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    Cambridge Charter School

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF or read online from Scribd
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    104 views92 pages

    Cambridge Charter School

    Uploaded by

    Foo Bar
    Cambridge Charter School

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF or read online from Scribd
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    The Cambridge Charter School In Association with The International School of America CHARTER SCHOOL APPLICATION COMMONWEALTH OF MASSACHUSETTS FEBRUARY 15, 1996 Submited by: Karl Jaeger, Project Founder (Cambridge Charter Schoo! 12 Bow Street Cambridge, MA. 02138 ‘The Cambridge Charter Schoo! EXECUTIVE SUMMARY ‘he essence ofthe Cambridge Charter School proposal isthe introduction ofthe day System. The Jay Systems utilizes technology to offer & new educational model thet fives the student by doing away with the traditional classroom model and ese the teacher from an equally impossible dictatorial role ‘The Jay System recognizes thatthe existing classroom model requiring relative passivity of the student 0 allow the teacher to perform~and the teacher's poser to decide what to teach when, how and when to test, what grades to award-can be timstely counter productive and can discourage many students from developing thelr ‘own talents tothe fullest, In he Jay System each individual stadent becomes a customer with s far grester role in shaping hither educational future. The teachers in tum become mentors ted ‘wor, aiding and championing ther intellectual customers, The Jay System transforms the existing teachersudent relationship into one of cooperation that will greatly moose educational productiviy and achievement. The Jay System will though a vaety of innovations, break down the school walls and maximize each student's intellectual and Physical interaction withthe world at large. The Cembridge Charter Schoel's Droposers, the International Schoo! of America, cites its thirty years of experience in Innovative, round-the-world student programs as evidence of our capacity to implement ‘this new system, ‘The Jay System, an innovative new model for education, isnot only designed to accommodate all students, both achievers and non-achiever, itis also easily repeted We see the Charter Schoo! legislation as an appropriate opportunity to inttoduce this ‘model in Cambridge with its special educational, community and media resources INTRODUCTION ‘The Cambridge Charter School presents a different program for secondary education. It iniroduces the Jay System to replace the ckistng clasts streture witha combination of mentoring. sell-paced leamung and group projects. Mentors safe essen 1 redtect alienated students, CCS tsigns cach student two memes ‘The Jay System uses multimedia technology 0 failtateleaming. All it ‘may seem couer-inturtve (considering the passive elfect ol television), we demonseate that new technology can (1) relieve teachers ftom momtonng elasrooms Tor more mentoring and tutoring, 2) enabe indifferent student o Uiscover the eveitement and ‘Stisfacuon of academic sucess, and (3) diminish gender and ethnic bias inthe classroom, ‘Students il develop their interpersonal sil trough cooperative endeavors such as ‘nterdisciplinary stadeavTacully conferences and community projects “The Jay System combines Achlevement Units ind Lab Projects w create ‘oppotunities for students to lear vo wnte, research, analy and synthesize information at thei own pace. We envision students fee from bells and clesstooms, with small pOUpS doing projets linked with teachers, professionals and community proups both locally and ‘nthe world wide web. The System recognizes students as customers, Slusenls pircipate in designing ther academic programs and become more responsite for thet ‘Schedules und progres. They sgn goal setung contacts with teachers and parents Students assemble portfolios for crtques by mentors and peers Each student builds a ‘eeord of positive achievement ‘The new cufriculum bangs together interactive CD ROMS, fotemet, video nd audio tapes and waiten mater, Existing softvare with high quality ‘Content for new units snow alae, CCS will maintain a community network with public and private institutions and businesses. Students may join projects that extend beyond school als into lal businesses, indusnes, community and cultural organizations. A project, proposal may be made by a teacher, student relied professional pracuate student, parent, &e public olla ‘For many, television and advertising have eclipsed the public edcation system, As Profesor John Sigoe,histonan at Harvard University, observed “Television has ‘Provided suet surfev of visual images that people no longer pay aention 10 theit Surroundings." The Cambridge Charter School addresses this educational melidown ‘yough (1) concentrating learning experiences in small groups in which each