RICHMOND COLLEGE PREPARATORY SCHOOL: DESIGN ...

RICHMOND COLLEGE PREPARATORY SCHOOL: DESIGN PROPOSAL

Education 271s – Tom Hatch

June 5, 2001

Table of Contents I. School Purpose and Philosophy ................................................................................................................... 1 School Mission ________________________________________________________________ 1 Rationale for This School _______________________________________________________ 1 Theory of Action ______________________________________________________________ 2 II. School Environment and Community ........................................................................................................ 5 The Setting and Population______________________________________________________ 5 Admissions Policies and Procedures ______________________________________________ 8 “Tuition” ___________________________________________________________________ 11 School Facilities ______________________________________________________________ 12 III. Curriculum, Programming and Student Assessment ............................................................................ 14 Pedagogical Philosophy________________________________________________________ 14 Rationale ___________________________________________________________________ 15 Programmatic Components of the Curriculum ____________________________________ 15 Assessment of Student Performance _____________________________________________ 19 Standards Setting ____________________________________________________________ 21 IV. Teaching: Hiring, Pedagogy, Philosophy and Practice........................................................................ 21 Selection and Hiring of Faculty _________________________________________________ 21 Teachers in Training: Partnership with the University of California, Berkeley___________ 23 Professional Development______________________________________________________ 23 Peer Support Review__________________________________________________________ 25 V. Family-School Connections....................................................................................................................... 25 VI. Governance and School Organization .................................................................................................... 26 Role of Faculty_______________________________________________________________ 27 Administrative Support Structure _______________________________________________ 27 School Schedule ______________________________________________________________ 29 VII. School Evaluation Plan .......................................................................................................................... 29 VIII. Financial Plans...................................................................................................................................... 31 Funding Plan ________________________________________________________________ 31 School Budget _______________________________________________________________ 33 VIII. Appendices.............................................................................................................................................. 37 Appendix A: Curricular Objectives ______________________________________________ 37 Appendix B: Core Academic Courses ____________________________________________ 38 Appendix C: Contracted Supplemental Academic Support: Score, Inc._________________ 40 Appendix D: Proposed School Schedule __________________________________________ 44 Appendix E: Job Description for Teachers at Richmond College Preparatory School _____ 46 Appendix F: Richmond College Preparatory School Organizational Chart______________ 47

Richmond College Preparatory School Proposal

I. School Purpose and Philosophy This school is designed to achieve certain goals and outcomes for its students and community. To these ends, the school’s components are developed to support our mission. We believe that this school will be successful in realizing its goals with proper alignment of beliefs, daily “operations” and planning. The school’s mission and theory of action serve as a framework for this design plan. Please keep these in mind as you review the school proposal. School Mission The mission of the Richmond Community College Preparatory School is to serve the least served youth in Richmond with a high quality college preparatory curriculum designed to meet the needs of the whole child. We seek to engage students through a creative and challenging educational experience with an emphasis on relevant community issues. Rationale for This School We believe that education can provide a wealth of opportunities for one’s future – in choice of profession, personal development, intellectual development, etc. In addition, education enables mobility along numerous dimensions, including careers, socio-economic status and geographic locales (e.g., job relocation). Education plays an important role for individuals that face significant challenges in achieving their life opportunities (e.g., minority communities, lower socio-economic status communities). For these reasons, we feel that education plays a pivotal role in “leveling the field” and “opening doors” for students in communities like Richmond. Unfortunately, many public schools are not fulfilling their obligations to such communities and enabling students to reach their potential. As such, we put forth this school proposal to challenge and engage students and prepare them for “success” in their lives. By targeting the least served students in Richmond, we hope to give them a high quality educational experience that is not widely available to residents of that community, particularly among those that cannot afford a private education.

6-5-01 school design_final.doc

1


Theory of Action The theory of action of this school design hinges on two key beliefs: that all students can be “successful,” and that college attainment is essential to opening up many more options for students’ futures. It is critical that each of these facets of the theory of action be aligned and mutually reinforcing. If this is not the case, the school will not come together fully, and it will be very unlikely that we will achieve our goals. Below are in-depth descriptions of each aspect of the theory of action and a graphic depiction highlighting the key items in each area. Beliefs/Assumptions: •

Students who attend and graduate from college will have many more opportunities (e.g., among professions) to choose from in the future

•

All students can learn and foster a sense of care for their community

•

All students are capable of “success” with the proper support and high expectations

•

Professional staff can contribute to youth development by leading by example

•

If a school is to be “successful,” the school community (parents, students, teachers, administrators, community members, etc.) must be united around a common mission and vision

•

Even students who in the past have not been academically “high performing” or “highly motivated” can become successful in school given an engaging school design/pedagogy and respectful/caring school community

Goals: •

To be “successful” this school must prepare all students for college attainment, i.e., gaining admission and graduating

•

To develop students who are self-confident, believe that they can affect their destiny, are involved in their communities and are critical, analytical and socially engaged thinkers

•

To serve students in an educationally “under-served” community

Key Features: •

Small school and small classes – personalized, nurturing and caring environment (i.e., every


2


teacher knows every student, all students know each other), similar to family atmosphere •

Rigorous college preparatory curriculum

•

Very supportive environment for students – academically and non-academically (whole child orientation)

•

Culture of support and excellence – no one need fail

•

All students will participate in unitary, standard curriculum (no tracking) geared for competitive college attendance – to prevent foreclosure of options for their futures

•

Highly qualified teachers are essential in order to deliver curriculum and support

•

All staff and faculty convey high expectations of students, reinforced by the belief that all students can succeed

•

Participatory role of students both inside and outside the classroom, to promote youth development through building student leadership capacity and skills

•

Curriculum (including service learning component) to engage students in learning and collegeoriented goals through relevance to students’ lives and experiences

•

Curriculum to also emphasize non-academic issues, e.g., building self-confidence in students, introspective reflection, discussion of community/social issues

Strategies: •

Challenging curriculum is only possible with appropriate support mechanisms (e.g., intensive advisory, extra student preparation time with teachers, after school support through use of contractors (such as Score learning centers), advising support)

•

Use the 6th – 8th grades to get students “caught up” in subject areas, study skills, etc. (if students are “behind” when enter this school), so that all students have adequate skills/knowledge for college prep courses in grades 9 – 12

•

Admit students with varying levels of past academic achievement and “motivation” – some students relatively high performing/highly motivated, some lower performing/highly motivated and some lower performing/less motivated (latter is smallest portion of admitted students)


3


•

Emphasis on continued professional development, such as providing teachers with ample planning time – individually and collectively

•

Role of “administrators” is to support students through supporting the faculty

Outcomes: •

100% graduation from this school, for those students who remain enrolled through the 12th grade

•

Retain greater than 90% of students admitted to the school, excluding students who move out of the area

•

College attainment (acceptance and completion) of at least of 75% of graduating students

•

Retention and continued development of faculty members

•

School integrated into the larger local community (e.g., connections to local support agencies, impact on community through service projects, support of community for school)

•

Students’ developmental competencies nurtured to promote cognitive skills, physical and mental health, positive negotiation of relationships and productive citizenship as professionals and civic actors


