Parent participation is what makes our school special. On Saturday February 5 it was time for a workparty again. Check it out...
Manzanita is a California Distinghuished School
Below a letter to our parents that describes the process that led to the renewal of our charter for another 5 years.
Dear Manzanita Families, April 21, 2005
As most of you know, due to your helpful attendance at the Charter renewal hearing, we have successfully renewed our charter. Working for the last 6 months, we built strong support by the West Contra Costa School board and the district superintendent. After the meeting, the superintendent made it a point to break from the meeting to shake my hand and congratulate us. She said that her staff, and the board members were impressed by our school, and plan to visit Manzanita to observe our clearly successful practices. She asked that we notify her when we’d heard news about our application for the prestigious “Distinguished Schools” award (more on this later), as the board would like to feature our success in a meeting to help us celebrate and to show their appreciation.
At the renewal hearing, two former students, working in partnership, myself, and our board president each delivered speeches in support of renewal. We talked of the positive influence our school has had upon ourselves and families. My heart still swells remembering the words of my fellow speakers. Kelli Caro, our board president, talked about the learning opportunity and personal growth she enjoyed as president. She has been a fine leader, and an incredibly generous woman- serving for an entire year past her daughter’s graduation. She has been an inspiration to us all, and we’ll miss her terribly when she leaves.
Two former students, speaker Alfredo Najera, and Cami Tam, (serving as ghost writer and “star handler”) teamed up in true Manzanita-style to deliver a fine and deeply felt speech about their experience at our school. I felt a combination of pride and admiration for their work in supporting our school.
I’d like to send heart-felt appreciation to the many families and students who were able to attend the meeting. Your presence reaffirmed my commitment to our excellent enterprise. I counted 90 to 100 supporters including students, families, and teachers each generously sharing their time and energy. Truly, together we succeed.
More good news: we have won our Distinguished Schools award. This award is, once again, is the result of many people working with diligence, grace, and determination. It is a special honor for which a school must be invited to apply. Those elected have a demonstrated track-record of success in student learning. One of the visiting judges, a woman from the county department of education with a lengthy professional resume spanning years in the field, said that if she had a child, she would certainly send her to our school. This award is important in that it will support our fundraising efforts, community desirability, and to show the district and state that we mean business. It is tangible proof of our success. Congratulations to us all!
In closing, I’d like to thank you all, community members, family, friends, colleagues, and students for what we have achieved.
With Love and Warmest Regards,
Linda Delgado
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Starting in March 2005 excerpts from the Manzanita Newsletter on the WEB
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FOOD FOR THOUGHT 12/11/2004
Evaluation of Manzanita Charter School
In our Fifth Year of Charter experience, it is time for reflection and planning for the future. Our board, staff, students, and parents work together towards renewal of our charter in 2005.
The article below is written by our English Teacher Linda Delgado. It describes aspects of our current educational plan, and gives you an unique window into the experience for staff, students, and parents in our Charter Middle School.
If you wish, please download this article as a PDF file Download PDF
_____________________________________________________________________________
Evaluation of Manzanita Charter School
December 2004
Linda Delgado
Theme 1- Standards, Assessment, and Accountability: Monitoring School Effectiveness
Manzanita Charter School is a charter school, hence a school of choice for the families of West Contra Costa County Unified school district. The charter document, approved by unanimous vote by the school board in June of 2000, clearly outlines educational practice, focus, and policy for families, staff, and teachers. Parents, educational professors, and teachers wrote the document based upon research with input by young people.
Teachers meet weekly as a group, and daily in individual pairings to collaborate and problem solve. Staff development is predominately run “in-house” (see Theme 4), and regular formal collaborative time is spent sharing assessments such as Learning Style student surveys, reading levels, and other pertinent data. For example, the Science teacher reviews reading levels, and math assessments for the purpose of supporting student learning from our state-adopted textbooks. Teachers support EL students, and readers who have measured “below grade level” in reading by pairing students, and using a parent volunteer to translate. Reading support is also enhanced by careful preparation of students in lecture prior to reading; for example, teachers work at creating sufficient background knowledge prior to the assignment of reading selections from textbooks.
Each teacher uses “Easy Grade-Pro” soft ware to track student learning, and to keep grades current. This software enables teachers to track, desegregate, and analyze data in a variety of ways. For example, teachers view graphs analyzing various class and homework data over time. This enables teachers to spot rising or falling student scores, making quick and efficient interventions possible. As close parent contact is maintained, a phone call to advise parents of improvement or a drop has proven useful. One teacher describes using these graphs to demonstrate success or areas of concern to individual students, helping to motivate them toward continued effort.
Further communication to the Manzanita families occurs in a variety of ways. First, with a maximum school size at approximately 125 students, close personal relationships with students are possible and encouraged (please see themes 6, and 7). Secondly, as a parent cooperative, frequent informal opportunities to share observations, concerns, and successes abound. Parents serve as custodians, yard supervisors, and in-class aides. Parents also serve as directors on the Manzanita school board, guiding the schools decisions. Parents drive on field trips, maintain the building, and work at a variety of projects from fundraising to the development of an after-school sports program, and a homework club. Ideas for improvement originate from all stakeholder groups, and find their development and actualization embraced and supported as a result.
