ACCESS School Proposal, DRAFT 2

 

November 19, 2001                           DRAFT 2

 

To:     Board Subcommittee on Options

Fr:      TAG Office - Amy Welch,  916-3358

RE:          ACCESS School

 

I.          DEFINITION OF PROGRAM

The ACCESS School is a Gr 1-12 educational option operating as a Portland Public Schools alternative program.  The ACCESS School is designed to meet the unique needs of highly capable students to reach their personal best.  A highly capable student is defined here as one who has scored in, or demonstrated ability to score in, the exceeded range in multiple areas. These highly capable students necessitate an accelerated curriculum and instruction at a faster rate with fewer repetitions than is appropriate for other students.  Highly Capable (highly gifted) is defined here as a child who generally scores at 145 or above (99+%) on a nationally-normed academic or cognitive assessment.

 

581-022-1350(5) (b)  "Placement of a student in a public or private alternative education program may be made only if the program has been determined....to best serve the student's educational needs and interests, within district and state academic standards;..."

 

The ACCESS School complies with ORS 336.615; 335.635; 336.655; ORS 339.250(9) and OAR 581-022-1110(5); 581-022-1350.  These statutes and regulations define alternative education programs and the student needs served.  581-022-1350(5)(a) states that, "Students placed in alternative education programs are those whose educational needs and interests are best served by participation in such programs..." and will include but not be limited to students identified under student discipline and "exceeding all standards" laws.

 

There is growing national and local awareness that the needs of highly capable students is in large part unmet.  "For parents, it is a journey radically different, and far more chaotic than the well-worn paths that have been smoothed for gifted athletes, musicians or artists."  By law, special education students must be tested, transported and closely monitored.  No such standards apply to the highly gifted. (LA Times, 'Westside Charter School for the Highly Gifted') 

 

Gifted education researcher Stephanie Toulan states that, "The difficulty with highly gifted children in school may be summarized in three words: they don't fit.  The highly gifted child is many ages.  In addition, highly gifted children may have trouble establishing fulfilling friendships with people of their own age when there are few or no other highly gifted children with whom to interact.  For most highly gifted children, social relationships with age peers necessitate a constant monitoring of thoughts, words and behavior.  One of the greatest benefits for a highly gifted child is the chance for them to spend time with others like themselves.  Rather than feeling like oddballs, they suddenly feel normal." 

 

Boston College psychology professor Ellen Winner, Gifted Children: Myths and Realities (1996), suggests that "moderately gifted" (130-140 or 97-98%) children belong in regular classes.  Highly gifted children, by contrast, "are at risk."  A number of these children get bored or teased in school and they tune out or become disinterested in their abilities and end up underachievers.  Winner, goes on to say that "they need to be in classes with other kids who are like them." 

 

Why not fast-track these highly capable students through elementary, middle- and high school, directly to college?  Johns Hopkins professor (and founder of the Center for Talented Youth) Julian Stanley said he no longer supports radical early entrance to college because he believes that it stifles a child's social and emotional development. 

 

Gifted Development Center chair Linda Silverman agrees that gifted children are wired to desire knowledge, not necessarily to desire success, to be famous, to produce, to be rich.  But to learn.  Silverman goes on to say that education is really about learning, and that's what leads to happy, healthy children. 

 

Michael Kearney, an Alabama student who graduated from college at 10, understands the feelings of isolation that often accompanies intelligence at this level.  "The intelligence part, the college part, comes easy.  But the social part, the emotional part, is what is difficult.  You don't realize how hard you have to work to make friends.  However intelligent we may be, we are still emotionally children.  And if we don't get that emotional development, we grow up lopsided."

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

II.          GOALS OF PROGRAM

The ACCESS School allows highly capable children to thrive socially, emotionally and academically.  The ACCESS School helps children develop a lifelong love of learning, and encourages them to become full and productive participants in our rapidly changing global community. 

 

The ACCESS School provides a challenging, open-ended arts and academics program that elicits the full potential from highly capable students by supporting both intellectual and personal growth.  The rigorous, highly individualized program recognizes different learning styles and talents within a nurturing environment that emphasizes integrated studies, creative arts and social-emotional learning.