4


Figure 1: Theory of Action Theory of Action – Major Components

Goals: • All students prepared for college admission/completion • Students developed academically and nonacademically

Beliefs/Assumptions: • All students are capable of success, given the proper support and high expectations • Students who attend and complete college have many more opportunities for their futures • Students can become motivated with engaging school design, pedagogy and respectful/caring community

Key Features: • Small school and small classes – personalized environment • Rigorous college prep curriculum • One standard curriculum for all students (no tracking) • Participatory role of students • Highly qualified teaching staff • Attention to student non-academic development as well • Culture of excellence and support

Strategies: • Challenging curriculum possible only with extensive support mechanisms • Use 6th – 8th grades to get students “caught up” • Admit students with varying levels of past “success” • Ample planning time for teachers and emphasis on continued professional development • Administrators to focus on supporting faculty

Outcomes: • 100% graduation of enrolled students • 90% student retention, excluding students moving • 75% of those graduating complete college • Retention of faculty members • School integrated into community • Students well-developed academically and nonacademically

Statement of Non-Discrimination Richmond College Preparatory School will admit students of any race, color, religion, sex and national or ethnic origin to all rights, privileges, programs and activities generally accorded or made available to students at the school. This school will not discriminate based on these factors in the administration of its educational policies, aid and loan programs or athletic and other school programs. Students with special needs will be accommodated with the appropriate support mechanisms. II. School Environment and Community The Setting and Population Richmond, California is a racially diverse, majority working class community located in Contra Costa County in the East Bay. According to the 1990 Census, the city of Richmond is comprised of 43.8% African American, 14.5% Latino, and 11.8% South East Asian, with a majority of this population being Laotian. While much of the San Francisco Bay Area has experienced exceptional economic


5


growth, Richmond continues to struggle with poverty, health issues, violence in its communities, and a school system that offers only one middle school and no alternatives for a smaller, more personalized setting for academic achievement. We propose to build a private, tuition-free, 6th-12th grade alternative college preparatory school to serve the needs of Richmond families and communities that want innovative educational programs for their students. Students in Richmond face issues that affect their families, health, and economic well being on a day-to-day basis. Their experiences are disparate from other students in both suburban and many urban areas. In addition to socio-economic forces and large schools that are not preparing their students to move on to higher education, students and families must live in a community that is one of the most toxic neighborhoods in the country. Richmond houses over 350 industrial facilities including waste incinerators, oil refineries, and pesticide, fertilizer and other chemical manufacturers. Disproportionate numbers of families of color, mostly African Americans, Latinos, and a growing number of Southeast Asians reside in these environmentally hazardous areas. These groups experience toxic hazards to their health by being exposed to daily emissions, periodic accidental spills, workplace exposures, lead in housing, and general poor quality of life that comes with living next to industrial sites. Students in Richmond must learn to thrive in this area with their families and face environmental risks as well as poor socio-economic conditions in their neighborhoods. Richmond’s growing population of 93,000 residents indicates an emerging and urgent need for high quality education for students. The city of Richmond is part of the West Contra Costa Unified School District (WCCUSD) that provides public school services for the cities of Richmond, El Cerrito, Hercules, Pinole, and San Pablo. In 1992, the WCCUSD served a population of approximately 200,000 persons over an area of 110 square miles. In Richmond, the city is comprised of 16 elementary schools, one middle school, three senior high schools, and one continuation high school. It is clear by looking at the number of schools, that for students in the Richmond public school system, their educational alternatives are few. After completing elementary school, students are filtered through the only middle school, Adams Junior High, then again to one of the three high schools in their local area. This situation


6


creates a sense of anonymity for students at a time in their lives that requires guidance and nurturing to support academic and emotional growth. Richmond also houses Gompers High School, a continuation school for students who have not met requirements for high school graduation. WCCUSD has four such high schools in its district, almost equaling the five traditional high schools. The educational opportunities for students in Richmond must be re-evaluated, as students’ needs are not being met. Strategies for improving education in this area are crucial. The Community At the Richmond College Preparatory School, fostering and building a strong relationship with the community is an important and critical component toward making the school viable for its students, parents, teachers, and staff. We believe that strong support and belief in our school mission from the community will enable the access of resources, networks, and a public understanding and interest in our school structure, culture, curriculum, and pedagogy. Nonprofit Organizations Nonprofit organizations will be a vital part of the Richmond College Preparatory School community. Organizations enable the school to network and pool resources to help students develop a strong sense of community consciousness. An example organization in Richmond, “Laotians for Environmental Justice,” could help our school in a number of ways. It is a potential site for students to meet and learn about how community members have come together to address common concerns. It is also a potential service learning and community service site. Organizations also inform our school through providing services and information, connecting us to the community and its needs. Students will be able to connect their classroom experiences early on with issues in their everyday lives. Businesses Local businesses will help make the daily operations of the school run more smoothly. Donations from the local florist, for instance, bring plants to the school to decorate and foster an environment that appreciates wildlife and the benefits of plants. Local restaurants, bakeries, and supermarkets will also be a vital part of running the school pantry that helps feed students who do not bring breakfast or lunch to


7


school. This in-kind donation program enables businesses to donate to a charitable cause and allows students to eat nutritious meals and ready themselves for the school day. Businesses also support the school through corporate sponsorships of sports teams, fundraising, and internship opportunities for students who are interested. Other Schools Collaborating with other local schools will benefit the community at large. For recruitment purposes, Richmond College Preparatory plans to have a strong relationship with elementary schools that may have students interested in attending our school. We believe that by building relationships and informing schools of our mission, our school will gain from the community a wide acceptance and understanding of our mission. In addition, other schools provide a site of dialogue and exchange of ideas between teachers and faculty to help each school improve their services and teaching for students. As part of the service-learning component, students will be able to tutor, teach other students by making presentations about the environment and other social issues affecting the community, and participate in their planned events. Admissions Policies and Procedures The design for the Richmond College Preparatory School is to serve (at its full capacity), 280 students – 40 students per grade in grades six through twelve. Each year the school will admit 40 new students to the 6th grade, except for the school’s opening year. (During the opening year, the school will admit 20 students to the 6th and 7th grades each, for a total of 40 students. This is a one-time plan to facilitate ease of opening during the first year. Following the initial year, students will be considered only on a case-by-case basis for admission to grades beyond the sixth, if spaces become available.) In order to accommodate students who are interested in this college preparatory school, we have developed admissions policies that are aligned with our mission and address the needs of the target student population. We desire to pursue private school status, rather than public charter, so that we can serve a target student group, as described below. The public school policy of accepting students on a first-come-first-served basis or through lottery would not allow us to focus on the desired target group.


