Charter Schools In Action
Chester Finn Jr., Bruno V. Manno, Gregg Vanourek

ANNUAL REPORT 2003-2004

Overview

Oglethorpe Charter School, Georgia’s first start-up charter middle school, has completed its fifth year. The school continues to be fiscally sound, and has a waiting list of students who want to attend. In June, 2004, Oglethorpe Charter School was designated as one of eight exemplary charter schools in the country by the United States Department of Education Office of Innovation and Improvement.

Students and staff daily recite the following mission:

"Oglethorpe Charter School, in partnership with parents, promotes academic excellence and inspires strong moral character in a safe and diverse environment."

Governance

The 2003-2004 board year began with the following members: Greg Sapp, president; Larry Branson, president-elect; Kim Iocovozzi, treasurer; Dr. Trish Coberly and Marjolein Zelinksy, community members; Puttie Barnes and Cindy Saxon, teacher representatives; Stacy Avera, Meg Procopio, Kim Harrison, and Rev. James Swanson, parent members; and Susan Gingrich-Off, principal and ex-officio member.

Identified Program Needs

The Oglethorpe Charter School budget for the 2003-2004 school year was based on a needs’ assessment developed by parent and student surveys, team leaders, department heads, and faculty members, in cooperation with the administration. Identified areas of need were:

• To continue to address reading fluency and comprehension for the approximately 1/3 of our student body reading below grade level
• To continue to expanding technology opportunities for students and staff
• To identify, address, and monitor the progress of our gifted and talented population, approximately 90 students
• To offer exploratory (related arts) classes that address the physical, artistic, musical and developmental needs of our students

Program Highlights

• All students reading below grade level were assigned to three 90-minute blocks of Corrective Reading each week. Corrective Reading is a remedial/intervention program developed after 35 years of research. Results are included in the program highlights section of this report.
• The entire student body and faculty engaged in DEAR (Drop Everything and Read) every day for 15 minutes from 2 to 2:15 p.m.
• Technology instruction was expanded. Using wireless laptops, students in 6th and 8th-grade were taught keyboarding and Internet research skills. A technology enrichment class was added as an elective on Fridays for all three grade levels. Students with an interest in technology were allowed to create websites that were entered in the district Media Festival Competition. Twelve school winners competed in the regional competition; 7th-grader Sarah West’s webpage went to the state level.
• To assist in meeting the needs of our gifted and talented population, a SEARCH facilitator position was continued. The facilitator located and updated files, referred students for testing, collaborated with other teachers in assisting SEARCH students, and offered a variety of writing competitions open to all students.
• An AIM (Advanced content taught with Interrelated techniques to Motivated students) was offered in 6th grade. These students were allowed to participate in a one-year Carnegie-earning Spanish class; of the 21 students, 15 earned the Carnegie unit. Several groupings of students also participated in compacted 6th- and 7th-grade language arts curriculum. Those students who earned an 85 average and were recommended by their teachers will move into an accelerated language arts class in 7th-grade, and will have the opportunity to earn a Carnegie unit in 8th grade. Students also have the opportunity for advanced math placement.
• An Odyssey of the Mind team was organized for the first time this year, coached by two gifted-endorsed teachers. Six students competed in the regional competition, placing fourth in their division.
• Oglethorpe Charter School was ranked 69th out of 427 middle schools in the state by the Georgia Public Policy Foundation.
• The results of the Georgia Criterion-Referenced Competency Test, April/May 2004, are not available at this time.
• 97% of our students met or exceeded the state standards on the Middle Grades Writing Assessment test; 84% were on target; 13% exceeded the target.
• Three Oglethorpe Charter School students’ essays were finalists in a statewide essay contest sponsored by Georgia Voyager Magazine. More than 5,000 essays were submitted, and 24 finalists selected. 6th-grader Evan Powell was second-place winner in the state competition; 7th-graders Andrew Gerbsch and Joneisha Tutt received honorable mention.
• Six 8th-grade students received a byline in a national magazine, Junior Scholastic, for their article, “Hometown: Savannah.” The students were invited to write the model story that served as a template for a national competition about towns and cities across the United States and that was read by students throughout the nation.
• Oglethorpe students participated in district and state competitions, including the Science Olympiad, Science Fair, Quiz Bowl, National Geographic Geography Bee, Spelling Bee, Media Festival, and the Junior Achievement program.
• An at-risk specialist taught study skills (how to keep an agenda book, note-taking, outlining, learning styles, and time management) to the entire student body each Wednesday for 20 minutes using closed-circuit television. The specialist also worked with at-risk students after school and during club time to assist with special assignments and completing homework.
• Faculty members participated in year-long study groups. They studied and discussed multiple sources of student data (standardized test scores, student, faculty, parent surveys; test items; etc.), and read and discussed journal articles written specifically for middle-school teachers. Faculty members evaluated the process and will receive 2 SDUS for their participation.
• On Fridays, students had the opportunity to participate in specialized related arts (called Seminars) that offered advancement in areas of interest, such as:
  • Advanced Technology
  • Art Studio
  • Chorus
  • Pep or Jazz Band
  • Drama
  • Self-Defense
  • Fitness
  • Low Ropes