Communication also occurs during monthly mandatory meetings. These meetings move information and feedback to and from family, board, staff and teaching groups. Informal conversations apprise families of students’ successes, struggles, and special projects, as well as affective concerns originating from family difficulties. A web of networking for greater student gains occurs, as business is discussed and decisions are reached. Meetings provide monthly check-in opportunities for families unable to work at the school site during the school day.
In addition to the frequent phone and e-mail based family and teacher communication, Manzanita holds twice yearly scheduled conferences with parents. At the most recent conference week, each teacher was able to accommodate 100% of families requesting a conference. The Math and Language Arts teachers met with over 40 families each over a period of 4 days.
All teachers make frequent phone calls each week, averaging about five per week. These are often positive calls, in addition to “concern” calls. Our families have indicated that more communication is better than less, and the teachers have found parents and families to be extremely powerful allies in supporting student learning.
An extensive web site (Manzy.org) shares news, weekly homework assignments, the charter document, mission statement, and contact information for reaching the teaching staff. Many parents and students report using the web site weekly. Approximately fifteen parents send the staff weekly inquiries about their child: a helpful mechanism for holding students accountable for class and homework.
Several families have requested daily check-ins from teachers. Toward that end, these students carry forms from teacher to teacher throughout their day for the purpose of rating both behavior, homework, and class work.
Last year the math teacher began a survey of parents in order to monitor school effectiveness from the family point of view. Staff and Board members shared and analyzed results. These results caused several improvements and changes, such as the daily monitoring system outlined above. Parents are also surveyed to assess teacher strengths and weaknesses. These results are shared with teachers, enabling them to understand, accommodate, and adapt to parent needs and concerns.
Manzanita is an environment that supports an enthusiasm for learning in all stakeholders, not just students. Two of our seven teachers spent the last year in Administrative Credential programs, and a third will attend a master’s program in his field of science next year. The history teacher has a Master’s degree in education, and participates in a special development program (details in Theme 4, p6). While continued development and enthusiasm for learning is statistically shown to support student learning (Marzano et. al.) further benefits include frequent opportunities to share reading lists, new research enthusiasms, and serves to promote professional dialogue. Staff reading lists for the year are happily provided, and include books such as Results, by Schmoker, Change Forces, by Fullan, School Culture by Peterson Deal, and Classroom Instruction that Works (Marzano, Pickering, and Pollock).
Each teacher is aware of and uses the STAR “blueprint”, and State Standards in planning instruction. Teachers specify which standard(s) students are working on in class lessons, and describe these to parents during monthly meetings, and at parent orientation meetings prior to the school year’s start.
Each year, the teaching staff comes together to disaggregate, review, and analyze STAR test results. This is an integral part of our preparation for the coming year. This analysis has prompted changes in how we approach instruction. For example, when analyzing vocabulary scores over a three-year period, the Language Arts teacher found that what had been touted as an innovative and successful technology-based vocabulary program resulted in a dip in scores. The teacher pulled the technology program, and adapted the prior program for differentiated learning. Subsequent analysis showed an improvement in the scores.
Similarly, in disaggregating the scores for ethnicity, the math teacher found a drop in African American scores, as no students of color had participated in an advanced after-school Algebra period. In response to this disparity, he changed his approach to cover more information during class time, offering other differentiation opportunities through an independent math period. He also runs a special after school program called “math counts”, to encourage enthusiasm and comfort with math for all students.
The sixth grade teacher took responsibility for creating our first SARC this year, and results will be on the web site by April. Other statewide measures of success include API scores that have risen, on average, by 40 points each of the last three years. Please see the table below.
Year(s) |
API growth |
API base |
Growth target |
Actual growth |
2001-02 |
644 |
603 |
10 |
41 |
2002-03 |
696 |
* |
* |
52 |
2003-04 |
736 |
698 |
5 |
38 |
- The California Department of Education web site says that there was no target base for this year.
The Manzanita Similar Schools rating for 2003/04 is 10, up from six the prior year. This score is the highest in the district for middle schools.
The Manzanita API scores are the highest of the middle school scores within the district with both similar and more advantageous socioeconomic statistics.
Mean scaled scores for the STAR test show the following:
CST |
6th |
7th |
8th |
English Lang. Arts |
352.6 |
340.0 |
343.8 |
Math |
341.2 |
326.4 |
|
Algebra |
* |
* |
305.8 |
History |
* |
* |
334.3 |
CAT 6 |
|||
Reading |
664.6 |
665.3 |
676.7 |
Language Arts |
663.6 |
661.9 |
672.7 |
Math |
668.4 |
670.1 |
686.8 |
Spelling |
662.7 |
661.6 |
683.5 |
The teaching staff at Manzanita have found the small school size, individual attention, and close analysis of data arising from assessments to support the charter’s stated learning goals. School effectiveness is clearly demonstrated in the API and STAR test scores. The staff, students, and families of Manzanita Charter School have shown every intention of continuing the trend.
