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2004-2005: AYP English Language Arts
2004-2005: AYP Math
2003-2004: AYP English Language Arts
2003-2004: AYP Math
2002-2003: AYP English Language Arts
2002-2003: AYP Math
2001-2002: AYP English Language Arts
2001-2002: AYP Math
Introduction American Indian Public Charter School (AIPCS) is a small middle school (grades 6-9) sponsored by the Oakland Unified School district. AIPCS has been a “school on the move” for the last five years. California API (Academic Performance Index) scores have consistently, and rapidly, risen from 436 in 2001 to 880 in 2005. The faculty at AIPCS attribute these significant gains to a culture and climate that rewards academic performance above all else. Dr. Ben Chavis, Principal for the past five years, is an instructional leader who takes a no-frills approach. He sees himself first and foremost as a coach, and makes sure that all “players” know not only what they need to be successful, but also what they don’t need. Students and faculty adhere strictly to a state adopted text-driven curriculum directly aligned to the California state standards. Accountability for Results Since Dr. Chavis began leading the school, everyone at AIPCS takes state test results seriously. The school’s scores for the last five years are prominently, and proudly, displayed at the main entrance to the school. But accountability is not only based on the yearly state test score. Curriculum-embedded assessments, from the state-adopted textbooks, are used consistently and routinely. Results from these assessments are used to identify students in need of intervention and to drive instruction. However, the culture of accountability goes beyond test results to include accountability for student and teacher behavior that leads to strong academic performance. For example, both students and teachers are rewarded for outstanding attendance records. Teachers with perfect attendance records receive a $500 yearly bonus. Sixth grade students with perfect attendance receive $50, seventh graders receive $75, and eighth graders receive $100. Ben Chavis, principal, points out that although some people have criticized this approach to accountability, the reality is that the school culture must compete with a street culture that includes drug dealers and crime that lure students with a promise of financial gain. And, most importantly, he has proof that his system works – average daily attendance exceeds 99%. Curriculum, Instruction, and Assessment The instructional model at AIPCS is based upon six key areas, which are emphasized in the following order: 1) Attendance 2) Homework tied directly to standards covered during class time 3) English Language Arts 4) Mathematics 5) History/Social Studies 6) Science One of the key changes that the administration made five years ago, and a change that Dr. Chavis believes is responsible for creating a stable learning environment, is a self-contained classroom model. Students remain with the same teacher for all core curricular areas. In addition, Dr. Chavis introduced “looping” so that all students remain with the same teacher for 3 years (6th-8th grade). In the last five years, the administration has ensured an ongoing and faithful implementation of the latest state-adopted textbook series in each core subject area. Students receive a minimum of 1.5 hours of English Language Arts (ELA) instruction daily, 1.5 hours of mathematics, 50 minutes of Social Studies, 45 minutes of science, 45 minutes of elective, and 45 minutes of PE. In addition, those students in need of intervention in ELD, ELA, or mathematics receive 2-4 hours of additional instructional time per week. Two of these hours are provided during the school day in lieu of PE, and if needed, an additional hour is provided after school with a tutor. A 5:1 student-to-tutor ratio is maintained. Most classroom time is spent in teacher-led instruction followed by guided practice using the textbook. Independent practice takes place through homework. As students move up through the grades, some teachers add collaborative group work — but while still maintaining teacher-led instruction and guided practice around the adopted textbook series as the main use of classroom time. High Quality Professional Development and Highly Qualified Teachers Modeling successful academic behavior is another key aspect of the instructional model at AIPCS. To this end, the administration solely hires teachers with proven academic records themselves. All teachers at AIPCS graduated at the top of their college classes. The principal, Ben Chavis, holds two teaching credentials in addition to a Ph.D in education. As a group, teachers have 100% autonomy regarding professional development decisions. Collaboration occurs frequently, but is not mandated by the administration. A professional development retreat is planned by the teachers and takes place during one week each summer. The theme of the retreat varies depending upon the teachers’ self-identified needs, and the needs of their students. This focused approach has led to high teacher buy-in to professional development since they gain knowledge and skills that are directly applicable to their students. Most teachers at AIPCS are new to the teaching profession. Most teachers remain at the school for a minimum of three years, starting at the 6th grade and moving up to the 8th grade along with their students. Those teachers who discover that teaching is their true passion