8


However, we are able to accomplish this through our admissions process. These procedures will help ensure opportunity for a variety of student profiles and still maintain the desired school setting and culture, as described in the theory of action. Target Student Groups We seek to serve low-income students from the city of Richmond. Additionally, student body composition should reflect the diversity of the community of Richmond (e.g., ethnic diversity, gender equity). The school will target these students by recruiting heavily in low-income areas of Richmond, according to census track data. Further, the school will conduct outreach to inform community members (e.g., community groups, parents, local public school staff and students) about the school’s mission and plans. We anticipate communication with members of the community well in advance of conducting the admission process for our inaugural year. The purpose of this communication will be not only to share our plans but also to solicit feedback from the community regarding this process (among other topics) and adjust school plans (where possible) to better meet the community’s needs. Admissions Criteria and Process We believe that this school should be accessible to all students fitting the “target profile” described above. Based on the beliefs and assumptions articulated in our theory of action, the admissions process will ensure the selection of a diverse student body. To best serve the community, we believe we should not restrict admission to only those students who have had “high academic achievement” in the past and are “motivated.” (“Academic achievement” is defined as past high performance in school, according to grades and test scores. Students considered to be “motivated” are those that have expressed interest in going to college, seeking to excel in school, or other similar sentiments.) It is our belief that students can become “high achieving” and “motivated” if they are challenged and engaged in school programs. Therefore, we believe we should admit a mixture of students to this school: some demonstrating past academic achievement, some not demonstrating past academic achievement, some being motivated and some not being motivated. Over time, these students will all be high achieving and highly motivated, regardless of their status upon entrance to this school. However, we believe that


9


students who enter the school already high achieving and highly motivated can serve to inspire their classmates and infuse a strong culture of excellence at the school. Given this, we plan to admit a balanced mix of students to each class: 33% with past high achievement and motivation; 33% without past high achievement but are motivated; and 33% without past high achievement or motivation. These percentages are guidelines only and may not be followed precisely for each class, but this rough breakdown should provide the diversity and accessibility of opportunity this school seeks to support. Our admissions process will consist of a brief student application and informal interviews. The application process and deadline will be communicated widely throughout the community. School leadership will hold “open houses” and information sessions at the school and in other community locations before the application deadline. Applications and informational packets will be made available to all elementary schools in the area. The packets will be available in several languages including, Laos, Spanish, Vietnamese, Russian, and other languages as the needs of the community change. Additionally, the school will assist students filing applications for admissions as needed. The application will include past academic performance information (e.g., grades, test scores) and a few short questions regarding student interests, etc. An informal interview will be conducted by school leaders, teachers and staff to assess student interest in the school and motivation. There will be no tests or exhibitions during this interview. Students will be encouraged to articulate their desire to participate and become a student at the school in any language or mode of expression that they choose. Again, students will have an opportunity to be admitted to the school regardless of past performance and motivation. However, the admissions process will help ensure that a balanced mix of students is selected for each class. It is important to note that the admissions process will not take into account student language ability, previous extracurricular activities, parental involvement or record of school “citizenship.” Details of the Admissions Process 1. If fewer than 80 students complete and submit applications to this school for the 6th grade, all will be informally interviewed. After all of the interviews have been completed, all of the interviewers will work together to select among the applicants. It is very likely that all applicants


10


will be selected if there are more openings than applications (i.e., 40 or fewer applications, except for the first year exception described above). However, this is not guaranteed, as it is essential to admit a fairly balanced class. For all grade levels other than the sixth, admission will be determined on a case-by-case basis. 2. If more than 80 students complete and submit applications to this school for the 6th grade, there will be a lottery for interview spots. The lottery will randomly award interview spots to 80 applicants. After all of the interviews have been completed, all of the interviewers will work together to select 40 applicants. If for some reason, fewer than 40 applicants are selected (which is highly unlikely), there will be a second lottery for interviews for the remaining spots (twice as many interviews as remaining spots). After this second round of interviews have been completed, all of the interviewers will select students for the remaining spots Although this admissions process is problematic in that it does not ensure that each student will be admitted to the school, we are continuing to research and evaluate other methods of admissions that will help address educational opportunities and needs in Richmond. We have chosen the application, interview and lottery systems with the strong belief that it is critical to keep our school small and to provide students with the opportunity to interact with other students and teachers in a small and nurturing setting. This will enable students to take advantage of the resources/facilities and have their individual needs met without becoming “lost in the crowd,” as might happen at a larger school. “Tuition” All students are ensured a free education even though our school will be a private, nonprofit institution. Tuition and funding will be provided through foundations, corporate sponsors, and donors who have a strong belief in our mission. (See School Funding Plan section for more information on fundraising.) Having a private institution provides more autonomy in curriculum, pedagogy, and school structure development. It is our policy that funders will not be a part of the executive decision making and will not have a role or influence in our admissions process.


11


School Facilities The school will be comprised of several buildings that house various activities intended to foster academic achievement, freedom of expression through arts and the environment, and critical thinking. Building Design The buildings will take shape in the form of several similar styled “houses” that look much like the Haas Public Service building at Stanford University. The Haas facilities integrate several important design features to make the building a space that is inviting, accessible, open, and one that fosters a sense of community. The building will provide a home-like atmosphere by integrating art with open space at the entrance area. Although the Public Service building is not a school, we look toward their design as a starting place for our facilities. Classrooms, with the exception of science labs will take shape in the form of conference rooms with separate rooms for supplies and student work. We will provide to teachers who prefer that their students have individual desks, the materials they need to achieve the design of their classroom. However, we will highly encourage them to seat students in a circular fashion and to avoid authoritative seating i.e. having all desks face the white board and teacher’s desk. Research indicates that students who are in a more egalitarian environment tend to fare better when working with other students and teachers in the classroom and work better academically. Classroom design Teachers will design their own classrooms as they see fit. However, our school will stress several themes of which teachers will be made aware. Schools are often cold and impersonal, and at our institution, we will articulate the goal of creating a “soft space” for students. We believe that providing a sense of warmth in the classroom and the rest of the school fosters a sense of respect toward students and their learning, and a sense of care toward the school they attend. Therefore, classrooms should incorporate artwork, items that communicate a strong sense of community improvement and tie to Richmond and its social and environmental issues, and artifacts that


12


are relevant to the teacher, subject learned, and students in the class. Creating a “personal space” with innovation also includes plants and animal life (if relevant) in the classroom, the use of media, and books and supplies for student use. Sports and Outdoor Facilities Traditionally, competitive sports such as football and basketball are emphasized in high schools. While maintaining these sports and providing facilities for both boys and girls teams to play in is an important goal of our school, we would like to introduce other facilities. Included are art and dance studios that will foster and encourage physical health. Students will be able to explore and take classes such as martial arts and traditional and contemporary dance. Outdoor facilities such as swimming pools will be made available through community connections. All students from Richmond College will have access to a swimming facility from the local YWCA. Students will have transportation and free lessons provided by the school and center; a systematic carpooling system will be coordinated during the school year and lessons will be made available by instructors at the facility. Teacher Support Room There will be one open space to foster dialogue, support, and training for teachers. Teachers often do not have their own professional space in the classroom simply because of a lack of resources or the tendency to devote space to student work. This room will house supplies, an archive of lesson plans and curricula, and acts as a space for teachers to express their own creativity and innovation in their classrooms. As a professional space, each teacher will have their own desk, computer, phone, and white board for brainstorming and communication between faculty, students, and parents. A separate adjoining room will enable teachers to hold parent-teacher meetings, student academic counseling, and social events. This space is not meant to replace the teachers’ own classrooms (which we expect will house most of their own supplies and materials) but is a common and more “public” space for teachers and staff to congregate and develop their teaching with the support and presence of other teachers.