Theme 2- Standards, Assessment, and Accountability
Science, History, Math, and Language Arts teachers use state-adopted materials when they are available. Teachers plan units based upon the standards, and frequently include a variety of assessments, both for the purposes of benchmarking and final assessment. Both English and math assess weekly, as well as less frequent, more comprehensive tests or projects to measure content knowledge and skill level.
Teachers also create curriculum on a “just in time” basis, responding to a classes strengths and weaknesses. For example, based upon weekly vocabulary quizzes, the Language Arts teacher modified both homework and quiz content to accommodate low scoring students, and differentiate for the high scoring students. For example, all seventh and eight grade students copy five weekly vocabulary words, plus the following information: part of speech, definition, two or three synonyms, two or three antonyms, an example that embodies the word (ex: desolate: desert or ghost town) and a sentence using the word.
Students are responsible for all information, bringing the total of potentially new words to 15 or more each week, depending upon the synonyms and antonym’s familiarity. While this is achievable for about 30% of all students at a proficient or advanced level, English language learners or students with a more elementary vocabulary must work hard. If tests show that the work is unattainable for a period of about three tests, the teacher modifies the test to require students to do only one synonym and antonym per word.
Students taking a truncated test are called “contract” workers. They agree to fulfill certain criteria to take the shorter test. First, they must get a parent’s signature, and sign a document stating that they will do ALL homework, plus they agree to write the word, part of speech, and definition five times each before the test for homework. In this way, they get the required practice; maintain sufficient learning to satisfy the standards, plus gain the motivation that success can create on the slightly truncated test. Furthermore, they have no motivation to stay on this “contract” unless they must, since the workload is slightly higher. These students have the option of working their way off this plan, and several have chosen to do so successfully. Accomplishment of the standards continues for all students at the appropriate level.
Additionally, the five vocabulary words are translated into Spanish to accommodate our growing Spanish speaking student population: helping to enhance their Spanish vocabulary in some cases, and providing a scaffold in others. Many of the higher achieving English students have also chosen to learn the Spanish words to prepare for their High School second language requirement.
In addition to state adopted materials, teachers supplement curriculum with primary source material, and other information gleaned from a variety of sources, such as the Internet. In all cases, teachers make an effort to find information, projects, and materials that speak to the middle school child’s concerns. Ms. Peg Linde, a third year parent, describes her son’s experience as such:
In the two and a half years that my son has been a Manzanita student, I have come to see that curriculum and instruction at Manzanita are as innovative as the rest of the school. In each of the core academic subjects, course content is taught in different ways, capturing the interest of the kids while enabling the many different learning styles represented in the student body.
While the staff engages in numerous informal analysis sessions on student learning, they focus primarily on individual students, or class-wide learning challenges. Recently, teachers analyzed a learning style survey that all 7th and 8th grade students had taken. The staff tallied results from each student and class, and found that each class had particular dominant characteristics, such as one group of 7th grade students that measured exceptionally high in “Kinesthetic” learning strength. As a result, each teacher planned more lessons that allowed movement, and worked hard at making the block system work for these students by planning a variety of activities that included movement, quiet study, and group activity. This particular exercise is also mentioned in Theme 5, as it is one element of a comprehensive plan to help students learn how to learn.
A great deal of collaboration occurs at Manzanita on a regular, structured basis. For example, the math and science teachers meet to discuss integration of their subjects, and insure that students know the required math to accomplish their science work. Our schedule has two sessions each week for independent math work, where students work at their own pace using an excellent series of workbooks (Key curriculum). This enables students to move ahead (there are several students working at a high school level) or slow down for more practice. To demonstrate their mastery, they test on the unit studied, and write a three page paper focused on reflection and description of the concept. Occasionally they teach the concept to other students. Each book has clear objectives, stated and reiterated throughout. Teachers monitor each students pace and success, and are available to help as needed. Students are also encouraged to seek help from classmates.
History and English teachers meet to organize, analyze and run the independent reading session that balances the independent math session in the schedule. During this time, students read a variety of books, at times those of their own choosing, or occasionally assigned material. The History and English teachers create a variety of methods for students to respond to their literature, incorporating many learning modalities and always including a rubric describing objectives, standards, and outcomes. For example, one project required students to describe two of the five reading strategies they had learned during direct instruction lecture sessions. Next, they explained specifically how they had used each strategy. Students also created a central summary of their book, and embellished the edge of their project with a symbol or two that metaphorically referred to their book. The result was a triptych, with the summary in the center. Projects ranged from three-dimensional offerings to simpler work. All were individual, and when displayed, allowed other students to see and appreciate how other students had applied their understanding. In another reading project students were required to build a rubric to assess the performance of both themselves and teammates as part of an overall project assessment. They are accustomed to assessing their own progress, and that of their classmates.
Students are familiar with utilizing and creating rubrics to evaluate their own work and that of their classmates. In are, they sometimes examine work from prior years before beginning project, analyzing the pieces and creating a rubric for success. They also maintain an assignment log to self-monitor progress, and reflect upon the process of creation.
