NEWS!!
NEW HAMPSHIRE EQUESTRIAN ACADEMY CHARTER SCHOOL
APPROVED BY THE STATE BOARD OF EDUCATION
2nd Charter Proposal Tabled
Pending Further Information
September 15, 2005
Details Below
1. NEW
HAMPSHIRE EQUESTRIAN ACADEMY CHARTER SCHOOL AUTHORIZED
The state's 8th charter school was authorized yesterday.
This was the 2nd presentation to NH's State Board of Education. The
first review January 2005 resulted in requests for additional information
to review the unique equestrian academy charter proposal. "I appreciated
time to review this charter application in detail and address your prior
concerns," said Leslie Brian, one of the school's founders. "We've
spent many hours having good education debates on topics you raised.
Our charter application now is vastly improved."
"The first concern of this charter school is a strong academic,
college preparatory program. Credits required to graduate exceed state
requirements. I want to reassure you about this."Dr. Brian discussed
the founders' backgrounds in reading and curriculum, stating that literacy
would indeed be a strong focus. Students are required to complete 29.3
credits to be graduated, the highest credit requirement in the state.
Eight (8) credits will be in equestrian studies courses, offered to
students in semester modules. Safety will be stressed at all times.
See
Charter.
Brian then reviewed statewide supportive
feedback from students, parents, and personnel in schools, technical
colleges, and businesses. "No one with whom we've spoken has objected
to the school--most people are supportive and intrigued about new opportunities
this school will bring." Dr. Grant Myhre, the Rochester-based veterinarian
offering space at his 120-acre farm and equine hospital, explained that
his facility already sponsors conferences and educational programs for
veterinarians, owners, and specialists. "This is a multimillion
dollar industry in New Hampshire--the biggest farm industry in the state.
This is a multibillion dollar industry nationwide," he said. On
the topic of fundraising, Dr. Myhre opined that raising $50-100,000
was within reach if sponsors are sought from the pharmaceutical industry,
the equestrian industry, and philanthropists.
Commissioner Tracy commented that the charter was well-written, included
mastery learning and mediation training for all students and staff.
Regarding details needing clarification, the Commissioner suggested
he discuss issues with founders as start-up work progressed. Board members
had many questions related to funding, the year-round program vis-a-vis
annual billing, entrepreneurial features of the school, out-of-state
students, fund-raising plans and data, timeline for opening, health
and fitness programs, and relationships with school districts. The career
portion of the school was discussed in depth at the first hearing.
"All issues of benefit aside," said Mr. Lyons, an attorney
board member, "we are consistently concerned about finances of
new schools. There must be a strong business and financial underpinning
for any new enterprise."Clearly the Board is concerned about the
meager state allocation for state-authorized charter school students.
"You have to understand that we don't have any additional money
to give you." Representative Lars Christiansen spoke to the Board,
asking them to have confidence that the legislature would solve funding
concerns for state-authorized charter schools this year. He thought
that the tuition suggestion from Franklin's charter school ($8,000)
was high, because Hudson's average student cost was around $7,000.
The school's initial campus will be in Rochester, New Hampshire. If
additional quality facilities can be located in the Keene or other areas,
this charter mentions the possibility of a second campus. That won't
happen in the first year. Equestrian courses are organized so that a
student might apply just for the 15.3-credit equestrian program. This
raised new questions regarding a chartered public schools. Can a student
attend a charter school part-time? If so, how does district billing
work? Susan Hollins clarified that the charter school statute gives
charter schools all the rights and privileges of other public schools
and students are allowed to attend other public schools part-time. Brian
added that the majority of students will be full-time students, but
the school would like to dialogue about part-time participation, should
this be requested.
The New Hampshire Equestrian Academy Charter School proposes to be open
year 'round. The typical 180-day calendar equals a full year of credit
and a full tuition. So how is the summer session handled? This and other
questions will be worked out as the school progresses. Clearly this
charter school advances new ideas for chartered public schools. "I
want you to figure out these unique features of your school and report
back to us your results," said Board member Lyons. "You clearly
are thinking out of the box. And you will be generating new guidelines
that other schools might use."
The State Board gave its vote of confidence, authorizing the school
to proceed. Although Chairman Ruedig voted against the proposal, stating
revenue budget concerns, he promptly wished founders congratulations
and success. So after two detailed hearings, the 8th state-authorized
pilot project charter school was authorized. (For complete
listing of New Hampshire charter schools and active projects, click
here).
New Hampshire Equestrian Academy Charter School founders will now begin
strategic work on facility, funding, grant-writing, and start-up. Currently
the school plans to open September 2006. (Student
Application). Should the facility be ready sooner, the school might
start earlier in 2006. The school now will begin to seek out interested
adults and students. For more information: www.nhequestrianschool.org
or www.nhschoolreform.org
2. STRONG FOUNDATIONS ELEMENTARY PROPOSAL, TABLED
Learning disabilities specialist Beth McClure presented a K-4 elementary
proposal, Strong
Foundations Charter School. Having worked repairing
and advancing reading skills of older students who did not learn to
read in elementary school, McClure's proposal was a basic elementary
school using the best methods for teaching to assure students had strong
foundations in reading, writing, and math before middle school. For
parents whose children enter grade 5 with the skills to succeed, the
point of a school committed to strong foundations might be questionable--why
is this needed?
But McClure tried to explain the large numbers who reach middle or
high school without competency in reading, and that special education
is not available until a student has a diagnosis of learning disabilities
which typically emerges in grade 4--too late for early intervention
while the child is learning to read. By grade 4, a child can be woefully
behind and need remedial services for the rest of his/her education
career. Some parents want more guarantees about reading success--parents
of students who excel as well as parents of children who seem to be
struggling. Risk factors for reading problems are easily found in research
literature, and so McClure explained that this fully inclusive school
would accept students with no difficulties, students who had at-risk
features for learning problems, and students who actually had been
diagnosed as having a learning disability. It would not matter at Strong
Foundations Elementary because ALL the children would be getting the
very structured approach to reading that research says is most apt
to guarantee success.
"One benefit of an elementary school established using the most
research-based techniques for reading success is that the school could
be easily reproduced anywhere in the state," McClure said. The
consistent approaches of the school could be useful to other districts
for training teachers (reading and learning disabilities teachers are
in critical shortage in the state).
While attempting to explain both the basic nature and importance of
this small school, the failure prevention and remedial cost benefits,
and the school's benefit to other schools for teacher training, the
Board was confused about the mission of the school and students the
school intended to serve. Presenters were able to clarify questions.
The Board, however, requested that areas needed clarification be clarified
in the charter document itself. And so founders of Strong Foundations
Charter School were asked to return, when they have additional clarifications,
to continue their proposal's review.
Founders would like to hear from others about this proposal. Send comments
to: Beth McClure or Susan@nhschoolreform.org