient: 0 Female: 57.8% Instructional Staff as of Spring 2001: Number of Teachers: African American Teachers: Full-Time Teachers: Anglo Teachers: Degreed: Hispanic Teachers: Advanced Degree: Average Experience: Average Full-Time Yearly Salary: Certified: Student Per Teacher: Administrators Per Teacher: Accountability Plan: Eagle Charter School-Midland Location: Midland Kind of Community: Grade Levels: 7th-12th Enrollment: 144 Charter Date: 11/13/98 Type: Open Enrollment Charter Sponsor: Eagle Educational Reform Learning Systems, Inc. District: School Information: President/Chair Linus D. Wright Secretary/Clerk Address 1111 Midkiff Midland, TX 79701 Phone 915-694-8000 Mission or Philosophy: Distinctive Features of the School: Student Profile as of Spring 2001: African American: 4.2% At-risk: 100% Anglos: 38.2% Special Education: 13.2% Hispanic: 57.6% Limited English Proficient: 0 Female: 48.7% Instructional Staff as of Spring 2001: Number of Teachers: African American Teachers: Full-Time Teachers: Anglo Teachers: Degreed: Hispanic Teachers: Advanced Degree: Average Experience: Average Full-Time Yearly Salary: Certified: Student Per Teacher: Administrators Per Teacher: Accountability Plan: Eagle Charter School-San Antonio Location: San Antonio Kind of Community: Grade Levels: 7th-12th Enrollment: 142 Charter Date: 11/13/98 Type: Open Enrollment Charter Sponsor: Eagle Educational Reform Learning Systems, Inc. District: School Information: President/Chair Linus D. Wright Secretary/Clerk Address 1226 South Presa San Antonio, TX 78210 Phone 210-534-4920 Mission or Philosophy: Distinctive Features of the School: Student Profile as of Spring 2001: African American: 1.4% At-risk: 96.5% Anglos: 0 Special Education: 6.3% Hispanic: 97.9% Limited English Proficient: 0 Other: 0.7 Female: 46.5% Instructional Staff as of Spring 2001: Number of Teachers: African American Teachers: Full-Time Teachers: Anglo Teachers: Degreed: Hispanic Teachers: Advanced Degree: Average Experience: Average Full-Time Yearly Salary: Certified: Student Per Teacher: Administrators Per Teacher: Accountability Plan: Eagle Charter School-Texarkana Location: Texarkana Kind of Community: Grade Levels: 7th-12th Enrollment: 121 Charter Date: 11/13/98 Type: Open Enrollment Charter Sponsor: Eagle Educational Reform Learning Systems, Inc. District: School Information: President/Chair Linus D. Wright Secretary/Clerk Address 36B Oaklawn Village Texarkana, TX 75501 Phone 903-832-0133 Mission or Philosophy: Distinctive Features of the School: Student Profile as of Spring 2001: African American: 47.1% At-risk: 75.2% Anglos: 49.6% Special Education: 10.7% Hispanic: 3.3% Limited English Proficient: 0 Female: 42.1% Instructional Staff as of Spring 2001: Number of Teachers: African American Teachers: Full-Time Teachers: Anglo Teachers: Degreed: Hispanic Teachers: Advanced Degree: Average Experience: Average Full-Time Yearly Salary: Certified: Student Per Teacher: Administrators Per Teacher: Accountability Plan: Eagle Charter School-Tyler Location: Tyler Kind of Community: Grade Levels: 7th-12th Enrollment: 130 Charter Date: 11/13/98 Type: Open Enrollment Charter Sponsor: Eagle Educational Reform Learning Systems, Inc. District: School Information: President/Chair Linus D. Wright Secretary/Clerk Address 2411 West Erwin Tyler, TX 75702 Phone 903-592-5222 Mission or Philosophy: Distinctive Features of the School: Student Profile as of Spring 2001: African American: 25.4% At-risk: 68.5% Anglos: 65.4% Special Education: 8.5% Hispanic: 9.2% Limited English Proficient: 0 Female: 50% Instructional Staff as of Spring 2001: Number of Teachers: African American Teachers: Full-Time Teachers: Anglo Teachers: Degreed: Hispanic Teachers: Advanced Degree: Average Experience: Average Full-Time Yearly Salary: Certified: Student Per Teacher: Administrators Per Teacher: Accountability Plan: Eagle Charter School-Waco Location: Waco Kind of Community: Grade Levels: 7th-12th Enrollment: 126 Charter Date: 11/13/98 Type: Open Enrollment Charter Sponsor: Eagle Educational Reform Learning Systems, Inc. District: School Information: President/Chair Linus D. Wright Secretary/Clerk Address 1421 Morrow Waco, TX 76707 Phone 254-799-3321 Mission or Philosophy: Distinctive Features of the School: Student Profile as of Spring 2001: African American: 46.8% At-risk: 87.3% Anglos: 15.9% Special Education: 9.5% Hispanic: 37.3% Limited English Proficient: 0 Female: 54.7% Instructional Staff as of Spring 2001: Number of Teachers: African American Teachers: Full-Time Teachers: Anglo Teachers: Degreed: Hispanic Teachers: Advanced Degree: Average Experience: Average Full-Time Yearly Salary: Certified: Student Per Teacher: Administrators Per Teacher: Accountability Plan: East Texas Charter High School Location: Longview Kind of Community: Urban Grade Levels: 9-12 Enrollment: 150-160 Charter Date: Type: Open-enrollment Charter Sponsor: District: School Information: President/Chair John Kulak Secretary/Clerk Address 440 N. Eastman Road Longview, Texas 75601 Phone Mission or Philosophy: Distinctive Features of the School: Self pace; 4:15 sessions Student Profile as of Spring 2001: African American: At-risk: 80% Anglos: Special Education: 10% Hispanic: Limited English Proficient: Female: 55% Instructional Staff as of Spring 2001: Number of Teachers: 8 African American Teachers: Full-Time Teachers: 88% Anglo Teachers: Degreed: 100% Hispanic Teachers: 100% Advanced Degree: 25% Average Experience: 15 years Average Full-Time Yearly Salary: $37,000 Certified: 100% Student Per Teacher: 10 Administrators Per Teacher: 1 Accountability Plan: Credits earned East Waco School Location: Waco Kind of Community: Urban Grade Levels: PreK-1 Enrollment: 32 Charter Date: 8/17/98 Type: Start-Up Charter Sponsor: East Waco Development, Inc. School Information: President/Chair Nancy Grayson Secretary/Clerk Dornice P. Cook Address 900 E. Herring Waco, Texas 76704 Phone 254-714-2665 Mission or Philosophy: The East Waco School is designed to foster learning through rigorous academics as well as through activities that link concepts and content to experiences in an environment that stresses high expectations for students, includes parent/family involvement, and school/community volunteerism so that students will acquire a base of real world experiences to maintain motivation toward being lifelong learners and community participants. Curriculum Design and Core Teaching Methods: Texas Essential Knowledge and Skills (TEKS), the state mandated curriculum and Core Knowledge Curriculum, content rich curriculum based on scientific methodology in thinking (developed by E. D. Hirsch of U.Va.). In-house Entrepreneurial Curriculum: hands on learning projects that stem from the curiosity of the students as they apply knowledge gleaned from rigorous academics. Students acquire problem solving skills as they develop business proposals, then follow through as they open the business and monitor progress. Students will use the knowledge gained in math, reading/writing, history, and science. Students increase their knowledge of financial planning, investment, profit/loss, feasibility, marketing, and basic accounting. Each class, beginning with grade 1, opens a business, learning from that process to develop a plan the following year that has more strengths. The seventh through ninth grade classes will be using accrued profits to invest in the stock market and manage those investments. The goals is to help students of low socioeconomic status prepare for success in high school in order to meet the challenges of advanced education. The long-range goal is to have these individuals remain in or return to the community as professionals with a sense of responsibility. The focus is on challenging, traditional academics as well as applied learning with input from the students, community and corporations so that students will acquire a base of real world experiences to maintain motivation toward being lifelong learners and community participants. The school provides an environment that fosters mutual respect while adhering to stringent guidelines for participation directed toward academic progress. Expectations for each student are high and parental involvement in the educational process is imperative. Distinctive Features of the School: Small classes: cap of 15 students per class Outstanding teachers: all certified and all given in-house training/staff development throughout the year. Parent involvement: families are required to work within the school each semester to maintain enrollment of their child. Parents are also required to meet with the teacher each 9 weeks for a conference on their student's performance. Applied learning: in-house entrepreneurial curriculum giving students real world application of learning. Student Profile as of Spring 1999: African American: 88% At-risk: 44% Anglo: 3% Special Education: 3% Hispanic: 9% Limited English Proficient: 0% Female: 47% Instructional Staff Profile as of Spring 1999: Number of Teachers: 3 African American Teachers: 0% Full Time Teachers: 100% Anglo Teachers: 67% Degreed: 100% Hispanic Teachers: 33% Advanced Degree: 0% Average Experience: 2 years Average Full-time Yearly Salary: $26,000 Certified: 100% Student Per Teacher: 10.7 Administrators Per Teachers: 0.67 Accountability Plan: In grades K through 9th the ITBS pre and post testing will be used. The TPRI (Texas Primary Reading Inventory) will also be used to show gains in reading skills. TAAS testing will be used for those grades as required by the state. For Pre-K, an in-house performance check list is used as pre and post testing. We will institute the National Humanics testing for pre and post measures next year. In all grades, portfolios and in-class student performance measures are reviewed each nine weeks with a parent/teacher conference. PEIMS input is maintained. We use a CPA firm that has an in-house school finance specialist (Jaynes, Reitmeier, Boyd and Therrell). They do all data input as well as reconciling the checkbook and preparing monthly financial statements. They will also do our year-end audits. Ed White Memorial School of Educational Enhancement Location: Houston Kind of Community: Suburban Grade Levels: PreK-12 Enrollment: 105 Charter Date: 8/10/98 Type: Start-Up Charter Sponsor: Ed White Memorial Youth Center School Information: President/Chair Chris Bynum Secretary/Clerk Petie Roberts Address 1513 Third St. Seabrook, Texas 77586 Phone 281-474-2853 Mission or Philosophy: The Ed White School of Educational Enhancement (EWSEE) will prepare 'at risk" students and students who have "dropped out" of the traditional school system for productive lives in the new millennium. Through the concepts of community conflict resolution, and civic values the school will socialize and motivate learners to work hard and adhere to academic and behavioral standards. The instructional focus will be through a clearly communicated value system. Students will gain insight into the relationship between achievement and directed efforts toward identified goals. Curriculum Design and Core Teaching Methods: The Ed White School of Educational Enhancement will offer a free, challenging core curriculum for at-risk students, ages 3,4, and 5 and Grades 9-12. Ed White School of Educational Enhancement will expand in 1999-2000 to include grades 1 and 2; 2000-2001, grades 3 and 4; 2001-2001, grades 5 and 6; and by 2002-2003 with grades 7 and 8, EWSEE will serve 500 at-risk students Pre-K through 12. Consistent with findings of twelve recent studies funded by the Department of Education's Office of Educational Research, the Ed White School of Educational Enhancement will provide an outstanding educational program for at risk students by creating a cohesive community, by using operating standards characteristic of high-reliability organizations, and by engendering competence. The Ed White School for Educational Enhancement (EWSEE) functions on the premise that success breeds success. To that end, the instructional program is designed to make students active participants in their own learning community. To assure the creation of a community of learners, the school will address students' prior preparation for successful learning experiences, generate learning activities which are student-centered and thematic in nature, engage students in higher-order learning tasks, and involve students in the descriptions of appropriate and successful performances. All curricular and instructional programs will be age and skill appropriate. The EWSEE believes that students, given a serious yet supportive academic environment by skilled instructors, will develop into self-initiated learners and achievers. The Ed White School for Educational Enhancement will customize the instructional program to meet each students skill, ability, and interest so that each student can achieve the same common core curriculum requirements establish by the Texas SBOE. Technology will be a vital part of the educational preparation of these students. Students will learn to use computers as educational media and also as a job skill. They will also learn to use a variety of other technology in an age appropriate structure. Student Profile as of Spring 1999: African American: 3% At-risk: 15% Anglo: 80% Special Education: 4% Hispanic: 12% Limited English Proficient: 0% Female: 41% Instructional Staff Profile as of Spring 1999: Number of Teachers: 7 African American Teachers: 0% Full Time Teachers: 71% Anglo Teachers: 86% Degreed: 100% Hispanic Teachers: 14% Advanced Degree: 57% Average Experience: 3.8 years Average Full-time Yearly Salary: $27,855 Certified: 43% Student Per Teacher: 15.0 Administrators Per Teachers: 0.14 Accountability Plan: Student Performance and TAAS Achievement Goals: Upon completion of the program at the Ed White School for Educational Enhancement, the at-risk or high school drop out recovery students will generate the following accomplishments: 90 % will have produced a 90% attendance record, 90% will pass required courses, 90% will pass each course with a 80% or higher, 90% will pass all TAAS Exit Level tests, 95% of the students taking end-of-year tests will earn a passing grade, 90% will receive a high school diploma alter three years in the program, 95% will exhibit a positive attitude towards school. Pre-kindergarten and Kindergarten Program: After three years in the program for pre-kindergarten and kindergarten at the Ed white School for Educational Enhancement, students entering the first grade will produce the following results: 90% will have a 90% attendance record, 90% will make 85% letter/sound correspondence, 90% will read 85% of the high frequency words, 90% will write in the phonemic developmental stage 90% will demonstrate developmentally appropriate higher level thinking skills, 95% will exhibit a positive attitude towards school. Eden Park Academy Location: Austin Kind of Community: Suburban Grade Levels: K-5 Enrollment: 234 Charter Date: 8/31/98 Type: Start-Up Charter Sponsor: Eden Park Academy, Inc. School Information: President/Chair Mike Oldmikon Secretary/Clerk Carrie Sandlin Address 512 West Stassney Lane, Suite 100 Austin, Texas 78745 Phone 512-847-7150 Mission or Philosophy: The mission of Eden Park Academy is develop students who are competent, confident, productive and responsible young adults who will possess the habits, skills, and attitudes to succeed school. Curriculum Design and Core Teaching Methods: Key features of the educational program when fully implemented are: Integrated thematic instruction, individual learning plans, instruction that recognizes that children are gifted differently, multi-age groupings, instruction based on real world experiences. Curriculum is based on current research & practice regarding how children learn: Constructivist Theory, Theory of Multiple Intelligences, Flow Theory, and Multi-age groupings. Distinctive Features of the School: Personal learning plans Community service is part of the program After school talents classes Student Profile as of Spring 1999: African American: 9% At-risk: 18% Anglo: 69% Special Education: 16% Hispanic: 20% Limited English Proficient: 0% Female: 47% Instructional Staff Profile as of Spring 1999: Number of Teachers: 17 African American Teachers: 6% Full Time Teachers: 100% Anglo Teachers: 76% Degreed: 82% Hispanic Teachers: 18% Advanced Degree: 18% Average Experience: 6.2 years Average Full-time Yearly Salary: $28,412 Certified: 71% Student Per Teacher: 13.8 Administrators Per Teachers: 0.12 Accountability Plan: Upon admission to Eden Park Academy, each student will be tested so that Personal Learning Plans can be developed. Students will be expected to achieve at least one year's growth by the end of the year. Progress on Student Competencies and Content Strands will be shown in completed projects which will be evaluated for content mastery, knowledge, and skills as well as quality of work. Beginning at grade 3, students will be expected to achieve mastery on the Texas Assessment of Academic Skills (TAAS). After the first year (l998-99) we will establish a baseline after which we would hope to gain 5 percentile points by the end of the next year (1999-2000). Our target passing rate our first year will be that 80% of students taking the TAAS test will achieve mastery. Student assessment will take place continuously at Eden Park Academy. Students and teachers will look constantly for ways to improve learning. Specifically, assessment will take place through observation of the process of learning, observation of product, assessment given in contextualized settings and decontextualized settings. The Encino School Location: Encino Kind of Community: Rural Grade Levels: PreK-8 Enrollment: 60 Charter Date: 8/10/98 Type: Start-Up Charter Sponsor: Encino Save Our School Corporation School Information: President/Chair Esteban Garcia III Secretary/Clerk Maria Elena Rodriguez Address PO Box 281 Highway 281 Encino, Texas 78353 Phone 361-568-3530 Mission or Philosophy: The mission of the Encino School is to ensure that each and every student has access to a quality education that challenges them to achieve to their fullest potential with the necessary knowledge and skills to succeed in a global economy and exercise the rights and responsibilities of citizenship. Achievement of this mission will be accomplished in an optimum learning environment where all stakeholders assume responsibility for learning as a lifelong process. Curriculum Design and Core Teaching Methods: The Encino School provides a curriculum designed to ensure that each student achieves the highest level of his ability. Thc core curriculum provides instruction in the required curriculum in TEC 28.002 to include the foundation elements (English, Language Arts, Mathematics, Science and Social Studies). The core subjects will be presented in an age appropriate setting. The curriculum is designed to be academically challenging to each grade level from Early Childhood through Elementary and Junior High. An enrichment curriculum is in place that provides for language other than English, Health, Physical Education, Fine Arts and Economics -with emphasis on the free enterprise system. Instruction in technology required for career opportunities is offered through the school's state of the art computer lab. Other enrichment activities will be added as appropriate to insure that students are prepared to successfully operate in the world of their choosing. Extra curricular activities will be presented as required or requested for age levels at the school. They may include athletics, computer clubs, health clubs, safety clubs, or other pre-school or after school offerings decreed by the administration to be needed or generally helpful to the student and parent population. Distinctive Features of the School: The Encino School began operation as a second generation charter school in August of 1998. The school is a small rural school located in the center of Brooks County. The rural community has had a public school in operation in the same location for over 70 years and the small campus has served the education needs of the rural community for grades pk through 8th very well over this period of time. Student Profile as of Spring 1999: African American: 0% At-risk: 57% Anglo: 8% Special Education: 2% Hispanic: 92% Limited English Proficient: 10% Female: 33% Instructional Staff Profile as of Spring 1999: Number of Teachers: 4 African American Teachers: 0% Full Time Teachers: 100% Anglo Teachers: 25% Degreed: 100% Hispanic Teachers: 75% Advanced Degree: 50% Average Experience: 16 years Average Full-time Yearly Salary: $32,818 Certified: 100% Student Per Teacher: 15.0 Administrators Per Teachers: 0.25 Accountability Plan: The Encino School will utilize the same accredidation standards required by the ˿Ƶ. Acceptable performance will be measured by meeting Campus Performance Objectives utilizing the states five year formula in meeting required improvement on the accountability indicators. TAAS scores of students in the Encino School will meet or exceed state averages and/or averages of the students in Brooks I.S.D. Assessments and monitoring are an ongoing process that will be shared among the administrator, the teachers, and the individual students parents. EOAC Waco Charter School Location: Waco Kind of Community: Grade Levels: k-5th Enrollment: 163 Charter Date: 9/96 Type: Open enrollment Charter Sponsor: District: School Information: President/Chair Susan Copeland Secretary/Clerk Coquet Gibson Address 615 North 25th St. Waco, TX 76707 Mission or Philosophy: We believe all students can learn and become master students. We believe that EDUCATION lasts a lifetime. The foundation of learning can be compared to the foundation of building; without a strong foundation the building will become weaker and weaker as time goes on. Students who acquire a strong learning foundation with positive self-confidence during formative years will continue to build on this foundation. The program will be structured to develop within each student a positive self-concept, a desire to acquire knowledge, a belief that his/her potential can be achieved, and a strong commitment to community and country. The mission of the EOAC Waco Charter School is to provide a quality education for every student enrolled in the school to the extent that each student has the skills, knowledge, and values needed to become productive and contributing citizens. Distinctive Features of the School: Student Profile as of Spring 2001: African American: 44% At-risk: 100% Anglos: 32% Special Education: 23% Hispanic: 22.7% Limited English Proficient: 23% Female: Instructional Staff as of Spring 2001: Number of Teachers: 8 (and 5 TAs) African American Teachers: 5/62.5% Full-Time Teachers: 8 Anglo Teachers: 2/25% Degreed: 8/100% Hispanic Teachers: 1/12.5% Advanced Degree: 2/25% Average Experience: 6 years Average Full-Time Yearly Salary: $28,000 Certified: 3/28% Student Per Teacher: 20:1 Administrators Per Teacher: 1 Accountability Plan: PEIMS TAAS SDAA Iowa Tests of Basic Skills TPRI OPT 90% Attendance of Students and Teachers Faith Family Academy of Oak Cliff Location: Dallas Kind of Community: Urban Grade Levels: PreK-12 Enrollment: 228 Charter Date: 11/2/98 Type: Conversion Charter Sponsor: Faith Family Fellowship School Information: President/Chair C. Gene Lewis Secretary/Clerk Sally Luna Address 3415 S. R. L. Thornton Freeway Dallas, Texas 75224 Phone 214-375-7677 Mission or Philosophy: Faith Family Academy will address the academic, physical, and spiritual training of every student. The goal of FFA is to work as partners with parents in the development of well adjusted, academically prepared, productive members of society, who have developed a responsibility to family, community, and country. Curriculum Design and Core Teaching Methods: Faith Family Academy uses the TEKS to design it's curriculum guide. The curriculum is aligned vertically and horizontally to minimize gaps or repetition in the student's learning. Teachers use cooperative learning strategies and challenge students to think critically. TAAS objectives are also built into the core curriculum. FFA uses the state-adopted texts as references. It also uses Kamico Reading, Writing, and Math to insure all TAAS objectives are covered. FFA uses Algebra I text written to specifically prepare students for the End of Course Test. Software programs are in place to diagnose and remediate areas of weakness the student may have in math and reading. The Accelerated Reading Program is also being implemented to insure all students are reading at or above grade level. The STAR program for testing reading and math preparedness will soon be in place as a further diagnostic and accountability tool. Distinctive Features of the School: Faith family Academy places an emphasis on Fine Arts. Presently the FFA has Music and Art in it's curriculum. Dance and Jazzercise is being planned for the next semester. FFA offers a chapel service to all students with parental permission. The chapel program is student-directed and is instrumental in preparing students for public speaking and participation. Partnerships with community and business leaders are being planned which could lead to flex scheduling for faculty and students. This could offer additional options for student electives as well as allow for additional space on campus Student Profile as of Spring 1999: African American: 87% At-risk: 82% Anglo: 7% Special Education: 2% Hispanic: 7% Limited English Proficient: 0% Female: 48% Instructional Staff Profile as of Spring 1999: Number of Teachers: 20 African American Teachers: 70% Full Time Teachers: 90% Anglo Teachers: 30% Degreed: 75% Hispanic Teachers: 0% Advanced Degree: 20% Average Experience: 1.9 years Average Full-time Yearly Salary: $20,952 Certified: 35% Student Per Teacher: 11.4 Administrators Per Teachers: 0.25 Accountability Plan: Accountability will be to the student level with pre and post testing being administered in core areas at the beginning and end of the school year. Teachers will be held accountable for student success on TAAS as well as End of Course exams and other standardized tests given during the year. Teacher in-service is designed to prepare teachers to use diagnostic tools to pinpoint problem areas of students and remediation techniques. Administrators are held accountable for those items covered on the AEIS. Freedom School Location: McAllen Kind of Community: Rural Grade Levels: 1-12 Enrollment: 23 Charter Date: 11/2/98 Type: Start-Up Charter Sponsor: Kids in Development Services, Inc. School Information: President/Chair Maurie Haas Secretary/Clerk Charles V. Blankenship, Jr. Address 4 Mi. N. Taylor Rd. McAllen, Texas 78503 Phone 956-971-9081 Mission or Philosophy: The Freedom School is designed to provide comprehensive academic and life skill training for youth with severe problems of adaptation. Young people who have experienced problems in traditional school settings, problems with the legal system, problems because of a dysfunctional home, problems with drug or alcohol abuse, all have special needs. They carry the burden of their history, background, and the inability to succeed in regular public schools. They are trapped by the past, yet rejected by the present, and unable to see the future. They need the freedom to escape old behavior patterns that caused them problems. They need the freedom from "stereotyping" that often haunts them. They need the freedom to discover their potential, and then have the opportunity to develop it. Curriculum Design and Core Teaching Methods: The curriculum is a standard curriculum based on approved textbooks. We are in the process of identifying a curriculum which best serves our population. The core teaching method is not of individualized, self-paced, one-on-one, which best meets one needs of our student population. Distinctive Features of the School: The school is a strategic part of the residential treatment component of K.I.D.S., Inc. We are able to blend the therapeutic and academic activities into a solid day of programming for those who are receiving services from K.I.D.S., Inc. Student Profile as of Spring 1999: African American: 0% At-risk: Anglo: 22% Special Education: 87% Hispanic: 78% Limited English Proficient: 0% Female: 30% Instructional Staff Profile as of Spring 1999: Number of Teachers: 2 African American Teachers: 0% Full Time Teachers: 100% Anglo Teachers: 50% Degreed: 100% Hispanic Teachers: 50% Advanced Degree: 0% Average Experience: 3 years Average Full-time Yearly Salary: $27,000 Certified: 100% Student Per Teacher: 11.5 Administrators Per Teachers: 1.00 Accountability Plan: Because K.I.D.S., Inc. has been in business for twelve years, the basic structure for handling finances, budgeting, audits and facilities are a part of the normal operations of the agency. K.I.D.S., Inc. utilizes the services of two different certified public accounting firms to insure that all of the financial and bookkeeping systems are operating effectively. Currently utilizing computers and modems to transfer required data to other funding sources through the numerous specialized programs already operating, K.I.D.S., Inc. will be able to incorporate the Public Education Information Management System (PEIMS) without any problem. Both the business office and the records office utilize computers to exchange information with funding and licensing sources. The implementation of an additional system will not prove to be difficult. Hiring of the necessary additional personnel to insure accurate end timely submissions can be accomplished quickly to insure that there is no lapse in accountability. Gabrial Tafolla Charter School Location: Uvalde Kind of Community: Rural Grade Levels: 5-12 Enrollment: 119 Charter Date: 8/27/98 Type: Start-Up Charter Sponsor: Community Council of Southwest Texas, Inc. School Information: President/Chair Jorge Botello Secretary/Clerk Rachel Tafolla Address 400 N. Getty Uvalde, Texas 78801-4612 Phone 830-278-1297 Mission or Philosophy: We at the Gabriel Tafolla Charter School will create an environment for mutual respect and individual growth in order to empower students to reach their dreams. Curriculum Design and Core Teaching Methods: The Gabriel Tafolla Charter School has developed a curriculum based on both state education requirements and the special needs of each student. The school uses a more innovative approach compared to traditional public schools, in which a hands-on and product-driven curriculum is widely used by the staff. Major resources include state adopted textbooks, as well as, primary source material. The faculty also uses TAAS objectives and the Texas Essentials of Knowledge and Skills as a key curriculum guide. Distinctive Features of the School: The Gabriel Tafolla Charter School provides special care to its students in a personal environment that nurtures each student with individual care. We have been able to maintain an eighteen to one student:teacher ratio in which a student can receive more individualized attention. Students receive special training in martial arts, guitar, drama, art and video production. The wide range of electives offers the student the opportunity to learn self-discipline and self-growth. The Gabriel Tafolla Charter School also offers after school activities such as a basketball team and a Drill Auxiliary Corp. By providing these extra curricular activities, the students' motivation and drive to learn increases. Student Profile as of Spring 1999: African American: 0% At-risk: 93% Anglo: 17% Special Education: 0% Hispanic: 82% Limited English Proficient: 0% Female: 50% Instructional Staff Profile as of