Art projects are frequently created with student interest and cross connection with other subjects in mind. For example, when engaged in a class-wide reading of Road to Manzanar, an eight-grade student suggested a field trip to the Japanese gardens in San Francisco’s Golden Gate Park. Teachers planned the trip, and with parent volunteers took the full 8th grade group. They had discussed the garden’s origin, and moved quietly about in small groups, fulfilling two assignments that they had created: to make several drawings, and to write several Haiku with the garden as inspiration. These same students had an opportunity to visit with a former intern from the Manzanar camp. He had written a book, and came to share his experiences with the students.
Students frequently work together in each class at Manzanita. Several projects have sought to bring this concept home, for example a quilt-making project created by the History teacher. Each child made a block to represent one of the early American colonies. Block topics ranged widely, but had to refer to an important element of their colony. Blocks were then sewn together into a beautiful quilt. The teacher led the class through discussions of how the quilt effort was similar to the effort put forth by the founding fathers and mothers, and how individually each block was lovely and important (like each citizen), but collectively they equal something more powerful and beautiful.
Manzanita Charter School is a charter school, and as such, is part of the district, but separate. Teachers do not use many district assessments, preferring to research or construct their own, based upon developmental appropriateness, and California state standards.
Theme 3- Academic Excellence: Curriculum and Instructional Practices
A great deal of thought, discussion, experimentation and effort went into creating the Manzanita daily schedule. Factors for consideration included the developmental needs of Middle School students (Caught in the Middle). In order to support the school’s project-based learning commitment, and to better support in-depth student learning and focus, the staff opted for a block schedule.
The schedule allows for students in the 6th grade to have all core subjects with a single, well-qualified teacher. These students are introduced to the middle school movement from class to class in a measured way, by having both Physical Education and Art, five times each week with the Manzanita subject specialist teachers.
7th and 8th grade students have core classes of 100 minutes each, alternating twice weekly between a day focused upon Humanities (History and Language Arts) and a day focused on Math and Science. Students also alternate between independent periods for self-paced math, and self-paced structured reading practice. Seventh and 8th grade students also enjoy 45 minutes of Physical Education every day, supporting a middle school student’s need for movement and play. Manzanita students take a rigorous, standards-based art class in 100 minute blocks twice weekly in keeping with the school’s stated commitment to creativity, and a balanced curriculum including multiple disciplines.
As stated in theme 5, all teachers use a variety of teaching methods to make best use of the long block period. A typical agenda recently found in the English class read as follows:
- Journal (The prompt asked about student’s feelings and fears on public speaking.)
- Small group “share-out” (students read and discussed their writing and feelings in small groups of 3 and 4)
- Lecture (Direct instruction using an overhead of key concepts focused on speaking techniques, while students took Cornell-style notes. Students were directed to keep 1/3rd of page on the left hand column for remarks and ideas by other students that clarified concepts, or their own observations.)
- Student partnerships (Students worked with a classmate to present choral reading of a poem, using the mannerisms covered in lecture.)
- Students assessed one another’s performances, giving feedback and observations.
In this manner, students are provided with variety, choice, and opportunities to practice concepts. Indirectly, teachers nurture a community of mutually supportive learners and foster a sense of interconnectedness and responsibility for school and classmates. These affective strategies are covered in greater depth in Theme 7.
The math teacher offers daily brainteasers and cryptic puzzles to improve high order thinking skills in a playful, low affect way to appeal to the middle school students’ love of exploration and games and reduce math anxiety. He also integrates technology into his curriculum by creating student projects that include LOGO programming, and incorporates other disciplines such as Art (see theme 4, pg. 6). Each math class offers a variety of independent and collaborative work for students, enabling movement and cooperation.
The sixth grade teacher takes full advantage of the self-contained class to create and implement curriculum that is interdisciplinary, thematic, and tailored to the specific academic needs of each student. For example, each thematic unit is based on typically month-long periods study on specific content areas that are derived from the standards. The units incorporate all subject areas, including art, technology, and social issues. They are assessed through reflective portfolios that provide the class with an opportunity to showcase their achievements and attain learning goals. Students also mutually assess, and give feedback to classmates about presentation and work. Parents see student portfolio presentation during open house and toward the end of the school year.
Often, the teachers incorporate real-world activities and connections with classroom work and state standards. During the recent presidential election cycle, students at Manzanita had multiple opportunities to reflect and discuss the real world activities while learning content standards. In math, students did statistical work on the election. In History, students followed the election using graphs and web sites. They also organized and implemented a school-wide voting opportunity for Manzanita’s student body. In Language Arts, the students used their own standard-derived rubrics on persuasive writing to analyze documents sent out by various candidates and ballot issues. Next, they presented their critiques on the success or failure of voter information documents as pertains to strong, persuasive writing and critical analysis. In art, the students created political posters, after having studied the various types of political posters, such as campaign, satirical, and propaganda.
Each core class uses state-adopted textbooks, and the staff engages in yearly budget meetings to plan text and work book purchases allowing for a rotating purchase plan designed to keep each classroom current and aligned with state standards. Occasionally parents have had fundraising drives toward purchase of more books, or curricula.