student ‘avo participates, 2) keeping new educational lechnoiogy decidedly incractv (3) ‘connecting students withthe community and (4) increasing parental involvement, Our vision--to rethink the edueation system in light of new ‘communication technology in order to improve the quality of public education in ‘Massachusetsisthe bass f our proposal forthe Cambridge Charter School, With a network of founders and advisors who area the fortron of research an implementation ‘of nes technology in education, and who are commited to developing the pessibiies of positive change, CCS can put Cambridge and Maseachusets a the loveltont of uci Innovation, crucial forall Gur students Who have or have not succeeded inthe classroom, ‘The Cambridge Charter School ‘The ime for this kind of innovation in technology and curriculum is long ‘overdue, Ours is a world of diferent boundaries, of vastly different possibilities for its citizens, than it was 100 years ago when the public school system evolved. We see out chaner as embracing the essence of charter schools in exploring these possbiles for the “citizens” of the public eho 1-2, LEARNING OBJECTIVES ‘A. What are the school’s broad academic objectives for student learning? The fundamental premise of our spproach to education is thet students must be empowered to make a difference, both as e student and a citizen ofthe world, and that ‘on-going intellectual and personal development are pat of an integrated mission forthe school. Thus, the entire program of our School is built onthe erucial underiying goal of Providing students with the tools for sei-knowledge, self-respect and meanings) ‘chievemien, within the school and beyond it |. One of our prime academic goals isto help each individual “lear how to learn, ‘We are aware that we aze by no means alone in emphasizing this objective, but we believe thatthe fundamental nature of our system achieves this. ‘The Jay System ‘rewards individual effor and achievement In our system, nothing happens until the student decides to aet. There is nothing which forees & student to pursue Achievement Units. There is nothing to say thatthe student must sign up for a Lab Project. But when the student enters into the system actively because he wants (0 lear, then our student quickly discovers that his energy is accommodated with access to & vast repertoire of resources and opportunities that appealing and develop both intellectual and manual talents. And importantly, guidance ‘and caring from edvisorsmentors help each student grasp a vision ofthe future, ‘The system is designed around the student and not the teacher. 2. Another broad academic goal of eur program isto expose our students directly {0 a larger world than the one allowed by the confines of the school building. This goal is a direct extension of the educational suocess of the Intemational School of Ameria, ‘We believe that leaming can only begin inthe classoom, that the world outside the school is far more effective and exciting “classroom” forall our students. The (Cambridge community in particular offers vas resources for students to tap into, Providing an effective framework for field experience. Information and corumunications Technology has also made it possible for students to access an entire international ‘Community from the school, to explore their role init and to contribute ideas via internet conferencing ‘The Cambridge Charter School 3. Finally and equally important, we aim to help our students to discover ‘hemseives, their community, and thei place in that large but shrinking world, Our uriculum objectives ae detailed in Question [-3. Briefly, we belive that exploring oneself and one's place-cutualy, historically, ecologicaly~is a crucial pan of eveloping a sense of ideny and empowerment for any individual With these objectives in mind, we will establish a specific agenda of academic ‘achievements required for matriculation from the Cambridge Charter School, each of which is @ measure of our overall mission. We expect our students to + Express, substantiate and defend ideas and opinions through research, creative and expository writing. + Read and analyze a specific number of works from a number of cultures in both a literary and historical context. + Fulfil basic state edveation requirements + Achieve proficiency in a second language relevant to the community in hich they live, in order to be mare effective communicators inthe community + Develop technological literacy and skills; emonstrate proficiency inthe use of computer systems and famulsrity with on-line systems + Publicly defend an idea they believe in tothe City Council, Schoo! Commie, Advisory Commitee, Board of Trisizes or another pubic frum * Develop an awareness of both mind and body fitness + Develop mathematica problem-solving skills in traditional and non- traditional subject areas. and apply these skills to tasks in the home and ‘community * Understand the dynamics of ecological systems in a scientific and societal context and the relationship of humans to their physical ‘environment; explore and appreciate the students” immediate physical and natural environment. The Cambridge Charter Schoo! + Cultivate an aesthetic and historical appreciation of the fine ars, music dramatic ans and technical ats, and an active awareness of theit own creative potential + Develop an appreciation and articulation oftheir own society, culture and history: examine and discuss curent evens ina historical context. 