Spring 1999: Number of Teachers: 8 African American Teachers: 0% Full Time Teachers: 88% Anglo Teachers: 38% Degreed: 88% Hispanic Teachers: 63% Advanced Degree: 25% Average Experience: 6 years Average Full-time Yearly Salary: $25,313 Certified: 13% Student Per Teacher: 14.9 Administrators Per Teachers: 0.38 Accountability Plan: The Gabriel Tafolla Charter School is accountable to the Community Council of Southwest Texas, Inc., that is a non-profit corporation, consisting of a 24-member Board and the Executive Director, Mr. Jorge Botello. In addition to CCSWT, the school is also accountable to a seventeen member School Board. The board consists of parents, students, and community representatives. The Tafolla School will satisfy subchapters B, C, D and G of Chapter 39 of the TEC and related rules as noted on the Charter and will meet student performance accountability by administering the state mandated TAAS test for the 5th through 8th grade. Gateway Academy Location: Laredo Kind of Community: Urban Grade Levels: 9-12 Enrollment: 101 Charter Date: 1/11/99 Type: Start-Up Charter Sponsor: Student Alternatives Program, Inc. School Information: President/Chair Eduardo Gutierrez Secretary/Clerk San Juanita B. Gonzalez Address 2397 Saunders St. Laredo, Texas 78043-3129 Phone 956-722-0747 Mission or Philosophy: The vision of the Gateway Academy is to offer educational programs in a community-based, non-traditional setting in which teachers are free to be creative and innovative and students are free to explore their full potential. The Academy also envisions a school in which staff, students, parents, and the local community have a deep sense of ownership through the knowledge that they will have the ability to truly be a part of the educational community. The mission of the Gateway Academy is to teach students to become respectable, responsible citizens who value their self-worth, respect others and realize the importance of hard work and the continuation of learning throughout their lives. Curriculum Design and Core Teaching Methods: The Gateway Academys base curriculum will be the American Preparatory Institute (API) curriculum. The curriculum is designed for individual or small groups and offers many advantages for the students and faculty. It provides an instructional system that is in a modular format, mastery-based and non-calendar driven. This format allows for modification of instructional materials as may be required for a student's individualized instruction, to include students that are in special programs such as Special Education or Limited English Proficiency. These varied instructional approaches and methods provide students with a variety of experiences, learning methods and styles. The flexibility of the curriculum enables the teacher to provide the students individual attention and to implement a variety of instructional methods and approaches to meet the individual student's needs. This enables the teacher to be creative and innovative in implementing different instructional methodologies and techniques to enhance the student's ability to learn and experience a sense of accomplishment. This instructional method motivates students to expand their personal expectations and set higher educational goals for themselves. In addition, the highly flexible curriculum allows teachers to easily modify lessons within the curriculum to include topics particular to a region, such as local news events or festivities that celebrate cultural events. Student Profile as of Spring 1999: African American: 1% At-risk: Anglo: 2% Special Education: 4% Hispanic: 97% Limited English Proficient: 17% Female: 46% Instructional Staff Profile as of Spring 1999: Number of Teachers: 2 African American Teachers: 0% Full Time Teachers: 100% Anglo Teachers: 0% Degreed: 100% Hispanic Teachers: 100% Advanced Degree: 50% Average Experience: 6.7 years Average Full-time Yearly Salary: $24,318 Certified: 100% Student Per Teacher: 50.5 Administrators Per Teachers: 1.00 Accountability Plan: Gateway Academy students will perform at an average passing rate above the state average on the Texas Assessment of Academic Skills (TAAS) and all End-of-Course exams. The Academy staff understands that there are many underlying factors that may impact the measurement of student performance in the TAAS and End-of-Course exams and that are not reflected in the TAAS reports. In order to address these underlying factors and to measure the true progress of the students' performance, the Academy plans to track student information and performance data and meet the standards set of performance in each of these criteria. It should be noted that the academy's program is an open entry/open exit program that allows students to enter the program at any time. Therefore, measurements of student performance will be based only on students that are enrolled for at least 90 cumulative instructional days or more. George I. Sanchez Charter High School Location: Houston Kind of Community: Urban Grade Levels: 9-12 Enrollment: 483 Charter Date: 8/15/96 Type: Conversion Charter Sponsor: A.A.M.A. School Information: President/Chair Carmen Orta Secretary/Clerk Pauline Williams Address 6001 Gulf Freeway Bldg. B3 Houston, Texas 77023 Phone 713-926-5464 Mission or Philosophy: George I. Sanchez High School is to provide the students and staff with a safe facility, wherein a strong academic education is provided in conjunction with a strong positive sense of self-worth and self-actualization. Curriculum Design and Core Teaching Methods: The curriculum is tailored to follow the T.E.K.S. and designed to meet the academic needs of the students. The needs are indicated in the results of the Iowa Test of Basic Skills (I.T.B.S.) Teachers have had training in the Bloom's Taxonomy and Multiple Intelligences and have adapted their strategies and methods. Distinctive Features of the School: Computer Technology is strongly emphasized in all grades. We have a computer lab in each of the 3 buildings we occupy. We will occupy a new multi-purpose education building next school year. It will have a combination gym, auditorium, and cafeteria; computer lab; science lab; library, and four other classrooms. Student Profile as of Spring 1999: African American: 2% At-risk: 66% Anglo: 2% Special Education: 0% Hispanic: 95% Limited English Proficient: 0% Female: 48% Instructional Staff Profile as of Spring 1999: Number of Teachers: 26 African American Teachers: 12% Full Time Teachers: 100% Anglo Teachers: 38% Degreed: 96% Hispanic Teachers: 42% Advanced Degree: 15% Average Experience: 4.2 years Average Full-time Yearly Salary: $28,472 Certified: 42% Student Per Teacher: 18.6 Administrators Per Teachers: 0.15 Accountability Plan: The Campus Improvement Plan enumerates academic standards that are stated as goals to accomplish. We have submitted a request to be assessed under the Alternative Education Accountability System. We have addressed 1) TAAS performance; 2)Dropout Rate; 3) attendance; and 4) Parental Involvement Girls and Boys Preparatory Academy Location: Houston Kind of Community: Urban Grade Levels: 6-12 Enrollment: 442 Charter Date: 8/1/96 Type: Start-Up Charter Sponsor: Association for the Development of Academic Excellence School Information: President/Chair Devon Jackson Secretary/Clerk Sonia Dawson Address 8415 W. Bellfort Houston, Texas 77071 Phone 713-270-5994 Mission or Philosophy: Girls and Boys Preparatory Academy endorses the philosophy that All Children Can Learn. It is our belief that all children have some area of giftedness. Our mission to determine the giftedness of each child and perfect the talent. Additionally, we strive to provide a safe environment in which all students receive praise, thus creating positive self esteem and focus on a village concept so that all students feel part of a family unit in an academic village setting. Curriculum Design and Core Teaching Methods: The curriculum design presently is one that encourages students to work at their own pace. The model is one that allows students to be exposed to curriculum that is not typically accessed in traditional public school setting. If a student shows the ability to advance, that student is given the opportunity for advancement regardless of age. Distinctive Features of the School: The school offers education to a predominately minority population of inner city youth. It is the only public institution in the State of Texas that is' designed with the express interest of preparing students for college with a 95% Afro-American population. Students are instructed in a village like setting. The school is housed in a 3 story professional building. Student Profile as of Spring 1999: African American: 95% At-risk: 20% Anglo: 2% Special Education: 2% Hispanic: 2% Limited English Proficient: 0% Female: 48% Instructional Staff Profile as of Spring 1999: Number of Teachers: 27 African American Teachers: 93% Full Time Teachers: 96% Anglo Teachers: 4% Degreed: 100% Hispanic Teachers: 0% Instructional Staff Profile as of Spring 1999 cont.: Advanced Degree: 7% Average Experience: 4.7 years Average Full-time Yearly Salary: $27,340 Certified: 70% Student Per Teacher: 16.4 Administrators Per Teachers: 0.19 Accountability Plan: The accountability plan is the progress or growth shown after having students for a 3 year time span to make certain that they score acceptably on TAAS. Additionally, the school administers in house testing for benchmark purposes. The Guardian Angel Performance Academy Location: San Antonio Kind of Community: Urban Grade Levels: 6-8 Enrollment: 44 Charter Date: 1/4/99 Type: Start-Up Charter Sponsor: The Guardian Angel School Information: President/Chair Betty J. Garmond Secretary/Clerk Erica Jackson Address 2361 Austin Highway, #101 San Antonio, Texas 78218 Phone 210-650-9140 Mission or Philosophy: At the Guardian Angel Performance Academy, we believe that students learn more effectively when parents, teachers, students, and community members work together in a collaborative effort. The joining together in the collaborative effort wil1 empower students to seek leadership opportunities within global community. Our mission is to create a stimulating learning environment where all students will learn to read, write, speak, compute and develop artistic skills in a loving and caring environment. Curriculum Design and Core Teaching Methods: The Guardian Angel Performance Academy uses an integrative approach to learning. In this approach, the core curriculum subjects are combined with the Arts to stimulate learning. The integrative approach challenges students to develop their creatively while mastering academic and social skills; thereby, preparing the whole student for success. Distinctive Features of the School: In addition to the integration of the Arts with the core curriculum subject areas, The Guardian Angel Performance Academy has placed a great deal of focus on the Math and Science programs. Guardian Angel students are working closely with St. Phillips College through the use of their Science Lab facilities, and in the development of accelerated Math and Science classes for our 6th, 7th and 8th grade students. Student Profile as of Spring 1999: African American: 32% At-risk: 95% Anglo: 11% Special Education: 16% Hispanic: 48% Limited English Proficient: 0% Female: 52% Instructional Staff Profile as of Spring 1999: Number of Teachers: 7 African American Teachers: 43% Full Time Teachers: 43% Anglo Teachers: 29% Degreed: 100% Hispanic Teachers: 29% Advanced Degree: 57% Average Experience: 1 year Average Full-time Yearly Salary: $22,000 Certified: 14% Student Per Teacher: 6.3 Administrators Per Teachers: 0.29 Accountability Plan: The Guardian Angel Performance Academy anticipates that all students who are not at-risk will achieve 75% on the end of the year TAAS test, and at-risk students will be expected to achieve 70% or above on all assessment instruments. Gulf Coast Council of La Raza Academy of Transitional Studies Charter Location: Corpus Christi Kind of Community: Urban Grade Levels: 6-12 Enrollment: 205 Charter Date: 6/1/96 Type: Conversion Charter Sponsor: Gulf Coast Council of La Raza School Information: President/Chair Armando Cavada Secretary/Clerk Jennifer Maloy-McDonal Address 2203 Baldwin Blvd. Corpus Christi, Texas 78405 Phone 361-993-1366 Mission or Philosophy: The Gulf Coast Council of La Raza Academy of Transitional Studies Charter School's mission is to promote the educational, social, physical, emotional, and economic well-being of troubled youth and their families. Curriculum Design and Core Teaching Methods: The ATS Charter School utilizes the curriculum approved by the ˿Ƶ. The curriculum is designed to meet the students' needs at any academic level each one has attained at the time of enrollment. Curricular adjustments are made to appropriately challenge the students to excel academically during instruction time. Core teaching methods include pre & post testing individualized instruction, enrichment instruction, parental involvement socialization skills, counseling, and community involvement. Distinctive Features of the School: Strong parental involvement. Student Leadership Classes Students and Parents participate in Community Involvement. Student Profile as of Spring 1999: African American: 1% At-risk: Anglo: 5% Special Education: 9% Hispanic: 92% Limited English Proficient: 0% Female: 53% Instructional Staff Profile as of Spring 1999: Number of Teachers: 5 African American Teachers: 0% Full Time Teachers: 80% Anglo Teachers: 40% Degreed: 100% Hispanic Teachers: 60% Instructional Staff Profile as of Spring 1999 cont.: Advanced Degree: 20% Average Experience: 5.3 years Average Full-time Yearly Salary: $23,149 Certified: 60% Student Per Teacher: 41.0 Administrators Per Teachers: 0.80 Accountability Plan: The ATS Charter School will obtain a daily attendance of 80% minimum. 75% Students testing for GED will pass their test in the first try. Students graduating with a regular high school diploma (credits) will pass their TAAS test. Gulf Coast Trades Center Location: New Waverly Kind of Community: Rural Grade Levels: 9-12 Enrollment: 207 Charter Date: 9/1/98 Type: Conversion Charter Sponsor: Gulf Coast Trades Center School Information: President/Chair Cecil Williams Secretary/Clerk Debbie Winfrey Address PO Box 515, FM 1375 West New Waverly, Texas 77358 Phone 409-295-1543 Mission or Philosophy: The philosophy and mission of Gulf Coast Trades Center (GCTC or Center) is to prepare youth for success in life. To realize this vision, the Center has long range goals, of continuing educational improvement and effectiveness through its major resources for students -- that is, its' faculty, facilities, community and business relationships, applied community service learning experiences, and a wide range of professional supportive services. The Center will continually Improve the quality of its programs and services and strengthen its financial resources to achieve this vision. Curriculum Design and Core Teaching Methods: Gulf Coast Trades Center agrees to provide an educational program which meets the needs of its special population as well as meets the State of Texas student attendance requirements and the curriculum requirements under Texas Education Code (TEC) 28.002. The Center takes a non-traditional approach in the provision of academic skills training and vocational skills training. Extensive use is made of technology in curriculum design and on-task learning assignments. Occupational training moves out of the shop and onto the campus and in the community, where students acquire skills that will lead directly to employment. The Learning Resource Center (LRC) offers individualized instruction using a combination of computer assisted instruction, video, workbook, and lecture designed to allow individuals to progress at their own pace. Distinctive Features of the School: The Center serves, and agrees to continue to serve, the entire state of Texas, accepting referrals/students from state and county youth agencies across the state. Primarily, the student population has resided in the larger urban areas (Houston, Dallas, Fort Worth, and San Antonio). The educational program of GCTC is unique because the students are unique. The Center admits the adjudicated, "at-risk" students whose placement is grades 9-12, The minimum age for enrolment is 15.5 years. Students are enrolled on an open-entry/open-exit basis. The program design is based on a one hundred eighty-day program for each student. However, the Center's educational program operates on a two hundred sixty-day (260-day) work schedule for year round programming Student Profile as of Spring 1999: African American: 38% At-risk: Anglo: 15% Special Education: 17% Hispanic: 45% Limited English Proficient: 1% Female: 12% Instructional Staff Profile as of Spring 1999: Number of Teachers: 21 African American Teachers: 24% Full Time Teachers: 90% Anglo Teachers: 71% Degreed: 57% Hispanic Teachers: 5% Advanced Degree: 14% Average Experience: 5.5 years Average Full-time Yearly Salary: $30,527 Certified: 43% Student Per Teacher: 9.9 Administrators Per Teachers: 0.10 Accountability Plan: Objective and accountability will based on the target population and referenced according to Chapter 39 of the Texas Education Code. Charter schools are held accountable under the ˿Ƶ. Students enrolled that meet the state requirements for TAAS testing will maintain 25% performance accountability; exempt students will he provided alternative testing to establish benchmarks for accountability purposes. Achievement will be measured in terms of movement from the baseline over the course of enrollment. The Center is responsible for student outcomes to several youth service agencies which provide financial assistance for the school, principally Houston Works, the City of Houston JTPA program administrator and Texas Workforce Commission, which sets standards and monitors performance for JTPA programs on a statewide basis. In addition, the Center must achieve and maintain certain performance standards promulgated by the Council on Occupational Education, a nationally accrediting body which accredits GCTC as an occupational education facility. Harris County Juvenile Justice Charter School Location: Houston Kind of Community: Urban Grade Levels: 5-12 Enrollment: 2070 Charter Date: 8/17/98 Type: Charter Sponsor: School Information: President/Chair Dr. David Wingard Secretary/Clerk Address 1310 Prairie, Suite 371 Houston, Texas 77002 Phone 713-755-4766 Mission or Philosophy: All students at HCJJCS are given adequate opportunities to succeed in their academic endeavors. Specific intentions related to that goal include providing an academic accountability model (based on the TEKS) that demonstrates accelerated academic growth toward age appropriate grade level. Assessment of individual academic abilities is also done so that year by year academic growth can be measured to assure continuous academic progress. Individual preparation for future academic training in the public school system is also an important part of our mission. Curriculum Design and Core Teaching Methods: The curriculum is based on TEKS and meets the requirements of Section 28.002 of the TEC. The educational programs in each HCJJCS facility include the following: An academic curriculum based on TEKS, focusing on student academic growth as measured by student progress towards mastery on TAAS objectives, and instructional targets in English language arts, mathematics, science and social studies; An English-as-second-language (ESL) program for limited English proficiency. Social/ life skills instruction which includes but is not limited to, instruction in substance abuse awareness, family relationships, civic and legal responsibilities, health maintenance, money management, and other relevant life skills; and Sensitivity to different cultures and respectful of individual differences. Student Profile as of Spring 1999: African American: 44% At-risk: Anglo: 23% Special Education: 21% Hispanic: 31% Limited English Proficient: 2% Female: 14% Instructional Staff Profile as of Spring 1999: Number of Teachers: 51 African American Teachers: 59% Full Time Teachers: 100% Anglo Teachers: 31% Degreed: 88% Hispanic Teachers: 10% Advanced Degree: 20% Average Experience: 5 years Average Full-time Yearly Salary: $24,634 Certified: 37% Student Per Teacher: 40.6 Administrators Per Teachers: 0.16 Accountability Plan: The effectiveness of HCJJCS, and therefore the core of the Quality Management Program, will be based on achievement of student outcomes, which directly support the youths anticipated reentry into the community. A wide range of competency development services will be offered to provide youth with the greatest opportunity for successful reentry. Student academic growth will be based primarily on a pre- and post-test methodology applied to every student assigned to the program. The program will use assessment instruments that correlate to TAAS objectives and instructional targets for reading, writing, and mathematics. The Heights Academy Location: Houston Kind of Community: Urban Grade Levels: 7-12 Enrollment: 131 Charter Date: Type: Charter Sponsor: School Information: President/Chair Secretary/Clerk Address 1125 Lawrence Dr. Houston, Texas 77008 Phone Mission or Philosophy: Curriculum Design and Core Teaching Methods: Distinctive Features of the School: Student Profile as of Spring 1999: African American: 11% At-risk: 73% Anglo: 34% Special Education: 5% Hispanic: 55% Limited English Proficient: 0% Female: 37% Instructional Staff Profile as of Spring 1999: Number of Teachers: 5 African American Teachers: 20% Full Time Teachers: 100% Anglo Teachers: 40% Degreed: 100% Hispanic Teachers: 40% Advanced Degree: 40% Average Experience: 3 years Average Full-time Yearly Salary: $29,400 Certified: 0% Student Per Teacher: 26.2 Administrators Per Teachers: 0.20 Accountability Plan: Heritage Charter School Location: Dallas Kind of Community: Suburban Grade Levels: K-12 Enrollment: 150 Charter Date: 1/15/99 Type: Start-Up Charter Sponsor: Heritage Charter School School Information: President/Chair Reagan Hillier Secretary/Clerk Lou Hughes Address 9660 Audelia, Suite 405 Dallas, Texas 75238 Phone 214-553-8443 Mission or Philosophy: All students can learn if offered a safe nurturing environment. Students must be given opportunities for developing skill sets that result in productive employment. Curriculum Design and Core Teaching Methods: Basic core knowledge and project based learning. Distinctive Features of the School: Students referred by RISD to this innovative program that focuses on at risk students. Student Profile as of Spring 1999: African American: 39% At-risk: Anglo: 48% Special Education: 7% Hispanic: 13% Limited English Proficient: 0% Female: 47% Instructional Staff Profile as of Spring 1999: Number of Teachers: 3 African American Teachers: 33% Full Time Teachers: 100% Anglo Teachers: 67% Degreed: 100% Hispanic Teachers: 0% Advanced Degree: 33% Average Experience: 2.3 years Average Full-time Yearly Salary: $32,667 Certified: 33% Student Per Teacher: 50.0 Administrators Per Teachers: 0.33 Accountability Plan: The school will meet all state and federal regulations and make timely reports through the PEIMS system. Higgs, Carter, King Gifted & Talented Charter Academy Location: San Antonio Kind of Community: Urban Grade Levels: PreK-6 Enrollment: 277 Charter Date: 9/1/98 Type: Start-Up Charter Sponsor: Youth Empowerment Services, Inc. School Information: President/Chair John Wood Secretary/Clerk Brenda Anzaldua Address 210 St. Anns St. San Antonio, Texas 78201 Phone 303-440-8849 Mission or Philosophy: The primary focus of the Higgs, Carter, King Gifted and Talented Charter Academy is the well-being of the children of our community. It is the goal of the approximately 35 individuals who helped develop our Charter School to create a purposeful, living laboratory which will operate in a caring and supportive environment. Our charter school has been developed as a method to accomplish all of the following: improve student learning encourage the use of different and innovative teaching methods create new professional opportunities for teachers, including the opportunity to be responsible for the learning program at the school site provide parents and their children with expanded choices in the types of educational opportunities that are available within the public school system and be accountable for meeting measurable learner outcomes Curriculum Design and Core Teaching Methods: Our learning program has been designed and built on the belief that all children can learn, but not in the same way nor equally well from the same sources. It also recognizes that children are variously gifted and talented. The Higgs, Carter, King Gifted and Talented Charter Academy will be a "learning styles" school where the individuality of learning is brought to the learner, the parent and the teacher. Based on the work by Dunn and Dunn, St. John's University researchers, there are four learning modes: ( Auditory ( Visual ( Tactile ( Kinesthetic When a student learns how he learns, he has access to power for life-long learning. When a parent understands that each learner has a natural learning pattern, study at home can support learning strengths, then natural variations in the learning styles of children can be understood and celebrated. And when teachers have this information, there can be support for all kinds of intelligence in the classroom. There is not one "right" way to learn. (Study in Style, 1995). Our teachers will be trained and equipped to plan multi-sensory lessons, to individualize instruction and to match teaching styles to learning styles. One of the centerpieces of our learning program is the Personalized Learning Plan. Working together, student, parent and educator will seek to identify, for each learner, areas of greatest strengths and weaknesses and to define individual learning styles. A plan will be developed which allows for the presentation of new material and concepts in a way most likely to reach the learner. The plan encourages the learner to capitalize on strengths and shore up areas of weakness. Student Profile as of Spring 1999: African American: 20% At-risk: 71% Anglo: 14% Special Education: 4% Hispanic: 65% Limited English Proficient: 4% Female: 41% Instructional Staff Profile as of Spring 1999: Number of Teachers: 18 African American Teachers: 33% Full Time Teachers: 100% Anglo Teachers: 33% Degreed: 100% Hispanic Teachers: 33% Advanced Degree: 17% Average Experience: 0.7 years Average Full-time Yearly Salary: $25,611 Certified: 28% Student Per Teacher: 15.4 Administrators Per Teachers: 0.11 Accountability Plan: We expect all learners to succeed and to demonstrate success on the TAAS test and other state mandated assessment instruments. No distinction will be made regarding ethnicity, gender, limited English proficiency, or socioeconomic levels in reference to learner achievement because all learners will be expected to achieve at the levels mentioned in this component of the application for our charter status. We will utilize every resource to prepare all of our students to succeed. Only in extreme special education instances will a waiver be sought for a particular learner. Houston Can! Academy Location: Houston Kind of Community: Urban Grade Levels: 9-12 Enrollment: 377 Charter Date: 8/3/98 Type: Start-Up Charter Sponsor: Texas Can!, Inc. School Information: President/Chair Ken H. Heckmann Secretary/Clerk Viginia Webster Address 2301 Main St. Houston, Texas 77002 Phone 214-824-4226 Mission or Philosophy: The Texans Can! Schools began as a dropout recovery program. The mission of Houston Can! Academy is to serve the community as a premier provider of personalized, comprehensive and effective educational services, leading to a GED or high school diploma. Our goal is to create a learning environment, based on traditional values, that can actually change the lives of at-risk youth and their families. Curriculum Design and Core Teaching Methods: The testing of each incoming student and the development of an Individual Education Plan (IEP) for that student is an essential element of our educational program. This process insures that all students will be working at an educational level and at a pace appropriate for them. Students are not aware of the grade level of any of their classmates, which helps maintain an environment in which at-risk students can learn without embarrassment, and with less frustration. High School diploma students must complete all credit hour courses as stipulated by the State of Texas. Students must pass each course with a minimum score of 70%. Each high school diploma student who has completed Algebra I, Biology I, English II, and United States History will take the state-adopted end-of-course assessment. Houston Can! Academy uses an open-entry and open-exit enrollment system, which means that new students may be Admitted at almost any time during the school year. Under an open-enrollment system, it is essential that our curriculum design is flexible enough to meet our students' special needs. Distinctive Features of the School: Houston Can! Academy operates under the guiding principles developed by Dr. Grant East, president and founder of the Texans Can! schools. Three of those principles describe how we communicate with and relate to our students: ( Rules without relationships breed resentment ( Never discipline in public but always reward in public ( If you can conceive it and believe it, you can achieve it Student Profile as of Spring 1999: African American: 64% At-risk: Anglo: 2% Special Education: 1% Hispanic: 33% Limited English Proficient: 0% Female: 52% Instructional Staff Profile as of Spring 1999: Number of Teachers: 11 African American Teachers: 55% Full Time Teachers: 100% Anglo Teachers: 18% Degreed: 91% Hispanic Teachers: 18% Advanced Degree: 45% Average Experience: 4.3 years Average Full-time Yearly Salary: $28,818 Certified: 9% Student Per Teacher: 34.3 Administrators Per Teachers: 0.27 Accountability Plan: Houston Can! Academy made application to TEA to operate under the Alternative Accountability System. Under this system, TAAS data will be used for the purpose of Reports Only (not for determining the campus rating). If approved by TEA, we anticipate Performance Objectives will include the following: The average number of Credits passed per student in the High School Diploma will be five. 70 percent of students who enter the Academy with sufficient courses to qualify as 12th graders will meet graduation requirements. The average rate of attendance for all students will be at least 70 percent. Houston Heights Learning Academy, Inc. Location: Houston Kind of Community: Urban Grade Levels: PreK-3rd Enrollment: 87 Charter Date: Type: Open enrollment Charter Sponsor: Mt. Sinai Baptist Church District: School Information: President/Chair Dr. S.J. Gilbert Sr. Secretary/Clerk Gladys Dorsey Address 902 W. 8th St. Houston, TX 77007 Phone 713-869-9171 Fax 713-869-0785 Mission or Philosophy: All Children Can Learn Distinctive Features of the School: Small classrooms and individualized instruction Student Profile as of Spring 2001: African American: 28% At-risk: 95% Anglos: 5% Special Education: 0 Hispanic: 52% Limited English Proficient: 21% Female: 55% Instructional Staff as of Spring 2001: Number of Teachers: 6 African American Teachers: 6/100% Full-Time Teachers: 6/100% Anglo Teachers: Degreed: 6/100% Hispanic Teachers: Advanced Degree: 6/100% Average Experience: 1 year Average Full-Time Yearly Salary: $27,000 Certified: 0 Student Per Teacher: 14:1 Administrators