While Manzanita is too small to have a formal library, each teacher stocks a wide variety of books at all skill levels for student use. Three years ago, a reading grant from the Governor’s office enabled the Language Arts teacher to purchase $5000.00 worth of high quality books for classroom use. These purchases joined the shelves containing books from donations, as well as many purchased with an Implementation grant awarded by the Federal government for $130.000. Both grants were won by the participation and involvement of Manzanita teachers, families, and students.
The Manzanita site offers easy access to Richmond’s largest library, as well as the Art Center. Students and staff make frequent use of the library, and have been the fortunate recipients of several presentations by the libraries young adult specialist.
As described previously in this document, an ongoing, board-budgeted funding for all classroom materials enables teachers to buy the materials they need, when they need them. This control over a specified and defined budget pool enables teachers to meet the needs of students, and encourage areas of focus and deeper study.
Academy Program
Manzanita teachers found, then adapted an innovative program for student-choice electives called the Academy program. Although the program was intended for High School Students, teachers found that it was extremely appealing to Middle school students. Furthermore, it supported the school’s goals of creating a love of learning, opportunities to explore areas of interest, and small, cross-grade groupings organized around authentic exploration and project-based learning. Academy also enables the Manzanita staff to encourage important elements in Theme 7.
Twice yearly, at the start and middle of the year, 8th grade students brainstorm, debate, reach consensus, then compile a list of desirable Academy choices. This provides students a leadership opportunity, and works well as 8th grade students have the most experience with the Academy program; understanding both the limitations and opportunities.
All students fill out a teacher-created application, asking for their top three choices, and requiring that students write several paragraphs explaining with examples and evidence why they are well suited for the Academy. They also address what they can offer to support the goals of self-guided learning, and any experience they have with their top Academy choice. For example, if a student is passionate about cooking, they describe meals they have made, and areas of particular interest (baking, Italian food, gumbo). They might also describe their willingness to cooperate, listen to instruction, and initiate interesting, creative exploration.
Students are placed into one of their top two choices with 90-95% success. Parents are recruited at membership meetings for the selected Academies, and while these are most often led by teachers, notable exceptions include the monthly school newspaper: initially published by a team of parents working with students in Academy, and the Sports Academy. The Manzanita site is small, so effort is made to find an Academy or two that can go “off site”, such as hiking. One year, the hiking Academy, working with the support of two parents, covered approximately 25 miles of local hiking throughout the East Bay region.
Students set two goals at the beginning of the Academy: one personal and one community oriented. Examples include: publishing a yearbook (a community goal, accomplished last year and currently in progress for this year), and writing and filming a murder mystery video using classmates as actors (a personal goal).
Students are intended to work toward their own individual goal, and teachers provide greater or lesser degrees of structure, depending upon individual student need. The program meets the needs of all students, as it allows exploration of a variety of strengths not always measured or appreciated in a typical school environment. Furthermore, it allows real-life, work-like opportunities for students in the application process, and the opportunity to be self-directed. Participants also explore personal passion as the motivation for completion of a stated goal.
Students demonstrate their mastery, and at times their struggles, at the Academy showcase. Two show cases occur during designated membership meetings each year, and all students and parents are expected to attend. Parents have the opportunity to critique student work, and are asked to fill out questionnaires concerning the presentations. This is a recent addition to the Academy, and staff focus for the upcoming showcase is to ensure that students have de-brief opportunities afterward to reflect upon their work in writing and discussion, and to review parent comments and feedback.
Teachers provide a printed homework reference table for students each week. Included are several regular practice-based learning opportunities, occasional student to parent assignments (interviews, etc.) and optional work based upon exploration of either teacher directed or student directed enthusiasms. Examples include listing Student’s top three values, and explaining why they are personally important, or listening to a public radio program and doing a reflective response. Homework assignments are also available to students via the Manzanita web site.
Each teacher makes a point of providing a rich variety of resources for each unit of study, including print sources, internet web sites, art, and supplementary books at all levels. When possible, teachers create supplementary materials based upon primary sources such as the daily newspaper. As described in Theme 4, close contact between all Manzanita teachers encourages development of these multiple sources, as teachers collaborate to support area of study for the students.
Manzanita Charter School has developed excellent relationships with several feeder schools, focusing on the movement of students upward into high school more about information follows in this document.
Theme 4- Academic Excellence: Professional development
Our teachers and administrative staff use four principal methods to achieve professional development. Working from the individual to the collective, these methods are described below.
Individual Development
Our school culture, following the advice of authors such as Terrence E. Deal (Shaping School Culture), Peter Senge, (Schools That Learn), Mike Schmoker (Results) and Marzano et. Al (Classroom Instruction the Works, and What Works in Schools), embraces change, innovation, and an enthusiasm for learning (Manzanita Charter School Charter Document). This naturally applies to students, staff, and families.
Toward that end we nurture a climate of discovery, perpetual research, analysis, and discussion. Individually, this last year two of our staff attended Administrative Credential programs (sharing reading lists, and other information both formally and informally). Two of our teachers completed course work for their primary teaching credential. The Science teacher soon begins his master’s degree in his field, and the History teacher has joined a special program called the “Tradition Project”; a three-year professional development project including the standards-based curriculum, and the creation of a professional cohort of History teachers. Three teaching staff members have Master’s degrees.