13


III. Curriculum, Programming and Student Assessment “Children not only learn the content of lessons. They also learn what it means to learn.”1 We envision as our role and responsibility as a faculty to attend to both of these learning tasks. Pedagogical Philosophy Our strategies for achieving our educational goals with students are organized around two core principles. First, we expect the curriculum and instructional strategies to reflect the following educational goals: •

Students will demonstrate an integrated, conceptual understanding of all subject matter

•

Students will develop a balanced set of complex skills for life-long learning to include: 1. Comprehension and critical thinking 2. Analysis and problem-solving 3. Clarity of oral and written expression Second, our faculty will be expected to tune the setting of standards, the establishment of

curriculum, and their own instructional practice to strategies best suited to the development of complex skills for life-long learning. Pedagogical practices will thus emphasize: •

Minimization of teacher-as-presenter of information

•

Maximization of student engagement in their own learning

We will actively encourage a culture among faculty that prioritizes instructional methods that engage youth in interactive involvement in their own learning process: by becoming participants in their own instruction, and working toward understanding through engaging with their peers in classroom learning. Further, we are opposed to the limiting of the educational experience to a fine accumulation of facts and rules meted out entirely through direct whole-class instruction. Exclusive practice of such methods violates our goal of building complex skills for life-long learning.

1

Susan Stodolosky, The Subject Matters, 1989.


14


Rationale While it is necessary to memorize some facts in order to be competitive on standardized tests and to gain admission at private colleges, such rote learning is only one small part of a much larger, much richer approach to learning. Mere memorization of facts will assist students in correctly recalling facts, but this strategy does not foster the ability to independently think about issues and problems on which they have not been lectured. We do not expect that our students will never or even rarely sit through a traditional lecture. We believe that direct instruction serves an important instructional purpose. However, we do not believe it is the only or best strategy in all situations. Ongoing professional development will be integrated into the weekly schedule in order to provide teachers with opportunities to collaborate, share strategies, and bring in tools for professional development in order to enable them to effectively use a variety of instructional strategies with students. Assessment of professional practice will address teachers’ over-reliance on direct instruction, in the spirit of identifying additional supports, such as basic skills enrichment for students, that teachers may need in order to move forward with more innovative approaches. Programmatic Components of the Curriculum We believe that “at-risk” youth need to be competitive for the rewards of higher education. We also believe they need to be well educated in order to participate effectively as empowered citizens and to end the cycle of poverty and voicelessness. In order to do this they need access to a high quality, challenging college preparatory curriculum. However, it is likely that the population we wish to serve will typically be “under-performing” by the 6th grade. To remedy this situation, we will build in supports so that all students can effectively participate in college-prep level study. While academics are essential to our program, simply ushering students through a curricular recipe-book will not achieve our goal of creating critical, socially engaged thinkers. To this end, we will engage youth more fully by providing a wide range of mechanisms to enhance their confidence and skills. We will educate them not only in the classroom but also through learning opportunities available in their communities.


15


There are five main components of the key curricular program design strategies. These are untracked college preparatory curriculum, learning and motivation support, whole-child development, service learning and fine/performing arts. Untracked College Preparatory Curriculum All students will participate in a unitary curriculum. This curriculum will engage students in coursework in all subject areas that are expected for admission to competitive colleges. Coverage of content in these areas will prepare our students to meet the expectations that colleges hold of entering college freshman. (See Appendix B) We believe that all students, properly supported, are capable of learning and achieving in a high quality, high challenge and complex curriculum. We believe that all students deserve this kind of education. Thus, differences in learning styles and starting learning levels must be met with flexibility by teachers, and correspondingly by schools in supporting classrooms with the resources needed to allow teachers to meet the needs of diverse learners. Our curriculum outlined here provides a richly rigorous- and as we aim, engaging- learning experience. Adequate resources will be invested to ensure that we support all students so that they can successfully participate in this curriculum. The school designers hold core beliefs about the kind of instruction that should take place, based on reports of teachers’ experiences and reading of the research on effective instructional strategies. Our core beliefs align with the views of those educators who advocate using strategies that engage students in their own learning. We believe that regular use of such strategies can help cultivate the thinking and learning we desire to promote as a primary outcome for students: becoming critical thinkers possessed of complex skills for life-long learning. Beyond alignment with these fundamental beliefs, we expect that faculty will through ongoing work based on philosophical consensus, design and implement the approach to this mission via standardssetting, curriculum development, teacher professional development, and student assessment procedures. In keeping with our philosophical advocacy of respect for teachers as professionals, daily classroom activities will not be scripted. Individual teachers will adopt strategies, aligned with the school-wide values and standards that work best for them and their students.


16


Learning and Motivation Support Because our program is college preparatory, yet we seek to serve youth that may have academic deficits, we need to provide comprehensive support to help them build the skills that will permit them to participate in a rigorous college prep curriculum. •

Partnership with Score, Inc. The Score philosophy about learning and their approach to supporting students matches our needs. We will contract with them to customize their services to the needs of our students: preparing them so that all students can be successful at our college prep curriculum (See Appendix C)

•

Learning support will also be provided through the weekly advisory component to our program. Two faculty members will team to advise a small group of 20 students of the same grade for the duration of these students’ tenure at the school. The purpose of the advisory is to provide students with a core group of peers and a consistent adult with whom to form a caring, supportive bond throughout their school careers. This adult will know the students in his/her advisory well, monitor academic progress, and be prepared to detect issues and advocate for the child with other faculty. Academically supportive curricular goals for the advisory, such as study skills development, will be established in order to use the time meaningfully, yet with more flexibility than core academic courses

•

The advisory period will also operate as a “practicum” for the service learning program (described in subsequent sections), providing students with opportunity to talk with the student teachers about issues related to their service sites.

Whole-Child Development A major part of whole-child development aspect of this program will be promoting youths’ holistic development. Based on our group’s background interviews with school leaders, we have learned through their experience that without a level of commitment, it is practically impossible to engage some youth. We want to attempt to engage these youth using youth-centered, youth-empowerment directed methods that work for effective youth leaders in community-based organizations.


17


The best way to do this is to give students leadership opportunities and cultivate their leadership skills. Familiarity with the San Francisco Peer Resources program illustrates and confirms our belief that such strategies can be effective with youth in a school setting, and thus can prepare them for achievement in the classroom. In this way, not only will we further our goal of developing the whole child, we will position ourselves to serve the most at-risk youth. The service learning component will help build student’s skills and experience of success, while the advisory will foster the growth of the personalized relationships with caring adults so fundamental to youth development. These nonacademic aspects of the curriculum are intended to raise students’ motivation to learn and thus promote every student’s learning self-efficacy. Service Learning Program Each grade will select a social issue to focus on for the fall semester. In addition to having these issues integrated into the classroom curriculum, these projects will be student-led, and advised by graduate student teachers through a partnership with UC Berkeley during the weekly advisory. Service learning will help engage students in thinking about their role as a citizen in a larger community while building their academic strengths in the classroom. Students will focus in part on learning about the environment, the mechanics of government at the federal, state, and local level, and how these components intersect in the community. They will be able to reflect and complete academic projects in the classroom, while engaging more in depth about their experiences and a discussion of social issues and other activities during the student teacher led advisory. This advisory will enable students to articulate their needs and reflect on their experiences of service. In addition, the will receive additional help in the advisory with projects that they are working on in their classrooms. Student teachers will also develop lesson planning around common themes of the service learning experience such as role-playing, debates, strategy building, and networking. Part of the project planning will involve service to the community, students taking their experiences back into the classroom for reflection and sharing, and coming together as a school to present strategy building and problem solving for these issues at the school year’s end.