Per Teacher: 1:6 Accountability Plan: TAAS scores Pre-test and post-test to measure performance Impact Charter School Location: Houston Kind of Community: Urban Grade Levels: 3-4 Enrollment: 79 Charter Date: 9/14/98 Type: Conversion Charter Sponsor: Faith Southwest Church School Information: President/Chair Al Moten Secretary/Clerk Javonica Moten Address 11526 Fairmont Houston, Texas 77035 Phone 713-723-9998 Mission or Philosophy: It is the philosophy of the charter applicants that children be cared for in a loving and safe manner, given opportunities to succeed we are preparing them for life. The self esteem and the education of the young child are considered the two most valued components in making successful, useful adults in our society. It is further considered that children should be able to have varied experiences in the education process. Our campus is 4 acres of trees, small animals and offers nature and room to explore into the curriculum. We feel that in order for children to excel in school they must be offered varied experiences so they can feel a sense of accomplishment that builds the self esteem needed to create a love for learning. Curriculum Design and Core Teaching Methods: Impact Charter School offers a core curriculum that focuses on Reading, English, Mathematics, Social Studies, Physical Education, and Science. In addition to utilizing the curriculum set forth by the TEA, the curriculum will include components that address multiculturalism, building leadership, increasing reading skills, developing science and agricultural entrepreneurship abilities, developing social skills, and finding a childs most effective cognitive development skills. Distinctive Features of the School: Impact Charter School is located on 4 acres of land. The students have an opportunity to discover & learn in a serene environment. We offer before & after school care that benefits the child & parent. Student Profile as of Spring 1999: African American: 87% At-risk: 81% Anglo: 5% Special Education: 0% Hispanic: 8% Limited English Proficient: 0% Female: 46% Instructional Staff Profile as of Spring 1999: Number of Teachers: 3 African American Teachers: 100% Full Time Teachers: 100% Anglo Teachers: 0% Degreed: 67% Hispanic Teachers: 0% Advanced Degree: 0% Average Experience: 1 year Average Full-time Yearly Salary: $16,733 Certified: 0% Student Per Teacher: 26.3 Administrators Per Teachers: 1.00 Jean Massieu Academy Location: Duncanville Kind of Community: Suburban Grade Levels: Pre K-12th Enrollment: 107 Charter Date: September 1999 Type: Open Enrollment Charter Sponsor: Jean Massieu Foundation District: School Information: President/Chair Beverly S. Hill-Chief Operating Officer Secretary/Clerk Bobby Dunivan-Business Manager Address PO Box 382388 Duncanville, TX 75138 Phone 972-296-7500 Fax 972-296-7564 E-mail jma.shill@juno.com Mission or Philosophy: The mission of Jean Massieu Academy is to promote educational excellence for children, early childhood through 12th grade, using innovative teaching methods, utilizing American Sign Language as the instructional language with emphasis on mastery of English in reading and writing. Interdisciplinary curriculum is presented in a way that is relevant to each students world. Students will apply their knowledge of culture and language diversity and enter the global labor force of the 21st century with marketable skills. Distinctive Features of the School: Most of our students are deaf and hard of hearing. All students and staff are required to use American Sign Language for communication and instructional purposes while on campus. Student Profile as of Spring 2001: African American: 19% At-risk: 2% Anglos: 59% Special Education: 77% Hispanic: 18% Limited English Proficient: 0% Asian: 5% Female: 49% Instructional Staff as of Spring 2001: Number of Teachers: 15 African American Teachers: Full-Time Teachers: 80% Anglo Teachers: 100% Degreed: 92% Hispanic Teachers: Advanced Degree: 20% Average Experience: 5 years Average Full-Time Yearly Salary: $27,000 Certified: 40 % Student Per Teacher: 11:1 Administrators Per Teacher: 2 Accountability Plan: We administer TAAS and SDAA testings. We also do teacher and administrative evaluations. Policy Manual, Employment Handbook, Student Parent Handbook, and Code of Conduct, and Business Procedure Manual have been developed to ensure accountability. Jesse Jackson Academy Location: Houston Kind of Community: Urban Grade Levels: 9-12 Enrollment: 62 Charter Date: 11/2/98 Type: Start-Up Charter Sponsor: YES (Youth for Education Success), Inc. School Information: President/Chair Drucie Chase Secretary/Clerk Mary F. Armstrong Address 5400 Griggs Rd. Houston, Texas 77021 Phone 713-522-0206 Mission or Philosophy: Our Mission is to provide each student with the skills they need to increase their choices by providing educational, social, entrepreneurial, and community linkages. Our Purpose is to reduce school dropouts; keep at risk students in school; provide a broad based curriculum combining basic skills with communication arts, life skills, leadership skills, science, computer technology, and job skills in an environment that is conducive to building self- esteem. Curriculum Design and Core Teaching Methods: Techniques used in a responsive classroom insure that each student will develop behaviors that will be most conducive to learning. Students will share in the decision-making process. Teachers regulate behaviors, set limits, define objectives, and recognize progress. This curriculum ensures that students will have the foundation necessary for successful mastery of core curriculum standards throughout their academic careers. Furthermore, the curriculum is based upon the belief that education should address the needs of the whole student. There will be a whole language/whole math thematic delivery system that will accommodate divergent learning styles. The student will be exposed to academic and phonics activities as well as hands-on learning, music, art, drama, and exploration of the classroom guided discovery stations. Activities and objectives will be targeted to the development level of each student. All pupils will be expected to demonstrate individualized progress and success, as outlined in their individual learning plans. Student Profile as of Spring 1999: African American: 92% At-risk: Anglo: 0% Special Education: 0% Hispanic: 8% Limited English Proficient: 0% Female: 21% Instructional Staff Profile as of Spring 1999: Number of Teachers: 5 African American Teachers: 100% Full Time Teachers: 100% Anglo Teachers: 0% Degreed: 60% Hispanic Teachers: 0% Advanced Degree: 20% Average Experience: 3.8 years Average Full-time Yearly Salary: $26,460 Certified: 0% Student Per Teacher: 12.4 Administrators Per Teachers: 1.20 Accountability Plan: The J.J.A. Charter School will operate in the same manner as any campus aiming for educational excellence. As such, the School will be subject to periodic evaluation by the appropriate administrative agencies of the State and partners in education. Because of the unique mission of the Charter School, the evaluation of its performance is of particular importance. We invite a review of the school's operation and performance in 5 years after the doors of the School open to Its first class, and every 5 years thereafter. That time frame is consistent with the vision, objectives and goals. We would expect the review to cover all aspects of the school; its management, its fiscal control, its organization, its curriculum, and most importantly the success of its students. John H. Wood Jr. Charter School Location: San Antonio Kind of Community: Urban Grade Levels: K-12 Enrollment: 58 Charter Date: 9/14/98 Type: Start-Up Charter Sponsor: Campbell A. Griffin Center School Information: President/Chair Daniella McHazlett Secretary/Clerk Barbara Laney Address 620 East Afton Oaks Blvd. San Antonio, Texas 78232 Phone 210-499-0350 Mission or Philosophy: The vision of the John H. Wood, Jr. Charter School is to deliver individualized education and rehabilitative training to primarily At Risk students, both those in court ordered residential placement and living in the community. We will provide the environment in which the students are encouraged to develop their intellectual, linguistic, social, emotional, civic, and physical abilities. The ultimate goal is the transition and integration of these students into the society, capable of full participation in the process of family, employment and community. Curriculum Design and Core Teaching Methods: While the majority of our students have been adjudicated and are in residential treatment facility, some are non residential At Risk students. The instructional delivery and curriculum are substantially the same for both groups. Many of our students are special education but that is not an enrollment criteria. This, in discussion with our Education Service Center, has led us to select Non-Special Education Residential Campus for Youth as our Alternative Education Category. Our student population includes all five student categories, At Risk, Disciplinary or expelled, Senior, Pregnant/Parent, Recovered Dropouts, sometimes in the same individual student. As all of our students who fit into any of the five categories fit into the At Risk category we are using that category. A few of our students do not fall into any of the five categories. They are middle school students who are with learning disabilities who are being served in special education. As the most common factor among are students records is a history of courses not completed in the past, we are electing Course Completion as an Academic Performance Objective. Student Profile as of Spring 1999: African American: 10% At-risk: 98% Anglo: 33% Special Education: 67% Hispanic: 50% Limited English Proficient: 0% Female: 52% Instructional Staff Profile as of Spring 1999: Number of Teachers: 16 African American Teachers: 13% Full Time Teachers: 100% Anglo Teachers: 25% Degreed: 56% Hispanic Teachers: 56% Advanced Degree: 25% Average Experience: 4.4 years Average Full-time Yearly Salary: $22,688 Certified: 6% Student Per Teacher: 3.6 Administrators Per Teachers: 0.31 Katherine Anne Porter School Location: Wimberley Kind of Community: Rural Grade Levels: 9-12th Enrollment: 115 Charter Date: 10/98 Type: Open Enrollment Charter Sponsor: District: School Information: President/Chair Denise Mince Secretary/Clerk Teri Todd Address PO Box 2053 Wimberley, TX 78676 Phone 512-847-6867 Mission or Philosophy: Foster appreciation for learning and community responsibilities. Distinctive Features of the School: Literary Arts and Environmental Student Profile as of Spring 2001: African American: At-risk: 50% Anglos: 91% Special Education: 20% Hispanic: 8% Limited English Proficient: 0 Native American/Other: 1% Female: 50% Instructional Staff as of Spring 2001: Number of Teachers: 22 African American Teachers: Full-Time Teachers: 50% Anglo Teachers: 18/82% Degreed: 80% Hispanic Teachers: 2/9% European Teachers: 2/9% Advanced Degree: 10% Average Experience: 3 years Average Full-Time Yearly Salary: $27,000 Certified: 25% Student Per Teacher: 12:1 Administrators Per Teacher: 1:7 Accountability Plan: Regular teacher appraisal and weekly teacher meetings. Kipp Academy Location: Houston Kind of Community: Urban Grade Levels: K, 5-10 Enrollment: 274 Charter Date: 9/1/98 Type: Start-Up Charter Sponsor: KIPP, Inc. Charter District School Information: President/Chair Karol Musher & Barbara Hurwitz Secretary/Clerk Orlando E. Flores Address 7120 Beechnut Houston, Texas 77074 Phone 713-541-2561 Mission or Philosophy: KIPP's mission is as clear as its framework: To prepare students with the academic, intellectual and character skills that are necessary for success in high school, college, and the competitive world beyond. Curriculum Design and Core Teaching Methods: KIPP Academy will correlate its curriculum objectives to the Texas Essential Knowledge and Skills (TEKS). Incoming student needs and performance levels will determine the weight that teachers place on different elements of the curriculum. The school's expectation is to accelerate student learning in order to ensure that mastery of the TEKS can be achieved at a quicker pace. The driving force in curriculum planning will remain preparing the students for a rigorous and challenging AP-intensive curriculum in high school. Achieving this subject mastery will lead to a continued focus on college matriculation. KIPP Academy recruits and employs teachers with a proven track record of successfully maximizing classroom learning. We define such success as a process in which students acquire the knowledge and skills needed to achieve academic success and the ability to apply, evaluate, and expand upon this knowledge independently. There are many educational theories and practices proven to be effective in the classroom environment. KIPP Academy does not intend to subscribe to only one approach. The school believes in allowing successful teachers to teach in an environment that supports their successful practices and strategies. Distinctive Features of the School: KIPP Academy students attend Saturday classes from 9:15 a.m. to 1:00 p.m. During this time, students participate in Swimming, Kung Fu, Ballet Folklorico Dance, Art, Basketball, French, Guitar, and Keyboard. Seventh and eighth grade students utilize a portion of this time to continue practice in their extra-curricular activity. These experiences provide students an opportunity to work with professionals in the field and to practice the social and critical thinking skills learned in the classroom during the weekdays. In response to the growing interest of the Houston community and the student's parents in the welfare of the school, KIPP Academy has opened its doors to qualified individuals who are dedicated to helping students obtain their academic goals. Our volunteer program is composed of community members, college students, high school students, and parents. Volunteers perform several duties, including tutoring, diagnostic testing, and serving as guest readers during our daily Novels Reading. All KIPP Academy students will receive instruction in a mainstream environment. A special education and bilingual teacher will monitor the students' progress and assist the classroom teachers in modifying strategies to meet the student's individual needs. For the past two years, 100% of the school's special education students passed both the Reading and Math sections of the TAAS test even though there scores were not reported. Furthermore, an average of 50% of KIPP Academy's entering fifth grade students are designated as Low English Proficient (LEP). In the past three years, KIPP Academy's TAAS scores have ranged between 94% - 100% enabling the school to exit nearly all the fifth grade LEP students after only one academic school year. Student Profile as of Spring 1999: African American: 7% At-risk: Anglo: 1% Special Education: 2% Hispanic: 91% Limited English Proficient: 0% Female: 54% Instructional Staff Profile as of Spring 1999: Number of Teachers: 18 African American Teachers: 11% Full Time Teachers: 100% Anglo Teachers: 61% Degreed: 94% Hispanic Teachers: 28% Advanced Degree: 11% Average Experience: 3.1 years Average Full-time Yearly Salary: $30,364 Certified: 56% Student Per Teacher: 15.2 Administrators Per Teachers: 0.06 La Amistad Love & Learning Academy Location: Houston Kind of Community: Urban Grade Levels: PreK-K Enrollment: 29 Charter Date: 1/5/99 Type: Start-Up Charter Sponsor: Community of Faith Church School Information: President/Chair Fredrick L. Nixon Secretary/Clerk Address 6600 Sanford Rd. Houston, Texas 77096 Phone 281-261-0849 Mission or Philosophy: "La Amistad Love & Learning Academy is designed to provide a quality early childhood (prekindergarten through kindergarten) education in a safe, positive, and challenging environment for at risk students from diverse backgrounds in the Fondren Southwest Area of Houston, Texas who have had limited opportunities for social and language development. The essential characteristics and educational focus will enhance the students self-esteem, self-discipline and respect for self and others while improving their academic, technological and life skills so that each student may be a productive participant in a diverse and changing world. Curriculum Design and Core Teaching Methods: Students will have training in phonemic Awareness/Letter identification. Students will be exposed to general sounds and asked to discriminate those sounds without seeing the object, i.e. a clock ticking or animal sounds. After exposing the students to general sounds they will begin to use the skill they have acquired to differentiate beginning letter sounds. Later they will move into identifying the sounds with letters. Also included in this area are poetry and riddles/rhyming words. Students will also be exposed to complete programs of Reading and Language Arts, Social Studies, Mathematics, and Science. Distinctive Features of the School: La Amistad Love & Learning Academy is an intentional Pre K Kindergarten open enrollment charter school for the at risk students which provides an academic full day program for 3 & 4 year old eligible students. Student Profile as of Spring 1999: African American: 93% At-risk: Anglo: 0% Special Education: 0% Hispanic: 7% Limited English Proficient: 3% Female: 48% Instructional Staff Profile as of Spring 1999: Number of Teachers: 2 African American Teachers: 100% Full Time Teachers: 100% Anglo Teachers: 0% Degreed: 100% Hispanic Teachers: 0% Advanced Degree: 50% Average Experience: 5.5 years Average Full-time Yearly Salary: $26,250 Certified: 50% Student Per Teacher: 14.5 Administrators Per Teachers: 1.50 Accountability Plan: La Amistad Love & Learning Academy will administer the same assessment instruments as the Houston Independent School District in each academic year. The charter school will meet and/or exceed the results on these instruments that are obtained from the Houston Independent School District in all categories. In addition, an Evaluation Design will be incorporated to collect and analyze data that will determine the extent to which the Program has been successful in moving all students to grade-level or above grade-level performance. The success and effectiveness of the school will be judged by a broad-based and comprehensive evaluation design that compares desired results with actual results. The school will also be evaluated by an External Evaluation Team (EET). The purpose of the EET is to conduct an objective, third-party evaluation of the school independent of the evaluator to ascertain the extent to which the goals and objectives were met. La Escuela de las Americas Charter School Location: San Antonio Kind of Community: Urban Grade Levels: PreK-12 Enrollment: 60 Charter Date: 10/1/98 Type: Start-Up Charter Sponsor: Mexican American Unity Council, Inc. School Information: President/Chair Gilberto Ramon Secretary/Clerk Lillian Raldena Address 111 N. Sabinas, 1915 & 1921 San Antonio, Texas 78207 Phone 210-617-1943 Mission or Philosophy: All students will graduate from La Escuela de las Americas with competence, confidence, compassion and a commitment to lifelong learning. They will understand their environment and their place in it. La Escuela de las Americas will serve the children by providing educational, social and developmental approaches that will establish the foundation to prepare the children for the TAAS. The goal of La Escuela de las Americas is one in which all students meet and exceed the requirements that have been established by the Texas Education Code. Upon completion of the school year, students will posses the essential skills and knowledge required to successfully master the goals set for by TEKS. Curriculum Design and Core Teaching Methods: La Escuela de las Americas Charter School provides a developmentally appropriate and educationally sound curriculum for Pre-Kinder, Kinder and within the next four years will expand to the fifth grade. The curriculum is integrated with the Texas Essential Knowledge and Skills (TEKS). The curriculum impacts children's lives by establishing within each child competence, confidence, compassion and a commitment to lifelong learning. The curriculum is a process that includes the total involvement of parents, teachers, and students. The establishment of this very important tri-ad is the framework that all must work together to help the child develop and grow to their fullest potential. In order to meet the needs of varying levels of development within a specific age group, the classroom structure/environment is non-traditional in its approach to teaching. The environment is conducive to producing a desire to discover different modes of learning. The schedule of the classroom is one that provides flexibility that encourages the students to participate in the learning process of cooperative education or a team approach and not a competitive mode. Curriculum - based centers are the key to the learning process and where students can explore the material and information they've studied in new ways. In addition, flex grouping provides the teaching staff with the flexibility to meet with students who have similar academic needs. The classrooms have been designed to build on the concept of multiple intelligence levels. Student Profile as of Spring 1999: African American: 0% At-risk: 100% Anglo: 0% Special Education: 25% Hispanic: 100% Limited English Proficient: 43% Female: 40% Instructional Staff Profile as of Spring 1999: Number of Teachers: 2 African American Teachers: 0% Full Time Teachers: 100% Anglo Teachers: 0% Degreed: 100% Hispanic Teachers: 100% Advanced Degree: 50% Average Experience: 0 years Average Full-time Yearly Salary: $22,000 Certified: 0% Student Per Teacher: 30.0 Administrators Per Teachers: 1.00 Life Charter School Location: Dallas Kind of Community: Urban Grade Levels: K-12 Enrollment: 287 Charter Date: 8/12/98 Type: Start-Up Charter Sponsor: School Information: President/Chair Thomas Wilson Secretary/Clerk Lon Luster Address 4400 S. R. L. Thornton Freeway Dallas, Texas 75224 Phone 214-376-8200 Mission or Philosophy: Life Charter School of Oak Cliff will become an exemplary learning center where education is success. The student-centered program recognizes and values diverse learning styles and teaching methods. While maintaining high academic standards, teachers are encouraged to be innovative. The school serves students in grades pre kindergarten through fifth grade, and is chartered through the twelfth grade. Curriculum Design and Core Teaching Methods: Curriculum in core subject areas uses state-adapted textbooks. In addition, Saxon phonics program is utilized in grades K-2nd, and Excel math is used for grades K-5th. Methodologies emphasize hands on learning, cooperative learning, and critical thinking while enabling students to obtain mastery of reading, writing, and math. The school provides an integrated, interdisciplinary education in an orderly and supportive environment. Distinctive Features of the School: Full Montessori program for three & four year olds, expanding to K-5th next year. Partnership with SMU to provide graduate students as tutors to work one-on-one with students on a regular basis. Implementation of Core Knowledge curriculum using the guidelines from Trinity University. Development of a gifted and talented program (O.A.S.I.S.) Student Profile as of Spring 1999: African American: 55% At-risk: 27% Anglo: 30% Special Education: 1% Hispanic: 14% Limited English Proficient: 0% Female: 50% Instructional Staff Profile as of Spring 1999: Number of Teachers: 18 African American Teachers: 17% Full Time Teachers: 78% Anglo Teachers: 72% Degreed: 72% Hispanic Teachers: 11% Advanced Degree: 22% Average Experience: 6.1 years Average Full-time Yearly Salary: $29,130 Certified: 61% Student Per Teacher: 15.9 Administrators Per Teachers: 0.39 Accountability Plan: The Life Charter School students will be assessed in the areas of English reading and writing, mathematics, social studies, and science. The students will achieve a passing score on all assessment instruments required by the Texas SBOE of all public high school students. The learning disabled would be exempted from the standards, and standards relevant to individual situations would be adopted in their place. The instructional staff will review attainment levels. If a student is having difficulty meeting attainment, a plan will be devised to provide that student with additional instructional time via aids, special education teachers, parental volunteers, computer technology, labs, or any combination of the above as determined by the teacher. Mainland Prepartory Academy Location: Texas City Kind of Community: Urban Grade Levels: PreK, 4-6 Enrollment: 183 Charter Date: 8/10/98 Type: Start-Up Charter Sponsor: PEAK, Inc. School Information: President/Chair Diane Y. Merchant Secretary/Clerk Vera Alexander Address 832 Fifth Avenue North Texas City, Texas 77590 Phone 409-948-3224 Mission or Philosophy: Mainland Preparatory School shall be established to provide an innovative program for educating all children. The school shall exist to provide parents and students with a meaningful and realistic alternative for choice in public education. In doing so, Mainland Preparatory Academy realizes and accepts its responsibility to provide an exemplary educational program for all children, whatever their needs. Specifically, Mainland Preparatory Academy shall seek to address the educational, social, and developmental needs of an at-risk population whose needs may not be met in a traditional public school curriculum. Mainland Preparatory Academy subscribes to the basic tenet that all children are essential to America's future; its practices and procedures affirm the belief that we do not have a child to waste and we cannot fail to utilize and acknowledge the special abilities and talents of any child. The strength and future of this country will be jeopardized and minimized unless we invest in every child. Mainland Preparatory Academy envisions itself as an effective school which seeks to empower its students to realize their maximum potential. Curriculum Design and Core Teaching Methods: The faculty and staff strive, to provide an innovative curriculum which meets the needs of students. The school subscribes to a curriculum design that provides intensive instruction in a basic core of knowledge and skills that enable students to be productive and fluent in reading, writing, oral communication, and math. Teachers are given opportunities to incorporate methods and strategies that promote the acquisition of sound reading practices and basic skills. Distinctive Features of the School: The school benefits from an active parental involvement component that values and incorporates parental participation in all programs and activities. Another distinctive feature of the school is its thrust toward community involvement that forges a cooperative relationship between community resources and the school. This program aim fosters an appreciation of the community and its impact on the school and its students. The school also subscribes to the spirit of volunteerism by involving students in programs and activities that make them cognizant of their civic and social responsibility. Student Profile as of Spring 1999: African American: 88% At-risk: 63% Anglo: 8% Special Education: 1% Hispanic: 4% Limited English Proficient: 0% Female: 52% Instructional Staff Profile as of Spring 1999: Number of Teachers: 13 African American Teachers: 85% Full Time Teachers: 100% Anglo Teachers: 8% Degreed: 100% Hispanic Teachers: 8% Advanced Degree: 31% Average Experience: 9.9 years Average Full-time Yearly Salary: $31,462 Certified: 54% Student Per Teacher: 14.1 Administrators Per Teachers: 0.15 Accountability Plan: The school will use a variety of accountability measures to evaluate student performance. In grades 3 6, the TAAS will be used as a means of evaluating student performance. Additionally, other measures will be used: student surveys, parent surveys, student portfolios, standardized testing, individual performance assessments, daily attendance percentages, teacher assessments and surveys. As a year-end assessment, the faculty, staff, and administration will identify and assess overall achievement of targeted goals. Medical Center Charter School Location: Houston Kind of Community: Urban Grade Levels: K-5 Enrollment: 173 Charter Date: 9/1/96 Type: Start-Up Charter Sponsor: Medical Center School Information: President/Chair R. Vernon Colpitts, M. D. Secretary/Clerk Administrator: Christine Groenewold Address 1920 N. Braeswood Houston, Texas 77030 Phone 713-791-9980 Mission or Philosophy: The goal of the Medical Center Charter School is to provide a safe and pleasant environment in which the natural desire of children to learn is stimulated through the blending of traditional and innovative instruction Curriculum Design and Core Teaching Methods: The school offers a classical curriculum that meets the individual learning needs of students and addresses the special requirements of the international community of the Medical Center and the city of Houston. Children love to learn when challenged with appropriate learning opportunities. The curriculum incorporates languages (Spanish is required), technology, development of mathematical thinking, and the Core Knowledge sequence. A Pre-Kindergarten and Kindergarten Montessori class orients students into work habits, caring attitudes, ground rules for behavior, and a concrete basis for the development of knowledge. Character development and self-discipline are explicitly taught through established ground rules and values in classical literature. Student needs are evaluated by scores in vocabulary and reading comprehension, and they are assigned to multi-aged classrooms. Proven methods and materials for core subjects include these programs: Focus (phonological awareness), Languages Through Phonics, Levels R, A, B, and C (decoding, dictation, and other applications), Everyday Mathematics (for K-5), SRA computer programs and kits for practice, the Core Knowledge sequence, and the Montessori method, all of which are reform models. Distinctive Features of the School: Outstanding achievement gains are expected. At the end of the second year, 1997-1998, average TAAS Reading scores improved 20%, from 65.4% passing to 78.6% passing. At the same time, TAAS Mathematics scores improved 14%, from 44% passing, to 50% passing. During the second year, 1997-1998, ITBS scores in Reading improved an average of 12 months per student and Mathematics scores had improved an average of 11 months per student, with 10 months being a gain equivalent to one school year. Student Profile as of Spring 1999: African American: 64% At-risk: 39% Anglo: 15% Special Education: 1% Hispanic: 9% Limited English Proficient: 9% Female: 55% Instructional Staff Profile as of Spring 1999: Number of Teachers: 8 African American Teachers: 38% Full Time Teachers: 100% Anglo Teachers: 38% Degreed: 100% Hispanic Teachers: 25% Advanced Degree: 38% Average Experience: 2.9 years Average Full-time Yearly Salary: $19,815 Certified: 38% Student Per Teacher: 21.6 Administrators Per Teachers: 0.38 Accountability Plan: The Iowa Tests of Basic Skills will be used annually with projected gains of at least one year. Mid-Valley Academy Location: Mercedes Kind of Community: Rural Grade Levels: 9-12 Enrollment: 53 Charter Date: 1/11/99 Type: Start-Up Charter Sponsor: Student Alternatives Program, Inc. School Information: President/Chair Raul Sauceda Secretary/Clerk