Manzanita Charter Middle School Charter Document

 

Element 1: Educational Program

Manzanita Charter Middle School is a parent cooperative, developmentally-based school with a strong emphasis on an academic and creative curriculum, taught within a secure and safe community in which all students belong and feel that they are "part of a family" (see "Caught in the Middle" by the California State Board of Education). We believe our children's education involves shared commitment and responsibility among the teachers, the parents, the community, and the individual learners. (Note: While we will use "parent" throughout this document, we recognize the variety of adults who may play parental roles in the children's lives, and we will encourage and support the involvement of all.)                 

I.  Who will be the students?                

Manzanita Charter Middle School, a family cooperative, is designed to educate sixth-, seventh-, and eighth-graders whose parents see themselves as essential participants in their children's learning. We start with the belief that parental involvement is a key ingredient in ensuring student success. Therefore, family commitment to work with and support the school will be a condition for admission.  The school will require a parent or other responsible adult to participate in and complete an orientation workshop with their student before submitting a school application.  Additionally, after admission, the school will require a parent or other responsible adult to work with the school for a certain number of hours (yet to be determined). A variety of activities will count towards this work commitment, such as escorting students on field trips, arranging community service, or attending school meetings. The school plans to help all families meet their commitment, and will make suitable arrangements for assistance when needed.

Since the population of the community in our area includes a multitude of racial, ethnic, and economic groups, the school will strive to have its student body reflect that diversity. Acknowledging that it is often difficult to achieve diversity in alternative schools, we affirm our commitment to diversity, and will form an outreach organization for the purpose of encouraging all sectors of our community to join our school.

 II.  What will it mean to be an "educated person" in the twenty-first century?

Considering the rapidity of social and technological change in the late twentieth century, we assume that rapid change itself is a constant. To prepare students now for the world they will face as adults, we must provide them with the ability to understand that world and the tools and confidence to act positively in it.

Our students will need to study history and read literature in order to understand the underlying foundations of their society. Language arts, as well as performing arts and fine arts, will be essential to help our students express and communicate their ideas and feelings. Mathematics and sciences provide understanding of the physical world, as well as the keys to conquering hunger, disease, and environmental decline.

No one of these curricular elements is more important than any other, and there is no reason to teach any of these subjects out of the context of the real world. Whenever possible, the context will be as "close to home" as possible, in order to engage the students' interest. Once engaged, the learning effort may branch out in many directions, through any or all of the disciplines.              

Adolescence presents a critical time of academic growth and transition that forms the basis for a successful high school and post-secondary experience. We seek to provide our students with critical thinking skills and in-depth knowledge of a meaningful core academic curriculum that meets or exceeds the state outcome guidelines for sixth, seventh, and eighth grades. We also seek to provide our students with the personal and social skills necessary for cooperative work and the social commitment and responsibility required in becoming contributing members of a diverse and democratic society. Finally, we are dedicated to providing each student with an emotionally and psychologically secure environment that fosters his or her curiosity and enthusiasm for learning.

III.  How does learning best occur?

We seek to foster an environment of respect, caring, and a commitment to academic and creative excellence. We firmly believe in creating a secure environment for our students, based upon self-esteem and self-respect and upon concern and respect for others. It is precisely such an environment in which students are able to explore and to not be afraid of learning - making mistakes or taking the risks involved in creative and critical thinking processes. At a time when many children are coping with feelings of inadequacy or of being different or left out, we seek to actively work as a community on intrapersonal and interpersonal skills, and the recognition and solution of social problems.

We recognize that students learn in different ways and that an effective academic program must respond to these differences. Accordingly, our teachers will use a wide variety of innovative and traditional teaching styles. These include:  

•                cooperative learning (working in groups)

•                teacher as coach (student-centered learning)

•                Socratic questioning (detailed oral questioning of students)

•                 technology-based learning (interactive media and Internet)

•                 listening to lectures

•                 independent study

•                 experiential learning

 We believe strongly in the value of "theme-based" learning. The following example illustrates how theme-based learning works. The sixth grade social science curriculum includes study of the rain forests, and their worldwide decline. A teacher might bring to the classroom a tropical tree frog in a small terrarium. Through library and computer research, students locate the animal's origin on maps. They name it, learn what to feed it and how to take care of it. They must establish cooperative groups in order to see that the requisite care is provided without a gap. Math, science, and economics are involved in feeding and caring for the animal.                

Research skills and art come into play as students create an appropriate environment for the frog. In nature, the frog depends on certain plants, animals, and weather systems, which students will learn to identify. Human populations, economics, and political considerations come into play as students learn about the forces that combine to diminish the environment of their now-beloved pet. A pen pal relationship might be established with students who live in the frog's native habitat. Through music and drama students might tell their frog's story.

Our teachers will enjoy a supportive, collegial environment involving daily contact with each other. They will work together to develop an integrated and consistent curriculum in which teaching strategies and information are readily shared. The support and hard work of staff, aides, and parents so essential to the success of the community and this type of educational process will provide a role model of social commitment to the students. The consistency in philosophy throughout the curriculum will give our students the security and the boundaries they need while providing them with opportunities for individual exploration and growth.