Partnerships for Projects
Teachers often work with their colleagues in pairs, such as described earlier in this document (themes 1 and 2. Additional partnerships spring up from the creation of individual projects, toward the integration of curriculum, such as a map and continent project that included math, history, and art, a Medieval Faire (art, history), and Algebra comic strips (art, math). Currently in the planning phase, staff is collaborating on a Health Week, which will include student projects of special interest and relevance to Middle School Students’ health concerns, such as STDs, drug use, depression, eating disorders and self-mutation.
Several individuals on the teaching staff have also worked with the district-provided student psychologist to lead weekly student groups to explore issues such as female bullying, and self-esteem after having worked collaboratively with parents to identify the need.
Collaboration for Development
In order to keep financial resources in the classroom, to further encourage teacher enthusiasm for learning, and to provide leadership opportunities for staff, teachers have opted to provide important areas of development “in house”. Examples include a technology seminar provided by a partnership between the sixth grade teacher and a colleague from a prior teaching position. This was a full day tutorial, including information and resources, and hands-on opportunities to explore the Internet’s bounty. Other in-house staff led-development include instruction and practice, plus resources on differentiated curriculum. Staff made use of weekly meetings to revisit, and review the concepts. Another workshop focused on staff sharing effective and research proven SADAIE strategies. Each of these workshops have sprung from staff-identified, student-centered needs, and include opportunities for reflection, practice, and revisiting.
Staff reports that while the extra responsibilities are challenging, they also offer opportunities to work with adults, to teach and learn from peers, and to build collegiality and a cohesive approach for the school’s students.
Within the first month of school’s beginning, the staff meets to brainstorm areas of professional development interest and need. Then, teachers prioritize the development choices, with the full understanding that any immediate but hitherto undiscovered need may trump any topic, and cause a reschedule and shift in focus. Most commonly, two teachers will pair on the teaching of an area. Identified areas of exploration this year include: time management, technology in the class-room, and effective teaching strategies.
A recent pairing focused on an immediate need for the school’s students: work at self-esteem. During this work shop staff identified and clarified the problem, brainstormed solutions, and developed a week-long series of activities that included every single student, every teacher, about two dozen parents, and indirectly, all families. The students decorated and designed mirror frames with words and images that portrayed their unique qualities with the Physical Education teacher and the Art teacher. Next, they created “unit” origami stars made of separately folded pieces on which they wrote positive comments about a specifically selected fellow student. Next they combined the “units” making colorful spinning stars; one for each student.
The administrative manager suggested that we revive a school event, creating a tradition called “stone soup”, where students make several batches of soup, bringing ingredients from home, and cooking in class with their classmates and the help of several parents per classroom.
The culminating event was a lavishly decorated gym using the colorful and creative mirrors; one per student, the collaboratively designed but individually targeted stars, the collectively created soup (three crock pots per class), cooking academy’s corn bread (more on “Academy” later in this document). Before the meal, the students and parents were entertained by a performance of the dance academy group, dancing as individuals for part of the performance, and joining together in a collaboratively created piece.
Parents helped to serve, and sat down to enjoy the meal, and one of the school’s founders, and current teacher gave a toast, announcing her gratitude for excellent company and work that she loves: teaching.
Collaboration for Policy Development and Problem Solving
The teaching and office staff meets weekly, occasionally with parents or students in attendance, to cover specific student concerns, discuss discipline issues, trade information on specific classroom focus of projects, and attend to the school’s business. These meetings typically last two hours, and are always carefully “agendaed” in an effort to make efficient use of staff time.
These meetings are the primary mechanism for creation, discussion, or resolution of educational areas of the school’s work. They have served, in addition to many more quick meetings of smaller groups to solve problems that arise. Other meetings that include smaller numbers of staff include Tuesday meetings between the History and English teacher, and Monday round table meetings, for the purpose of discussing areas of professional interest or specific books or research about education.
Theme 5- Support for Student Learning
As with each other theme, school structure and overall size play an important role in support for student learning, and encourage a familiarity and closeness between students and teachers. Manzanita is a small school of 125 students, with a clearly articulated commitment to small class size (25 or fewer) and intimacy between teachers, staff, students and families (see charter document, please). Each aspect of the school supports this, from the collaboration of the staff on issues of students affective and academic needs (see theme 4), to the collaboration, governance, and involvement of the school’s families at our cooperative school.
The constant presence of parents doing yard supervision, dropping off and picking up support projects, working in the classroom and participating in committees and meetings sends students the message that we are an extended family. Teachers, parents, and students make frequent use of proximity; checking in, offering support, and information that serves to create a nurturing boundary around the school.
The Art and Physical Education teachers see every Manzanita student several days each week. They know each child by name, and are known by each child. The seventh and eighth grade core teachers (math, history, english, science) spend two years with all students, taking advantage of the enhanced teaching and learning that such a familiarity can create. This creates opportunities in each classroom to enhance student learning.