Eighth-graders wanting to attend the Savannah Arts Academy were encouraged to use the seminars to perfect portfolios or prepare for auditions in band, chorus and drama.

Character Education

Activities sponsored to increase awareness of good character were:

• TLC groups. Faculty and staff members met monthly with a small group (10-11 students) to discuss the virtue of the month and plan related activities.
• Dress-down days with character buttons, purchased for $1, designed by students;
• Weekly quotes on the parent letter sent home each Wednesday, and daily quotes during morning announcements.
• All students and faculty participated in TLC (Titans Learn Character) groups. Faculty and staff members met monthly with a small group of students to discuss the virtue of the month and plan related activities, i.e., service project – reading to elementary students. At monthly Titan Time Assemblies, students were recognized for exhibiting the character trait of the month. Assembly guests ranged from Okefenokee Joe using snakes to illustrate "collaboration",  to Howard Educational Consultant Irvin Howard, who engaged students in an anti-bullying workshop. Students participated in a popular Character Club talent show.
• Students were recognized for character in quarterly newsletters, at monthly assemblies and during Honors Night.
• Character was also a focus in activities sponsored by the National Junior Beta Club, the National Junior Honor Society, through Oglethorpe’s discipline policies, Student Council activities, school newspaper, and through athletics.

Parent Volunteers During the 2003-04 school year, two parent families were required by the family contract to contribute 20 hours to the school. Single parents were required to contribute 10 hours. Five students were not re-enrolled because of failure to fulfill the family contract. Oglethorpe’s 283 families contributed a total of 9,851 volunteer hours to support the school and students, an average of 34.8 hours per family.

Parents were also required to participate in two conferences per child. Parents of all 6th and 7th graders (100 percent) participated in two conferences in person, or by phone or e-mail.

The volunteer program at the school provided many opportunities for parental involvement, ranging from organizing and staffing socials to assisting in the media center, in the health clinic, with sports teams, or facilities maintenance.

Test Data

According to fall 2003 ITBS scores, Oglethorpe Charter School students exceeded national and state averages in all test sections in all three grade levels.

Grade	Subject	%Ranking
6th	Reading	63%
	Language	68%
	Mathematics	57%
	Social Studies	66%
	Science	66%
7th	Reading	63%
	Languge	60%
	Mathematics	55%
	Social Studies	58%
	Science	60%
8th	Reading	73%
	Language	72%
	Mathematics	62%
	Social Studies	65%
	Science	74%

Percentages of Oglethorpe Students Meeting or Exceeding Standards Competency Test, spring, 2004

	Reading	English	Math	Science	Social Studies
6th	92	90	88	89	91
7th	86	89	78	85	79
8th	98	97	88	98	99