18


For older youth, service learning may provide spring-into-summer work. We will establish links with professional organizations that will accept our youth as interns. We will solicit student input about the types of professions they are interested in learning more about. While we may offer field visit days to respect interests in non-professional workplaces, placements in professional sites are imperative in order to expand youths’ sense of their life options, as well as gain skills that boost their confidence and belief that they can be successful in those fields. The fundamental purpose of this program component is to help older youth develop skills useful in the real world; develop their self-confidence; and raise their awareness of future options. Prior to placements, we will need to provide job skills “employability” training, to teach youth simple things we adults take for granted: how to answer a phone in a professional manner; punctuality; workplace decorum; and other relevant skills. If it proves difficult to place our younger students, we will explore alternatives such as tutoring placements in local elementary schools. Fine and Performing Arts We will offer fine and performing arts programming as part of the regular instructional day. We do not believe that we could claim we were developing “the whole child” without providing students with ways to engage their bodies creatively, not just their minds. There are human talents that are never expressed through academic work. Instruction, analysis, writing, and orating do not capture the ability to express human spirit through art, dance, movement, acting, and music. We believe that to develop the whole child, we need to offer opportunities to develop these other aspects of their human potential. Assessment of Student Performance Based on the school-wide standards established by the faculty, each department will develop grade-by-grade rubrics enumerating the criteria for demonstrating knowledge gained by the end of each semester. Operating from the basis of these school-and-department constructed standards, in each course, teachers will meet at the end of each term with each student individually to discuss their progress. Students will tell their teacher what areas they feel strong in, and in what areas they feel they need to


19


improve. Teachers will share their views on students’ strengths and improvement areas. The results of this conversation will be written up as a narrative progress report. All progress reports are ungraded. We will provide colleges with one summarized narrative report for each of the 9th- 12th grades, along with a summary report of our rubrics and standards. We will interface with each college that our students’ apply to, and develop files on each college to record their policies on reviewing alternative assessment systems. We will pursue some compromise with any college encountered that has difficulty accepting our system, so as not to foreclose any options for our students. Precedence, particularly in the case of home-schooled youth, suggests that competitive colleges will accept this alternative to a gradebased transcript. The success of Central Park East and other schools that use portfolio and exhibition based assessment in sending their students to a range of colleges offers further suggestion that our assessment methods will be supported. Finally, a related aspect of student performance assessment will be the development of a Personal Development Plan (PDP) for each student at the beginning of each school year. Teachers will confer with each individual student to discuss their areas of strength, areas of improvement, and student’s particular interests, which can be drawn from hobbies, experiences outside of school, as well as curricular subject areas. The personal development plan will become a tool that teachers in each course can refer to on a regular (no less than monthly) basis to informally assess, talk with and plan for youth to meet their personal development goals. The ongoing use of the PDP will not only facilitate the end-term narrative report process, but also will serve as an invaluable tool for ensuring that students’ individual needs are being addressed. The PDP also serves to engage students in reflecting on their own progress. Although this school’s focus on providing a competitive college preparatory education precludes allowing students to freely choose the content of their education, the PDP and conferencing is intended as a further youth development tool, to allow students to have voice and input over how their work is being assessed. Faculty will be advised, particularly through the youth development training that will be an expected item


20


on their professional development agenda, on how to ensure that the PDP conferences are utilized to encourage and incorporate student voice, rather than solely as a directive exercise. Standards Setting The standards conversation is guided by: what we want our students to know, how we want them to approach learning for life and how we will collaboratively plan a curriculum and instructional day to serve these purposes. School-wide standards, though developed by faculty consensus, will demand that all students be prepared for a successful career at a competitive college. This will require teachers’ knowledge and understanding about the kinds of thinking and writing demanded at that level in every general subject area. Professional development time is meant to evoke discussions on these topics as well as provide an opportunity to share and gather relevant information (via invited speakers and/or collected materials). Each department will work together to translate these standards into specific skills and abilities expected of each student by the time they graduate. The student assessment procedure (described in the previous section) that will be in place when the school begins will be discussed and possibly modified based on faculty desire. Modification to a simple grade-based transcript will be resisted. Development by faculty of a strong portfolio-based and exhibition project assessment process will be encouraged. This or other viable alternative assessment strategies may take years to develop; thus, the narrative report process will serve in the beginning years. IV. Teaching: Hiring, Pedagogy, Philosophy and Practice Selection and Hiring of Faculty Our school not only seeks to provide students with an innovative and challenging educational experience, but we will actively seek teachers who are from the community. Teachers will be hired based on their commitment to the core pedagogical values elaborated in the previous section, emphasizing participatory student learning experiences. We will hire teachers who are open to thinking carefully and with flexibly about these issues. Teachers who prefer a static approach to education would not be suitable hires for our program.


21


Commitment to Hiring Teachers who are Representative of the Community We expect to actively recruit and retain teachers who are “experts” in their subject areas and youth development and knowledgeable about the issues and the population of Richmond. This will include teachers who are from Richmond or surrounding communities, have taught in other Richmond schools, and/or represent the diverse make-up of our student population. We believe that hiring teachers who have ties to the community and are racially diverse will add positively to the culture of the school. In addition, teachers who have worked in the community should be better able to identify and make connections to the experiences, pressures, and socio-political issues of the students and their families. There will be several standards and requirements that teachers must meet before being hired. We welcome both experienced and entry level teachers and believe that varying levels of experience will bring to the school innovation and continued support of improved teacher practices. However, we are interested in recruiting teachers with a credential or post undergraduate training in teaching. We believe that teachers who have been through formal training will be better informed about methods and theories for running a successful classroom. In addition, teachers will have majored in their subject area (or a closely related to one), with the exception of electives. Finally, we seek teachers who understand and will carry out the school’s mission. Please refer to Appendix E for a sample job description for teachers. Salary We are committed to offering a competitive salary for both experienced and entry level teachers. We expect that the entry level teacher’s salary will be commensurate with public school salaries in the area (estimated at roughly $43,000 per year – based on the approximate midpoint of the starting salary range for teachers ($35,200-$51,600) in the WCCUSD school district). Teachers will be compensated depending on their experience. By offering a competitive salary, we expect a strong pool of teacher applicants who are up for the challenge, committed, and enthusiastic about teaching students at Richmond College Preparatory School.