are encouraged to stay on at the school to begin another loop (6th-8th grade). However, if a teacher realizes that his or her long-term goals lie elsewhere, the administration assists the teacher in meeting those goals – even though it may mean that the teacher leaves the school. Due to the school’s impressive track record in the last five years, whenever a teaching position becomes available, there are several dozen interested applicants. Promoting English Proficiency With over 70% English Learners at AIPCS, the teaching staff rely heavily upon the ELD strategies and activities built into the adopted textbook series. Through the use of frequent evaluations, the progress of all English Learners is closely monitored. Those students not making sufficient progress toward English fluency receive up to three hours of additional ELD instruction per week, provided in small groups (3-5 students) with a reading teacher. Resource Allocation The school funding sources for the core curricular areas consists solely of ADA funds, California Lottery funds, categorical funds, and Title I funds. AIPCS does not seek out or accept grants. However, through tight fiscal management, and a no-frills approach, the school maintains a significant reserve fund. Through effective money management, the school is able to offer qualified first year teachers a $42,000 base salary, full health benefits, merit pay, a Christmas bonus, and a $500 bonus for perfect attendance. The administration ensures that all funds allocated in the school budget are directly tied to improving student achievement. Any expenditure that does not lead to a clear improvement is reallocated. One of the key areas in which funds were reallocated by the current administration is technology. Computers are provided for teachers, but there is no technology lab for students. With limited resources, the administration felt that technology would not provide the greatest “return on investment.” The administration believes that strong reading and writing skills are a priority, and that technology does not pay off until those skills are firmly established. When conducting research, students are encouraged to use the printed reference materials that are plentiful in all classrooms or to use the resources available at the local public library. If they choose to type reports and papers, they may do so at home or at the public library, where there are many computers available for students’ use. Another area in which funds were reallocated is food services. Students are required to bring their own snacks and lunch, as there is no cafeteria on campus. The administration closed the cafeteria after discovering that the majority of students were not eating the food and would prefer to bring their own lunch. The families agreed, and a local community restaurant generously offered to provide a lunch for any child who could not afford to bring his or her own. In addition to cost savings, reallocation of time to instructional activities has been addressed by the revised lunch policy, with 20 minutes dedicated to lunch, a sufficient amount of time for all students to finish their meals. The savings from these areas have been reallocated to areas that directly support the curriculum, such as teacher and tutor salaries, books, professional development, and classroom supplies. School Climate From the moment one sets foot on the AIPCS campus, it is evident that one is visiting a “School at Work.” During class time, students are either actively engaged in teacher-led instruction or are quietly completing work while the teacher checks for understanding. One also quickly notices the school dress code — white shirts and either blue or black pants — that lends to a “down to business” atmosphere. Teachers set clear expectations around classroom behavior and students demonstrate a clear understanding that class time is about learning, not about socializing. Family and Community Engagement All family and community members are encouraged to visit AIPCS and are welcome to sit in classes and observe lessons. However, parents must simply be observers. They are discouraged from addressing any student or teacher during a lesson. And, while the administration does not discourage parents from giving feedback, it makes it clear that the classroom teacher is the curriculum expert and is the sole authority in the classroom. Conclusion: School board president Dirk Tillotson states, “Here, there are no excuses for poor effort, and we will meet you more than halfway if that is what it takes. Many of our families are struggling just to survive; we offer them a safe place where their kids will learn the skills to succeed in life and also how to be part of a community. These students want to learn, they want to come to school every day, and often voluntarily stay hours afterwards. Our equation is simple: high expectations plus high support equals student success.” This school profile was created in 2005. Achievement and demographic data through the 2004-2005 school year are included. Permission to Use Resources SchoolsMovingUp, a WestEd initiative, invites you to use our resources in your work. For uses that involve reproduction of more than one copy of the resource, please submit the online permission request form. We will reply immediately once we know your intended reproduction needs. All reproductions of the resource must include a full citation of the WestEd copyright. |
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