• Oglethorpe Charter School was ranked 69th out of 427 middle schools in the state by the Georgia Public Policy Foundation.
• 97% of our students met or exceeded the state standards on the Middle Grades Writing Assessment test; 84% were on target; 13% exceeded the target.
• Corrective Reading in the 2003-04 school year serviced 93 students who were working below grade level and were mostly performing below the 50th percentile on standardized testing. Out of the 93 students, 73 showed positive reading growth.
  • Grade 6: The 41 students in grade six increased their STAR IRL (instructional reading level) by 0.5 years overall and their STAR GE (grade equivalency) by 0.7 years.
  • Grade 7: The 34 students in grade seven increased their STAR IRL (instructional reading level) by 1.3 years overall and their STAR GE (grade equivalency) by 1.2 years.
  • Grade 8: The 17 students in grade eight increased their STAR IRL (instructional reading level) by 1.0 years overall their STAR GE (grade equivalency) by 1.1 years.

The STAR Reading Assessment was administered to all students in the school with the following results:

Grade	Demonstrated Growth	Reading at or above Grade Level
6th	65%	69%
7th	76%	64%
8th	70%	73%

* This includes students scoring at the 12.9+ GE on both pretest and posttest.

Progress Toward Meeting Charter Performance Objectives Charter objectives include:

• Within three years, to move more students into the "exceeds" category on the 8th-grade writing test.

Evidence: In 2003, 22 percent of students were in the "exceeds" category. In 2004, 13 percent of students were in the “exceeds” category.

• Within three years, to maintain the number of 8th-grade students who came to Charter School as 6th-graders who meet or exceed reading/language arts criteria on the Georgia CRCT. These will be measured by school summaries sent by the state to the school and district.

Evidence: 6th-graders who were tested in 2000 made a +16 gain in reading and a + 24 gain in English when tested as 8th-graders in 2002. 6th-graders tested in 2001 made a +11 gain in reading and a + 19 gain in English when tested as 8th-graders in 2003. CRCT scores for 2004 are not available at this time. Oglethorpe exceeded this goal.

CRCT Summary Scores of Students as 6th- and 8th-graders

	6th 2000	8th 2002	Gain
Reading	77	93	+16
English	67	91	+24
	6th 2001	8th 2003	Gain
Reading	81	92	+11
English	71	90	+19

•  Within three years, to implement math strategies that include hands-on activities, manipulatives, and journaling in all math classrooms. This will be measured by student/teacher surveys, strategies documented in lesson plans, and teacher demonstration during observations.

Evidence: All math teachers were supplied with white boards for all students so that students could work problems and have immediate teacher feedback. Teachers were required to document the use of the white boards in lesson plans, and provide the Director of Instruction with a brief report about how they were used in the classroom.

• Within three years, to implement math strategies that provides math correction and math advancement. Evidence of student participation will be included in student PEP (personalized education plans) folders.

Evidence: All math teachers were sent to off-campus workshops on the use of the Accelerated Math program, which prints out computer-generated worksheets that are individualized for each student. After the worksheets are completed, students record answers on a Scantron card and are provided with immediate feedback on their work. Teachers documented the use of the program in lesson plans, and provided the Director of Instruction with a summary report.

• Within three years, to increase the number of 8th-grade students who came to Charter School as 6th-graders who meet or exceed mathematics standards on the Georgia CRCT.

Evidence: 6th-graders tested in 2000 made a +10 gain in mathematics when tested as 8th-graders in 2002.

CRCT Summary Scores of Students as 6th and 8th-graders

• Within three years to provide staff development for all faculty in addressing the needs of gifted/SEARCH students. This will be measured by faculty participation at trainings, documentation in lesson plans, and on-going teacher observation.

Evidence: The SEARCH facilitator initiated a collaborative model, working in the classroom with teachers to enhance the delivery of instruction. Training was also provided to teachers by three gifted-endorsed teachers on writing across the curriculum.