Cindy Palacios Address 103 E 2nd St. Mercedes, Texas 78570 Phone 956-565-5417 Mission or Philosophy: The vision of the Mid-Valley Academy is to offer At-Risk" students educational programs in a community-based non-traditional setting in which teachers are free to be creative and innovative and students are free to explore their full potential. The Academy also envisions a school in which staff, students, parents, and the local community have a deep sense of ownership through the knowledge that they will have the ability to truly be a part of the educational community. The mission of the Mid-Valley Academy is to teach students to become respectable, responsible citizens who value their self-worth, respect others and realize the importance of hard work and the continuation of learning throughout their lives. The Academys first year goals include, but are not limited to, organizational and administrative development, staff development and board training community awareness, establishment of instructional programs, and program performance. Curriculum Design and Core Teaching Methods: The Mid-Valley Academys base curriculum will be the American Preparatory Institute (API) curriculum. The curriculum is designed for individual or small groups and offers many advantages for the students and faculty. It provides an instructional system that is in a modular format, mastery-based and non-calendar driven. This format allows for modification of instructional materials as may he required for a student's individualized instruction, to include students that are in special programs such as Special Education or Limited English Proficiency. These varied instructional approaches and methods provide students with a variety of experiences, learning methods and styles. The flexibility of the curriculum enables the teacher to provide the students individual attention and to implement a variety of instructional methods and approaches to meet the individual student's needs. This enables the teacher to be creative and innovative in implementing different instructional methodologies and techniques to enhance the student's ability to learn and experience a sense of accomplishment. This instructional method motivates students to expand their personal expectations and set higher educational goals for themselves. In addition the highly flexible curriculum allows teachers to easily modify lessons within the curriculum to include topics particular to a region, such as local news events or festivities that celebrate cultural events. Student Profile as of Spring 1999: African American: 0% At-risk: 100% Anglo: 0% Special Education: 0% Hispanic: 100% Limited English Proficient: 0% Female: 55% Instructional Staff Profile as of Spring 1999: Number of Teachers: 3 African American Teachers: 0% Full Time Teachers: 33% Anglo Teachers: 0% Degreed: 67% Hispanic Teachers: 100% Advanced Degree: 67% Average Experience: 35 years Average Full-time Yearly Salary: $26,625 Certified: 67% Student Per Teacher: 17.7 Administrators Per Teachers: 0.67 Accountability Plan: Mid-Valley Academy students will perform at an average passing rate above the state average on the Texas Assessment of Academic Skills (TAAS) and all End-of-Course exams. The Academy staff understands that there are many underlying factors that may impact the measurement of student performance in the TAAS and End-of-Course exams and that are not reflected in the TAAS reports. In order to address these underlying factors and to measure the true progress of the students' performance, the Academy plans to extensively track other student information and performance data. Nancy Ney Charter School Location: New Braunfels Kind of Community: Rural Grade Levels: 4-12 Enrollment: 52 Charter Date: 8/18/98 Type: Start-Up Charter Sponsor: Connections School Information: President/Chair Darlene Hicks Secretary/Clerk Lisa Cranfill Address 1414 W. San Antonio Street New Braunfels, Texas 78133 Phone 830-629-5167 Mission or Philosophy: The mission of the Nancy Ney Charter School is to serve at-risk students and provide them with a safe, secure environment for learning. By providing academic alternatives for students in grades four through twelve who are not achieving their potential, NNCS enables students to improve academic achievement and to complete an education that prepares each student to earn a living, take a responsible citizen, and to become a lifelong learner. Curriculum Design and Core Teaching Methods: The curriculum provides a well-balanced body of knowledge, skills, & experiences in academics, art, and physical fitness. This comprehensive curriculum covers in detail the important concepts to be learned by all students in the different subjects. Mastery learning is required in English, Math, Science, and Social Studies in all grades. The focus is on results and on remedial action to address learning gaps. Learning gaps are identified upon enrollment, remediated immediately, leading to rapid achievement and enhanced self-confidence. The school uses a formalized academic monitoring system which ensures strict accountability for students, teachers, and the entire school. Teachers employ teaching methods that motivate - a joyous atmosphere focused on learning; varied and proven techniques of instruction, well-crafted lessons, and instruction tailored to students. Distinctive Features of the School: Nancy Ney Charter School has two campuses, and each has a unique population. One campus serves students who are on probation and are expelled from their regular public schools. Another campus serves students whose average period of enrollment is two weeks. Both student populations are served well by NNCS's instructional program that accommodates open entry/open exit and individualized, self-paced, mastery-based instruction. Student Profile as of Spring 1999: African American: 12% At-risk: 65% Anglo: 35% Special Education: 15% Hispanic: 52% Limited English Proficient: 0% Female: 58% Instructional Staff Profile as of Spring 1999: Number of Teachers: 3 African American Teachers: 0% Full Time Teachers: 100% Anglo Teachers: 100% Degreed: 100% Hispanic Teachers: 0% Advanced Degree: 67% Average Experience: 4.3 years Average Full-time Yearly Salary: $25,000 Certified: 100% Student Per Teacher: 17.3 Administrators Per Teachers: 0.33 Accountability Plan: All open enrollment charter school students will take TAAS tests as mandated by the State Board of Education. The charter school will expect all students to achieve a passing rate or a rate that exceeds the standards for the target student population. Teen Connection guarantees that students who complete one (1) full academic year enrolled in the charter school will pass the TAAS test at rates that exceed their public school peers by at least twenty (20) percent. Teen Connection makes this guarantee after accumulating years of experience in educating youth from "at-risk" environments. The agency has experimented and tested various instructional strategies and has determined that individualized instruction and a self-paced curriculum are the keys to successful education for these youth. New Frontiers Charter School Location: San Antonio Kind of Community: Urban Grade Levels: K-6 Enrollment: 540 Charter Date: 8/31/98 Type: Start-Up Charter Sponsor: San Antonio Advantage Charter School, Inc. School Information: President/Chair Melinda Wheatley Secretary/Clerk Mary Ann O'Bryant Address 4018 S. Presa Street San Antonio, Texas 78223 Phone 210-533-3655 Mission or Philosophy: Advantage's educational approach and methods exemplify the following philosophy, which shall guide the operation of charter schools under its management. We believe that schools should focus on what all Americans, and what all human beings have in common, rather than focusing on what sets us apart. Further, schools should seek to broaden students' knowledge and understanding of cultures and civilizations different from their own or their immediate surroundings. We believe that while parents have the primary responsibility for the development of children's characters, schools should support and reinforce their efforts in this critical mission. Advantage charter schools seek to attract parents who value such a partnership, and who agree with the school on the need to foster basic moral virtues, including kindness, courage, responsibility, respect for self and others, integrity, wisdom, and citizenship. Advantage charter schools will implement a policy requiring all students to wear uniforms while on school grounds, encouraging students to value truth and character over superficiality and mere appearance. We believe that an educated person has at his or her disposal a broad array of important factual and conceptual knowledge and skills that equip him or her with the tools for success in academic environments. Advantage will thus implement curriculum that includes a clear and specific core of important knowledge, concepts, and skills that we believe all students need to learn. This will permit learning in a full range of disciplines, including the humanities, mathematics, science, and music and art. Curriculum Design and Core Teaching Methods: The New Frontiers Charter School is designed to serve 646 students in kindergarten through sixth grade during the 1999-2000 school year. Each year we will add a new grade; for example, in the 2000-2001 school year, we will add a seventh grade; in the 2001-2002 school year, we will add an eighth grade-all the way to the twelfth grade! Last year's fifth-graders will be the school's first graduating class in 2006. Since the school will grow each year until all grades are served, students who enroll this year will not have to return to other school systems. Instruction at the New Frontiers Charter School often takes place in groups averaging 10 students for each instructional leader. Homerooms have approximately 25 children per class in kindergarten, and 30 children per class in grades 1-5. Smaller study groups are formed to teach reading, writing, and mathematics to ensure that students receive individual attention in these subjects. The overall faculty to student ratio is 1 to 15. The Advantage Curriculum and School Design is implemented in all schools managed by Advantage Schools, Inc. It consists of a highly structured curriculum that sets high expectations and provides individualized monitoring to assist students in attaining ambitious goals for achievement. The curriculum and school design provide a strong academic foundation for students at the elementary level, which prepares them for advanced studies in junior high school and college level work in senior high school. Distinctive Features of the School: A longer school day (7 and one-half hours daily, instead of the typical 6 and one-half) and a longer school year (200 instructional days instead of the typical l80) result in more than 3 additional years" of instruction from kindergarten through grade 12. Among the leadership at each Advantage-managed school is a Professional Development Coordinator, who serves as a ful1-time trainer and coach for teachers and instructional assistants. This individual coordinates regular professional development activities and goes from classroom to classroom on a daily basis, working with faculty and helping them to hone constantly their instructional skills. An experienced Lead Teacher in each grade provides coaching and mentoring for other faculty. All Lead Teachers sit on a Leadership Team, designed to identify and resolve School-wide instructional issues in conjunction with the School Director and the Professional Development Coordinator. Student Profile as of Spring 1999: African American: 3% At-risk: 12% Anglo: 12% Special Education: 9% Hispanic: 85% Limited English Proficient: 15% Female: 48% Instructional Staff Profile as of Spring 1999: Number of Teachers: 23 African American Teachers: 4% Full Time Teachers: 100% Anglo Teachers: 52% Degreed: 91% Hispanic Teachers: 43% Advanced Degree: 9% Average Experience: 3 years Average Full-time Yearly Salary: $25,789 Certified: 48% Student Per Teacher: 23.5 Administrators Per Teachers: 0.17 The North Hills School Location: Irving Kind of Community: Suburban Grade Levels: 5-8 Enrollment: 362 Charter Date: Type: Start-Up Charter Sponsor: School Information: President/Chair Sherri LeVan Secretary/Clerk Tara Toland Address 2117 Walnut Hill Lane Irving, Texas 75038 Phone 972-719-4088 Mission or Philosophy: The North Hills School prepares students to be future global leaders through a rigorous, disciplined, core curriculum, a safe nurturing environment with strong parental involvement, and a unique partnership between school, local corporations and surrounding neighborhoods. Curriculum Design and Core Teaching Methods: Liberal arts education with an emphasis on English and world languages, science, mathematics, humanities, art, technology, and physical education. Integrated with each curriculum area: environment, health, social education, community services, and approaches to learning. Curriculum enhancements include field trip, internship, mentoring programs, age-appropriate community service and independent study. Student Profile as of Spring 1999: African American: 12% At-risk: 1% Anglo: 65% Special Education: 2% Hispanic: 8% Limited English Proficient: 0% Female: 57% Instructional Staff Profile as of Spring 1999: Number of Teachers: 28 African American Teachers: 4% Full Time Teachers: 93% Anglo Teachers: 82% Degreed: 96% Hispanic Teachers: 11% Advanced Degree: 14% Average Experience: 3.1 years Average Full-time Yearly Salary: $28,796 Certified: 54% Student Per Teacher: 12.9 Administrators Per Teachers: 0.14 Northwest Mathematics, Science, & Language Academy Location: Houston Kind of Community: Suburban Grade Levels: PreK-5 Enrollment: 67 Charter Date: 1/4/99 Type: Start-Up Charter Sponsor: Olga S. Brooks & Dr. Sumpter L. Brooks School Information: President/Chair Dr. Sumpter L. Brooks Secretary/Clerk Carotta S. Boyer Address 6031 Victory Drive Houston, Texas 77088 Phone 281-447-1676 Mission or Philosophy: To assure that all pupils enrolled in the Northwest Mathematics, Science, and Language Academy are educated mentally, physically, socially, and emotionally to be successful in later school endeavors and ultimately to be able to compete vigorously in the international marketplace during the 21st Century. Curriculum Design and Core Teaching Methods: The required subject curriculum will fo1low those subjects required under Texas Education Code (TEC) 28.002 and will be divided into the following areas: a foundation curriculum consisting of reading, other language arts (writing, spelling, listening, oral language-- English, mathematics, science, and social studies). an enrichment curriculum consisting of languages (Spanish and Chinese), health, physical education, fine arts, economics, career technology education, and technology applications. Distinctive Features of the School: One of the distinctive features of the school is that we provide smaller class sizes to allow individualize instruction. Also, parents have decision power and choices when it comes to the education of their children. Student Profile as of Spring 1999: African American: 82% At-risk: 0% Anglo: 7% Special Education: 1% Hispanic: 10% Limited English Proficient: 0% Female: 49% Instructional Staff Profile as of Spring 1999: Number of Teachers: 6 African American Teachers: 67% Full Time Teachers: 67% Anglo Teachers: 0% Degreed: 50% Hispanic Teachers: 17% Instructional Staff Profile as of Spring 1999 cont.: Advanced Degree: 17% Average Experience: 10 years Average Full-time Yearly Salary: $22,800 Certified: 17% Student Per Teacher: 11.2 Administrators Per Teachers: 0.17 Accountability Plan: Students served by the Northwest Mathematics, Science, and Language Academy, in grades three through five will take the TAAS in reading, writing, and mathematics during the first year to provide baseline data; it is anticipated that they will achieve at the same rate or better than the state average. Performance indicators on TAAS test data in reading, writing, and mathematics will be disaggregated and compared with state-established standards with respect to race, ethnicity, gender, and socioeconomic status. Also, the results of TAAS assessment instruments will be aggregated by grade level, subject area, dropout rates, and student attendance rates. It is further anticipated that by the third year of operation, pupil performance, at minimum, will receive an accountability rating of "recognized" by the ˿Ƶ. Other assessment instruments will be used to determine baseline data, academic growth, advance placement, and placement in special classes (i.e., bilingual education, English as a Second Language, gifted and talented, etc.). Nova Location: Dallas Kind of Community: Grade Levels: PreK-6 Enrollment: 96 Charter Date: Type: Charter Sponsor: School Information: President/Chair Secretary/Clerk Address 4111 West Illinois Dallas, Texas 75211 Phone 214-333-8450 Mission or Philosophy: Nova provides a safe, nurturing and character oriented learning environment where academic achievement is fostered through small classes and personalized teacher-student-parent relations. Students are the center of the learning process. Parents are their children's first and foremost teachers. Teachers are the guiding resources for knowledge and skills. Community resources (people and institutions) are utilized as a fertile field of learning. We believe that parents, educators and the local community will act energetically and responsible when they are given the opportunity to design and carry out their school plans. Curriculum Design and Core Teaching Methods: Students in grade pre-k, k, 1st, and 2nd grades are taught separately. Grades 3 and 4 are taught in a multi-aged situation. The curriculum design is three-fold: first there is the basic TEKS, then Core Knowledge, and the character values. We use the TEKSTAR program which has lesson plans written by statewide stellar teachers. Our plan is to focus on reading and math skills until the students are on grade level. Believing in both skills and knowledge, we added Core Knowledge to insure an adequate knowledge base. Believing in the importance of character values, each week a character trait is woven into the on-going lessons of the day. For ease of school transfers, we use the same textbooks as our neighborhood Dallas public School. The core teaching methods for pre-k through grade two is developed around centers, co-operative groups, individual and group reading. All students have "homework." Third and fourth graders learn math by working at their own individual pace. Peer tutoring is used wherein top math students help those having difficulty. Distinctive Features of the School: The school board is made up of nine members: four are from the community, four are parents who are elected by the parents. One is a teacher, who is elected to the board by other teachers. The founder/director is not on the board. The school meets in a church building. There is a rule that corporal punishment is not allowed. Parents are called/written to discipline the child. The school operates an early morning day care and an after-school daycare/education program. The school is blessed with many volunteers. Student Profile as of Spring 1999: African American: 64% At-risk: 57% Anglo: 10% Special Education: 1% Hispanic: 24% Limited English Proficient: 0% Female: 42% Instructional Staff Profile as of Spring 1999: Number of Teachers: 7 African American Teachers: 71% Full Time Teachers: 57% Anglo Teachers: 14% Degreed: 86% Hispanic Teachers: 14% Advanced Degree: 14% Average Experience: 4 years Average Full-time Yearly Salary: $26,625 Certified: 29% Student Per Teacher: 13.7 Administrators Per Teachers: 0.14 Accountability Plan: Nova will use an accountability system that is in harmony with the philosophy of the TEA: It is designed to inform teachers, parents and students and to improve student performance. It will be fair and recognize diversity among the student population. The data collected will be used as a basis for staff development and reporting to parents and the state The system will comply with the state requirements. Students who achieve high marks will be recognized, while students with low scores will receive assistance. The public will be given reports that give group scores. The four basic indicators will be the: TAAS Test, ITBS Test, attendance rate, and withdrawal rate. NYOS Charter School, Inc. Location: Austin Kind of Community: Suburban Grade Levels: K-7 Enrollment: 119 Charter Date: 8/24/98 Type: Start-Up Charter Sponsor: Nycos Charter School, Inc. School Information: President/Chair Deborah Jinkins Secretary/Clerk Rachel Davis Address 8007 Gessner Drive Austin, Texas 78753 Phone 512-836-7620 Mission or Philosophy: NYOS Charter School will ensure that every child realizes their maximum potential through the mastery of an innovative curriculum that involves extensive partnerships with the corporate world and creates highly motivated, critical thinkers, prepared for the world of work and a successful life. Curriculum Design and Core Teaching Methods: The state curriculum forms the minimum standard for our curriculum. It is enhanced by the Core Knowledge Sequence. Teachers have organized the content of each level into nine-week units focusing on either a social studies or science discipline. Activities and tasks are organized throughout the study, which will facilitate the student's learning the content knowledge and practicing the required skills. A final project is designed which requires the student to apply the knowledge and skills of the unit. As teachers acquire training in creating project-based problem-centered tasks, students will work outside the school context with professionals in the business world, in civic and government offices, and other contexts in the real world. The language arts curriculum provides students opportunities to use oral and written expression in authentic settings. Students will read in all genres, practice reasoning and thinking in literacy circles, practice the rules, patterns, and structure of the English language. Communication skills of speaking, listening, reading, and writing will be applied in presentations, debates, and multi-media presentation. The mathematics curriculum is designed to develop mathematical thinking, concepts, and factual knowledge. Students will focus on problem-solving strategies and alternative solutions while mastering basic facts and processes. The social studies curriculum develops understandings that history and social science are about real people in real places. The history of sciences, math, and technology as wells as peoples and cultures will be taught through integrated units of study. The science curriculum emphasizes scientific thinking, problem-solving, and functional knowledge and skills of scientific phenomena while inspiring a sense of wonder and excitement for the world around us. Experiences with hands-on experiments, field trips, career scientists and applied learning are basic approaches in this multi-sensory instruction. The visual and performing arts wellness foreign language and technology are also included in the curriculum and are embedded into the core disciplines where appropriate. Distinctive Features of the School: Project based learning, process writing, problem solving, authentic assessment, balanced reading approach, looping, fifteen to one ratio, multi-aged classrooms, year round school. The NYOS academic program is a research-based program. We have integrated the Core Knowledge Sequence into the Teas Essential Knowledge and Skills. Our basic reading program is Literacy Learning in the Classroom model which follows the Reading Recovery assessment approach and focused instruction. We are investigating at this time which of two content-area models we will implement: Expeditionary Learning, a project-centered instructional model for social studies and science which is a branch of Outward Bound, and Susan Kovalik's Integrated Thematic Instruction, another approach to integrated project-based instruction. Student Profile as of Spring 1999: African American: 8% At-risk: 4% Anglo: 79% Special Education: 9% Hispanic: 10% Limited English Proficient: 0% Female: 50% Instructional Staff Profile as of Spring 1999: Number of Teachers: 9 African American Teachers: 0% Full Time Teachers: 100% Anglo Teachers: 89% Degreed: 100% Hispanic Teachers: 11% Advanced Degree: 44% Average Experience: 11 years Average Full-time Yearly Salary: $31,333 Certified: 100% Student Per Teacher: 13.2 Administrators Per Teachers: 0.22 Accountability Plan: The Texas Assessment of Academic Skills (TAAS) will be the standardized testing method of NYOS. In addition to a 90% passing rate for all portions of the TAAS, NYOS has put in place additional evaluations. A pre-/post- model will be used to monitor student growth each year, with informal reading running records taken on an on-going basis to direct instructional decision-making. Students who do not demonstrate progress resulting in a minimum of one year's growth will receive additional services. Clay's Observation Survey and running records will be used with emergent and early readers to determine baseline ability. Qualitative Reading Inventories (QRI) will be used to determine baseline reading ability for all students as appropriate. Oak Cliff Academy Location: Dallas Kind of Community: Grade Levels: K-6th Enrollment: 650 Charter Date: July 1998 Type: 501C 3 Charter Sponsor: Dallas Advantage, Inc. District: School Information: President/Chair Tim OKeeffe Secretary/Clerk Melinda Wheatley Address 808 N. Ewing Dallas, TX 75203 Phone 214-942-8846 E-mail timothy.okeeffe@LPL.com Mission or Philosophy: To educate well. Distinctive Features of the School: Old fashioned curriculum. Student Profile as of Spring 2001: African American: At-risk: 100% Anglos: Special Education: Hispanic: Limited English Proficient: Female: Instructional Staff as of Spring 2001: Number of Teachers: 37 African American Teachers: Full-Time Teachers: 37/100% Anglo Teachers: Degreed: 37/100% Hispanic Teachers: Advanced Degree: Average Experience: Average Full-Time Yearly Salary: $32,000 Certified: Student Per Teacher: 20:1 Administrators Per Teacher: Accountability Plan: EMO, Board One Stop Multi-Service Charter High School Location: McAllen Kind of Community: Rural Grade Levels: 9-12 Enrollment: 312 Charter Date: 8/16/96 Type: Conversion Charter Sponsor: Information Referral Resource, Inc. I.S.D. School Information: President/Chair Arturo Breaux Secretary/Clerk Veronica Castro Address PO Box 164 McAllen, Texas 78505 Phone 956-631-2227 Mission or Philosophy: The Open Enrollment Charter Schools mission is to empower students to become competent, confident, productive and responsible young adults who will possess the competencies, skills, and attitudes to succeed in an educational environment in life as members of the workforce for the twenty-first century. Curriculum Design and Core Teaching Methods: Our OMS School values the individual, recognizes a diversity of learning styles and teaching methods, and encourages creativity, innovation in teaching while maintaining high academic standards. This school recognizes the energy, dedication and commitment required to achieve its promise to the students and community. Our school aspires to create a learning climate in which: learners have an individual plan and support is an intrinsic part of the education program; learners see connection between what they learn and the real world, activities are integrated and meaningful; learners work individually and as members of a group; learners are supported with coaches, mentors, and advocates; learners are assessed through formative and summative performance activities. Distinctive Features of the School: Self paced, in print, computer-assisted, and videotapes curriculum Nontraditional environment Career and college preparation Social services and counseling provided for students and families Year around school Nutrition program Student Profile as of Spring 1999: African American: 0% At-risk: Anglo: 6% Special Education: 1% Hispanic: 94% Limited English Proficient: 0% Female: 39% Instructional Staff Profile as of Spring 1999: Number of Teachers: 6 African American Teachers: 0% Full Time Teachers: 100% Anglo Teachers: 0% Degreed: 100% Hispanic Teachers: 100% Advanced Degree: 0% Average Experience: 2.2 years Average Full-time Yearly Salary: $18,867 Certified: 17% Student Per Teacher: 52.0 Administrators Per Teachers: 0.83 Accountability Plan: Charter students will be assessed for the following: Attendance rate at the Charter School; Number of interactions with the juvenile justice system while attending our OSM school; Attainment of GED: Completion of a Career Preparation course; Certificate of Mastery earned: Number of internships completed; Number of students entering career-related jobs; Number of students who earn a diploma; Number of students entering education and training programs at postsecondary institutions. Paso del Norte Academy Location: El Paso Kind of Community: Urban Grade Levels: 9-12 Enrollment: 97 Charter Date: 1/11/99 Type: Start-Up Charter Sponsor: Student Alternatives Program, Inc. School Information: President/Chair William Ruiz Secretary/Clerk Rebecca Donas Address 801 N. Stanton St. El Paso, Texas 79902-5218 Phone 915-532-7216 Mission or Philosophy: The vision of the Charter School is to offer educational programs and activities that are responsive to the students educational needs and to empower the students achieve their full potential as lifelong learners and productive citizens of the community. The five to ten year long range vision of the School is to establish a solid support base from the community through the involvement and active participation of parents, students, businesses and community leaders in the development of the charter school's strategic planning and program development. The goals and objectives of the charter school's five year strategic plan will be to develop programs with the capacity to provide high school students optional educational opportunities and challenges that will prepare them for post-secondary careers in higher education and the real world. The charter school shall provide an instructional program that is student centered, individualized, competency based, self paced, and flexible in an environment that is safe and conducive to learning. In keeping with the objective of encouraging students to complete their high school diploma requirements and to pursue post secondary careers, the charter school will establish coordination and collaborative efforts with local institutions of high learning to provide the students counseling and guidance to enhance their accessibility to post secondary careers and educational programs. Through this approach the students will be offered the opportunity to achieve their secondary educational goals and will be challenged to develop self-discipline, willingness to accept responsibility for their actions and learning and the ability to set personal goals for future educational and living endeavors. Curriculum Design and Core Teaching Methods: The instructional program is designed as an "open entry/open exit" self paced, competency based instructional program that focuses on the Texas Essential Knowledge and Skills (TEKS) utilizing a foundation curriculum that includes English language arts, mathematics, science, social studies consisting of Texas, United States History and World History, government and geography and the Texas Assessment of Academic Skills (TAAS) and End of Year exams