'B. Describe any non-academic goals for student performance. ‘The non-scademic goals of the Cambridge Charter School are inextricably linked to our academic goals. We believe strongly that intellectual and character development are equal parts of one integrated process. We aim to develop: + Confidence in students ability to set and achieve goals, both in and out ofthe school environment + Ability t0 work cooperatively with ther toward a common goa! + Abily olsen openly and respond objectively to varying viewpoints + Understanding and practice of confit resolton Skil + Ability and confidence to imagine and effect change. + Empowerment to take responsibility for their fate and the furore of the world * Appreciation of family diversity, customs and rituals within their own community + Self-esteem and pride in accomplishments, 13, EDUCATIONAL PROGRAM ‘A. Describe the educational program ofthe school, providing an overview: of curriculum objectives and content in the main subjeet areas, as well as physical education. The Cambridge Charter School ‘Curriculum Objectives ‘Tae Cambridge Charter School's primary goal i to prepare the student to use hitter mind resourefully and to give the studem primary responsibilty for leaming With the aim of empowering the student, however, lies the inherent responsibility of providing the stadent with te tols for self-knowledge. Particularly in an age ‘overwhelmed by globalism and information eachauys, developing in our stusents & Sense of identity and place inthe world isan increasingly erucal challenge for the Cambridge Crane Sebool, “Thus, while covering tradtional subject areas, our curriculum will be siuctured ‘0 help our students discover and understand themselves and their place through their study.” Stadens wil sign contracts; a basic contract to receive a high schoo! diploma Would meet basic state education requirements, Our course work will focus on Aiscovering the cultural bisiory. politics, ecology and literature of the loeal region, and the heritage of the students themselves.” We will inconporate field work and experiential learning wherever possible ‘With this im mind, we plan to incorporate the following themes into eur curriculum, all based on exploring the idea of human and personal “place Place in History/Future: Our approsch to Jeaming and history is to help the student realize how history has affected im and his “pace” in the world. We will ‘study history in the context of curent events and their impact on the future. This will include the study of literature, a, religion, philosophy, politics, economics and world history. We will offer projects on the ethnic diversity in the history of Cambridge Place in the Biosphere: This dimension will examine the student's place as a ‘member of a complex local and global ecosystem. We will study the Earth sx an integrated system and examine the impact of human activity on the environment. This will encompass the study of geology, economics, biology, politcal science, ecology, social anthropology, philosophy and psychology. Place in Seale: Here we begin with our student in the center of a vast scale~a ‘race on a plant in the solar system that is @ galaxy among million of galaxies, We also begin with ourselves and plunge, not into space but inward, into out bodies and their spaces down to DNA itself. In this context, we will study math, astronomy Physics, biology and chemistry, ‘The Cambridge Charter School We are establishing a comminee of academic and educational experts on with ‘experience in educational theory, curiculum development and educational technology. to develop a full euricular framework for our school. We have approached several local and national educational research groups, who have done significant work in incorporating technology into public school euricula, about a collaborative prmject, with funding from a third source. “Additionally, we aso fe! that the curriculum will-and shouldbe significantly enriched by the studens atending the school, and hope to allow Alexbility in our planning for tis reason ‘We do plan to offers curriculum which spans from a remedial level for entering sadents who fave not reached the established ninth grade level, to a college level for students who advance quickly through our system, We will strive to develop fundamental skills in our students, suchas reading comprehension, writing skills ané basic math, with equal emphasis on our encouragement of innovative programming. Physical Education ‘As we are planning to open the school with 200 students atthe fist and second levels, we will not atemps, in the first year, ta establish teams for inter-sehoo! ‘competition ‘We will be taking a “whole body” approach for each of our student “customers ‘and the individual student's mentors wil certainly discuss and explore with the students Physical fitness, talents and interest and will guide them accordingly. A “contract Approach may be appropriate in some eases, such as desire for weight los or pursuit of 8 specific spor. Initially, an exchange may be worked out with the Cambridge YMCA cr ther facilites ‘As par of the schoo!’ total philosophy, individual physical fitness will be ‘emphasized via exercise and eating habits, Here, Achievernent Units will be used a8 @ foundation for information. The Lab Project program will provide for the more ‘experiential aspect of physical fitness through individual pursuits of exercise--both rmavement and Yoga which may be practiced throughout life. independent of others Lab projects may also include other proposed group sports activites. Ultimately, we shall. as always, atempe to provide fully for our stidents needs and interest, The Cambridge Charter School B. What teaching methods willbe used? How will this pedagogy enhance student learning? ‘Teaching Methods (ur teaching methods/educational program, the lay System is designed to maximize student resources, student choice, and student initiative. The shift in our ‘educational system from the traditional school system is in some ways analogous to the Shite from cottage industry to fectories which took place ducing the Industria! Revolution. The classrooms in our curent education system are in many ways ‘equivalent to cowage industries: They are relatively small, relatively isolated, and relatively static and as @ result, they produced ata relatively low and inefficient rate In order for real change to occur, cotage workers Were transported to factories which Were designed to utilize new sources of power and produce far more efficiently The Jay System is designed to uilize new sources of intellectual power as manifested in multi-media technology. Our educational program is structured to take advantage ofthe fesources that now can be available to our students in a way which the traditional Infrastructure simply cannot accommodate, because it was not designed to dao. In order to accomplish this most effectively, the Jay System moves beyond the traditional classcoom model, We believe thatthe teacher-dominated classroom ereates Passvity and poor standards, dulls creativity and itllectual curiosity, and ignoces the Individual differences and needs of the student. In place ofthe classroom, we envision 4 mixed community of students and advisors/entars studying at work srations andlor ‘Working together on achievement units and lab projects. There are, in addition, 2 variety of other multimedia stations equipped with CD-ROM capacity, video and audio tapes, and interactive computers, which are availabe to each student throughout the ay, In place of the traditional curriculum, we offer a studentiitiated and teachet- facilitated cuticulum based on Achievement Units and Lab Projects, each of which constitutes about half of a student's edvestional program, ‘Achievement Units ‘Achievement Units are "packets of information” which are packaged in whatever {orm--video, aio, writen material, CD-ROM, or a combination of multiple ‘media~isapproprite for that Unit.'Studens check out Achievernent Units from central resource ares and pursue them independently (or in small groups ) at their work station ‘The Cambridge Charter Schoo! ‘When the student has studied the Unit o his satisfaction and feels ready to be {ested he aranges forthe appropriate test atthe school's Test Center, a new facility in the school building, where al tests are individually administered sraded and the results recorded and stored. The tests ae administeed on & esslno pass basis in a manner similar to a driver's license test. If atest isnot passed, ine student may reschedule it several days later. This will Bive the student a chance to review the material and/or ask a teacher for tworial help on an individual basis if desired. By eliminating leter or numerical grades for these tests, we are avoiding stigmatzing students and discouraging comparison among students. Note also the fundamental difference in the teacher-student interaction: our student decides for himself when he is ready to be tested and is provided with individual help when he/she needs and requests i ‘The test will be designed to demonstrate mastery leaming of the material, ‘The Test Center will have the technology to record and store all ofthe ‘Achievement Units which the student has passed since entering the school, and the equipment to printout, fr each assessment period, alist of the student's rest recent Achievement Units, including a brief deseripion of