• Within three years to provide staff training to foster collaboration and integration of Core Knowledge content in art and music in all discipline areas. This will be measured by faculty participation at trainings, documentation in lesson plans, and on-going teacher observation.

Evidence: A two-day faculty institute has been scheduled to develop interrelated units for the 2004-2005 school year.

• Within three years to provide training to all teaching staff on the use of the equipment and software available to Charter School teachers. This will be measured by faculty participation at trainings, documentation in lesson plans, and on-going teacher observation.

Evidence: A faculty survey was conducted to determine technology needs. Small group trainings will be initiated in the 2004-2005 school year.

• Within three years to improve the health of middle-school students through a school-wide wellness program as measured by a pre- and post-health/physical evaluation and attitude-perception survey.

Evidence: The Fitness and Wellness Department installed two new “healthy” snack machines for students to use before and after school. Snacks in the food machine are low in fat and have moderate nutritional value. Drinks in the machine have lower sugar content and are not caffeinated. The machines are a great success with students.

Professional Staff

The professional staff of Oglethorpe Charter School for the 2003-2004 school year was comprised of 27 members. The professional staff has a total of 226 years of experience. Fourteen staff members have a bachelor’s degree, 12 have a master’s degree, and 1 has a doctorate degree.

Our staff includes a full-time special education teacher, full-time nurse, technology teacher, reading teacher, counselor, director of instruction, media clerk, administrative secretary, receptionist, part-time information specialist and account specialist, and two full-time custodians.

Individual teachers participated in classes and conferences that included: state math conferences; discipline conferences; National Middle School Conference; National Core Knowledge Conference; state music teacher conference; Georgia Middle School Conference; and the Georgia Charter Schools Association Conference.

Four faculty members left at the end of the school year – one is moving, one is retiring, and two teachers were not invited back. New positions this year were a part-time chorus teacher and drama teacher. The principal also retired at the end of the year.

Teaching duties and responsibilities included: teaching three 90-minute classes a day, providing one hour of tutorial time to students per week, sponsoring various clubs and activities, serving on committees as needed, and attending various after-school activities and sporting events.

The Personnel Committee recommended to the Governing Board that Oglethorpe Charter School adopt the county salary scale for T4 and T5 teachers for the 2003-2004 school year. This recommendation was approved by the Governing Board.

Student Statistics Comparison of student population for the 2000-2004 school years:

Charter Schools In Action
Chester Finn Jr., Bruno V. Manno, Gregg Vanourek

ANNUAL REPORT 2004-2005

Overview

Oglethorpe Charter School, Georgia’s first start-up charter middle school, has completed its fifth year. The school continues to be fiscally sound, and has a waiting list of students who want to attend. In June, 2004, Oglethorpe Charter School was designated as one of eight exemplary charter schools in the country by the United States Department of Education Office of Innovation and Improvement.

Students and staff daily recite the following mission:

• 98% of OCS 8th-graders met or exceeded standards on the 8th-grade writing exam.
• In 6th-grade, 94 percent of our students met or exceeded CRCT standards in reading; 91 percent met or exceeded standards in English/language arts; 89 percent met or exceeded standards in mathematics; 91 percent met or exceeded standards in science; and 91 percent met or exceeded standards in social studies.
• In 7th-grade, 97 percent of our students met or exceeded CRCT standards in reading; 97 percent met or exceeded CRCT standards in English/language arts; 90 percent met or exceeded standards in mathematics; 96 percent met or exceeded standards in science, and 96 percent met or exceeded standards in social studies.
• In 8th-grade, 92 percent of our students met or exceeded CRCT standards in reading; 91 percent met or exceeded standards in English/language arts; 75 percent met or exceeded standards in mathematics; 85 percent met or exceeded standards in science, and 88 percent met or exceeded standards in social studies.
• Students at all 3 grade levels exceeded national and state averages in all test sections of the ITBS.