for algebra I, biology English II, and U.S. History as required in TEC Chapter 39, Subchapter B. An enrichment curriculum will be offered which includes health, physical education, fine arts, economics with emphasis on the free enterprise system. In addition the program will offer instructional services for a high school equivalency/GED certificate to students for whom attainment of a high school diploma is not realistic due to their grade level and age. Student Profile as of Spring 1999: African American: 2% At-risk: Anglo: 22% Special Education: Hispanic: 73% Limited English Proficient: Female: 46% Instructional Staff Profile as of Spring 1999: Number of Teachers: 6 African American Teachers: 0% Full Time Teachers: 33% Anglo Teachers: 33% Degreed: 67% Hispanic Teachers: 67% Advanced Degree: 17% Average Experience: 11 years Average Full-time Yearly Salary: $27,000 Certified: 17% Student Per Teacher: 16.2 Administrators Per Teachers: 0.50 Pegasus Charter School Location: Dallas Kind of Community: Urban Grade Levels: 7-9 Enrollment: 123 Charter Date: 8/18/97 Type: Start-Up Charter Sponsor: Genesis Schools School Information: President/Chair Virginia Lannen Secretary/Clerk Maria Martinez Address 2121 Main Street, Suite 200, Lock Box #4 Dallas, Texas 75201 Phone 214-841-0532 Mission or Philosophy: The vision of The Pegasus Charter School is to be an interdisciplinary public junior and senior high school, located in the heart of Dallas, designed for serious learners, and committed to continuous improvement. Its mission is to educate individuals in the liberal arts and sciences in order to prepare them for productive and meaningful lives in an increasingly complex world. Curriculum Design and Core Teaching Methods: Pegasus is designed to provide a rigorous liberal arts, math and sciences education through a variety of innovative and purposeful learning endeavors, including interdisciplinary and project based studies. Pegasus focuses on learning, not teaching, helping students learn bow to learn and to think critically and logically about that learning. Distinctive Features of the School: Pegasus is located in the heart of downtown Dallas. The design of the Pegasus Charter School is to utility the vast resources of the downtown area as part of its learning laboratory. Student Profile as of Spring 1999: African American: 21% At-risk: 33% Anglo: 28% Special Education: 2% Hispanic: 50% Limited English Proficient: 0% Female: 52% Instructional Staff Profile as of Spring 1999: Number of Teachers: 7 African American Teachers: 29% Full Time Teachers: 86% Anglo Teachers: 64% Degreed: 100% Hispanic Teachers: 0% Advanced Degree: 57% Average Experience: 1.2 years Average Full-time Yearly Salary: $28,667 Certified: 29% Student Per Teacher: 17.6 Administrators Per Teachers: 0.43 Accountability Plan: Pegasus students are assessed in the areas of English reading and writing, mathematics, social studies, and science. Additionally, Pegasus will comply with accountability provision in Texas Education code, Subchapters B, C, D, and G, Chapter 39. Positive Solutions Charter School Location: San Antonio Kind of Community: Urban Grade Levels: 7-12 Enrollment: 131 Charter Date: 10/15/98 Type: Start-Up Charter Sponsor: San Antonio Positive Solutions, Inc. School Information: President/Chair Diego Gallegos Secretary/Clerk Mangarita Ochos Address 302 South Flores San Antonio, Texas 78204 Phone 210-299-1025 Mission or Philosophy: Positive Solutions Charter School will enable an increasing number of students achieve their educational goals and become productive citizens be providing them with a flexible, challenging program of instruction, and a staff that works as a team to achieve teaching and learning that transcends individual classrooms, grade levels, and departments. Curriculum Design and Core Teaching Methods: Using competency-based, self-paced, student-directed curriculum is different from using the familiar textbook, teacher-directed materials. Upon enrollment in a charter school, the student should be tested to determine his/her educational levels. Testing should be completed for all courses the student is taking. Each module includes a self-assessment and two posttests. Instructors may use any of these three instruments to complete the pretest. The student has the opportunity to "test-out" of any module as long as 80 percent mastery is achieved on the pretest. The point in the course at which the student fails to achieve the required 80 percent level is the place the student is to start the course. In reality, the student could begin in the middle of his/her math course and at the beginning of a science course. The student works through the course and uses the expertise of the instructor/facilitator as needed. The real challenge for the instructor using API curriculum is to refrain from using the lecture method. In an API classroom, instruction is, by and large, one-on one, thereby affording students that all-important individual attention. The student may choose to work through one course to completion, before moving to the next course. Conversely, he/she may choose to work on two or more courses in a given time period. When the student has successfully completed all of the requirements for the course he/she is studying, credit is given. The instructor's main functions in an API classroom are to keep accurate records of the students' progress and to give one-on-one instruction. Instructors are relieved from developing lesson plans. Each module has a competency statement that gives the learner the educational objectives of the lesson, and each enabling objective provides a specific learning task for that learning resource. In a classroom using API material, seven students working through a course may be in seven different lessons. This variety of pace allows the instructor to circulate throughout the classroom to give help as needed. Distinctive Features of the School: We do placement for youth. Flexible schedule for working youth Open to all of Bexar County Open-enrollment policy and self-paced curriculum allows students to enroll at any time throughout the school year Student Profile as of Spring 1999: African American: 2% At-risk: Anglo: 4% Special Education: Hispanic: 95% Limited English Proficient: Female: 46% Instructional Staff Profile as of Spring 1999: Number of Teachers: 4 African American Teachers: 0% Full Time Teachers: 100% Anglo Teachers: 0% Degreed: 100% Hispanic Teachers: 100% Advanced Degree: 0% Average Experience: 18 years Average Full-time Yearly Salary: $21,944 Certified: 50% Student Per Teacher: 32.8 Administrators Per Teachers: 0.50 Radiance Academy of Learning Location: San Antonio Kind of Community: Urban Grade Levels: PreK-12 Enrollment: 91 Charter Date: 1/4/99 Type: Start-Up Charter Sponsor: Shekinah Learning institute School Information: President/Chair Glenn Yale Secretary/Clerk Lourdis Guerra/ Margarita Salazar Address 3806 Sunshine Ranch San Antonio, Texas 78228 Phone 210-299-2304 Mission or Philosophy: Learning is for all, all can learn. Together we make the difference. Our mission is teach to reach. We use a SSPAC style (staff, students, parents and community). Curriculum Design and Core Teaching Methods: Accelerated learning using a variety of curriculum models and techniques. Some of these include: Saxon Math & Phonics Core Knowledge Expeditionary Learning State adopted text books & materials Multisensory delivery model used to meet diverse learning needs IPPs (Individual Performance Plans) issued to all students Distinctive Features of the School: Radiance Academy focuses on family learning and community involvement. We have a strong moral leadership program and staff members are uniformed, modeling by dress, actions, and verbage acceptable behaviors and social skills. Parents and community are involved in planning, implementing, and evaluating the program. Student Profile as of Spring 1999: African American: 16% At-risk: 76% Anglo: 23% Special Education: 19% Hispanic: 60% Limited English Proficient: 3% Female: 54% Instructional Staff Profile as of Spring 1999: Number of Teachers: 4 African American Teachers: 50% Full Time Teachers: 75% Anglo Teachers: 50% Degreed: 100% Hispanic Teachers: 0% Instructional Staff Profile as of Spring 1999 cont.: Advanced Degree: 75% Average Experience: 13 years Average Full-time Yearly Salary: $32,167 Certified: 75% Student Per Teacher: 22.8 Administrators Per Teachers: 0.50 Accountability Plan: Statewide Accountability Measures include: TAAS Testing End of Course Exams Local Accountability Measures include: Portfolio Assessments Metropolitan Achievement Tests Teacher made tests Teacher observation checklists (IPPs) The Ranch Academy and Life Skills Center Location: Canton Kind of Community: Rural Grade Levels: 6-12 Enrollment: 38 Charter Date: 1/4/99 Type: Start-Up Charter Sponsor: School Information: President/Chair Gloria Kerzee Secretary/Clerk Lola Jones Address Rt. 4, Box 182 Canton, Texas 75103 Phone 903-677-2565 Mission or Philosophy: Curriculum Design and Core Teaching Methods: Distinctive Features of the School: Student Profile as of Spring 1999: African American: 0% At-risk: Anglo: 95% Special Education: 21% Hispanic: 5% Limited English Proficient: 0% Female: 55% Instructional Staff Profile as of Spring 1999: Number of Teachers: 5 African American Teachers: 20% Full Time Teachers: 80% Anglo Teachers: 80% Degreed: 80% Hispanic Teachers: 0% Advanced Degree: 60% Average Experience: 13 years Average Full-time Yearly Salary: $36,433 Certified: 80% Student Per Teacher: 7.6 Administrators Per Teachers: 0.20 Accountability Plan: Rapoport Academy Location: Waco Kind of Community: Urban Grade Levels: PreK-3 Enrollment: 121 Charter Date: 1998 Type: Open Enrollment Charter Sponsor: East Waco Innovative School Development, Inc. School Information: President/Chair Nancy Grayson Secretary/Clerk Willa Jones Address 2000 J.J. Flewellen Waco, TX 76704 Phone 254-799-4191 E-mail  HYPERLINK "mailto:bcoic@flash.net" ngrayson@rapoportacademy.com Mission or Philosophy: The Audre & Bernard Rapoport Academy is designed to foster learning through rigorous academics as well as through activities that link concepts and content to experiences in an environment that stresses high expectations for students as well as parent/family involvement. Distinctive Features of the School: Exemplary status with TEA; one of a handful of schools recognized within the state of Texas as fully incorporating Core Knowledge Curriculum (E.D. Hirsch). Student Profile as of Spring 2001: African American: 92% At-risk: 93% Anglos: 4% Special Education: 3% Hispanic: 4% Limited English Proficient: 0 Female: 50% Instructional Staff as of Spring 2001: Number of Teachers: 14 (and 4TAs) African American Teachers: 7% (22% w/TAs) Full-Time Teachers: 11 Anglo Teachers: 93% (78% w/ TAs) Degreed: 100% Hispanic Teachers: Advanced Degree: 1/7% (teachers only) Average Experience: 1 year Average Full-Time Yearly Salary: $27,215 Certified: Student Per Teacher: 11:1 full-time Administrators Per Teacher: 2:14 8.6:1 full and part-time Administrators Per Teacher or Teaching 6.7:1 full, part, and TAs Assistant: 2:18 Accountability Plan: Raul Yzaguirre School for Success Location: Houston Kind of Community: Urban Grade Levels: 6-9 Enrollment: 395 Charter Date: 8/24/96 Type: Start-Up Charter Sponsor: Tejano Center for Community Concerns School Information: President/Chair Danny Abrego Secretary/Clerk Denise Perales Address 2950 Broadway Houston, Texas 77017 Phone 713-201-9804 Mission or Philosophy: We the faculty, staff, and community of the Raul Yzaguirre School for Success have committed ourselves to providing and obtaining the highest standard of education in a culturally relevant setting. The pursuit of excellence is aimed at developing self-respect and pride among our students, our ultimate goal is for them to become critical thinkers and life long learners. Curriculum Design and Core Teaching Methods: Curriculum emphasizes the basic skills that students must have in order to succeed. Emphasis is placed on reading, English language skills, both written and oral, mathematical skills and developing computer literacy. The RYSS has also integrated core knowledge and sequence into the curriculum. Distinctive Features of the School: The school has strived to involve parents in the ongoing maturation process that unites the communities efforts to create a dynamic learning environment. The school program runs from 8:30-3:30 with all students participating in power time (extended day) from 3:30-5:00. The school PTO has also developed a plan of action whereby parents will be cooking daily meals for students in the school cafeteria. Student Profile as of Spring 1999: African American: 0% At-risk: 29% Anglo: 1% Special Education: 6% Hispanic: 99% Limited English Proficient: 13% Female: 53% Instructional Staff Profile as of Spring 1999: Number of Teachers: 20 African American Teachers: 20% Full Time Teachers: 100% Anglo Teachers: 5% Degreed: 85% Hispanic Teachers: 70% Instructional Staff Profile as of Spring 1999 cont.: Advanced Degree: 10% Average Experience: 1.8 years Average Full-time Yearly Salary: $25,670 Certified: 0% Student Per Teacher: 19.8 Administrators Per Teachers: 0.25 Accountability Plan: To improve academic achievement for all students. To maintain and raise student attendance. To increase parental involvement. The Raven School Location: New Waverly Kind of Community: Rural Grade Levels: 9-12 Enrollment: 183 Charter Date: 1998 Type: Open-enrollment Charter Sponsor: Gulf Coast Trades Center School Information: President/Chair Cecil Williams Secretary/Clerk E. V. Blizzard Address 143 Forest Service Road #233 New Waverly, Texas 77358 Phone 936-344-6677 Mission or Philosophy: The mission of the Raven School is to promote social and economic independence of disadvantage youth through academic and vocational education. Distinctive Features of the School: The Raven School serves an adjudicated student population. The Raven School utilizes a self-paced computer assisted curriculum with a major emphasis on vocational education and job placement. Student Profile as of Spring 2001: African American: 29% At-risk: 100% Anglos: 25% Special Education: 19% Hispanic: 45% Limited English Proficient: Female: 17% Instructional Staff as of Spring 2001: Number of Teachers: 20 African American Teachers: 5 Full-Time Teachers: 80% Anglo Teachers: 14 Degreed: 75% Hispanic Teachers: 1 Advanced Degree: 15% Average Experience: 8 years Average Full-Time Yearly Salary: $31,000 Certified: 65% Student Per Teacher: 15 Administrators Per Teacher: 1:20 Accountability Plan: The Raven School is under the Alternative Accountability plan for the State. 30% of all students taking the TAAS test will pass reading and math; 55% of GED sections passed of those attempted; 60% of credits passed of those attempted. Renaissance Charter School Location: Irving Kind of Community: Urban Grade Levels: 7-12 Enrollment: 950 Charter Date: 8/1/96 Type: Start-Up Charter Sponsor: Renaissance Charter School School Information: President/Chair Don Jones Secretary/Clerk Joan Sears Address 4250 N. Beltline Road Ivring, Texas 75038 Phone 972-258-1198 Mission or Philosophy: The mission of the Renaissance Charter School is to Insure an environment of safety. respect and accountability while students prepare to improve the quality of life in world communities. The school will provide an equitable opportunity for 4th grade through 12th grade students to acquire a sound academic and career focused education. Students will receive a strong foundation in humanities, science, mathematics, and career technology. Interdisciplinary curriculum will be presented in ways that are relevant to each student's world. Specialized support will be provided for students preparing for careers that require post-secondary training. Students will prepare to be full participants in the 21st century. Graduates will continue their education as they prepare to enter the global labor force with marketable skills embracing positive work ethics. The educational program offered by the Renaissance Charter School will provide a learning environment that allows students to master the skills of reading, writing, performing arithmetic and mathematical operations, listening and speaking well. Renaissance students will be empowered to think creatively, make decisions wisely, solve problems completely, visualize situations, and know how to learn and reason across all subjects. Students will practice the virtues of responsibility, self-esteem, sociability, self-management, integrity and honesty. Curriculum Design and Core Teaching Methods: The curriculum of Renaissance Charter School is, interdisciplinary and relevant to preparing students for competition in the Information Age, and satisfactorily meets all essential elements as required by TEA. Each morning before classes, teachers will participate in a common planning session to allow instructors in all subject areas an opportunity to work on a central curriculum focus. Lesson plans are designed to utilize integrated curriculum affording students the opportunity to learn concepts across disciplines. All courses will follow timelines of pivotal historical technological events. Distinctive Features of the School: Computer application instruction, required of each student each year, will facilitate integration of technology (data acquisition, information management, interactive multimedia presentations and distance learning) by every student in every classroom. Students will participate in a coherent sequence of courses that lead to career pathways. Courses will provide workshops, career investigation, career shadowing, mentoring, cooperative learning and the option of participating in an apprenticeship program beyond high school. The curriculum will be designed to allow students flexibility to graduate and enter the world of work and/or continue in a post-secondary educational institution. Students will have opportunity to work on dual credits with local colleges. Student Profile as of Spring 1999: African American: 17% At-risk: 44% Anglo: 59% Special Education: 7% Hispanic: 17% Limited English Proficient: 0% Female: 50% Instructional Staff Profile as of Spring 1999: Number of Teachers: 24 African American Teachers: 0% Full Time Teachers: 100% Anglo Teachers: 88% Degreed: 100% Hispanic Teachers: 13% Advanced Degree: 42% Average Experience: 2.4 years Average Full-time Yearly Salary: $31,425 Certified: 100% Student Per Teacher: 39.6 Administrators Per Teachers: 0.38 Accountability Plan: Renaissance Charter School students will be assessed in the areas of English reading and writing, mathematics, social studies, and science. The students will achieve a passing score on all assessment Instruments required by the Texas SBOE of all public high school students. All assessments given will be conducted according to the same guidelines required by TEA. The percentage of students passing TAAS will meet or exceed TEA guidelines. Renaissance School will exceed the percentage of Texas minority students successfully completing post-secondary education/apprenticeship programs. Richard Milburn Academy Location: Corpus Christi Kind of Community: Urban Grade Levels: 9th-12th Enrollment: 136 Charter Date: 1/9/98 Type: Open Enrollment Charter Sponsor: Richard Milburn High School (Academy) School Information: President/Chair Bob Crosby and Dr. Norman Hall-Regional Director Secretary/Clerk Carole Renales Address 27 Congress St., Suite 204 Salem, MA 01970 Phone 978-741-7161 E-mail Crenales@rmhs.org Mission or Philosophy: Refer to Charter. Distinctive Features of the School: Self-paced, Academic contracts Student Profile as of Spring 2001: African American: At-risk: 100% Anglos: Special Education: 13/10% Hispanic: Limited English Proficient: 0 Female: 78/57% Instructional Staff as of Spring 2001: Number of Teachers: 9 African American Teachers: Full-Time Teachers: 50% Anglo Teachers: 40% Degreed: 100% Hispanic Teachers: 60% Advanced Degree: Average Experience: 14 years Average Full-Time Yearly Salary: $27,728Certified: 70% Student Per Teacher: 16:1 Administrators Per Teacher: 1 Accountability Plan: Achieve a 90% attendance. 70% of RMA students will achieve mastery on the state mandated assessment. 70% of RMA students will show a decrease in observable aggressive behavior. 80% of RMA students and Parents(s)/Guardian(s) will express satisfaction with school. 80% of RMA students will remain in school or graduate 80% of eligible RMA students will successfully complete the Transition To Career program and will be employed. Richard Milburn Academy - Corpus Christi Location: Corpus Christi Kind of Community: Urban Grade Levels: 9-12 Enrollment: 113 Charter Date: 2/1/99 Type: Start-Up Charter Sponsor: Richard Milburn Academy School Information: President/Chair Juan Martinez Secretary/Clerk Grace Owens Address 5155 Flynn Parkway, Suite 200 Corpus Christi, Texas 78411 Phone 361-255-4544 Mission or Philosophy: Richard Milburn Academy (RMA) is committed to enabling each student to maximize learning opportunities to achieve success and increase skills in the academic and work experience environment by offering a non-traditional academic, career and life skills program. RMA's specific purpose centers on attracting dropouts and at-risk students and maintaining their school attendance to achieve high school completion from an accredited school. RMA will provide educational services that feature combinations of academic and school-to-work programming, small class sizes and intensive guidance for the following students whom: Have been suspended for the remainder of the year from the regular school program; Have dropped out and who wish to return to school; Need a transitional environment subsequent to incarceration or residential treatment; Are deemed significantly at risk of failure for academic or behavioral reasons. Curriculum Design and Core Teaching Methods: RMA focuses on developing student potential for success by using nontraditional, flexible scheduling and student-based outcomes to adapt curriculum content, instructional strategies and student products. Because RMA paces instruction to learner needs and goals, students can meet or exceed traditional secondary subject learner objectives. RMA students learn skills in problem-solving, critical thinking and self directed learning to integrate content and create products that focus on interdisciplinary studies of real-life problems and the study of people. RMA not only teaches team development skills but also teaches students to work individually, as mentors and as leaders. RMA embeds core subject content in the School to Work Program which teaches pre-employment work skills, life skills and skills necessary for success in the transition from high school, either to work or to college. Because technology rules the workplace, all RMA sites provide opportunities for students to gain technology/computer skills and proficiency. Although not used as a primary means for instructional delivery, computers and technology provide unique opportunities for teachers to individualize and direct instruction. Distinctive Features of the School: RMA Faculty and Staff: RMA ensures that each faculty and staff member is highly qualified to work with students who benefit from a non-traditional educational program. RMA requires teachers to maintain certification for their particular teaching assignment. To ensure high performance teaching and learning, RMA uses a comprehensive performance management system that addresses individual goal-setting, related assessment measures and continuous professional development. Admission: RMA is designed to assist students who have had difficulty in the public high school. Potential students will be admitted based on the date of application for enrollment up to the funded enrollment at each campus. A waiting list will be established respective to the date and time of registration. If more students apply than there are slots, RMA is required by state law to run a lottery in accordance with procedures set by the state. Student Profile as of Spring 1999: African American: 9% At-risk: 96% Anglo: 23% Special Education: 4% Hispanic: 68% Limited English Proficient: 0% Female: 48% Instructional Staff Profile as of Spring 1999: Number of Teachers: 7 African American Teachers: 14% Full Time Teachers: 0% Anglo Teachers: 43% Degreed: 100% Hispanic Teachers: 43% Advanced Degree: 71% Average Experience Average Full-time Yearly Salary Certified: 71% Student Per Teacher: 16.1 Administrators Per Teachers: 0.14 Accountability Plan: In order to maximize individual student potential, RMA focuses on meaningful student evaluation as an appraisal of achievement and as a diagnosis of difficulties. Pen/paper tests provide traditional student assessments, RMA collects information from a variety of sources, RMA collects information from a variety of sources, including portfolios containing student products. In addition to results from standardized administered by a local school district, RMA uses rating scales, direct observation and checklist of student academic and workplace experiences. Students also share in the evaluation process by participating in self-evaluation and teacher-student conferences/tutorials and by sharing knowledge and problem solving for solutions. Furthermore, RMA uses individual counseling to provide evaluation and assessment information pertinent to student appraisal. Richard Milburn Academy - Killeen Location: Killeen Kind of Community: Rural Grade Levels: 9-12 Enrollment: 78 Charter Date: 2/1/99 Type: Start-Up Charter Sponsor: Richard Milburn High School School Information: President/Chair Robert Crosby Secretary/Clerk Eva Montez Address 1001 E. Veteran Memorial Blvd., Suite 301C Killeen, Texas 76541 Phone 254-634-4444 Mission or Philosophy: Richard Milburn Academy (RMA) motivates and challenges at risk adolescents to achieve academic excellence, employment success, and social responsibility' by providing non-traditional experiential learning opportunities in which students develop self-confidence, self-worth, self-discipline, and self-acceptance. RMA believes all students can achieve excellence in a positive challenging educational environment that stimulates their interests, channels their energies, and develops their abilities. RMA is committed to providing a non-traditional learning environment for students with distinct needs for these educational services. Recognizing the individual strengths and intrinsic worth of all students, RMA modifies educational services to provide each student with personalized opportunities to increase their academic, employment and social skills leading to completion of credits for a high school diploma. RMA believes adolescents are likely to achieve immediate and life long success when all members of the school community share responsibility for developing each child's intellectual, physical, social, and vocational potential. Recognizing many parent and community members' frustration with traditional education programs, RMA creates active participation opportunities for parents and community members to help students increase their specific talents and their self-worth. To accomplish this, RMA invites and develops parent and community participation though the RMA School Advisory Committee and through several programs, including the Transition to Work Program, Community' Based Internship Program, and the RMA Student Leadership Program. Curriculum Design and Core Teaching Methods: Content Standards. The RMA content standards for student performance encompasses a scope and sequence which is comprehensive for all secondary school age youth. Included is a core curriculum with enhanced curriculum areas covering all disciplines. The core areas of English, social studies, mathematics, science, health and physical education as well as a host of elective areas compose the RMA curriculum. The standards of learning for each curriculum area set reasonable benchmarks and expectations for what teachers need to teach and students need to learn. The clear, concise academic standards are communicated to parents as well as student performance and achievement data that are measured against these standards. The RMA standards are reviewed and revised on a continual basis and are equal to or exceed those standards established by the TEA. Teachers are provided up-dated curriculum materials and on-going staff development opportunities to ensure that state-of-the-art curriculum and instruction will be delivered in each RMA classroom. The RMA program focuses on a project based learning approach with experiential and/or hands-on skill areas addressed in each discipline, thus the ability level of each student is challenged and enhanced. Each student (regular, special education and language minority) is provided challenging academic and vocational instruction to meet individual needs as presented via their Prescriptive Educational Plan (PEP). Curriculum Overview. The RMA curriculum is comprehensive and broad in scope. An on-going review and analysis process of all aspects of the curriculum ensures that RMA students are always afforded a modern, up-to-date and challenging program. The sequence of all program courses is matched with the local school district program offerings, thereby enabling students a smooth transition into and out of the RMA school as well as the local school district. Student Profile as of Spring 1999: African American: 41% At-risk: 87% Anglo: 32% Special Education: 9% Hispanic: 19% Limited English Proficient: 3% Female: 44% Instructional Staff Profile as of Spring 1999: Number of Teachers: 3 African American Teachers: 33% Full Time Teachers: 67% Anglo Teachers: 67% Degreed: 100% Hispanic Teachers: 0% Advanced Degree: 33% Average Experience: 2 years Average Full-time Yearly Salary: $22,570 Certified: 33% Student Per Teacher: 26.0 Administrators Per Teachers: 0.33 Accountability Plan: RMA focuses on components of content, process and product in its Program Evaluation Plan, a continuous activity which addresses specific program performance, process evaluation, targets the effectiveness of the school in serving its intended audience. Outcome evaluation targets program components for improvement. The measurable school goals are: Measure of Student Attendance Measure of Student Performance Measure of Student Behavior in School Activities Measure of Satisfaction with RMA Measure of Success Measure of Student Completion of GED Program Measure of Students Who Are Gainfully Employed Richard Milburn Alternative Location: San Antonio Kind of Community: Urban Grade Levels: 9-12th Enrollment: 101 Charter Date: Type: Open enrollment Charter Sponsor: District: School Information: President/Chair Bob Crosby Secretary/Clerk Address 27 Congress Ave. Salem, VA 01970 Phone 978-741-7161 Mission or Philosophy: Distinctive Features of the School: 80% at-risk Student Profile as of Spring 2001: African American: At-risk: 80% Anglos: Special Education: none Hispanic: Limited English Proficient: .5% Female: 45% Instructional Staff as of Spring 2001: Number of Teachers: 7 African American Teachers: Full-Time Teachers: 2/29% Anglo Teachers: Degreed: 100% Hispanic Teachers: 2/29% Advanced Degree: 20% Average Experience: 5 years Average Full-Time Yearly Salary: Certified: 90% Student Per Teacher: 1:12 Administrators Per Teacher: 1 Accountability Plan: Rise Academy Charter School Location: Lubbock Kind of Community: Urban Grade Levels: PreK-1st Enrollment: 90 Charter Date: 9/99 Type: Open enrollment Charter Sponsor: same entity-Rise Academy School Information: President/Chair Richard Baumgartner Secretary/Clerk Frank