22


Teachers in Training: Partnership with the University of California, Berkeley In addition to the regular teaching staff at the school, we plan to have an on-going partnership with UC Berkeley’s teacher training program. This partnership will offer our school’s service learning component as a “lab” for research and practice. Seven students from the university may apply to student teach and work with teachers in service learning. Graduate students, as part of their credentialing requirement, will help organize service learning activities, student placements, team teach lessons with teachers, and run advisories (where they will be able to create their own lesson plans in relation to what the students are learning in the community and in class). This partnership allows both the student and school community to benefit by providing training, feedback, research and practice for the graduate student. It also allows the UC Berkeley students to work with young adults, and provides our school with fresh talent and access to the latest university research. Graduate students will be selected at the start of the semester. Hiring will be based on graduate student interest and teacher needs in the classroom. There will be one student teacher per grade and one student teacher per advisory. Professional Development Ongoing learning is the signature of professionalism. Professional development provides teachers not only with opportunities to learn new ideas about practice and examine and reflect on their own values and philosophies, but also provides an opportunity to share, collaborate, and think around issues of practice. It is a time to talk with other teachers about the nuances of practice. We believe that professional development is key to keeping teacher’s practice sharp and relevant, as well as a support to teachers grappling with pedagogical challenges. As such, ample time will be devoted to professional development. From our experience in talking with teachers, we have learned that in a school with multiple demands on energy, most of this energy goes to students and the rest to paperwork. Often, no depth of professional development is provided. Teachers report a need to plan time in the schedule for sufficient, rather than perfunctory, professional development.


23


We expect that as professionals, teachers will come together and set goals and agendas for their own professional development. Together teachers can target the areas and topics about which they would like to gather more information and resources to inform practice. Professional development time is specially placed into the schedule so that teachers can hold professional development activities such as seminars or time for group discussion on issues. Additionally, they can use that time to plan artfully and strategically for the activities in which they wish to invest. Professional Development Time will be used for the following broad purposes: •

Invited speakers

•

Attending workshops or in-service

•

Planned discussion on topics established by teachers Professional development time will be used to hold or attend workshops, or invite expert speakers

who may include teachers from other schools that our faculty respect and recommend. These invitees will share their knowledge and participate in faculty discussions about the nuances of these issues. To ensure that professional development discussions can be translated into consistent classroom practice, a plan must come out of every meeting. Every plan must articulate objectives, a rationale, and proposed strategies so that the progress of the plan can be assessed at subsequent meetings. Dates for reviewing the progress of Professional Development Action Plans will be established to ensure their timely review. Some issues that may be discussed as part of the sharing aspect of ongoing professional development: •

Content/coverage choices (other than the established content that faculty agree upon as necessary for fundamental learning and post-graduation success)

•

Classroom learning activities to develop understanding of content

•

Instructional arrangements for engaging students in their learning: class/group discussion, direct instruction/ whole class instruction and cooperative learning

These discussions are not expected to found school-wide practices. The individual variation of teachers is to be acknowledged and respected, and these professional development meetings provide faculty with a forum to share ideas about approaches, what works for them, and the challenges of practice.


24


Peer Support Review We are attuned to the research that suggests that professionals learn best by sharing their practice with others. In keeping with this view, part of professional development at our school will be “Peer Support.” We have seen advocated in the literature the practice of teachers sitting in on one another’s classrooms and sharing strategies in this way. At our school we will formalize this process by having each teacher set-up one Peer Support Review per semester. This will involve asking a colleague whom one respects to come and observe one’s classroom teaching. After each visit, the two teachers will have a conversation about what they learned, and present their summary at faculty meetings. At each faculty meeting, one or two dyads will present the results of their “practitioner’s pair-share” as a learning opportunity for all. V. Family-School Connections Our school will not require active participation from students’ parents, as parents may not have the resources or time to contribute to a “mandatory parent participation” requirement. However, we will encourage those who wish to participate, and provide many opportunities to become involved in school. Parents will be able to volunteer in classrooms, tutor, lend their expertise in school activities, help maintain the physical structure of the campus, etc. In addition, parents will be encouraged to participate in monthly parent/community meetings to help facilitate and plan school wide events and field trips. Keeping parents updated will help both parents and teachers understand their students in and out of school. Parents will be encouraged to support for their children by engaging them in discussions about school and their student’s academic plans and aspirations. Research evidence and anecdotal understanding illustrate that parents can support the school’s primary goal, enabling all students to achieve. Based on this, we believe that the school must take responsibility for cultivating strong relationships with parents. As some literature has indicated, schools can support or hinder effective parent involvement. We want to develop strategies to support parent involvement. Towards this end, we will develop a parent-led advisory committee organized around the


25


following operating principles, taken in part from Joyce Epstein’s framework for parent involvement. These design principles are only a starting point. It will be for the school and parents to develop a program that best supports mutual goals for student learning and achievement through active, effective parental support. •

Learning at home: Providing information and ideas to families about how to help students at home with school work and related activities, as well as provide overall support in the home environment for their children as students

•

Communicating: Designing and conducting effective two-way forms of communication about school programs and children’s progress

•

Parents as participants: Organizing to get and keep parents involved in supporting school activities as well as keeping parents informed and with voice about school mission and operations Not all parents will participate regularly in school activities or committee work, so it is imperative

to provide ways of ensuring that parents can be updated about school issues and invited to share their opinions and concerns in multiple ways. To this end, this school will charge the Parent Advisory Committee with arranging the school’s monthly whole-school meeting, to be held in the evening. Youth are invited to the meeting, as well as their siblings who may not attend the school, so that parents need not worry about childcare. We would especially like to see students participate in the governance of these meetings. The school weekly newsletter will present the meeting agenda one week before the meeting date, as well as review the prior meeting’s minutes. At each meeting’s start, actions taken on movements and suggestions from prior meetings will be discussed. This strategy is important, as it will give parents the sense that these meetings are a worthwhile use of their time and that discussion that produces action. VI. Governance and School Organization Our school’s core mission – serving the least served with a high quality college preparatory curriculum designed to meet the needs of the whole child – will be achieved through drawing upon the


26


talents of the individual and the team. We respect the autonomy of the expert, while investing in team building and shared decision making to create a strong common “product,” which in our case is high educational achievement and learning by all students. While teacher involvement in decision-making is deemed essential to this mission, we believe that teaching faculty is best supported when not bogged down by paperwork and administrative demands. Just as CEOs and executives benefit from strong executive administrative assistance, we will develop a strong infrastructure of administrative support that is just that: support, not top-down leadership. This conception of governance regards teachers and administrative staff as a team of equals working toward commonly defined goals. Appendix F delineates the school organization. Role of Faculty In addition to instruction, faculty responsibilities will include setting school-wide standards, subject area specific criteria, and establishing the professional development agenda. Mechanisms for establishing these core aspects of effective instruction are examined in detail in the section on “Teaching.” Administrative Support Structure Leadership Dean of School. We would like to have an identified administrator whose role is articulated as part of the faculty team. We conceive of a full-time dean-ship to fulfill this mission. We will provide the administrative leadership needed to support the core mission of the school, and facilitate goal, vision, and strategy setting among faculty. Faculty may therefore participate in decision-making while investing most of their energies into professional development and practice. The faculty will meet to define standards and establish self-assessment. The Dean hired will be an experienced teacher because we believe this kind of expertise – intimate knowledge of the classroom – is needed to support a teaching organization.