the subject ‘mater of the units forthe benefit of the pazents, Progress reports will Be printed for each student every six weeks, and wil be reviewed with the student's personal mentor as detailed below. Naturally, within any given assesement petiod, some students will hve passed more levels than othe, but all students will have alist of achievements to show for their work. Achievement Units have a number of important advantages to the student~-most ‘mporanty they give the student choice and responsibilty in choosing his Achievement Unit, learning the material and preparing forthe test. He may review the Unitas ofen as he wants or needs to, He may work with other studens on a Unit or series of Units and discuss the material together (although cach student i tested individually. Ifthe student misses school, he isnot "left behind” as he was inthe old clasroom system-the Achievement Units await his Above all-and this, we believe, sddreses one of the major flaws ofthe lassroom system-cach student can work at his own pace. In most traditional school systems, students are expected to progress alongside esch other within the ‘narrow constrains of what the School has determined to be the eppcoprit curriculum and syllabus for their "grade". As a result, students are often “held beck" or “left behind” by the course work demanded of them. Students who stray ffom the nomm are categorized “gifted” or "slow learners" and 0 ‘The Cambridge Charter Schoo! systematically isolated from their peers. With the Jay System, each student is encouraged to set and pursue his own goals. and is rewarded for his achievements rather than judged in comparison to his peers. A student can move forward quickly i he feels capable of doing so. Additionally. if student is into” a particular subject such as American History, he can pursue a sence of Units on the subject with munimal interruption, and even, perhaps develop a Lab Project to explore the subject in more depth. Lab Projects ‘The other major part of our curriculum, the Lab Projects, constitute avery ifferent and complementary approach io leaning. Lab Projects, which make up ‘bout half ofa students schedule, are longer-term, hands-on exercises in ‘Problem-Solving, initiative and creativity. The Lab Project system is designed to encourage students to take advantage of resourees outside the school to help them pursue and gain real-life experience in fields and subjects which interest them Lab Projects can be anything from producing a play, to launching a schoo! _aper, from intemational living experiences in other countries, to an in-depth examination of the significance of the Civil War, ftom producing « photographic essay to working on a community garden, Projects will be divided into two ‘eneral categories: Individual Projects and Group Projects Individual Projects are pursued by a student independently, generally at his own !nspiration but occasionally atthe suggestion of & teacher, mentor of other person. Individual Projects, e.g. painting a picture, writing a short story, Volunteering at a community organization, or doing independent reseaich, are arranged between the student and hishher mentors, ‘The student develops a propostl including project goals, duration, and logistical concems, and the mentor helps him arrange details and monitors his progress throughout. Each Individual Project will also require a project supervisor either from within or outsie the school, who can advise and moniter the student inthe sprcific subject area of the project. All project advisors and supervisors ‘complete an evaluation ofthe student when the project ends which goes into his pontfolio along with a self-evaluation and any physical documentation of project ‘work The Cambridge Charter School Group Projects, on the other hand, will be proposed and “advenised” via 8 designated “real” or electronic bulletin board. ‘The proposer may be @ teacher, of & student, oF someone from outside the immediate schoo! commusity. The school will invite professionals and skilled individuals of even organizations to supervise some projects~in this way we hope to expose our students achitets, journalists, cabinet makers and other potential rle models from the ‘eater Cambridge community. Ineresed students willatend a mecting to explore the proposed project and ifthe project seems viable and has the sustained suppor ofa teacher and students, then the project becomes “official ‘An appropriate physical space within or ouside the school building is assigned and a timetable established. Since we have eliminated the rigid peviod structure (ofthe old school, there is sufficient flexibility inthe system to fit a number of Lab Projects into each student's program one a atime, Group projects allow students lear teamwork and to develop interpersonal skills, Although Achievement Units have not been finalized, they will be designed with ‘Massachusetts curriculum requirements in mind. Technology-based materials and software