Gutierrez Address PO Box 5171 Lubbock, TX 79408 Phone 806-744-0438 E-mail  HYPERLINK "mailto:bcoic@flash.net" rise.academy@instruction.com Mission or Philosophy: Early immersion in academics leading to college preparatory program for low-income students. Distinctive Features of the School: Direct instruction methodology and Kindergartners read at 1st grade level. Student Profile as of Spring 2001: African American: At-risk: 93% Anglos: Special Education: 9% Hispanic: Limited English Proficient: 0 Female: 55% Instructional Staff as of Spring 2001: Number of Teachers: 5 African American Teachers: 3/60% Full-Time Teachers: 100% Anglo Teachers: 1/20% Degreed: 3/60% Hispanic Teachers: 1/20% Advanced Degree: 0 Average Experience: 5 years Average Full-Time Yearly Salary: $24,000 Certified: 2/40% Student Per Teacher: 10:1 (w/TAs) Administrators Per Teacher: 0.2 Accountability Plan: Get measurable results (via standardized tests, parent satisfaction) for students. Rylie Faith Family Academy Location: Dallas Kind of Community: Urban Grade Levels: PreK-12 Enrollment: 291 Charter Date: 11/2/98 Type: Conversion Charter Sponsor: Rylie Faith Family Center School Information: President/Chair Karen Belknap Secretary/Clerk Linda Haw/ Constance Paris Address 10327 Rylie Rd. Dallas, Texas 75217 Phone 214-275-7021 Mission or Philosophy: The purpose of the Rylie Faith Family Academy is to provide a positive growth and learning experience for the children of this community in a safe, caring, and consistently structured atmosphere. Due consideration will be made in both the construction of the curriculum and our teaching practices, to offer a high level of education to the gifted student, while at the same time offering a remedial education for the At Risk student. The Rylie Academy is dedicated to restore vision, purpose and self worth to each child. The Academy is dedicated to prepare each student for a meaningful. fulfilled life by stressing physical, emotional, academic, and social development. We will instill in our students a desire for knowledge. We will offer education for students from Pre K 3 and 4 year olds, and grades 1-12. Curriculum Design and Core Teaching Methods: The Rylie Faith Family Academy serves a multi-ethic, low income community. The Oak Cliff Faith Family Academy has served many At Risk students aver the past seven years. Rylie is our new Faith Family Academy, and has the same academic program as our Oak Cliff school. Many of our teachers and administrators from Oak Cliff have moved to our Rylie Academy. We offer a remedial phonics and remedial math program. We offer tutoring for students that &e below grade level. We have "English As a Second Language and a gifted program where we can expand and accelerate the range of classes offered to a gifted students. We have 10 graduates, and all but one, who was a special education student, has gone on to college. Since we have individualized education, we place the child at the level where he/she can achieve either gifted, average or special education. We can mainstream many low academic students because, we can place them in their chronological age group, working at their own pace and level. We will hire a special education teacher for those who cannot he mainstream. Learning gaps. Every student has gaps in their education. If they have been sick or just had a bad day, in a regular school, the class goes on. However they never master that gap in their education. Students who have missed a lot of school, have many gaps. The student can not keep up after so many gaps, because they do not have a foundation to build on. A high school student in this position cannot do Algebra, Geometry or other high school subjects. Many of our inner-city kids are in this condition Someone must help these kids. School becomes such a struggle, that they do not wish to continue. When such a student comes to our school, we give him/her a test first to see where his/her gaps are. This test determines what level the student is really on. We then go back and fill the gaps. We do not make him/her repeat anything that he/she knows, only the things he/she does riot know. When we fill in the gaps, and start that student at a place where he/she can achieve. Distinctive Features of the School: At Faith Family Academy, our goal is to provide fertile soil for learning. We are integrating several theories to create a more effective learning environment. These include: Brain Gym Music Water Stress Free Environment Student Profile as of Spring 1999: African American: 12% At-risk: 72% Anglo: 66% Special Education: 20% Hispanic: 21% Limited English Proficient: 2% Female: 53% Instructional Staff Profile as of Spring 1999: Number of Teachers: 19 African American Teachers: 21% Full Time Teachers: 89% Anglo Teachers: 74% Degreed: 79% Hispanic Teachers: 5% Advanced Degree: 47% Average Experience: 6.2 years Average Full-time Yearly Salary: $25,765 Certified: 42% Student Per Teacher: 15.3 Administrators Per Teachers: 0.26 Accountability Plan: Rylie Faith Family Academy will test each student in the first week of September to compile baseline performance data for students enrolled in our school. This test will be repeated on May 1st. We will show that each student has progressed at least a year, and possibly a year and a half in grade level, during that time period. We will give the Stanford Achievement. The results of these test will be sent to Texas Board of Education within one week of their return. We will also give TAAS. Please recognize that our At Risk students are very far behind. Most of our student progress a year and a half in one. After we have had these students for 2-3 years, we get them caught up to grade level. Therefore, our first TAAS, will probably be low. Also, please recognize that many At Risk" students are from very unstable homes. Therefore, they move students around a lot. As we get a student nearly caught up, that student may go to live with daddy or grandma, etc. We will meet the TEC requirements. School of Excellence in Education Location: San Antonio Kind of Community: Grade Levels: 6-12 Enrollment: 372 Charter Date: 9/1/98 Type: Start-Up Charter Sponsor: School of Excellence in Education School Information: President/Chair Rick Hawkins Secretary/Clerk Valene Rose Address 1950 Bandera road San Antonio, Texas 78228 Phone 210-432-5775 Mission or Philosophy: The Mission of the School of Excellence in Education is to provide young people with opportunities to: Develop and practice self-discipline Develop and practice self-respect, honesty, faithfulness and integrity Understand their potential Acquire core knowledge Prepare for high school Prepare for post-secondary education Develop marketable skills for jobs Curriculum Design and Core Teaching Methods: S.E.E. follows the Texas Essential Knowledge Skills and is beginning the training necessary to become a CORE Knowledge School. Dr. E.D. Hirsch has developed curriculum for grades 1-5 and is presently developing a middle school program. S.E.E. is working in conjunction with Cyndi Wells of Trinity University. Strategies for improving student performance include: Pre-entrance testing for middle school students for diagnostic and placement. Students are grouped by ability rather than by grade assignment in math and reading only. Those whose test indicate a need for supplemental work in the basics of math or reading will be in a class which is at their level. Student Profile as of Spring 1999: African American: 13% At-risk: 24% Anglo: 12% Special Education: 5% Hispanic: 73% Limited English Proficient: 0% Female: 51% Instructional Staff Profile as of Spring 1999: Number of Teachers: 20 African American Teachers: 30% Full Time Teachers: 85% Anglo Teachers: 20% Degreed: 80% Hispanic Teachers: 50% Advanced Degree: 15% Average Experience: 1.3 years Average Full-time Yearly Salary: $24,676 Certified: 30% Student Per Teacher: 18.6 Administrators Per Teachers: 0.15 Accountability Plan: The following standardized tests will be used to determine student progress: Texas Assessment of Academic Skills Slosson Word Recognition Test Gates McGinity Reading Comprehension Saxon Math Placement Test Algebra I Texas End of course Exam Biology I Texas End of course Exam Seashore Learning Center Location: Corpus Christi Kind of Community: Suburban Grade Levels: PreK-6 Enrollment: 173 Charter Date: 8/1/96 Type: Conversion Charter Sponsor: Island Foundation, Inc. School Information: President/Chair Belinda Stump Secretary/Clerk Barbara Callinan Address 14493 S.P.I.D., #307A Corpus Christi, Texas 78418 Phone 361-949-1222 Curriculum Design and Core Teaching Methods: Seashore Learning Center provides a child centered curriculum. The core of this curriculum is a developmentally appropriate education as defined by the Task Force On Early Childhood and Elementary Education, January 1994. The developmentally appropriate education definition is programs and practices that (1) focus on the principles and stages of child development, (2) fosters individual interest and understanding, (3) value cultural and linguistic diversity, and (4) recognize the social nature of learning. Seashore Learning Center provides instruction 175 days per year. Seashore Learning Center's child centered curriculum contains the following educational program: Flexible Grouping Multiage grouping of grades Pre K-K, 1-2, grades 3-4 and 5-6 Heterogeneous instructional groups Homogeneous interest groups Individual needs, i.e., Learning Styles Active Student Learning Thematic Units within the interdisciplinary curriculum Thematic Units which integrate Core Knowledge and are based on the skill modules that encompass the essential elements. Computers are used as an integrated instructional tool. Cooperative Learning to promote academic as well as social success. Centers are provided for all students A variety of instructional strategies such as conferencing, demonstrations, learning logs, problem solving and response groups. Distinctive Features of the School: Parents are invited to visit the school at any time. Parents and community people provide one hour of enrichment for the students each day. Newsletters are sent to parents and community residents on a regular basis. Cooperative arrangements have been established with the Parks and Recreation Service, Public Library, Texas A&M at Corpus Christi, the United States Naval Air Station squadron personnel, Padre Island National Seashore, local businesses and the Education Service Center, Region 2. Student Profile as of Spring 1999: African American: 0% At-risk: 12% Anglo: 78% Special Education: 10% Hispanic: 15% Limited English Proficient: 0% Female: 48% Instructional Staff Profile as of Spring 1999: Number of Teachers: 12 African American Teachers: 0% Full Time Teachers: 100% Anglo Teachers: 92% Degreed: 100% Hispanic Teachers: 8% Advanced Degree: 8% Average Experience: 2.8 years Average Full-time Yearly Salary: $24,667 Certified: 100% Student Per Teacher: 14.4 Administrators Per Teachers: 0.17 Accountability Plan: Seashore Learning Center shall provide instruction of the required curriculum in TEC 28.002 to include the foundation elements (English language arts, mathematics, science, and social studies) and the enrichment curriculum (languages other than English, health, physical education, fine arts, economics with an emphasis on the benefits of the free enterprise system, career and technology education, and technology applications). Assessing and evaluating is an ongoing process and is accomplished by using these performance based assessments: Portfolios Student Led Conferences Instructional Assessment Observation/Judgment A summative evaluation will be a norm referenced test for second grade and the TAAS test for third through sixth grades. Sentry Technology Prep Charter School Location: Brownsville Kind of Community: Grade Levels: 9-12 Enrollment: 276 Charter Date: Type: Charter Sponsor: School Information: President/Chair Secretary/Clerk Address 508 E. Elizabeth St. Brownsville, Texas 78520 Phone 956-542-3363 Mission or Philosophy: Curriculum Design and Core Teaching Methods: Distinctive Features of the School: Student Profile as of Spring 1999: African American: 0% At-risk: 100% Anglo: 0% Special Education: 0% Hispanic: 100% Limited English Proficient: 0% Female: 41% Instructional Staff Profile as of Spring 1999: Number of Teachers: 5 African American Teachers: 0% Full Time Teachers: 60% Anglo Teachers: 0% Degreed: 100% Hispanic Teachers: 100% Advanced Degree: 0% Average Experience: 4 years Average Full-time Yearly Salary: $21,333 Certified: 20% Student Per Teacher: 55.2 Administrators Per Teachers: 0.20 Accountability Plan: SER-Ninos Charter School Location: Houston Kind of Community: Urban Grade Levels: PreK-4 Enrollment: 235 Charter Date: 8/16/96 Type: Start-Up Charter Sponsor: School Information: President/Chair Allen Matusow Secretary/Clerk Estella Todd Address 6610 Alder Drive Houston, Texas 77081 Phone 713-285-5275 Mission or Philosophy: SER-Ninos offers high quality education, developmental enrichment, and family support to children who suffer from economic hardship, geographic displacement, and social instability common to urban life today. SER-Ninos is founded on the premise that every child deserves excellence in public education and, concomitantly, that the education of children with limited resources should leave nothing to chance. A child's potential for academic achievement and personal development is significantly enhanced when teachers and parents or other primary caregivers work together for the benefit of the child. Parents are welcome and active in the life of the school. The potential for educational achievement is significantly enhanced when a child belongs to an economically stable and socially functional family. Therefore, SER-Ninos works closely with community leaders, institutions, and other service agencies, in providing information, coordinated referrals, and comprehensive services to families in need. Distinctive Features of the School: SER-Ninos does not just focus on the child but the entire family. We do what ever it takes to make sure all our student's needs are met. We work with many support services to provide our families with the support they may need. We provide lots of opportunities for our parents to interact with the school community and to aquire knowledge on various topics that may interest them. Student Profile as of Spring 1999: African American: 4% At-risk: 99% Anglo: 0% Special Education: 4% Hispanic: 95% Limited English Proficient: 94% Female: 43% Instructional Staff Profile as of Spring 1999: Number of Teachers: 13 African American Teachers: 23% Full Time Teachers: 100% Anglo Teachers: 46% Degreed: 100% Hispanic Teachers: 31% Instructional Staff Profile as of Spring 1999 cont.: Advanced Degree: 15% Average Experience: 3.9 years Average Full-time Yearly Salary: $28,635 Certified: 62% Student Per Teacher: 18.1 Administrators Per Teachers: 0.08 Accountability Plan: After two consecutive years enrollment in SER-Ninos, a student will demonstrate grade level proficiency in reading and mathematics on a nationally normed achievement test, except in cases where exceptionalities exist and/or students are given special protection from assessment by state law. Whenever possible, students with limited English proficiency will receive corresponding assessment in reading and mathematics in the second language of instruction. An individual education plan will be developed, maintained, and receive periodic review, for each student in the program. This plan will include academic and social goals, on-going assessment, and a time schedule for meeting short term and long range goals. Primary objectives for all students, after two years consecutive enrollment in the school, include: the acquisition and development of literacy, first in the child's native language, when staffing will permit, and commensurate with the child's year in school, mathematics competency, commensurate with the child's year in school, developing proficiency in English, developing knowledge of the social and scientific world with increasing depth, distance, and mastery, exposure to a second language, enhancement of personal and social skills needed for continued development, school learning, and working responsibly with others. Additional Quality Indicators include: Student Enrollment in the School Student Attendance Faculty and Staff Attendance Success of the Family Development Components of the Program Parent Satisfaction Student Satisfaction Faculty and Staff Satisfaction Visible Community Support for the School South Plains Academy Location: Lubbock Kind of Community: Grade Levels: 9-12 Enrollment: 130 Charter Date: 1/11/99 Type: Start-Up Charter Sponsor: Student Alternatives Program, Inc. School Information: President/Chair Eduardo Gutierrez Secretary/Clerk Susanna Torres Address 1220 Broadway, Suite 400 Lubbock, Texas 79401 Phone 806-744-0330 Mission or Philosophy: The vision of the Charter School is to offer educational programs and activities that are responsive to the students educational needs and to empower the students to achieve their full potential as lifelong learners and productive citizens of the community. The five to ten year long range vision of the School is to establish a solid support base from the community through the involvement and active participation of parents, students, businesses and community leaders in the development of the charter school's strategic planning and program development. The goals and objectives of the charter school's five year strategic plan will be to develop programs with the capacity to provide high school students optional educational opportunities and challenges that will prepare them for post-secondary careers in higher education and the real world. The charter school shall provide an instructional program that is student centered, individualized, competency based, self paced, and flexible in an environment that is safe mid conducive to learning. In keeping with the objective of encouraging students to complete their high school diploma requirements and to pursue post secondary careers, the charter school will establish coordination and collaborative efforts with local institutions of high learning to provide the students counseling and guidance to enhance their accessibility to post secondary careers and educational programs. Through this approach the students will he offered the opportunity to achieve their secondary educational goals and will be challenged to develop self-discipline, willingness to accept responsibility for their actions and learning and the ability to set personal goals for future educational and living endeavors. Curriculum Design and Core Teaching Methods: The educational program is designed as a flexible, open entry/open exit, self-paced, student-centered program. The programs flexibility provides students varied opportunities for learning at their own pace and teachers the ability to be responsive to each student's individual needs and learning styles. At the time of enrollment, the student will be interviewed to determine the student's motivation for attending the Academy and to identify the student's strengths, weaknesses and special needs that the student may have in school or at home. The program staff will review the student's school records, assessment and evaluation results and assign the student to an appropriate instructional track. The program will implement a three-tracked instructional program to address the educational needs of the students. The program will provide, based on the individual assessment of the student, group and/or individualized instruction. In accordance with TEKS, a foundation curriculum will be offered that includes English language arts, mathematics, science, and social studies. The enrichment curriculum will include foreign languages, health, physical education, fine arts, economics, career and technology education and technology applications. Additional courses to be offered at the Academy are elective courses such as Individual, Family Living, Home Management, Parenting and Child Development, and Creative Writing. In addition, supplemental curricula and resource materials such as Textbooks, videos, and computer software will be made available to the students. The curricula and resources will be used for TAAS. Student Profile as of Spring 1999: African American: 5% At-risk: 95% Anglo: 25% Special Education: 4% Hispanic: 69% Limited English Proficient: 1% Female: 44% Instructional Staff Profile as of Spring 1999: Number of Teachers: 5 African American Teachers: 40% Full Time Teachers: 80% Anglo Teachers: 20% Degreed: 100% Hispanic Teachers: 40% Advanced Degree: 0% Average Experience: 11 years Average Full-time Yearly Salary: $15,727 Certified: 60% Student Per Teacher: 26.0 Administrators Per Teachers: 0.40 Accountability Plan: All courses and instructional services address the Texas Education Code and the ˿Ƶ's rules and regulations. Records will be maintained on all enrollments to include student daily attendance records, pre and post test scores, student achievements and outcomes. The program win maintain and provide all information on data that may be required for PIEMS reports and any other reports that may be required. Southwest Preparatory School Location: San Antonio Kind of Community: Urban Grade Levels: 9-12 Enrollment: 105 Charter Date: 8/12/99 Type: Conversion Charter Sponsor: Southwest Winters Foundation, Inc. School Information: President/Chair Dr. Gary Short & Jeanne Martin Secretary/Clerk Address 1248 Austin Highway, #220 San Antonio, Texas 78209 Phone 210-731-2503 Mission or Philosophy: The mission of SWPS is to provide an adaptive and effective learning environment that will prepare high school age youth to succeed in the workplace and/or college. Curriculum Design and Core Teaching Methods: Academics are taught through several mediums; textbook, computer program, video, etc. This offers a wider range of options to keep the interest of a wider range of students. Students follow a self-paced program of curriculum based on goals set weekly throughout the school year. Textbooks allow the student easier access to instruction and more after-school progress. SWPS will use TEA approved textbooks. Computer-aided instruction offers another way to teach/learn. The heart of our computer curriculum is the Advanced Learning System (ALS) from the American Education Company. These programs allow the student to learn subject material, practice testing and take exams for grades. They also provide classroom management tools to document progress and grades. ALS curriculum is correlated to state and national standards (TAAS and TEKS). All tests both by computer and text require mastery of TEKS. In addition, a wide selection of additional software is available to augment the ALS programs. These programs cover all major academic areas; language, science, math, social studies plus electives. Encyclopedias are also available; Compton and Encarta on CD-ROM and book. If additional research material is needed, students will be permitted to schedule trips to local libraries. Distinctive Features of the School: SWPS has many unique features outlined in the charter. Two of the most important include an innovative approach to education (business philosophy, character education, distance learning, a Graduate Placement Center) and a self paced curriculum defined by student goals. Student Profile as of Spring 1999: African American: 13% At-risk: Anglo: 31% Special Education: 8% Hispanic: 55% Limited English Proficient: 0% Female: 50% Instructional Staff Profile as of Spring 1999: Number of Teachers: 5 African American Teachers: 0% Full Time Teachers: 100% Anglo Teachers: 40% Degreed: 100% Hispanic Teachers: 60% Advanced Degree: 40% Average Experience: 6.6 years Average Full-time Yearly Salary: $34,256 Certified: 20% Student Per Teacher: 21.0 Administrators Per Teachers: 0.40 Accountability plan: Successfully incorporate character education in the curriculum and as a result students exhibit qualities in the classroom that will improve academic performance. Structure SWPS to facilitate parental, student and teacher involvement in the governance of the school. Provide a curriculum that meets the needs of the student and will encourage and challenge students to meet their lull potential Provide a curriculum that is well balanced, academically sound and prepares each student with academic skills for success in the real world. Upon completion, the Graduate Placement Center will provide assistance to students in their transition to school and/or work. Star Charter School Location: Austin Kind of Community: Suburban Grade Levels: 1-10 Enrollment: 30 Charter Date: 10/1/98 Type: Conversion Charter Sponsor: Chaparral Star Academy, Inc. School Information: President/Chair Kelly Drake Secretary/Clerk Address 14200 N. IH-35 Austin, Texas 78728 Phone 512-310-7387 Mission or Philosophy: To facilitate an atmosphere geared toward the creative development of thinking skills while providing mastery of grade level appropriate objectives, with an emphasis on lateral or vertical enrichment as needed. A team approach will be used to design, troubleshoot, and deliver a curriculum in content areas (language arts, social studies, science & math), integrated with a gifted and talented format, especially focused on stimulating a love for learning. Curriculum Design and Core Teaching Methods: Our curriculum uses the Texas Essential Knowledge and Skills (TEKS) as its foundation and is geared toward the creative development of thinking skills. The learning objectives we have developed reflect alignment to the TEKS. During the 1998/1999 school year and after, Star Charter School will continue to align its curricula to the TEKS. Our highly individualized program prepares the students to be competitive both as applicants to highly respected colleges and universities and as adults in the community. Recognizing that all of our students are distinct individuals, the curriculum is differentiated in three ways: Each student will participate in learning activities that are designed to meet his/her academic development needs. Each student will participate in thematic, interdisciplinary units of instruction that incorporate appropriate challenges for each child. Each student will experience learning events that are authentic and contextually relevant to his/her interest. Distinctive Features of the School: Star Charter School recognizes that our students are distinct individuals, who often learn in a different way and at a different rate. Our classrooms provide students with the appropriate educational opportunities so they can reach their potential and stay excited about learning, the world, and his/her own possibilities. Our learning settings are varied in many ways, for example, by moving students to different location) calling in teaching specialist, and blending multi-age classrooms. The learning atmosphere is one of mutual trust, respect, and commitment to self-improvement. The climate encourages thinking, questioning, and, respect for individual differences. The learning environment is both safe and stimulating, and helps the students achieve a balance between small and large groups and independent activities. The teacher serves as a facilitator rather than a dispenser of information, while maintaining a focus on the quality of the learning experience. Student Profile as of Spring 1999: African American: 3% At-risk: 0% Anglo: 93% Special Education: 10% Hispanic: 3% Limited English Proficient: 0% Female: 77% Instructional Staff Profile as of Spring 1999: Number of Teachers: 5 African American Teachers: 0% Full Time Teachers: 0% Anglo Teachers: 100% Degreed: 100% Hispanic Teachers: 0% Advanced Degree: 20% Average Experience Average Full-time Yearly Salary Certified: 100% Student Per Teacher: 6.0 Administrators Per Teachers: 0.20 Accountability Plan: Our goal is for at least 90% of the Students to score at or above the state average on the TAAS in our first year of operation. Student growth as measured by the Texas Learning Index (TLI) on the TAAS will be a minimum of one year per school year. At Star Charter School we believe that helping students to improve their performance is the primary reason for assessment. That's why what we do following the completion of student work is very important. Assessment should improve performance, not just monitor or judge it. We have implemented several practices of assessment to facilitate this improvement. Technology Education Charter High School Location: Weslaco Kind of Community: Rural Grade Levels: 9-12 Enrollment: 248 Charter Date: 3/6/98 Type: Start-Up Charter Sponsor: South Texas Educational Technologies, Inc. School Information: President/Chair Alim U. Ansari Secretary/Clerk Veronica Torres Address 116 W. 5th Street Weslaco, Texas 78596 Phone 956-969-3092 Mission or Philosophy: The mission of the South Texas Educational Technologies, Inc. Independent School District is to provide the highest quality education possible to all students. To the full extent of their individual abilities, students will be provided the opportunity to develop the capability to think logically, independently, and creatively, and to communicate effectively. The district will promote the worth and dignity of each individual child and insure that each person becomes a productive and responsible member of society. Technology Education Charter High School will strive to maximize the education potential and the experience of continuous learning by every student within the school and community environment. It includes instruction in all forms of human potential: Aesthetic, ethical, intellectual, physical, and technical. Curriculum Design and Core Teaching Methods: Emphasis is placed in an educat1onal methodology that: addresses multiple learning styles, learning in real world contexts and focuses on the skills development. This will assist in gaining employment. Standard teaching methods are used with classroom lectures, computer base training, and individual training. Distinctive Features of the School: Technology Education Charter High School emphasizes the technology education and prepares the students for school to work transition. Computer manufacturing with manufacturing Technology classes are by far the most distinctive features of our school. Technology Education Charter High School is also manufacturing computers for the community and building a strong tie within the community. Student Profile as of Spring 1999: African American: 0% At-risk: Anglo: 2% Special Education: 1% Hispanic: 98% Limited English Proficient: 0% Female: 40% Instructional Staff Profile as of Spring 1999: Number of Teachers: 6 African American Teachers: 0% Full Time Teachers: 83% Anglo Teachers: 17% Degreed: 100% Hispanic Teachers: 67% Advanced Degree: 17% Average Experience: 12 years Average Full-time Yearly Salary: $25,800 Certified: 17% Student Per Teacher: 41.3 Administrators Per Teachers: 0.67 Accountability Plan: Technology Education Charter High School will be accountable for all students meeting measures of success. Technology Education Charter High School will meet the state wide performance standards developed by the ˿Ƶ. These standards include the core curricular areas of language arts, English, mathematics, social studies, and science. Tekoa Academy Location: Port Arthur Kind of Community: Urban Grade Levels: K-6th Enrollment: 118 Charter Date: 5/1/99 Type: Open enrollment Charter Sponsor: School Information: President Mrs. Paula Richardson Chairman Mr. Marvin Moore Secretary/Clerk Mrs. Ruenette Bolden Address 326 Thomas Blvd. Port Arthur, TX 