Teachers bring student interests into each lesson. For example, in a recent standards-based lesson on public speaking, the English teacher had students read an informational article about extreme sports. She discussed the connection between extreme sports enjoyed by several students (skateboarding, BMX racing, and snowboarding) with the thrill (terror?) of public speech. She drove home the need for practice by tying into a school-wide enthusiasm for basketball, and the need to practice at the free throw line for consistent results.
All teachers teacher and emphasize meta-cognitive “learning to learn” strategies in explicit lecture and practice lessons. Once students learn these concepts, they are frequently referred to and used for “process” in subsequent lessons. For example, both English and History teachers use the Cornell method (or an adapted version) for notes in class. Although an overhead of important concepts may be on the screen, students are expected to add supplementary comments by classmates, themselves, or the teacher that provide “epiphany” or clarification.
Manzanita student graduates often visit their former school, serving as classroom helpers, helping with technology, and speaking with current students about the challenges of High School and the importance of the foundation they received in middle school. Teachers enjoy this continued closeness, and use these students as resources. Several students have discussed their specific High School for the information of current students. One visiting student, Chantal Wooden, described her feelings on returning as “wanting to cry”, and proceeded to give the teacher with whom she spoke an update of the nine other students who attend her current High School. She reported on each student’s G.P.A. as ranging from 3.0 to 4.0. She felt sufficiently connected to these former schoolmates to ensure they were continuing their focus and commitment to education.
Teachers also keep in contact with former students to monitor the local High School options for current Manzanita students. In this way, we maintain a “student’s eye view” of each of five local schools, both public and private.
One teacher develops and maintains contact with admissions personnel in several local schools, such as St. Mary’s in Berkeley, Leadership High School in Richmond, and Middle College High, in San Pablo. Representatives from two schools have spoken with the 8th grade classes, describing the rigors of High School, and specific qualities that admissions personnel look for in an incoming student.
Parents are supported to make the best high school choice for their child by an informational event sponsored by the Manzanita teachers. The agenda includes all aspects of high school choice, including printed contact information for a dozen public and private schools, API scores for comparison, transfer information, and suggestions for completion of the high school application process. Emphasis is placed on finding the best “fit”, and helping support families that might not know all their options when selecting the best school. A period of the high school information session is given to parents sharing experience in the local schools, and networking.
Theme 6- Support for Student Learning: Student Support Services
As is true with each theme, the structure of our school goes a long way in providing support for all of Manzanita’s children, including gifted, special education, “at risk”, and unmotivated students. With the small class-size teachers are able to work one on one with students. For example, while some students are finishing a project, it is possible for the teacher to circulate, and address specific learning issues with students. Teachers often spend several lunch periods with students tutoring, or counseling. In these ways, we have comfortable, targeted instructional opportunities. Fast and personal “mini lessons” spring up, directed at immediate concerns or student struggles.
Frequent communication with parents enhances this, for example, when one student with a learning-social disorder called NLD was struggling with answering journal prompts in each class, his parents, teachers, and his educational counselor (family-provided) created an alternate series of prompts that made use of his literal tendencies. Now, if he is stuck, he looks at the inside cover of his journal for an alternate.
A Manzanita teacher has responsibility to schedule IEP meetings, and meetings typically occur at times that allow many if not all of the child’s teachers to attend. Students are referred for IEP meetings by their families, or a teacher. Occasionally, teachers schedule meetings for the purpose of behavioral improvement. These have proven particularly useful; helping students understand that families and teachers form a united front for the benefit of, and out of concern for the child. Families report feeling stronger, better equipped, and supported from these meetings. Dramatic behavioral improvements also tend to occur. This year staff has held five of these meetings.
At this time, a parent and teacher are working to create an after school homework center. The idea was proposed to the community in a membership meeting, and 15 parents signed up to serve as volunteers. Another mother signed up to create policies and procedures, and to manage a master schedule of volunteers and alternates. The center is envisioned as a quiet, well-managed place for students to do practice-style homework. With sufficient interest and full parent participation, the idea may be expanded to include tutorial help. Several former students have volunteered to serve.
As with many ideas at Manzanita, the homework center idea arose from a data-discovered need. Teachers analyzed data on missing homework, looking for patterns and information. “Repeat offenders”; students missing several homework assignments from more than one class, prompted interest in requiring attendance at a center. Parents were enthusiastic when apprised of the data, and so began the planning. The first meeting for volunteers is scheduled for December.
Manzanita seeks to help students make healthy choices, and is currently planning a student health week, as described in the Theme 4 section. Additionally, the cooking academy spends time discussing healthy eating choices. The school provides Sex Education for students during age-appropriate and developmentally aligned presentations by Planned Parenthood. Each teacher provides opportunities in journal responses and writing assignments to address healthy choices for students for example, prompts that ask for healthy suggestions to share with the class for dealing with stress. In addition, the physical education teacher spends time during many class meetings talking about healthy choices.