 

The ACCESS School curriculum is enhanced by:

Accelerated curriculum

Cultivation and development of skills, abilities and creativity

Character and social development

Exploration and personal discovery

Self-directed, self-paced challenges toward excellence

Service to the community and society with tolerance and wisdom

 

Learner outcomes for gifted students differs from the typical learner.  The William & Mary College professor Joyce Van Tassel-Baska, explains that typically the major differences lie in the scope of the outcome, the stage of development at which it is expected, and the implicit proficiencies necessary to achieve it at an exemplary level.  Below is a set of sixth-grade English curriculum outcomes for all learners juxtaposed with outcomes that were developed specifically for gifted students at the same grade level.

 

Generic

          1.  Comprehends a variety of materials.

          2.  Is familiar with the structural elements of literature.

          3.  Develops an understanding of the chronology of American literature.

 

Gifted

          1.  Evaluates diverse materials according to a set of criteria or standards.

          2.  Creates a literary work in self-selected form, using appropriate structural elements.

3.  Analyzes and interprets key social, cultural, and economic ideas as expressed in the

       literature, art and music of America at 40-year intervals.

 

          The examples in the gifted set are consistently more challenging, broader in scope, and more focused on specific higher level thinking tasks.  They imply that students have mastered the basic underlying skills necessary to undertake required tasks (e.g., that students can basically comprehend what they read), and demand the development of multiple perspectives within and across areas of knowledge.  These aspects of differentiation are central in comparing generic and gifted outcome statements. ("Developing Learner Outcomes for Gifted Students," Joyce Van Tassel-Baska   http://www.kidsource.com/kidsource/content/learner_outcomes.html)

 

 

 

 

 

 

 

III.          ACCOUNTABLE ACTIVITIES AND ALLOWABLE CREDIT

The ACCESS School is organized to include grades 1 through 12.  Students are organized into grade level or mixed age classrooms with flexible grouping within those grade levels in order to provide for appropriate curricular needs.  The criteria for grading, conferencing, curriculum, and credit are consistent with Portland Public Schools. 

 

The ACCESS School will use choose core texts from the State-adopted Instructional Materials List (http://www.ode.state.or.us/cifs/instmatls/text-seg.htm) with supplemental materials coming from a variety of sources; e.g., Singapore Math (http://www.singaporemath.com), Getty Museum's Discipline Based Art Education (http://www.getty.edu/education) and Great Books (http://www.greatbooks.org/). 

 

As per 581-022-1350(4)(a) "All students receive instruction in the state content standards at appropriate benchmark levels providing the opportunity to receive Certificates of Initial and/or Advanced Mastery;

 

(b) All Oregon Statewide Assessments are administered;

 

(c) The results of student performance on state assessments are reported annually to students, parents and the school district;..."

 

 

 

 

 

 

 

 

 

 

 

 

 

IV.          NOTIFICATION AND ENROLLMENT IN PROGRAM

Overall, the ACCESS School best serves highly capable students who

·       are willing to take academic risk;

·       are intellectually and academically capable;

·       value and are willing to learn from the opinions of others;

·       choose the challenging rather than the easiest path;

·       value a multicultural community of learners.

 

The ACCESS Admissions Committee will take into account both abilities and the needs of the applicant.  Test scores will not be the sole criterion for admission, although applicants are expected to have test scores in the 99+% in either:  general intellectual ability, mathematics, or reading.  The Committee will consider other evidence of giftedness that demonstrates the applicant's need for modified curriculum instruction at this level; including, but not limited to:  early reading, teacher observations, advanced mathematical skills, sophisticated work, depth of thought, or unusual creativity.  The admissions process will comply with all federal and state statutes and regulations.

 

The application package will include:

·       evidence that the student meets the criterion for TAG identification

     (Oregon  Administrative Rules 581-022-1310);

·       evidence of accelerated performance;

·       a statement of student and family commitment to the program;

·       teacher recommendations;

·       work samples or portfolio;

·       school transcripts or evaluations.

 

The Admissions Committee may also consider and/or request:

·       tests or assessments administered by licensed professionals;

·       interviews of both applicant and family;

·       observations of applicant;

·       a classroom visit.

 

In the event the number of qualified applicants exceeds the number of available spaces, other factors may be taken into account:

·       preference for applicants currently residing in the Portland Public Schools district;

·       need of the classrooms for population diversity;

·       other alternatives or support available to the applicant.