that already exist are being identified and will be integrated. ‘See Appendix. ‘We also include inthe Appendix a "Hypothetical Day in the Life of a Student at the Cambridge Charer School” which outlines thee examples of the potential of Lab Projects. The possiblities are as diverse and imaginative as our teacher students and guest project supervisors can make them, Here also, out links with CCambridge’s rich intellectual and cultural communities will be of major importance to the school. Here, the Cambridge Chanter School founders, the Interstional School of America, can provide rich field contacts and expertise slobally ‘The Role of the Teacher We have significantly changed the roles of teachers, although not their ultimate bjectve, which isto help the student acquire an excellent education. The Jay ‘System frees the teacher to pursue the work which, forthe majority of teachers, Js the most rewarding ‘Traditionally, in the classroom structure, the teacher will lead five classes in @ seven-period day's schedule. We are no longer putting the teacher in this thankless role of meeting 150 students a day to ty to perform mass transfers of information which ean often be more effectively understood trough individualized programs. Instead, te teacher, as advisonfmentor, can focus on ‘The Cambridge Charter School Understanding and asisting individual stdents with specific problems, helping students develop innovative projects, and developing and leading Lab Projects and Achievement Units themselves, Each student will have two personal school advisors or mentors who are responsible for being aware of the students overall school work, Besides heine ‘an assistant in learning, the teacher exists inthis system to help the student identify and pursue educational goals and to monitor the students progress. Aside from meeting at least weekly with each studenvadvisee, teacheradvisors ‘ect with students a the beginning and end of each semester to establish and then to evaluate long-term goals for achievement during the term. . Describe the school calendar and hours of operation of the school ‘We will maintain the same calendar and hours of operation as the Cambridge Rindge and Latin Sco. D. Describe how your school wil accommodate special needs students. We believe that all studens are capable of achievement and, given additonal snd individual mentoring from teachers and a recognition of individual lean styles, special needs students will realize their potential and reach the highest levels of ‘educational excellence, Many less motivate students are the Victims of 2 genuine feeling of helplessness that results from being out of step with the tradtionsl system. ‘The Cambridge Charter School and the Jay System is designed to serve the individual needs ofall students, recognizing both strengths snd weaknesses and building @ curriculum around their special needs. For example: + The self-paced curriculum will give each student their own portfolio of achievements; they will all excel af ther own pace, + Students will not be labeled by grades or divisions; + Lab Projects wil allow interaction between al students of varying skil level, and + Teachers will be feed ftom the classroom and will provide stagens with tutoring as frequently as is necessary 1 reach the standards set by the Cambridge Charter Sehool and the State ‘We fel that our program may serve special needs students better than the ‘Programs in most public high schools, by seting them along side but notin comparison ‘to students at all differen achievement levels. We believe that many so-called "special reeds” students are not slow learers, but possess diferent learning abilities that me B ‘The Cambridge Charter Schoo! tnder-served and stigmatized by the curent system, and may flourish in an individualized program such ss ours. In the case of studens with serous phsiological ©* psychological limitations, we will assign a special advisor(s) qualified to work with students with disabilities, and, when necessary, special Achievement Units. We hope 10 liaison and gain from the expertise of special needs expers for those students who have had the most difficulty in school The members of the community who have shown suppor, inchiding WOBH, ‘The Computer Museum. Educational Development Center, TERC and the MIT Media Lab al have been trained to serve the special needs eomminity. We will uilize these ‘resources in building our curiculum and establishing the Achievement Units. We wil also employ a par-time special needs aide and a parttime school social worker to Address the express needs of these students, E. Describe how your school wil accommodate limited English proficient students, The Cambridge Charter Schoo! will eomply with state regulations in its ‘azcommodation of bilingual sudets. Given the numberof students in Cambridge who do nor speak English asa fst language inthe home (31%), ELS course will be

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