Sharing Our Success Story

In the fall of 2004, Oglethorpe Charter School received a two-year $100,000 Charter School Dissemination Grant made available from the federal government through the Georgia Department of Education. By the fall of 2005, an Oglethorpe “toolbox” will be available to any school through the World Wide Web http://www.oglethorpechartertoolbox.org. The site will include PDF samples of materials in the following areas: governance, personnel, instruction/achievement, accountability, communication, student life, best practices, and resources that have proven beneficial to our program. By January of 2006, an OCS introductory video will be created. This video will introduce others to Oglethorpe Charter School students, faculty, administration, parents, and governing board members. The video can be used alone, or in conjunction with a training session that will utilize the documents available on the toolbox website.

Governance

The 2004-2005 board included:

• Mr. Larry Branson, board president; parent; Captain of the Metropolitan Police Department
• Mrs. Kim Iocovozzi, financial vice president; parent; chemical engineer
• Mr. Bill Kelso, president-elect; parent, department of Student Affairs, Armstrong Atlantic State University
• Mrs. Julie Gerbsch, parent; CEO, Parent and Child Development Services
• Mrs. Meg Procopio, parent; minister of Christian education, Isle of Hope United Methodist Church
• Dr. Patricia Coberly, community member; department chair, Middle, Secondary, and Adult Education, Armstrong Atlantic State University
• Mrs. Marjo Zelinsky, community member; secretary of the Isle of Hope United Methodist Church
• Mrs. Kim Harrison, parent; parent liaison, The Parents Network for Better Education
• Mr. Whitman Keith, community member; director of recreation, Temple of Glory Community Church
• Ms. Jennieann Dornan, teacher representative; counselor at Oglethorpe Charter School
• Mrs. Cindy Saxon, teacher representative; Spanish teacher at Oglethorpe Charter School Ex-officio:
• Mr. Jeffrey M. Cheney, principal Mrs. Yvette Wells, assistant-principal 

Identified Program Needs

The Oglethorpe Charter School budget for the 2003-2004 school year was based on a needs’ assessment developed by parent and student surveys, team leaders, department heads, and faculty members, in cooperation with the administration. Identified areas of need were:

• To continue to address reading fluency and comprehension for the approximately 1/3 of our student body reading below grade level
• To continue to expanding technology opportunities for students and staff
• To identify, address, and monitor the progress of our gifted and talented population, approximately 90 students
• To offer exploratory (related arts) classes that address the physical, artistic, musical and developmental needs of our students

Strategic Planning

In January, a Strategic Planning Committee, commissioned by and responsible to the Governing Board, assumed the responsibility for providing leadership to the board in the area of strategic planning and in general helping the board to assure that the strategic plan of the charter school remains current and that satisfactory progress is being made to successfully implement the strategic plan.

Using input from parents, students, staff and community, the committee is in the process of reviewing and refining the vision, mission and goals and objectives of Oglethorpe Charter School to assure its continued success.

Committee members include:

• Facilitator: Debbie Pepin, Education Consultant Reinhold Gerbsch,
• Co-chair, LeanEdge Bill Kelso,
• Co-chair, Department of Student Affairs, Armstrong Atlantic State University
• Jeffrey M. Cheney, Principal, Oglethorpe Charter School
• Peter R. Doliber, Director Community Benefits, Memorial Health University
• Gloria Edwards, District 8, Savannah-Chatham County Board of Education
• Timothy S. Mackey, Chair, Metropolitan Planning Commission
• Alexander C. Ikefuna, Community Planning Administrator, City of Savannah
• Debbie Moore, teacher, Oglethorpe Charter School
• Howard Morrison, Lebanon Plantation, Community Volunteer
• Martha Nesbit, Oglethorpe Charter School Director of Instruction and founding member
• Roger Ross, Vice President, Finance, Savannah College of Art and Design
• Arnold R. Singleton, project engineer, Savannah Electric