 

 

 

 

 

V.           COST OF PROGRAM

           BUDGET

The host school will provide the principal and secretarial support (Year 1 through 4), plus the normal and customary school infrastructure of telephones, computers, basic texts and materials, cafeteria, janitors, maintenance, library, PE, music, art, etc.  In Year 1, the extraordinary cost is for the TOSA (teacher on special assignment) curriculum specialist.  This cost is estimated at $55,504.  Discarded or donated textbooks and additional library materials will be sought from current schools in the district and the greater Portland area.  The school staffing allocation is established at normal district levels (in 2001-02 this allocation is 28:1).

 

·       Salaries are based on the district Budget Office average projections:

Principal                                                                           $ 83,314 

TOSA-Certified including 18% for extended hours           55,504

Certified/Licensed          (Teacher, Counselor, Librarian, etc)    47,038       

Secretary                                                                               25,059

 

·       Fringe is 23.64% plus $9,541.2 per FTE for Health & Welfare.  (The current H&W charges are $7,951 per FTE but this rate will show an increase of $1,590 in February 2002.)

 

·       For normal cost comparison purposes, fringe and H&W are not included in the salaries listed below.

 

 

Year 1                    $188,152 + 55,504                                = $   243,656

Year 2                      282,228 + 55,504 + 12,529                    = $   350,261

Year 3                      423,342 + 55,504 + 25,059                    = $   503,905

Year 4                      564,456 + 55,504 + 25,059                    = $   645,019

Year 5                      611,494 + 55,504 + 25,059 + 83,314  = $   775,371

Year 6                      611,494 + 55,504 + 25,059 + 83,314

                                258,709 + 27,752 + 12,529                    = $1,074,361

 

 

 

 

 

 

 

 

 

 

 

 

VI.          STAFFING OF PROGRAM

Portland Public Schools staffs and budgets the ACCESS School as any other Portland Public School alternative program, including but not limited to general fund staffing, consolidated budget, TAG funds and Local Option Tax funds.  

 

The FTE is distributed as follows:

 

Year 1-  112 students (28:1 student ratio)                    

                     5 staff  (4 teachers and 1 TOSA)

 

Support                                      Instructional                                       

1.0  Curriculum Specialist           2.0  Grades 1-3                      

(TOSA)                                     2.0  Grades 4-6

 

 

Year 2-  168 students (28:1 student ratio)

                     8 staff (6 teachers + 1 TOSA, 1 secretary)

 

Support                                      Instructional                                       

1.0  Curriculum Specialist           2.0  Grades 1-3                      

(TOSA)                                     2.0  Grades 4-6

                                                  2.0  Grades 7-8

 .5  Secretary

         

                                       

Year 3- 252 students (28:1 student ratio)

                  11 staff (9 teachers + 1 TOSA, 1 secretary)

 

Support                                      Instructional                                       

1.0  Curriculum Specialist           3.0  Grades 1-3                      

(TOSA)                                     3.0  Grades 4-6

                                                  3.0  Grades 7-8

1.0 Secretary

 

 

Year 4 -  308 students (28:1 student ratio)

                   14  staff (11 teachers + 1 TOSA, 1 school counselor, 1 secretary)

 

Support                                      Instructional                                       

1.0  Curriculum Specialist          3.0  Grades 1-3                      

1.0  School Counselor              4.0  Grades 4-6

                    4.0  Grades 7-8

1.0  Secretary

 

 

Year 5 -  336 students (28:1 student ratio)  MAXIMUM NUMBER OF STUDENTS

                 15.5 staff (12 teachers + 1 Principal, 1 school counselor, 1 secretary, .5 Curriculum Specialist)

 

Support                                      Instructional         

1.0  Principal                         

  .5  Curriculum Specialist          3.0  Grades 1-3                      

1.0  School Counselor              5.0  Grades 4-6

                    4.0  Grades 7-8

1.0  Secretary

 

and

 

Year 6 - 140 students (28:1 student ratio) - MAXIMUM NUMBER of Gr 9-12 -

residing in a current PPS HS

 

Support                                      Instructional                                       

  .5  Curriculum Specialist          5.0  Grades 9-12                    

  .5  School Counselor

  .5  Secretary

 

The criteria for hiring staff:

All applicants must possess a valid Oregon Teaching Certificate and be approved by Portland Public Schools - ORS 336.635(5).  Hiring priority is given to teachers with experience in gifted education, a specific middle school- or high school-level specific subject matter endorsement, have worked in an alternative education setting; and can demonstrate an open, supportive and positive attitude toward students, who are excited about performance-based and experience-based education, who like to work in teams and who see the role of teacher as one of guide and facilitator. Teachers with experience teaching Advanced Placement or International Baccalaureate, and who fluently speak a second language, will be given first priority in hiring. The curriculum specialist is a teacher-on-special assignment (TOSA) who mirrors the hiring criteria listed above and who works with teachers to adjust curriculum, coordinate instruction, and facilitates communication between teachers and students.  The School Counselor is one with documented successful experience in working with highly gifted students and their parents. The counselor is one who counsels students and parents individually and in small group, during- and after-regular school hours.