27


Dean of Instruction. The Assistant Dean of Instruction (ADI) will provide instructional leadership, a position that rotates every five years among the faculty. The responsibilities of the ADI include guidance and support of the Service Learning Coordinator and the faculty on issues related to instruction. Dean of Students and Community. In order to facilitate strong relationships with parents and community, as well as multiple contexts for student learning outside of the classroom, we will engage the support of a full time person with a background in youth program leadership to serve as our Dean of Students and Community. The responsibilities of this role will include chartering and supporting the Parent Advisory Committee; and the outreach and maintenance of relationships with student groups and community organizations, such as the YWCA, which will support our students’ nonacademic, recreational activities. Administrative staff support An office manager will provide general administrative support and be assisted by a receptionist.


28


School Schedule We will be utilizing a modified block schedule (See Appendix D). Our decision to use this type of schedule is consistent with our pedagogical values, discussed in the following section. The key aspect of those values that relates to the schedule is our goal to prepare students for life-long learning. We believe that establishing longer blocks of instruction is an arrangement that allows for greater depth of learning, and allows opportunity for activities that engage students as participants. In order to gain the benefits of this scheduling design in all subjects, the school day will be somewhat longer than the traditional model. In order to meet our goal of developing the whole child, the instructional week is 4 days to allow Fridays to be devoted to activities that support other domains of youth development. This will also permit time for faculty to meet for school business and professional development purposes. VII. School Evaluation Plan Evaluation is an essential component of any school design. Many aspects of operations must be monitored in order to determine whether the school is meeting its goals. The evaluation plan described herein will focus on assessing the critical components of the school plan. (Though not discussed in detail, there will be frequent monitoring of more “day-to-day” school performance, e.g., student attendance, budget line items.) Evaluation of performance will include all of the major stakeholder groups involved with the school: students, parents/community, faculty and administrators. Assessment of the school must be based on “concrete” information wherever possible (i.e., quantitative data). However, some information will need to be more “qualitative” in nature. Following is a breakdown of the areas to be evaluated and examples of measures to be utilized. The majority of these measures will be collected on an annual basis, though follow-up assessment may be conducted more frequently where indicated. Students •

Student retention: close attention will be given to reasons for students leaving the school

•

Student promotion: reasons for students not moving up in grade level will be examined


29


•

Student “motivation” and involvement: students will be surveyed regarding their satisfaction with various aspects of the school (e.g., quality of preparation/support mechanisms, school atmosphere and culture, participation in school “direction”)

•

Other indicators: attendance, behavioral “incidents,” etc.

Parents/Community •

Parent satisfaction: parents will be surveyed regarding their satisfaction with various aspects of the school (e.g., support for students, quality and frequency of communication with school, level of comfort with school participation)

•

Parental involvement: monitoring of the number of parents visiting the school campus, attending parent-teacher and other meetings, etc.

•

Level of community integration: assess connections to community groups (e.g., support agencies, key constituencies – including community groups, businesses, local colleges/teaching programs)

•

Contribution to the community: evaluate the impact of the service projects (measures to vary, based on specific projects)

Faculty •

Teacher recruitment and retention: monitoring of school’s ability to attract and retain highly qualified teachers, including reasons for not accepting job offers and reasons for leaving

•

Teacher satisfaction: teachers will be surveyed regarding their satisfaction with certain school factors (e.g., support for professional development, amount of planning time, collegiality among faculty/staff, role in decision making/governance, quality of academic and non-academic preparation/support for students, leadership effectiveness)

Administration •

Performance monitoring: solicit feedback of key stakeholder groups in timeliness of follow-up regarding performance information and amount of improvement based on response efforts (measures to be determined on a case-by-case basis)

•

Budget tracking: close attention to overall budget, line items and fundraising performance


30


•

School leadership: survey “administrators” (including any teachers functioning in leadership roles) regarding decision making process and governance issues

•

School atmosphere/culture: survey “administrators” regarding collegiality among faculty/staff, school environment (e.g., relationship with students, amount of time available to students), etc.

VIII. Financial Plans Funding Plan A critical element of this school plan is to be able to provide a high quality education to students who would otherwise not be able to attend a private school. It is because students in this community are often the “least served” that this school seeks to provide educational opportunities that are normally not available to them. Therefore, students will not be turned away because they cannot afford to pay for a private education. In fact, no student will be asked to pay any amount of tuition or donate to the school. However, in order for this to be possible, funds must be raised from outside sources to cover the costs of running the school. Other sources of monetary and non-monetary funds available to nonprofit organizations include grants, in-kind donations and volunteer services. Fundraising campaigns are also used to raise capital for major purchases (e.g., property, buildings). Many private, nonprofit schools receive grants from charitable organizations (e.g., community foundations) and corporations to supplement tuition revenues. There are also individual donors who contribute to schools, even if they are not directly affiliated with the schools (e.g., wealthy individuals). There are examples of other private schools in the Bay Area that rely heavily on fundraising to support their operations. Two such schools are Eastside Prep and the Girls’ Middle School. According to Ms. Lana Guernsey, a former administrator at the Girls’ Middle School (GMS) in Mountain View, GMS raises approximately $1,000,000 annually to support ongoing school operations and provide student scholarships ($500,000 for scholarships alone).2 Additionally, even larger amounts were raised by the GMS to support its initial start-up costs. Eastside Prep is similar to our

2

Lana Guernsey, interview conducted by Erika Thomen, March 2001.


31


proposed school in that it does not charge tuition either. Eastside must cover 100% of its costs through fundraising and donations – with budgets of $850,000 and $1,200,000 for the 2000-2001 and 2001-2002 school years, respectively.3 However, fundraising comes at a cost. A significant amount of time and energy must be invested in fundraising. We expect that fundraising will be among the top priorities for the school’s leadership and that the school’s leaders will need to be involved in fundraising activities. This was also the case at GMS, where Ms. Guernsey estimated that the founder of GMS spent nearly 50% of her time performing fundraising activities in the early days of the school.4 Richmond College Preparatory School’s leadership will need to focus on many issues, so a Development Director will be hired to head up fundraising activities. If possible, an experienced and already “well connected” candidate will be hired. Given that the entire school budget will need to come from donations, grants, etc., having “expert” staff could be very beneficial. (The GMS also hired a director of development to handle these activities, but not until about two years after opening. Ms. Guernsey believes a salary of approximately $70,000-80,000 would be needed in order to attract an experienced candidate.5) There are three main areas that will be targeted for fundraising: foundations, individuals and corporations. In particular, funds will be sought from organizations with a focus in education or community specific issues (as our program will emphasize the environmental and other issues the Richmond community faces). Additionally, community foundations in the Richmond/east Bay Area will be targeted. There are many well-off individuals in the Bay Area (and nationally) who support educational “causes,” and we will be seeking their support for this school. Further, years in the future, Richmond College Preparatory School alumni may figure prominently in fundraising from individuals. We believe that given the uniqueness of this school’s program and minimal “competition” (i.e., similar school programs for the target student population), Richmond College Preparatory School should be able to raise sufficient funds to operate the school at no cost to students. Further, the school will seek support 3 4

Deborah Claymon. “Eastside Story,” Stanford Magazine, July/August 2000. Lana Guernsey, interview conducted by Erika Thomen, March 2001.