Program Highlights

• All students in 6th and 7th grade were provided with four 60-minute blocks of reading/literature and four 60 minute blocks of writing/grammar each week. Reading/literature teachers allow for 20 minutes of sustained silent reading daily.
• Faculty study groups engaged in a year-long study of adolescence, using as a textbook "Promoting Harmony, Young Adolescent Development and School Practices," published by the National Middle School Association. Faculty members studied adolescent growth and development, motivation, effects of stress, and social issues. Grade-level teams created two interrelated units (one per semester) and a curriculum timeline as related activities. The course was approved by the district; 16 faculty members received 5 PLU (professional learning units) for their study and documentation.
•  Anne Malone, 8th-grade Social Studies Teacher, was named state Junior Achievement teacher of the year. o Shauna Fannin, 6th-grade, won at the district level in the Young Georgia Authors’ Writing Competition, sponsored by the Department of Education.
• "C" Day Related Arts activities, designed to allow students to more fully explore personal interests, included advanced art, intramurals, drama, chorus, technology with an emphasis on media festival projects, and PEP band.
• The Wellness Department completed its first full year of Titans Get Into Fitness (TGIT), an extracurricular wellness program that awards points for activities completed at home. Two vending machines offering a choice of healthier snacks and drinks were installed with overwhelmingly positive results.
• The Lady Titans soccer team placed first in the middle-school division.  

Character Education

Activities sponsored to increase awareness of good character were:

• TLC groups. Faculty and staff members met monthly with a small group (10-11 students) to discuss the virtue of the month and plan related activities.
• Dress-down days with character buttons, purchased for $1, designed by students;
• Weekly quotes on the parent letter sent home each Wednesday, and daily quotes during morning announcements.
• At monthly Titan Time Assemblies, students were recognized for exhibiting the character trait of the month. Assembly activities included symphony musicians, student singers and dancers, and guest speakers. Students participated in a popular Character Club talent show and selected students presented their original poems at a school-wide poetry slam.
• Students were recognized for character in quarterly newsletters, at monthly assemblies and during Honors Night.
• Character was also a focus in activities sponsored by the National Junior Beta Club, the National Junior Honor Society, through Oglethorpe’s discipline policies, Student Council activities, school newspaper, and through athletics.

Parent Involvement

During the 2003-04 school year, two-parent families were required by the family contract to contribute 20 hours to the school. Single-parents were required to contribute 10 hours. Ten students were not re-enrolled because of failure to fulfill the family contract. Oglethorpe’s 334 families contributed a total of 8,984 volunteer hours to support the school and students. Oglethorpe implemented an on-line data base, AMBIT, in which parents logged their own hours this year. The site also included volunteer opportunities and allowed parents to sign up to volunteer on-line. Parents are issued quarterly report cards to assist them in tracking their involvement. Parents also are required by a family contract to participate in two conferences per child. Parents of all returning 6th and 7th graders (100 percent) participated in two conferences in person, or by phone or e-mail. The volunteer program at the school provided many opportunities for parental involvement, ranging from organizing and staffing socials to assisting in the media center, in the health clinic, with sports teams, or facilities maintenance. Parent trainings in preparing students for high school and study skills also were offered.

Test Data

According to fall 2004 ITBS scores, Oglethorpe Charter School students exceeded national and state averages in all test sections in all three grade levels.

Grade	Subject	%Ranking
6th	Reading	64%
	Language	64%
	Mathematics	57%
	Social Studies	66%
	Science	68%
7th	Reading	68%
	Languge	68%
	Mathematics	59%
	Social Studies	67%
	Science	65%
8th	Reading	62%
	Language	62%
	Mathematics	53%
	Social Studies	61%
	Science	60%

Percentages of Oglethorpe Students Meeting or Exceeding Standards Competency Test, spring, 2005

	Reading	English	Math	Science	Social Studies
6th	94	91	89	91	91
7th	97	97	90	96	96
8th	92	91	75	85	88

The STAR Reading Assessment was administered to all students in the school with the following results:

Grade	Demonstrated Growth	Reading at or above Grade Level
6th	57%	79%
7th	68%	73%
8th	75%	85%

* This includes students scoring at the 12.9+ GE on both pretest and posttest.