77640 Phone 409-982-5400 Fax 409-982-8498 E-mail  HYPERLINK "mailto:bcoic@flash.net" prichardson@tekoacharterschool.org  HYPERLINK "mailto:rbolden@tekoacharterschool.org" rbolden@tekoacharterschool.org Mission or Philosophy: To offer innovative and diverse curriculum options that will empower educators and parents to make instructional/planning decisions that best meet the needs of the student. Distinctive Features of the School: Grades K-6th Student Profile as of Spring 2001: African American: 100% At-risk: 75% Anglos: Special Education: 1% Hispanic: Limited English Proficient: 0 Female: 45% Instructional Staff as of Spring 2001: Number of Teachers: 10 African American Teachers: 90% Full-Time Teachers: 100% Anglo Teachers: 10% Degreed: 100% Hispanic Teachers: Advanced Degree: 10% Average Experience: 3.5 years Average Full-Time Yearly Salary: $22,550 Certified: 2% Student Per Teacher: 15:1 Administrators Per Teacher: 1 Accountability Plan: Campus plan being developed. Texas Academy of Excellence Location: Austin Kind of Community: Urban Grade Levels: PreK-2 Enrollment: 124 Charter Date: 8/11/96 Type: Start-Up Charter Sponsor: Capitol Creative School, Inc. School Information: President/Chair Debra Smith-Sterns Secretary/Clerk Joyce Anderson Address 2406 Manor Road Austin, Texas 78722 Phone 512-463-3250 Mission or Philosophy: Our mission is to empower young people to become mature, self-directed, productive citizens, and to develop families into foundation for success, and communities into beacons of promise. Curriculum Design and Core Teaching Methods: Curriculum will be provided in the following areas: Reading ( Computer Skills Phonics ( Social Studies Mathematics ( Art Writing ( Music Science ( Foreign Languages Handwriting ( Physical Education Student Success Read at his/her developmental level using word attack skills and demonstrate an understanding of material read and use reading skills successfully in other curricula Solve math problems at his/her developmental level and apply mathematical concepts successfully to other curricular areas Interact with children in classroom using words to solve problems Demonstrate responsibility of homework and classroom assignments by completing and turning in on time Student Profile as of Spring 1999: African American: 95% At-risk: 0% Anglo: 2% Special Education: 0% Hispanic: 3% Limited English Proficient: 0% Female: 49% Instructional Staff Profile as of Spring 1999: Number of Teachers: 6 African American Teachers: 100% Full Time Teachers: 100% Anglo Teachers: 0% Degreed: 100% Hispanic Teachers: 0% Advanced Degree: 0% Average Experience: 3.5 years Average Full-time Yearly Salary: $22,147 Certified: 50% Student Per Teacher: 20.7 Administrators Per Teachers: 0.33 Accountability Plan: Assessment of Academic Skills TAAS end of course exams Alternative assessments The TAAS Practice test is given every six weeks in Reading and Math. Direct Instruction assessment will be give at the onset of school (4) This assessment will be in the areas of Reading, Language, and Math. Direct Instruction Assessment Individual phonic awareness analysis test: Pre-test and Post-test Oral assessment Visual assessment Journal Writing/Spelling Test Weekly test on concepts learned Other Expansion of Reading/Math assessment tool Expansion of parent report letter which is a development list of skills in all academic levels and therefore show students' growth Implementation of student portfolios First year of TAAS testing Development and implementation of an informal assessment of parent/children's evaluation of the school experience Final refining of report letter Evaluation of TAAS Skills strategy used Academic Excellence Indicator System Pre-test & Post-Test End-of-course TAAS Test Campus Report Card Texas Empowerment Academy Location: Austin Kind of Community: Urban Grade Levels: 5-12 Enrollment: 129 Charter Date: 9/8/98 Type: Start-Up Charter Sponsor: T.A. Unlimited School Information: President/Chair Betti C. Stroud Secretary/Clerk Nancy Pyle Address 1210 Rosewood Avenue Austin, Texas 78702 Phone 512-494-0760 Mission or Philosophy: The mission of The Texas Empowerment Academy is to provide its students with a sound education in a nurturing and stable environment conducive to learning and academic excellence. Specific objectives for achieving high academic standards include: Providing a broad-based curriculum combining basic skills with fine arts, multicultural studies, self-awareness/self-development courses, leadership skills, athletics, science, engineering and computer technology. Giving individualized attention in a small classroom setting, Promoting enthusiasm for work and the acquisition of knowledge. Encouraging in students a sense of duty and responsibility to themselves and their community. Producing graduates who exceed the basic requirements for functioning effectively in society. Curriculum Design and Core Teaching Methods: The Texas Empowerment Academy's curriculum will operationalize four main interlocking. Interdependent, components: core subject areas Experience-Based Learning, human interaction sensibility and self-knowledge and integrate the Texas Essential Knowledge and Skills. By purposefully following this strategy we will be on course to meet the charter school's mission. Additional areas of study are common to all four components. This framework is responsive to Dewey's warning that subject matter should never be kept in watertight compartments and isolated from the actual conditions of life." This holistic approach to preparing students for academic, social and career success will guide the development of the 5-12 grade level curriculum. Distinctive Features of the School: All middle school students take a beginning piano class once a week. Computers are available in each classroom setting. Emphasis is placed on utilizing computers in day to day classroom work. Student Profile as of Spring 1999: African American: 31% At-risk: 79% Anglo: 21% Special Education: 8% Hispanic: 47% Limited English Proficient: 0% Female: 48% Instructional Staff Profile as of Spring 1999: Number of Teachers: 5 African American Teachers: 40% Full Time Teachers: 60% Anglo Teachers: 40% Degreed: 100% Hispanic Teachers: 20% Advanced Degree: 40% Average Experience: 5 years Average Full-time Yearly Salary: $26,000 Certified: 20% Student Per Teacher: 25.8 Administrators Per Teachers: 0.40 Accountability Plan: The Texas Essential Knowledge and Skills (TEKS) will be built into The Texas Empowerment Academy's largely interdisciplinary' and integrated (core content areas, experience based, human interaction sensibility, and self-knowledge) curriculum. Student achievement of the standards will be assessed using the TAAS examinations for grades 5-8 and the exit exam. The Texas Essential Knowledge and Skills (TEKS) will be reflected in our largely interdisciplinary and integrated curriculum. Student achievement of the standards will be assessed using the examinations beginning in grade 5. When the TAAS is given in year one, at least 80% of our students will pass each section. In year 2, 90% will pass each section and in year 3, 95% will pass each section. Engaging and challenging interdisciplinary curricula, combined with real-world applications through Experienced-Based Learning; a climate of caring; and a focus on personal excellence will be the hooks that will draw students into an upwardly directed spiral of achievement. In addition, writing across the curriculum, oral communication, problem-solving, and higher-order and critical thinking will be normative. The charter school will use multiple means of assessing students. Authentic and performance-based assessments along with standardized assessments will be used. At the point of entry into the school all students will be given a standardized assessment that measures performance linked to the Texas Knowledge and Skills as well as a pre-vocational functional assessment. The assessment results will serve as a baseline for where students are functionally and academically. Twice a year students will again be assessed and their progress monitored. These measures will serve continually to alert the school to any remediation that may he needed. Texas Language Charter Location: Dallas Kind of Community: Urban Grade Levels: K-4th Enrollment: 67 Charter Date: 9/98 Type: Open enrollment Charter Sponsor: School Information: President/Chair Mike Shepherd Secretary/Clerk Address 831 W. Tenth St. Dallas, TX 75116 Phone 214-941-4881 E-mail  HYPERLINK "http://www.texaslanguagec" www.texaslanguagecharter.org Mission or Philosophy: To teach young children of all races how to communicate in Spanish, English and, in the future, a third language. Distinctive Features of the School: Two-Way immersion Student Profile as of Spring 2001: African American: 40% At-risk: 20% Anglos: 10% Special Education: 10% Hispanic: 40% Limited English Proficient: 30% Female: 50% Instructional Staff as of Spring 2001: Number of Teachers: 5 African American Teachers: 1/20% Full-Time Teachers: 80% Anglo Teachers: 1/20% Degreed: 100% Hispanic Teachers: 2/40% Advanced Degree: 0 Average Experience: 5 years Average Full-Time Yearly Salary: $35,000 Certified: 50% Student Per Teacher: 18:1 Administrators Per Teacher: 0.25 Accountability Plan: Texas Serenity Academy Location: Conroe Kind of Community: Grade Levels: (13-17 year old males) Enrollment: 25 Charter Date: 10/15/98 Type: Open Enrollment Charter Sponsor: School Information: President/Chair Don Johnson Secretary/Clerk Jacqueline Giles Address 3205 B North Frazier Rd, Conroe, TX 77301 (school) 260 N. Sam Houston Prkwy E Ste. 340, Houston, TX 77060 Phone 281-999-4916 Fax 281-999-5911 e-mail rmoore@texasserenity.com Mission or Philosophy: To establish an educational program for At-Risk youth that will provide them with educational, intellectual, emotional, and social growth in a therapeutic environment, that will equip them with a mastery of academic skills and strong, positive moral values so that they will become well rounded, productive citizens with a desire for life-long learning in this continually expanding global, technological society. Distinctive Features of the School: The Academy is located on the Texas Serenity White House Rehabilitation Treatment Campus nestled in the privacy and comfort of 14 spacious acres. TSWRTC is a moderate to long-term treatment center for boys between the ages of 13-17. The focus of the program are the students placed in the treatment center. The Academys curriculum is designed to meet the needs of highly at-risk students. Student Profile as of Spring 2001: African American: 24% At-risk: 100% Anglos: 28% Special Education: 72% Hispanic: 48% Limited English Proficient: 0 Female: n/a Instructional Staff as of Spring 2001: Number of Teachers: 2 African American Teachers: 1/50% Full-Time Teachers: 2/100% Anglo Teachers: 1/50% Degreed: 2/100% Hispanic Teachers: 0 Advanced Degree: 0 Average Experience: 12 years Average Full-Time Yearly Salary: $31,500 Certified: 50% Student Per Teacher: 12:1 Administrators Per Teacher: 2 Accountability Plan: TAAS score improvement Improvement in course curricula mastered every 12 weeks For students assigned to a GED preparatory course and in Program 18 weeks, the number of students who take the GED exam. Texas Serenity Academy (Bayshore) Location: Corpus Christi Kind of Community: Suburban Grade Levels: 7-12/GED Enrollment: 24 Charter Date: 1/4/99 Type: Start-Up Charter Sponsor: Continuum Healthcare System, Inc. School Information: President/Chair Don R. Johnson Secretary/Clerk Kimberly Wooten Address 3201 N. Frazier Conroe, Texas 77301 Phone 281-260-0799 Mission or Philosophy: To establish an educational program for at risk youths that will provide them with educational, intellectual, emotional and social growth in a therapeutic environment, that will equip them with a mastery of academic skills and strong positive moral values so that they will become well-rounded, productive citizens with a desire for life-long learning in this continually expanding global and technological society. Curriculum Design and Core Teaching Methods: The educational program shall provide a curriculum based on TEKS. The educational program will include the following components: An academic curriculum based on TEKS and focusing on student academic growth as measured by TAAS objectives and instructional targets in English language arts, mathematics, science and social studies; An academic curriculum designed to be age-appropriate for youth ages 13-17, as well as directed to cover academic course work encompassing all three proposed academic categories; A GED program which shall include, but not be limited to, instruction in reading, language arts, inclusive of writing production, mathematics, literature, science and social science appropriate to prepare the student for successful completion of the GED test battery; English-as-a-Second Language (ESL) instruction designed for limited English proficient students emphasizing student improvement in oral communication skills as well as increased student comprehension in print and written production of English Social/life skills instruction which includes, but is not limited to, instruction in substance abuse awareness, family relationships, civic and legal responsibilities, health maintenance, money management, and other related and relevant life skills; Vocation/employment training skills and school-to-work learning provided by Business Partners and Community leaders as well as mentors; and Administration of the TAAS as required by Subchapter B, Chapter 39 of the Texas Education Code. Distinctive Features of the School: Texas Serenity White House Adolescent Residential and Treatment Center (RTC), also known as Texas Serenity White House, is a drug and alcohol abuse residential treatment program, located in Conroe, Texas. The White House, a 6000 square foot Treatment and Residential facility, is a moderate to long-term treatment center for boys between the ages of 13-17 years old, nestled in the comfort and privacy of 14 spacious acres. These spacious acres also include, an additional 1864 square foot Residential area, a 3200 square foot Classroom area, and two 400 square foot utility buildings. Plans are currently in place, and actively being pursued, to build a new cafeteria, gymnasium, and dormitory. Our motto at Texas Serenity is A Place Where Dreams Are Made. Texas Serenity White House is one of many programs under the Continuum Healthcare System, Inc. These spectrums of care include: Texas Serenity Counseling Services, Greenspoint Adult Community Living, Greenspoint Partial Hospitalization located in Houston and, Bayshore Adult Community Living, Serenity Counseling Center and Bayshore Partial Hospitalization in Corpus Christi, Texas. Student Profile as of Spring 1999: African American: 21% At-risk: Anglo: 4% Special Education: Hispanic: 58% Limited English Proficient: 0% Female: 0% Instructional Staff Profile as of Spring 1999: Number of Teachers: 2 African American Teachers: 50% Full Time Teachers: 100% Anglo Teachers: 50% Degreed: 100% Hispanic Teachers: 0% Advanced Degree: 0% Average Experience: 0 years Average Full-time Yearly Salary: $27,000 Certified: 50% Student Per Teacher: 12.0 Administrators Per Teachers: 0.50 Accountability Plan: In searching to establish accountability indicators, currently there is no student academic performance data available which can be used to establish specific academic performance targets for the current population. Theresa B. Lee Academy Location: Fort Worth Kind of Community: Urban Grade Levels: 9-12 Enrollment: 60 Charter Date: 11/2/98 Type: Start-Up Charter Sponsor: YES (Youth for Education and Success), Inc. School Information: President/Chair Sanders Marshall Secretary/Clerk Kicia Robinson Address 4327 E. Lancaster Ave. Ft. Worth, Texas 76103 Phone 817-293-0844 Curriculum Design and Core Teaching Methods: Most people think that teaching is throwing information at students and hoping that they'll remember it. But people on the receiving end have to catch it and do something with it, or no learning takes place. True learning is rather an act that requires us to call upon our past experience and present powers, and to rise and meet new information and new ideas-transforming them into something useful, taking away their sanctity, their pure authenticity. It's a kind of alchemy, or fusion. In a true knowing place, teachers and students are surprising both each other and themselves. Our effort is aimed at students from disadvantaged backgrounds who will accelerate to perform at an academic level consistent with their better-placed counterparts. T B L will not only demand and expect high standards, but also will provide highly specialized resources supporting the core areas of reading, writing, communication arts, social studies mathematics and community service. Communication arts, for TBL charter school, encompass social studies, health, and science. The collaboration between the FWISD, students, parents, the community, and the TBL is revolutionary in its intent; it will undoubtedly serve as a model for other educational facilities and school districts wishing to combine a service-learning, general education curriculum with the expertise and resources of 9-12 educators. T B L. has taught disadvantaged students in this community for the past 20 years and are especially well situated to appropriate the features of this Charter School and adapt them to the circumstances and needs of the local environment and community. TBL will also set a point of comparison for other public schools seeking to improve academic performance. Even though they may not be able to replicate every feature of TBL Charter School, other public high schools will be able to adopt certain features that have been demonstrated to be successful to keep non-traditional students enrolled. Student Profile as of Spring 1999: African American: 93% At-risk: 97% Anglo: 5% Special Education: 3% Hispanic: 2% Limited English Proficient: 0% Female: 48% Instructional Staff Profile as of Spring 1999: Number of Teachers: 4 African American Teachers: 100% Full Time Teachers: 100% Anglo Teachers: 0% Degreed: 75% Hispanic Teachers: 0% Advanced Degree: 50% Average Experience: 5 years Average Full-time Yearly Salary: $30,201 Certified: 25% Student Per Teacher: 15.0 Administrators Per Teachers: 1.50 Accountability Plan: The T B L Charter School will operate in the same manner as any campus aiming for educational excellence. As such, the School will be subject to periodic evaluation by the appropriate administrative agencies of the State and partners in education. Because of the unique mission of the Charter School, the evaluation of its performance is of particular importance. We invite a review of the school's operation and performance in 5 years after the doors of the School open to its first class, and every 5 years thereafter. That time frame is consistent with the vision, objectives and goals. We would expect the review to cover all aspects of the school: its management, its fiscal control, its organization, its curriculum, and most importantly the success of its students All students will take the TAAS test as required by the State Board of Education. T B L will continually move towards the goal of having all our students pass all sections of the TAAS. Sample questions from previous TAAS exams will be used to assess the student's present skills in various subjects and to prepare the students to perform well on exams. The Iowa Test of Basic Skills will be given twice per year to assess student performance. Additional tests and evaluation tools will be given as needed. TOVAS Location: Temple Kind of Community: Urban & Rural Grade Levels: pre k-9th Enrollment: 250 Charter Date: 1999 Type: 3 Generations Charter Sponsor: Charter School Administrative Services School Information: President/Chair Martha Hugley-Priori Secretary/Clerk Rosie Martinez Address 3013 S. General Bruce Drive Temple, Texas 76502 Phone 254-778-8682 Mission or Philosophy: Distinctive Features of the School: Extended hours 2 days a week, 8:00 5:00 pm 18:1 student teacher ratio Student Profile as of Spring 2001: African American: At-risk: Anglos: Special Education: Hispanic: Limited English Proficient: Female: Instructional Staff as of Spring 2001: Number of Teachers: African American Teachers: Full-Time Teachers: Anglo Teachers: Degreed: Hispanic Teachers: Advanced Degree: Average Experience: Average Full-Time Yearly Salary: Certified: Student Per Teacher: Administrators Per Teacher: 2 Accountability Plan: Tranformative Charter Academy Location: Killeen Kind of Community: Grade Levels: 9-12 Enrollment: 101 Charter Date: Type: Charter Sponsor: School Information: President/Chair Secretary/Clerk Address 807 N. 8th Street Killeen, Texas 76541 Phone 254-628-8989 Mission or Philosophy: The mission of Transformative Charter Academy is to transform individuals into competent, responsible, ethical, and productive young adults who possess initiative, strong work habits, academic and employable skills and attitudes to successfully complete high school and advance to post-secondary education and/or satisfying employment. Curriculum Design and Core Teaching Methods: The academy uses competency-based curriculum in the form of learning modules, which allow students to progress at their own pace. Course design is based on mastery of learning principles and facilitates one-on-one and small collaborative group techniques. Each module identifies the competency to be achieved, the instructional resources required, and step-by-step learning procedures and activities to meet the desired competencies. This curriculum is supplemented with other resources, state approved texts, and other activities that the teacher sees necessary. Distinctive Features of the School: Transformative Charter Academy provides three instructional blocks from which students may choose. They may choose 8-l2, 12:30-4:30, and 5-9. This schedule allows students to balance school, work, and other activities. Student Profile as of Spring 1999: African American: 37% At-risk: 37% Anglo: 38% Special Education: 6% Hispanic: 21% Limited English Proficient: 0% Female: 50% Instructional Staff Profile as of Spring 1999: Number of Teachers: 5 African American Teachers: 60% Full Time Teachers: 60% Anglo Teachers: 40% Degreed: 100% Hispanic Teachers: 0% Instructional Staff Profile as of Spring 1999 cont.: Advanced Degree: 60% Average Experience: 8 years Average Full-time Yearly Salary: $22,000 Certified: 40% Student Per Teacher: 21.4 Administrators Per Teachers: 0.40 Accountability Plan: TAAS scores: In the first year of operation, 40% of students taking the TAAS test will pass each subject area, 50% the second year, and 75% subsequent years. Attendance rate: The academy will maintain an 80% attendance rate. Dropout rate: No more than 5 percent per year. Treetops International School Location: Dallas/Ft Worth Kind of Community: Suburban Grade Levels: PreK-12 Enrollment: 147 Charter Date: 8/1/98 Type: Conversion Charter Sponsor: Treetops International School School Information: President/Chair Mike Sacken Secretary/Clerk Susan Rogers Address DFW Box 610734 DFW Airport, Texas 75261 Phone 817-732-3761 Mission or Philosophy: To enable normal, gifted, and handicapped students to climb to the heights that are their own. This includes early intervention and prevention of learning problems. Curriculum Design and Core Teaching Methods: The school teaches grade levels K-12 so a variety of different curricula and curriculum services are used. Several different sources of assessment are also used so that progress can be calculated. Distinctive Features of the School: Our 21 acre campus is organized as a Gardner-type multiple intelligence setting to encourage experimental learning, entrepreneurship, and environmental awareness. Respect for persons and property are practiced through student roles, mentoring, and traveling to other countries as a part of the educational program. Both arts and cognitive learning are utilized to keep each child climbing to his or her individual heights. Student Profile as of Spring 1999: African American: 1% At-risk: Anglo: 94% Special Education: Hispanic: 3% Limited English Proficient: Female: 39% Instructional Staff Profile as of Spring 1999: Number of Teachers: 14 African American Teachers: 0% Full Time Teachers: 57% Anglo Teachers: 100% Degreed: 100% Hispanic Teachers: 0% Advanced Degree: 50% Average Experience: 5.6 years Average Full-time Yearly Salary: $30,000 Certified: 86% Student Per Teacher: 10.5 Administrators Per Teachers: 0.14 Two Dimensions Preparatory Academy Location: Houston Kind of Community: Suburban Grade Levels: PreK-8 Enrollment: 165 Charter Date: 9/24/98 Type: Conversion Charter Sponsor: Two Dimensions Preparatory Academy, Inc. School Information: President/Chair Betty Parrimore Secretary/Clerk Carmen Samuels Address 12121 Veterans Memorial Drive, #10 Houston, Texas 77067 Phone 281-440-8853 Mission or Philosophy: The mission of Two Dimensions Preparatory Academy in partnership with parents and community is to develop knowledgeable reasoning, life-long learners, through a dynamic, and a challenging educational program of excellence that will foster productive, responsible citizens. The Two Dimensions Preparatory Academy will he a caring community recognized for its excellent teaching, love of learning, high academic standards, students who respect themselves and others, honor their faith and county, and finally students who prepare themselves for a life that is satisfactory to them and makes a notable contribution to society. Curriculum Design and Core Teaching Methods: Two Dimensions offers a challenging academic curriculum that emphasizes sequential development of courses in the basic disciplines (English-language arts, math, science, foreign language, history, the arts, computer science and physical education), and a unique selection of electives. In every field of interest, we help students build upon the knowledge and skills they have mastered by offering at each successive stage opportunities for intellectual growth and discovery. Our outstanding faculty works with students to help them learn to think clearly, to problem solve effectively, and to express their ideas with precision. Two Dimensions also starts its academic day at 8:00 in the morning and it ends at 4:00 in the afternoon. There will be extra curricular activities even before and after school. Test taking strategies are taught to all students throughout the school year. Students keep a test journal in grades 3-8 and add to it each time a new tested skill or concept is taught. Teachers will identify the terminology and vocabulary used in the Stanford directions and help the students to become familiar with them using various methods frequently throughout the school year before the annual testing. Daily Oral Language (DOL), Bellworks, and the teaching of skills listed in the grade level Scope and Sequence, including those tested on the Stanford are a regular part of each class curriculum. Two Dimensions realizes that all students don't learn at the same rate, nor do they learn the same way. We have found a multiplicity of ways to determine as to whether the student has received the information presented. With the teachers being inserviced on different learning styles, they will also be inserviced on different ways to assess students. Distinctive Features of the School: Two Dimensions is noted for its Spanish and Computer classes. These classes are offered to all student from the Pre-Kinder group through 7th grade. We are also totally involved in student mentoring and parent participation. We pride in these areas. Student Profile as of Spring 1999: African American: 99% At-risk: 28% Anglo: 0% Special Education: 2% Hispanic: 1% Limited English Proficient: 0% Female: 41% Instructional Staff Profile as of Spring 1999: Number of Teachers: 12 African American Teachers: 100% Full Time Teachers: 100% Anglo Teachers: 0% Degreed: 25% Hispanic Teachers: 0% Advanced Degree: 8% Average Experience: 10 years Average Full-time Yearly Salary: $16,108 Certified: 17% Student Per Teacher: 13.8 Administrators Per Teachers: 0.08 Accountability Plan: Two Dimensions will administer the Texas Assessment of Academic Skills (TAAS) to students in grades 3-8 to determine achievement levels on state established learning objectives. Stanford Testing will he administered to each student at Two Dimensions in the Spring of each school year. Test Results will be reviewed at the annual summer call back each August. Strategies for overall and specific improvement are discussed and planned. Several staff meetings during the year before the testing are focused for improving skills tested and test taking skills. Grade level thematic planning is done with standardized testing. Skills are tested and listed within each lesson and paced throughout the school year to be taught before the annual testing begins. Students are given practice working on problems in the same format as those used in the Stan, including bubbling as appropriate. Assessment will be used for performance and authentic assessment. Testing and assessment is built into our plan. Resources are allocated for implementation of the plan, staff development, conferences, maintenance and repairs. Universal Academy Location: Dallas Kind of Community: Urban Grade Levels: PreK-12 Enrollment: 134 Charter Date: 9/14/98 Type: Start-Up Charter Sponsor: L.T.T.S. Charter School Inc. School Information: President/Chair Diane Harris Secretary/Clerk Joanna Clary Address 10345 Webb Chapel Rd. Dallas, 75229 Phone 214-823-5305 Mission or Philosophy: Universal Academy is formed under its parent company. LTTS Charter School, Inc., Charter Number 14898494-01 Certificate of Incorporation issued by the State of Texas on June 5, 1997, formed as a non-profit company for the purpose of educating children. The school corporation is designated as a 50(c)(3) organization, by the Internal Revenue Service. The long-range vision of Universal Academy is to create and operate an efficient, organized, and quality-based educational institution which is responsible and accountable for providing the necessary student tools and skills in order to develop superior levels of achievement. The targeted areas for demonstrated excellence will be academic, social, and physical. In addition, Universal Academy will actively engage local corporations, parents, teachers, students, and the community in all aspects of learning. Curriculum Design and Core Teaching Methods: Universal Academy's staff will develop an individualized educational plan (I.E.P.) for each student in grade levels PreK-12 through the use of a holistic, interdisciplinary, and thematic curricular approach. The instructional focus will be one of interconnectedness, which will utilize a Problem-Based Learning Curriculum in order to augment the use of an anthropological view in teaching our students. All strategies are in compliance with the standards from the councils of the core subject areas, including N.C.T.M. (National Council of Teachers of Math) and the TEKS (Texas Essential Knowledge and Skills) created by the ˿Ƶ. To accomplish our goals, Universal Academy will implement Brain-Based (Brain research on how the mind learns) combined with Problem-Based Learning (PBL). More than 60 US medical schools have since converted all or part of their curriculum to a PBL approach. Because of the success of PBL in medical schools, educators have translated its use to PreK-12. The educational paradigm emerging in Universal Academy teaches across grade levels and content boundaries. Teaching