The Manzanita Charter document places significant emphasis on healthy relationships between students, teachers, and families. The small school size enables teachers and parents to closely monitor issues and concerns. These are discussed and shared in staff meetings, and it is common for teachers and staff to put out notice to keep on eye on students when concerns are raised. Students new to the school report feeling surprised when they come to Manzanita that the staff so well-apprised of issues, and personally know and care about their students.
Manzanita students are expected to help each other make healthy choices, and in the extremely rare incident of physical violence (a fight happens at a rate of less than one per year; extraordinary for students this age.) all students are accountable. Teachers stress the fact that it is far better for friends to help each other NOT to fight, and discourage aggression. Recently, several former students told a story of keeping each other and their new schoolmates from engaging in a fight at their new school. They were justifiably proud.
The school secretary had seen a need to write a school safety plan, and immediately did so working with a small group of parents. Last year, the math teacher, (again, working with parents, one of them a fire-fighter) wrote a comprehensive safety plan. Parents now work with a representative teacher to keep disaster plans current. The school practices one fire drill per month, plus one earthquake and one “shelter in place” drill per semester
The school’s discipline policy is constructed to deal with behavioral issues as they occur, in a direct but non-confrontational way, free of embarrassment or humiliation for the student. The printed parent and student information clearly articulates the policies, and parents and students sign each year. The policy is also carefully described in the mandatory parent orientation, and again for students in assembly at the start of the year. Each teacher also describes their approach, plus consequences during the first week.
Theme 7 – Support for Student Learning: School Culture and Engaging the School Community
So much of Manzanita’s success rests squarely in the domain of a vibrant, positive school culture. The students are welcome, and valued for the unique qualities they bring. According to research, school culture can have a tremendous positive effect on student learning, and in the company of teachers and parents who value learning, and love the work they do even reluctant students blossom. Student motivation described by Marzano in What Works in Schools as essential to learning and clearly connected to achievement.
Publicly appreciating the variety of learning styles, and strengths and maintaining a respectful environment encourages students to do the same. When students feel safe in a classroom, they are more likely to take chances and engage. As stated in themes 1 and
Teachers motivate in a variety of ways, always endeavoring to encourage intrinsic motivation. This is most often achieved by modeling sincere enthusiasm for learning, and for specific content material. As detailed in theme 4, teachers have created a climate and expectation that learning is a pleasure, and exploration a delight. They do this with continued education, frequent discussions, and maintaining a transparency in their learning enthusiasms. For example, it is common to hear the English teacher discussing a book she is reading, or referring to the reading of another teacher.
While our stated goals include a strong academic program, teachers feel strongly that emotional well-being is always the priority. It is not uncommon for lessons to be redirected with specific social or emotional issues in mind. For example, when girl bullying became an issue for a group of about six girls, two teachers met immediately with the group, and one went on to research the issue. With the resource support of a third teacher, and the district provided counselor, a girl group was founded.
Teachers are often aware of home-life issues through frequent communication with families, and take full advantage of the many opportunities to share information with colleagues. Parents frequently remark that they appreciate the apparent respect that teachers show their children. The rate of visits by former students and the enthusiasm with which their parents describe their experience at Manzanita are unique.
Character issues and emotional well-being are often the spring board for activities and school-wide focus, for example the Stone Soup celebration described in theme 4, and the incident of the former students stopping a fight at their high school described in this document. Additionally, the small school and class size allow for flexibility to focus on specific issues as they arise. For example, when money for a field trip was stolen it became an opportunity to discuss the impact of one’s actions in every situation. A clear but non-judgmental discussion followed in the class where it occurred, then was further discussed in several subsequent classes (word travels fast). Teachers had an opportunity to show that theft always had a victim, and the victims were sitting around the room. Within 48 hours, the money was returned, in different denominations than the original money. A note was enclosed: “sorry for the inconvenience”.
When a teacher’s digital camera was stolen, a student took it upon himself, when discovering the thief to be an acquaintance of his, to talk his friend into returning the camera. Stories of this nature are common at Manzanita, and markedly different from the neighboring school with many hundreds of students.
The parents at Manzanita organize and run a sports program that includes four Basketball teams: Jr. and Varsity for both boys and girls, and volleyball. Both varsity teams earned positions in the playoffs against the league with which they play. Another parent runs a cheerleading group. Sports are entirely self-funded through several fundraising programs.
Parents clean and repair the school site during scheduled cleanings and work parties. Before the school year begins, parents and in-coming students, siblings, and former students participate in the preparation for the New Year. Painting, cleaning, repair, and organizing comprise a day’s activities as old friends visit and new friends are made. Organization for the day rests on the collaborative efforts of the Science teacher and a parent-board member.
During the school year, teachers vie for display space, to show student work at it is best. Hallways become galleries, and bulletin boards bristle with student work. The classrooms and site reflect the energy and excitement of learning, with colorful examples of student work, or multicultural, subject referential art.
Students are connected to, and nurtured by the school in myriad ways; many of them described throughout this document. The school is “our” school, and the students are encouraged to see themselves as stakeholders. During orientation teachers describe the schools data-proven, student and family embraced success of the school based upon a foundation of three key groups: the students, the families, and the teachers. Without the heart and soul of any one group, the model falls. With the heart and soul, we soar.