South Norwalk Community Charter School Concept Paper Executive Summary

South Norwalk Community Charter School

CONCEPT PAPER

Executive Summary

 Under the leadership of the Reverend Lindsay Curtis of Grace Baptist Church in South Norwalk, a planning team gathered to develop a school concept paper for a new charter school to be located in the South Norwalk community.  This School Concept Paper is a first draft, whose purpose is to stimulate discussion in the community about the kind of school that is needed and desired and to encourage more persons to participate in the planning of the school. 

School Mission Statement:  The mission of the South Norwalk Community Charter School is to cultivate a community in which all members—students, staff, and families—are expected to do their best.  Students will engage in a rigorous program to develop their critical thinking skills, self-esteem, and social and cultural awareness so that they can be prepared for college and fully meet the challenges of the 21^st Century.

The need for this new charter school is well documented in the achievement data for students in the Norwalk Public Schools.  Only 30% of Black and low income students and 40% of Hispanic students scored “At or Above Goal” in grades 3-8 on the Connecticut Mastery Tests in 2007.   Many of these students are bused from their homes in South Norwalk to schools elsewhere in the district.  

 In order to build on expanding early childhood education programs in South Norwalk and to accelerate the development of low income students, the school will enroll kindergarten children in its first year.  Because of the pressing need to accelerate the development of middle school students, the school will also enroll fourth grade students in its first year.  Adding programs for first and fifth graders in the second year and for additional grades in subsequent years will enable the school to reach a full k-8 enrollment of 360 students (40 per grade level) within five years.  

Among the school’s most important goals for students’ personal development are the building of self-esteem, of character and of perseverance.  Academically, the school will focus on developing students who are independent and critical thinkers, who set goals for themselves, and who have good problem-solving skills.  In the social and cultural development of its students, the school will focus on their sense of being in a wider world beyond their own communities—of “big” ideas and “big” experiences.

The school’s curriculum for kindergarten through eighth grade will include the core academic subjects of English language arts, social studies, mathematics, and science, as well as world languages, visual and performing arts, technology, physical education, health, and an Extended Learning Program.  In the humanities and the arts, special attention will be paid to the cultural backgrounds of the students.  The school will also feature a “rites of passage” program, in which students’ progress and growth will be celebrated and rewarded.  In the primary grades (k-3) the school day will begin at 8:30 a.m. and conclude at 5:00 p.m., with a voluntary before- and after-school program for the children of working parents or others who need it.  In the intermediate grades (4-8) school will begin at 8:00 a.m. and conclude at 5:00 p.m., with the same voluntary program.

The school will employ teachers who believe that all students can learn at high levels, understand the social and cultural backgrounds of their students, and are knowledgeable about the social and emotional domains of learning.  Their pedagogy will engage students as active learners through experiential and collaborative methods of learning, based on brain research.     

The school will support its students through a full range of English as a Second Language and special educations services, based on their needs.  A Family Center in the school will provide outreach and support to parents to enable them to support the academic and personal development of their children.  The staff of the Center will include a social worker and parent outreach worker, who will be familiar with the cultural backgrounds of students and families in the school.  They will serve parents directly, including making home visits, and will also refer parents to outside social service agencies that can provide needed assistance.  The Family Center will also organize and support a “family university” program of parent education.  

In addition, the school will establish a set of basic expectations for parent participation in supporting their children’s success—e.g. responding to communications from the teacher/school, creating an environment for students to do homework and read at home, and participating in parent education programs.  The school will keep a record of each student’s parent(s) participation and conference with those who do not meet the expectations.

A Board of Trustees comprised of at least 12 members with diverse professional and community backgrounds, will have the ultimate legal responsibility for the educational success of the school and the management of its finances.  The Board will adopt a  process which provides a role for each group in the school community—Principal, staff, parents, and students—to influence school decision-making, as appropriate.