32


from corporations in the Richmond area, especially monetary and in-kind donations, but also emphasizing participation in school programs and student internship opportunities. Based on the budget, it is expected that approximately $1.7 million will need to be raised to sustain the school once it is at its full size. However, it is important to note that the school will begin with a much smaller budget and will not reach its maximum size until approximately its sixth year of operation. Due to the “phase-in” of the school, the funding required for its first year of operation (excluding costs associated with constructing or renting a site) is estimated to be significantly less. As the funding requirements will grow each year for the first six years, the school will attempt to raise amounts approaching the full budget – as a way to “buffer” or “get ahead” of the school’s anticipated costs. We realize that funds can ebb and flow each year, so the ideal would be to secure funding each year that will more than cover the budget plans for the coming year. To this end, the Development Director will begin an endowment campaign after the school has been established, in order to provide more financial security and stability for the future. (Eastside has also shown that an endowment campaign can be quite successful for a private school – raising approximately $4 million in 1999 for its endowment.6) School Budget Following is the estimated budget for Richmond College Preparatory School once it reaches its full capacity of 280 students. Most of the numbers below are based on sample budgets for new charter schools of approximately the same size as this school design, except facility information, Director of Development salary (from Ms. Guernsey, above), Score services and teacher salary.7 This annual operating budget does not include one-time start-up costs for the school or facility construction/leasing costs. It is hoped that the school will receive donations to cover the cost of land and buildings for the school. The rough estimate for facility construction costs is approximately $3.5 million. This is based on average construction costs for new schools in California during the year 2000, roughly 70 square feet per

5

Lana Guernsey, interview conducted by Erika Thomen, March 2001. Deborah Claymon. “Eastside Story,” Stanford Magazine, July/August 2000. 7 Charter Schools Development Center, Annual Operating Budget, http://www.csus.edu/ier/charter/bizplbud.html 6


33


student and $178 per square foot.8 If facility plans change, budget estimates will need to be revised to include leasing facilities or other arrangements. Additionally, funds will need to be raised to cover startup costs for the school, such as capital expenditures, orientation for all staff and pay for administrators and/or faculty who start early to help in planning for and opening the school. A detailed budget will need to be developed for all start-up costs. However, a preliminary list of major start-up capital items would include computers/printers/software (approximately $105,000 for 40 computers with software and 8 printers) and furniture for the school (roughly $65,000-$100,000 for desks, chairs, bookshelves, file cabinets, etc.).9 These costs are considerable but could be significantly offset if the school were able to solicit in-kind donations from businesses, particularly for computer related purchases. (The GMS has had some experience with similar donations.) Table 1: Annual Operating Budget at Full Capacity Estimates Major Assumptions: Number of students Facility square footage Student:teacher ratio Average teacher salary

Notes 280 19,600

Assuming 6th-12th grades, 2 classes of 20 students per grade Assuming 70 sq. ft. per student

20:1 No more than 20 per class $43,000 Assuming approx. midpoint of starting salary in WCCUSD school district ($35,200-$51,600)

Expenditures: Salaries Dean and Assistant Deans Teachers Director of Development Service Learning Coordinator Office Manager/Secretary

$190,000

Assuming Dean at $70,000/year and 2 Asst. Deans at $65,000/yr 860,000 Assuming 20 teacher FTEs at average salary of $43,000 75,000 Assuming experienced candidate hired 43,000 Assuming position filled by teacher or comparable experience 60,000 Assuming 2 positions at approx. $30,000/year

8

Agron, Joe. “26th Annual Official Education Construction Report,” May 2000. (online report at http://www.schooldesigns.com/Construction2000.html) 9 Charter Schools Development Center, “One-Time” Startup Costs, http://www.csus.edu/ier/charter/startcosts.html


34


$30,000/year Benefits Retirement

$122,800

Assuming approx. state retirement system amounts – 10% of salaries

Health

77,760

Assuming $240/month per employee * 12 months per year

FICA

17,800

Assuming Medicare only, exempt from Social Security

Other

30,700

Assuming 2.5% of salaries for workers’ comp, unemployment insurance and other payroll costs

Books and Supplies Texts, other books and instructional materials Software Classroom paper and supplies Office supplies Janitorial supplies

$56,000 Assuming $200 per student 10,000 28,000

Assuming 40 computers at $250 each Assuming $100 per student

2,400 Assuming $200 per month 3,600 Assuming $300 per month

Services and Contracts Score! Centers

Custodial Bookkeeping and audit Legal Liability and property insurance Waste disposal Staff development Student testing and assessment

$81,000 Assuming services provided for each student grades 6-8 at $75 per month for 9 months/year 12,350 12,000

Assuming 190 days at $65/day Assuming $600 annual audit and $500/month bookkeeping 8,000 Assuming $6,000 retainer and $2,000 reserve 10,000 1,800 Assuming $150 per month 34,500 Assuming $1,500 per teacher plus Dean and Asst. Deans 7,000 Assuming $25 per student

Special education/LEP consultant/other specialist

56,000

Assuming $200 per student average cost

Travel and conferences

17,250

Assuming $750 per teacher plus Dean and Asst. Deans

Internet provider

8,640 Assuming 40 accounts at $18 per month

Postage Copier Lease

1,440 Assuming $120 per month 3,000 Assuming $250 per month


35


Services and Contracts Replace furnishings and equipment Gas/electric Phone Security alarm Total Expenditures


$28,000 Assuming $100 per student 5,400 Assuming $450 per month 2,400 Assuming $200 per month 1,200 Assuming $100 per month $1,690,410

Approx. $6000 per student

36


VIII. Appendices Appendix A: Curricular Objectives *College preparatory *All subject areas taught in depth for 7 years •

Progression toward the ability to speak and write at college level in standard American English

•

Familiarity with the major works of fiction considered “classic” by American secondary schools and colleges; understanding of critical literary and political themes from these sources

•

Familiarity with the important works of other authors who are not represented in the “classics”; understanding of the critical literary and political themes from these sources

•

Development of spoken and written fluency in at least one language other than English

•

Understand mathematical concepts and perform calculations

•

Understand scientific concepts and participate in laboratory science

•

Comprehensive familiarity with Western, Eastern, Native American, and African systems of civilization; when, how, and resulting in what consequences have these systems interacted. Ability to analyze historical and current events in terms of critical historical and political themes

•

Understanding of critical themes of race, race relations, and race and ethnic identity in the context of American society; examination of similar concepts in other nations


37


Appendix B: Core Academic Courses Course content that meets school-wide standards and departmental objectives will be planned by faculty; however, content will be structured according to the following domains: (Each academic year in each grade level) •

English

•

History

•

Mathematics

•

Foreign Language

•

Science Lab and Lecture

•

Fine & Performing Arts

A preliminary draft of the course offerings follows this page. Faculty will be engaged in finalizing the course offerings.


38