Durango School District 9-R

Memo

To:        Dr. Joel Jones, Board of Education

From:    Mary F. Barter

CC:       Deborah Uroda

Date:     11/1/2007

Re:        Animas High School Charter Application

You have requested input regarding the application presented by the steering committee for Animas High School, a proposed charter school. 

·         The model upon which the charter application is based, High Tech High, appears to have had some early success in well-populated urban areas.  The question needs to be asked if a rural area with a much smaller population base can support a 440 student alternative high school.  The voluntary dissolution of Durango’s two charter schools, largely precipitated by financial issues created by lack of enrollment, as well as Durango’s open enrollment statistics do not support the assumption that there is a substantial population in the region seeking public school choice. 

·         The district’s commitment to the transformation of Excel Charter School to Durango Academy grew out of an analysis of the type of student seeking an alternative school experience.  If these students’ needs are met by Durango Academy, who will be served by Animas High School? 

·         The High Tech High model depends on close connections with business and industry, particularly in scientific fields.  What assurance of success can the applicants provide for this model in a rural area with far more limited resources than Southern California?

·         The district has made a commitment to equity and excellence for its diverse student populations, including low income, ELL, special education (including gifted education), Hispanic, Native American, and other ethnicities.  The district’s Minority Student Achievement Task Force set several goals for the district, which are in their implementation stages.  It is suggested that the steering committee take note of these goals and include a commitment to their implementation in the application.

·         The applicants do not propose to provide transportation to and from school or to extra-curricular activities offered at Durango High School.  This will disadvantage students and families dependent on the district for transportation, especially low-income students.  Students from low-income families will be further disadvantaged by the lack of free or reduced cost food services and the need to purchase their own textbooks.  These issues need to be addressed if the school is to be accessible and attractive to low income students, many of whom are Native American or Hispanic.

·         The district provides English language instruction to support its ESL students, who are challenged when they seek to master academic content presented in another language.  The applicants are not clear about how the school will support English language learners effectively.

·         The application suggests that 30 hours of parent involvement will be strongly encouraged annually.  Will parents who cannot satisfy this “requirement” have their children denied access?

·         The High Tech High classes have been approved by the University of California system and 100 percent of HTH students graduate having met the UC entrance requirements.  The AHS application does not indicate that the school has or will develop connections to regional post secondary institutions such as Fort Lewis College or that its students will qualify for entrance to FLC.  The application does propose to use CCHE entrance requirements as its graduation requirements.  These graduation requirements are not as demanding as those of Durango High School.  Further DHS offers many advanced placement courses and dual enrollment opportunities that can accelerate students’ college level work.  It does not appear that AHS students will be able to articulate with DHS to take advantage of these opportunities.  This may impact that attractiveness of AHS to high achieving college bound students and diminish its enrollment pool.

·          Project-based interdisciplinary learning is engaging to students and well documented as an effective approach to instruction. Project-based learning is used in our Durango schools.  Sometimes it is an interdisciplinary learning activity, and oftentimes it is used within a single discipline to develop a variety of skills: for example, a science project that requires experimentation and the use of technology to problem solve and higher order thinking skills to develop applications.  The greatest difficulty in project-based learning is ensuring that students master the standards that are the basis for the project.  The application does not describe how this assessment will occur in any detail. 

·         Is AHS going to be held accountable for the high level of student achievement demanded by the board’s results policies assessments and achievement targets?

·         Parent involvement in school design and governance is a key rationale for charter schools.  In this proposal, the steering committee composes the charter school governance board and makes the appointment of future governance board members.  Will parents not on the board have the opportunity to nominate parents for the board?  How will parent input be secured?

·         Is there sufficient funding to support the school until full enrollment is achieved?  As pointed out above, it is questionable that the region will deliver a ninth grade of 125 in the first year of the school, if ever.  If the school grows only through its enrolling ninth graders and if attrition occurs at a rate typical of the other charter schools, a total enrollment of 440 students seems very unlikely.  What provision has been made for downsizing the school while maintaining its instructional program and for funding the school at a reduced level?

·         The Colorado model content standards in math conclude at the tenth grade level?  Is Durango Academy going to offer higher-level mathematics?

·         Assessments are based upon reaching a goal of one year’s progress in one year’s time in literacy and numeracy.  This is not sufficient for achieving Colorado’s AYP standards if the student is                not at the proficient level to begin with.  Will DA be held accountable for meeting the same AYP standards as the rest of the 9-R schools?

·         Student use of Habits of Mind, which roughly equate to the district’s Life Skills results policy, appear to be measured by teachers’ perceptions rather than student performance data.  Will this provide a sufficiently accurate assessment of the implementation of this important aspect of the AHS program?

·         The application suggests that students wishing to pursue enrichment opportunities may consider the Postsecondary Options program, online courses, or Independent Study options.  Will AHS or families fund these opportunities?

·         The application reports that only 53% of DHS students attend college.  This figure is misleading as it is distorted by GED statistics and does not include students that go on to two year or technical post secondary institutions.  The application also states that academic growth is in decline.  This is not supported by current CSAP and ACT statistics.

·         The application indicates that the district’s current administration closed its two charter schools.  In fact, both voluntarily surrendered their charters.

·         If all the individuals who signed letters of intent do indeed enroll their students and there is no attrition for any reason, the total enrollment by the fourth year will be 121 students, rather than the 440 envisioned. 

·         The school’s program plan reverses the typical science sequence and puts physics in the ninth grade.  This approach remains controversial and may deter nontraditional students from entry.  In addition, student who initially struggle and have difficulty maintaining a C average in a course or grade level will not be allowed to continue in grade.  This too may influence who enrolls and who remains in the school.

·         Internships that are properly designed and well monitored are excellent learning opportunities.  Has AHS complied a list of businesses, etc. that will provide internships?  Because DHS and DA encourage internships, and require community service – as does FLC, there may be fewer opportunities to effectively fill this requirement than needed.

·         Extensive professional development and a high level of teacher skill that is needed to effectively provide a standards-based, project-based interdisciplinary program using differentiated instruction.  This is an extremely difficult instructional model and requires continuity of instruction by a highly skilled cadre of teachers.

·         Students who do not achieve a grade of C or higher in two or fewer courses will be given options of attending summer school or repeating the grade to meet these minimum requirements.  How will the summer school be funded and offered?  Grade repetition is no longer believed to be an effective remediation strategy. Grade retention is also suggested as a strategy for dealing with special education students.  This is not a generally accepted strategy for assisting students with special education needs.  Has the steering committee factored this research into its plan?

·         If AHS is a district school it will need to have the technical capacity to participate in the district’s student information system.

·         Will the AHS facility accommodate physical education/health activities?

·         Revenue projections include the mill levy override revenues.  The rationale for these revenues that was given to the voters did not include the existing or any future charter schools.  Further, these revenues are fully committed.

·         There is no exit plan if the school is not sustainable.  Further, the application does not specify under what conditions the contract could be terminated.  The steering committee was specifically asked to include this information in its application.

·         AHS will be required to have a School Accountability Committee that conforms to district and state guidelines.

·         Are vans legal for field trips of public school students?

·         AHS must meet facility standards for public schools.

·         Any waivers from board/district policies and procedures or state statute or regulations require the approval of the board of education and/or the superintendent of schools.

In conclusion, I would like to commend the AHS steering committee for the thought and effort that has been put into this very comprehensive application.  Clearly, its members are committed to the venture and believe in its success.  My comments above are meant to be helpful and/or instructive and were prepared without the deep knowledge of the model that the steering committee has.  I regret if I have misinterpreted or misunderstood any aspect of their plan.