 

 

 

 

 

 

VII.          EVALUATION OF PROGRAM

Portland Public Schools has internal accountability over its District-operated alternative education programs, in part because enrollment in these programs is tracked in the District's student database.

 

Student curriculum and learning supports the Oregon statewide and national benchmark goals, such as the National Council Teachers of Mathematics and the National Standards for Gifted and Talented.  Each year, entering students are given an initial assessment in reading, math and written language.  Short- and long-term goals for student learning are based on initial assessment, ongoing assessment, and a work sample portfolio.

 

A variety of standardized assessments are conducted yearly to measure academic growth.  Students may be given grade level tests and/or out-of-grade level tests. These assessments include, but are not limited to:  Portland Achievement Levels Tests, Oregon State Assessments, PSAT, SAT and PLUS.

 

The Curriculum is aligned with the "common curriculum goals and standards" from the state (http://www.ode.state.or.us/cifs/index.htm).  In addition, the College Board's Pre-Advanced Placement and Advanced Placement programs (http://www.collegeboard.org/ap/index.html) will be utilized to maximize learning and assessment. 

 

Pre-Advanced Placement (Pre-AP) is designed for use in Grades 5 though 10 and Advanced Placement (AP) in Grades 9 through 12.  AP, rather than International Baccalaureate (IB), is preferred as there are no grade level, seat time, site or certification encumbrances.

 

The staff will seek a 2002 College Board Pre-AP Fellow Program Stipend of $7,000 to attend the annual July summer institute at Xavier University in New Orleans.  The stipend covers tuition and basic materials for the institute.  Staff will be asked to use professional development funds to cover room and board, and transportation.

 

The Pre-AP Fellows program is funded by the Mellon Foundation and provides stipends to teachers planning to teach AP courses in economically disadvantaged areas.  An AP Vertical Team is a group of teachers from different grade levels, generally grades 6 through 12 who work cooperatively to develop and implement a vertically aligned program aimed at helping students acquire the academic skills necessary for success in the AP program.  The workshop is for district and school administrators, curriculum coordinators, counselors, department leaders, and groups of teachers interested in forming discipline-based teams of teachers and administrators to improve academic performance and participation in the College Board's Advanced Placement program.

 

Additionally, students will be encouraged to complete the AP Scholars program or the AP International Diploma for Overseas Study (APID).  The latter is similar to the full IB program.

 

 

VIII.          EVALUATION OF SITE

Space Requirement

Year 1            4 classrooms    1 office                  1 library/conference room

Year 2          6 classrooms    1 office                  1 library/conference room

Year 3          9 classrooms    1 office                  1 library/conference room

Year 4        11 classrooms    2 offices                 1 library/conference room

Year 5        12 classrooms           3 offices                 1 library/conference room

Year 6          site 1:

                  12 classrooms             3 offices                    1 library/conference room

                     and

                    site 2:

                    5 classrooms                    3 offices                    1 library/conference room

                             

Enforcement of Health Laws includes a routine inspection by a City of Portland health inspector. 

 

Disease Control:  Sanitation and indoor air include routine inspections by Portland Public School Maintenance personnel. Air quality and water quality are within acceptable limits.

 

Hazardous Substances:  The ACCESS School complies with the mandated Portland Public Schools hazardous substance program.  Updated Material Safety Data Sheets are maintained in the office.

 

Controlled substances:  As a public building, no alcohol, tobacco or other drugs may be possessed, used, or transferred at school.  Student disciplinary procedures comply with PPS regulations.

 

Protection of buildings from fire:  ACCESS conducts regular fire drill and earthquake drill activities.  The building receives regularly scheduled visits and non-scheduled visits from Portland Fire Bureau building inspectors.  If a deficiency is noted, it is corrected immediately.

 

 

IX.          DISCRIMINATION

ACCESS does not discriminate on the basis of age, color, creed, disability, national or ethnic origin, race, religion, sex, or sexual orientation.  The policy applies to all areas of student concerns, including but not limited to admission and educational policies.