and learning in Universal Academy embodies principles proven by research and professional experiences, such as: Everyone can learn Experiential learning and critical and creative thinking are essential Education prepares learners for solving real life problems Integrating the curriculum increases its relevance Research into the effectiveness of the learning environment is an ongoing process Continual personal and professional growth is vital One size clearly does not fit all: learning must be personalized Students, teachers, and families agree on a shared mission and work closely together Teachers must have the opportunity to individualize learning for each child Improvements in learning requires close collaboration between schools and families. Student Profile as of Spring 1999: African American: 98% At-risk: 15% Anglo: 1% Special Education: 0% Hispanic: 1% Limited English Proficient: 0% Female: 35% Instructional Staff Profile as of Spring 1999: Number of Teachers: 9 African American Teachers: 56% Full Time Teachers: 100% Anglo Teachers: 44% Degreed: 100% Hispanic Teachers: 0% Advanced Degree: 56% Average Experience: 4.3 years Average Full-time Yearly Salary: $32,278 Certified: 100% Student Per Teacher: 14.9 Administrators Per Teachers: 0.44 Accountability Plan: Universal Academy will use both major categories of testing, norm-referenced tests (NRT) and criterion-referenced tests (CRT) as an accountability measure to evaluate student performance. The Iowa Test of Basic Skills will be the NRT used by the school because it helps compare a student's performance with performances of a large group of students as a nationally-normed test. NRTs are also designed to highlight achievement differences between and among students to produce a dependable rank order of students across a continuum of achievement from high achievers to low achievers. The TAAS test will be the CRT test Universal Academy will use because it reports how well students are doing relative to a pre-determined performance level on a specified set of educational goals or outcomes included in the school, district, or state curriculum. We will also administer open-ended performance assessments and portfolios to assess the achievement level of our students. Universal Academy plans to raise the level of student achievement so the 90% of all our students will meet or exceed the state standards for achievement as measured by the state assessment program. University Charter School Location: Austin Kind of Community: Suburban Grade Levels: 9-12 Enrollment: 63 Charter Date: 10/1/98 Type: Conversion Charter Sponsor: The University of Texas at Austin-Continuing & Extended Education School Information: President/Chair Dr. Judy Ashcroft Secretary/Clerk Deanna Stewart Address Box 7700 Austin, Texas 78713 Phone 512-471-8203 Mission or Philosophy: Curriculum Design and Core Teaching Methods: Distinctive Features of the School: Student Profile as of Spring 1999: African American: 11% At-risk: Anglo: 33% Special Education: 16% Hispanic: 56% Limited English Proficient: 0% Female: 38% Instructional Staff Profile as of Spring 1999: Number of Teachers: 2 African American Teachers: 0% Full Time Teachers: 100% Anglo Teachers: 100% Degreed: 100% Hispanic Teachers: 0% Advanced Degree: 0% Average Experience: 3.5 years Average Full-time Yearly Salary: $34,000 Certified: 100% Student Per Teacher: 31.5 Administrators Per Teachers: 1.00 Accountability Plan: University of Houston Charter of Technology Location: Houston Kind of Community: Urban Grade Levels: K-2 Enrollment: 83 Charter Date: 1/27/97 Type: Start-Up Charter Sponsor: University of Houston School Information: President/Chair Dr. Barbara Stewart Secretary/Clerk Yolanda Rodriguez Address 4800 Calhoun Houston, Texas 77204-2162 Phone 713-743-9111 Mission or Philosophy: The UHCST is to provide a student centered curriculum that enhances the intellectual development, technological fluency, and leadership ability of students. The knowledge gained by the students will allow them to transfer easily into the sixth grade at other schools and will give them strategic advantages. Curriculum Design and Core Teaching Methods: The University of Houston Charter School of Technology (UHCST) is to be a model constructivist, technology focused public school for kindergarten through fifth grade children. Constructivism is an educational approach based on the child development theories of Jean Piaget and Lev Vygotsky and practices of John Dewey. Children construct their own knowledge and learn using strategies available at their unique developmental stage. Teachers are keen assessors and facilitators of thinking and development. The classroom environment promotes construction of knowledge. Peers, teachers, experiences and materials challenge childrens thinking. Reasoning and problem solving develop in the cognitive, social, moral, physical, emotional and creative domains. The constructivist program focuses on the development of reasoning in every aspect of the day. The curriculum is integrated so that learning makes sense to the children. Learning purposes and experiences are connected. Children construct knowledge as they solve problems of interest to them. Teachers help children invest in their learning. Time to examine materials and develop ideas is valued. Science and math are integral components of the curriculum. Through individual and group projects, children are encouraged to invent their own solutions and understand the solutions of others. For example, children explore machines by creating and presenting their inventions. They discover the concepts of force and motion as the power of air pressure lifts a heavy block. Daily opportunities for math investigations are provided. The charter school explores strategies that integrate computer technology in meaningful ways to promote reasoning. During the day, children spend much time reading. Reading is not a task to be practiced in isolation from life but is a meaningful, pleasurable communication utilizing a variety of strategies. Success is accomplished when children find reading a captivating and satisfying experience. Writing is also a significant part of the day. In the charter school, the importance of social relationships is valued. It is in this social context that knowledge is constructed. Children learn how to cooperate and cope with conflict by talking and negotiating with one another. Student Profile as of Spring 1999: African American: 33% At-risk: 13% Anglo: 34% Special Education: 1% Hispanic: 27% Limited English Proficient: 0% Female: 43% Instructional Staff Profile as of Spring 1999: Number of Teachers: 4 African American Teachers: 25% Full Time Teachers: 100% Anglo Teachers: 50% Degreed: 100% Hispanic Teachers: 25% Advanced Degree: 25% Average Experience: 17 years Average Full-time Yearly Salary: $35,550 Certified: 50% Student Per Teacher: 20.8 Administrators Per Teachers: 0.50 Valley High Charter School Location: Harlingen Kind of Community: Rural Grade Levels: 9-12 Enrollment: 269 Charter Date: 1/4/99 Type: Start-Up Charter Sponsor: Valley Intervention Projects, Inc. School Information: President/Chair David Glen Smith Secretary/Clerk Betty Stewart Address 514 S. E Street Harlingen, Texas 78550 Phone 956-428-0884 Mission or Philosophy: Valley High Charter School's primary goal is to teach High School Diploma and/or GED course studies to at risk" students who have not succeeded in the traditional school setting. During the course of the first year, Valley High will attempt to work with the community to educate the students that have enrolled with the school. The main focus of the school is to provide a flexible method of education that not only helps the student get his/her Diploma or GED, but also gives them the opportunity to receive job training. The targeted group of students are the at risk youths who may be economically disadvantaged with social-economical, behavioral and work skills barriers and drop outs, over aged young adults and adults who have left school without acquiring the foundations necessary to find and hold a job. Valley High Charter Schools mission is to empower students in becoming productive, competent and responsible members of society and in the workforce though a positive educational environment enabling students to succeed in life. Curriculum Design and Core Teaching Methods: The education program will be computer centered in order to provide program participants with an opportunity to learn and maintain a life long mode. An array of curricula programs will focus on a holistic approach to customize computer assisted self-paced instruction with hands on applications to accommodate to the learning styles of students who have not been able to function in traditional public schools settings. The equipment consists of core tactile materials and visuals with implementation computer software that correlates with TEKS. Distinctive Features of the School: Valley High Charter School works diligently to seek new and better ways to service the youths of the Harlingen San Benito Area. We are working close with Dr. Alan HopeweU, PhD, ABPP in the implementation of the Children's Emotional Intelligence Test. The test serves to evaluate the students personality, emotional handicaps, state of mind, and learning abilities. Valley High runs from 8 in the morning to 10 in the evening to accommodate those students who have odd hours of employment. Our goal is to keep searching for curriculum that will enhance the students learning process and assist them in accomplishing their goals of graduating. We are also currently seeking to incorporate into our course of study long distance learning vie telecommunications. We will never stop in the search for technology that will better service the youths at Valley High Charter School. Student Profile as of Spring 1999: African American: 5% At-risk: 86% Anglo: 3% Special Education: 4% Hispanic: 92% Limited English Proficient: 0% Female: 48% Instructional Staff Profile as of Spring 1999: Number of Teachers: 8 African American Teachers: 0% Full Time Teachers: 100% Anglo Teachers: 0% Degreed: 88% Hispanic Teachers: 100% Advanced Degree: 0% Average Experience: 5.8 years Average Full-time Yearly Salary: $23,750 Certified: 13% Student Per Teacher: 33.6 Administrators Per Teachers: 0.75 Accountability Plan: In order to support and guide the students learning process, an assessment of there achievements is crucial. Valley high charter school will measure each students success by recording their progress by way of daily assessments using curriculum that correlates with TEKS. Teachers will have the materials needed to help each learner achieve mastery in their weak areas removing the students feeling of intimidation. Valley High will support and motivate the students to learn by helping the student to recognize their weakness as a hurdle to overcome and conquer rather than viewing it as a negative attribute. Students will be encouraged to succeed by recognizing the achievements. This is accomplished by eliminating the traditional grading system and assisting the students to pass all areas of the core subjects by working with them on a one to one basis until they achieve mastery. Self assessment is a part of the unique learning experience offered at Valley High Charter School. Self assessment encourages students to evaluate and understand what is difficult for them to master. Along with teacher assistance the student will be able to recognize their strengths and deficiencies presenting before them a challenge to succeed. The Varnett Charter School Location: Houston Kind of Community: Urban Grade Levels: PreK-5 Enrollment: 338 Charter Date: 8/17/98 Type: Conversion Charter Sponsor: The Varnett Schools, Inc. School Information: President/Chair James Rhone Secretary/Clerk Bernadine Mensah Address 5025 S. Willow Dr. Houston, Texas 77035 Phone 409-829-2232 Mission or Philosophy: The mission of the Wyndam Charter School is to create a school environment in which every student (disabled or not disabled) obtains a quality education in a safe environment, and assure every student access to a learning environment that encourages them to be in school with other students learning to the best of their ability. The goals of the Wyndam Charter School are: (1) To provide the opportunity for all students to have continued progress in the achievement of educational equity; (2) To insure equality of educational opportunity for every student; and (3) To provide an enhanced educational experience in which positive results can be obtained by each student involved in the educational program. Curriculum Design and Core Teaching Methods: Without a well-educated population, we cannot hope to compete in a global economy Yet, we are told by business and industry representatives that we are not preparing graduates who can meet the demands of the workplace. What can we do to help resolve this dilemma? The principles guiding our initiative for an open-enrollment charter elementary school are based on the idea that educators can change schools at all levelselementary, middle, high school. Our school ensures that everything is done to have all students master the basic mathematical operations (addition, subtraction, multiplication and division) and are reading by the completion of second grade. All students are empowered with the basic knowledge to graduate successfully and become productive citizens. The teaching staff at Varnett is organized in houses, groups of teachers working with students who traditionally would be in kindergarten through second grade or third through fifth grade. Teachers and students are together for three years, allowing teachers, students, and parents the opportunity to really get to know each other. Distinctive Features of the School: The teaching staff at Varnett is organized in houses, groups of teachers working with students who traditionally would be in kindergarten through second grade or third through fifth grade. Teachers and students are together for three years, allowing teachers, students, and parents the opportunity to really get to know each other. The house provides a continuity of caring and flexible movement among learning levels. The curriculum, instruction, and assessment system is structured based on specified content area outcomes (what the student must learn and be able to do before being promoted to the next grade) and performance roles. The instruction emphasizes active individual and cooperative learning. The assessment provides a variety of ways to determine if performance roles and outcomes are met. The instruction materials and technology used are varied and appropriate to the curriculum and instruction, and meets the TEKS as required by TEA. Teachers participate in common planning sessions to insure that instruction in all subject areas are central to the focus and mission of the school. Student Profile as of Spring 1999: African American: 97% At-risk: 56% Anglo: 1% Special Education: 12% Hispanic: 2% Limited English Proficient: 0% Female: 51% Instructional Staff Profile as of Spring 1999: Number of Teachers: 16 African American Teachers: 81% Full Time Teachers: 100% Anglo Teachers: 13% Degreed: 100% Hispanic Teachers: 0% Advanced Degree: 13% Average Experience: 6.5 years Average Full-time Yearly Salary: $22,065 Certified: 44% Student Per Teacher: 21.1 Administrators Per Teachers: 0.31 Accountability Plan: Varnett students will be assessed in the areas of language arts (reading, writing and spelling), mathematics, science and social studies. The students will achieve a passing score on all assessment instruments required by the Texas SBOE for all public elementary school students. All assessments given will be conducted according to the same guidelines required by TEA. The percentage of students passing TAAS will meet or exceed TEA guidelines. The performance of our charter school will be determined beginning the second year of operation and will be based upon TAAS test scores for 3rd 5th grade students. Waco Charter School Location: Waco Kind of Community: Urban Grade Levels: K-5 Enrollment: 182 Charter Date: 5/1/96 Type: Start-Up Charter Sponsor: Economic Oppurtunities School Information: President/Chair Fernando Villarreal Secretary/Clerk Natalie Robinson Address 615 N. 25th Street Waco, Texas 76707 Phone 254-754-3838 Mission or Philosophy: The EOAC Waco Charter School is committed to providing a secure educational environment in the North Waco neighborhood that emphasizes the academic basics of reading writing and arithmetic. Our students will develop the social basics of character development, community service, interdependence and self-sufficiency necessary to become productive and proactive citizens. We affirm the ethnic, social and cultural background of every student we serve by celebrating each student's individuality. Curriculum Design and Core Teaching Methods: The Waco Charter School will implement multiage grouping in the 1998-1999 academic year. Grade level groupings will be identified as Modules. Kindergarten and first grade students will compose Module 1. Second and third grade students will compose Module II and fourth and fifth grade students will compose Module III. The student teacher ratio will decrease from 20:1 to 14.6:1. Each environment will include two classes of 22 students assisted by a credential teachers aide. In order to accommodate larger groups of students, it will become necessary to move the partitions along two walls of tile school to increase the classroom size. In the 1998-99 academic year, WCS students will wear a full dress school uniform in an effort to minimize socioeconomic differences and promote school wide individual pride. A Collaborative learning model will be employed in all modules. Learning will be student centered and the learner will have an active role in the acquisition of knowledge. The Core Knowledge Sequence will be implemented in its entirety in the 1998-99 academic year and all grade levels in all academic areas will follow the sequence. Also, special attention has been given to the Texas Essential Knowledge and Skills in writing the curriculum and composing skills and checklists for each module. Teaching multi-age groups, working in a collaborative model, the implementation of Whole Class Reading and the Montessori math curriculum, as well as full implementation of the Core Knowledge Sequence will require extensive staff training during the Summer of 1998. Adequate preparation on these models will take approximately three weeks of staff development prior to the beginning of school and additional training throughout the school year. Additionally, the school will continue to contract the services of a psychologist and an audiologist. The administrative staff will consist of a school secretary, a purchasing agent/bookkeeper and a school director. WCS is committed to keeping administrative staff to a minimum in order to invest funds in students. Student Profile as of Spring 1999: African American: 59% At-risk: Anglo: 7% Special Education: 13% Hispanic: 34% Limited English Proficient: 18% Female: 54% Instructional Staff Profile as of Spring 1999: Number of Teachers: 5 African American Teachers: 60% Full Time Teachers: 100% Anglo Teachers: 40% Degreed: 100% Hispanic Teachers: 0% Advanced Degree: 0% Average Experience: 8.2 years Average Full-time Yearly Salary: $26,213 Certified: 80% Student Per Teacher: 36.4 Administrators Per Teachers: 0.60 Accountability Plan: Evaluation procedures will be designed to assess the student's achievement of the essential skills and knowledge throughout each school year. The overall goal of the evaluation will be to determine the effectiveness of the various learning activities in accordance with the students Individualized Educational Workplace. The key evaluation measures will include, but will not be limited to: Iowa Test of Basic Skills (ITBS) test results timely completion of Individualized Educational Workplan demonstrated mastery of subject matter student folders class attendance grade reports parent surveys These evaluations will be conducted periodically and will focus on incremental steps toward achievement of each student's goals and objectives and the goals and objectives of the Charter school. Waxahachie Faith Family Academy Location: Waxahachie Kind of Community: Suburban Grade Levels: PreK-10 Enrollment: 68 Charter Date: 1/4/99 Type: Start-Up Charter Sponsor: Faith Family Fellowship School Information: President/Chair C. Gene Lewis Secretary/Clerk Shanna Kindrick Address 701 Ovilla Rd. Waxahachie, Texas 75165 Phone 972-938-3808 Mission or Philosophy: Faith Family Academy will address the academic, physical, and spiritual training of every student. The goal of FFA is to work as partners with parents in the development of well adjusted, academically prepared, productive members of society, who have developed a responsibility to family, community, and country. Curriculum Design and Core Teaching Methods: Faith Family Academy uses the TEKS to design its curriculum guide. The curriculum is aligned vertically and horizontally to minimize gaps or repetition in the student's learning. Teachers use cooperative learning strategies and challenge students to think critically. TAAS objectives are also built into the core curriculum. FFA uses the state-adopted texts as references. It also uses Kamico Reading, Writing, and Math to insure all TAAS objectives are covered. FFA uses Algebra I text written to specifically prepare students for the End of Course Test. Software programs are in place to diagnose and remediate areas of weakness the student may have in math and reading. The Accelerated Reading Program is also being implemented to insure all students are reading at or above grade level. The STAR program for testing reading and math preparedness will soon be in place as a further diagnostic and accountability tool. Distinctive Features of the School: FFA places an emphasis on Fine Arts. Presently the FFA has Music and Art in it's curriculum. Dance and Jazzercise is being planned for the next semester. FFA offers a chapel service to all students with parent permission. The chapel program is student-directed and is instrumental in preparing students for public speaking and participation. Partnerships with community and business leaders are being planned which could lead to flex scheduling for faculty and students. This could offer additional options for student electives as well as allow for additional space on campus. Student Profile as of Spring 1999: African American: 1% At-risk: 63% Anglo: 71% Special Education: 0% Hispanic: 28% Limited English Proficient: 0% Female: 41% Instructional Staff Profile as of Spring 1999: Number of Teachers: 7 African American Teachers: 0% Full Time Teachers: 71% Anglo Teachers: 86% Degreed: 86% Hispanic Teachers: 0% Advanced Degree: 43% Average Experience: 1.4 years Average Full-time Yearly Salary: $22,951 Certified: 57% Student Per Teacher: 9.7 Administrators Per Teachers: 0.29 Accountability Plan: Accountability will be to the student level with pre and post testing being administered in core areas at the beginning and end of the school year. Teachers will be held accountable for student success on TAAS as well as End of Course exams and other standardized tests given during the year. Teacher in-service is designed to prepare teachers to use diagnostic tools to pinpoint problem areas of students and remediation techniques. Administrators are held accountable for those items covered on the AEIS. West Houston Charter School Location: Houston Kind of Community: Suburban Grade Levels: 1-12 Enrollment: 186 Charter Date: 8/13/96 Type: Start-Up Charter Sponsor: West Houston Charter Alliance School Information: President/Chair Joy Guercio Secretary/Clerk Elaine Turner Address 14333 Fern Drive Houston, Texas 77079 Phone 281-497-7420 Mission or Philosophy: West Houston Charter School is founded on the belief that all students can learn and succeed when provided a learning environment that meets their needs and interests. The program is structured to foster the development or positive self-concepts, interpersonal relationships, and democratic decision-making. The granting of this Charter is a gift to the community. Its implementation has created an educational system, which provides opportunities to explore innovative ideas, originate educational reform, and will lead our community into the next century. Curriculum Design and Core Teaching Methods: This learning program will be built on the belief that all children can learn, but not in the same way, or equally well from the same sources. An individual's learning style is unique. Some children learn by seeing, some by hearing and some by doing. It is not a measure of intelligence. By recognizing and individual's learning style, the teacher is able to identify HOW a person learns and discovers ways in which the individual absorbs information. Teaching to Individual Learning Styles is the key to instruction at the West Houston Charter School. The focus of the Charter's learning program will be an Individualized Learning P1an. After a student has been accepted for admission to WHCS, the student will be evaluated and an ILP will be developed, defining areas of strengths, weaknesses, and individual learning styles. Individual learning goals will be set and linked to personal interests and needs. Through the use of individualized learning plans, WHCS ensures that students will not be penalized for the rate at which they learn. The more advanced student benefits from additional instruction, multiple approaches, and multiple environments. The curriculum contains both traditional academic subjects and additional subject areas that make the charter unique. The required curriculum for the State of Texas serves as the starting point for instructions and is enhanced with unifying themes and other creative approaches. The traditional core curriculum areas - language arts, math, science, and social studies - remain strongly emphasized. Computer technology is strongly stressed and encouraged throughout the entire curriculum. Distinctive Features of the School: Strive for a home style climate. Students receive a great deal of individualized attention due to small size of the school. Students are given flexibility to meet academic standards. Student Profile as of Spring 1999: African American: 2% At-risk: 33% Anglo: 75% Special Education: 19% Hispanic: 15% Limited English Proficient: 2% Female: 63% Instructional Staff Profile as of Spring 1999: Number of Teachers: 11 African American Teachers: 0% Full Time Teachers: 100% Anglo Teachers: 73% Degreed: 100% Hispanic Teachers: 27% Advanced Degree: 45% Average Experience: 5.7 years Average Full-time Yearly Salary: $32,229 Certified: 36% Student Per Teacher: 16.9 Administrators Per Teachers: 0.27 Accountability Plan: Pre & Post test using WRAT-3 Stanford 9 Achievement Test. YES College Preparatory School Location: Kind of Community: Grade Levels: Enrollment: Charter Date: Type: Charter Sponsor: School Information: President/Chair Secretary/Clerk Address Phone Mission or Philosophy: The YES College Preparatory School is responding to the alarming educational trends that currently exist within urban school districts. A growing number of inner-city students are failing to graduate, and the few that do are unprepared to successfully advance to college. YES College Preparatory School is addressing the inequities in urban education through a focused mission of college preparation. Every senior graduating from YES College Preparatory School, beginning with the class of 2001, is required to gain acceptance into a four-year college in order to receive a high school diploma. Curriculum Design and Core Teaching Methods: The YES College Preparatory School students, parents, and staff firmly believe we are creating a model for excellence in secondary education. We approach our mission of college matriculation for every student with passion and intensity. Students at YES College Prep attend class from 7:30 a.m. until 5:00 p.m. Monday through Friday, four hours on Saturday, and a month during the summer. These extra hours amount to approximately 65% more time in school than other public school students across the country. In addition to these extended hours, YES College Prep students spend approximately one to two additional hours each night completing homework. Both students and teachers subscribe to a Whatever It Takes attitude while working together to accomplish our student achievement goals. The YES College Preparatory School curriculum is a tightly written sequence of instruction that outlines exactly what each student is to learn within each nine-week grading period. The curriculum is content-based, emphasizing the knowledge and skills our students will be required to know when they enter their freshman year of college. We believe in emphasizing content and background knowledge of particular subjects in the middle grades in order to facilitate analysis and synthesis at the high school level. While the curriculum has been written and developed internally by the staff, it borrows heavily from E.D. Hirsch's Core Knowledge Sequence in the middle grades and advanced placement course outlines at the high school level. The level of rigor and breadth of content covered in each class at YES College Prep rivals any public or private secondary school in the city. At the end of each grading cycle, students are required to take Achievement Tests in each core academic subject that cover the material taught within the grading period. Our Achievement Tests hold both teachers and students accountable and test results are tied to both staff and student evaluations. The Achievement Tests have been a powerful tool in measuring the success of our curriculum implementation, and they will continue to guide our efforts as we continuously refine and improve how we prepare our students for college. Distinctive Features of the School: The college preparatory curriculum implemented at YES includes instruction outside of the classroom to ensure that our students graduate as well-rounded individuals with a variety of talents and interests. Students at YES College Prep are required to participate in an extracurricular club or sport three times a week. This structure allows staff and students to work together with people they may not otherwise meet, contributing to the strong sense of community that embodies our campus. The community service projects in which our students participate add to the civic-minded spirit that we want each of our students to value. YES College Prep students participate in a number of community service projects prior to their graduation. The difference between our projects and those at other campuses is the manner in which we integrate community service into our existing curriculum rather than making it an "add-on" that students have to complete in order to receive a diploma. Student Profile as of Spring 1999: African American: At-risk: Anglo: Special Education: Hispanic: Limited English Proficient: Female: Instructional Staff Profile as of Spring 1999: Number of Teachers: 0 African American Teachers: Full Time Teachers: Anglo Teachers: Degreed: Hispanic Teachers: Advanced Degree: Average Experience: Average Full-time Yearly Salary: Certified: Student Per Teacher: Administrators Per Teachers: DIV/0! Accountability Plan: Our incremental measures of success will be TAAS, SAT, Achievement Test, and Advance Placement scores. We require that our students achieve scores that surpass the average and that are reflective of a college-bound students. 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