Progress Toward Meeting Charter Performance Objectives

Charter objectives include:

• Within three years, to move more students into the “exceeds” category on the 8th-grade writing test.

Evidence: In 2004, 13 percent of students were in the “exceeds” category. In 2005, Oglethorpe Charter School had two students who did not meet standards on the Middle Grades Writing Assessment; 87 were on target and 11 exceeded the target. We have two more years to achieve this goal, and are making progress towards it.

Explanation: Oglethorpe prepares 8th-graders for the writing exam through a mock writing test in the fall, followed by individual writers’ workshops, followed by an essay revision. We will continue this practice, and will look for other strategies to assist writers into “exceeding expectations.” Oglethorpe’s history for students “on target” or “exceeding target” is: 93% in 2001; 100% in 2002; 98% in 2003, 97% in 2004 and 98% in 2005. Writing continues to be an important program emphasis.

• Within three years, to maintain the number of 8th-grade students who came to Charter School as 6th-graders who meet or exceed reading/language arts criteria on the Georgia CRCT. These will be measured by school summaries sent by the state to the school and district. Oglethorpe has achieved this goal.

Evidence: The Savannah-Chatham County Board of Education testing services department is assisting us with this information, using CRCT scores of 6th graders in 2003 and the same students as 8th-graders in 2005. This information is not available as of June 13, 2005, but will be included in this report as soon as it becomes available. Information from prior years: The same 6th-graders who were tested in 2000 made a +5 gain in reading and a + 14 gain in English when tested as 8th-graders in 2002. 6th-graders tested in 2001 made a +4 gain in reading and a + 8 gain in English when tested as 8th-graders in 2003. 6th-graders tested in 2002 and again in 2004 at 8th-graders had a +1 gain in reading and +7 in English. A substantial body of evidence shows that students’ interest in reading declines across the elementary years and that the trend continues into the middle and secondary years (McKenna, Kear, & Ellsworth, 1995). Therefore, Oglethorpe has committed extra reading time, trained reading teachers, and access to interesting reading materials as strategies to keep middle school students reading. A second block of Language Arts has been added to address writing mechanics and grammar.

CRCT Summary Scores of Students as 6th- and 8th-graders

	6th 2000	8th 2002	Gain
Reading	89	94	+5
English	76	90	+14
	6th 2001	8th 2003	Gain
Reading	88	92	+4
English	80	88	+8
	6th 2002	8th 2004	Gain
Reading	96	97	+1
English	90	97	+1

• Within three years, to implement math strategies that include hands-on activities, manipulatives, and journaling in all math classrooms. This will be measured by student/teacher surveys, strategies documented in lesson plans, and teacher demonstration during observations.

Evidence: Strategies used by math teachers as documented in lesson plans include:

• Encouraging students to ask questions
• Incorporating the use of technology, math games, math literature books and math activity sheets
• Use of math videos
• Asking students to give oral and written explanations of their answers
• Requiring students to correct problems that were solved incorrectly
• Allowing extra time to solve problems.
• Providing students with individual white boards and markers
• Color-coded chips
• Guided simulation models (for problem-solving)
• Algebra tiles, base-10 blocks and board games
• Computer games (Math for the Real World) and websites
• Within three years, to implement math strategies that provide math correction and math advancement. Evidence of student participation will be included in student PEP (personalized education plans) folders.

Evidence: Math correction was implemented by assigning all students scoring below the 50 percentile in math an extra 60-minute block of Accelerated Math four times a week. Math advancement was providing by offering motivated and capable students the opportunity to earn one high school credit of Algebra during their 7th and/or 8th-grade years. Next year, Oglethorpe will offer the one-year Carnegie-earning Algebra I class for the first time to 8th-graders who have shown exemplary progress in pre-algebra. Increasing rigor in the 7th-grade pre-algebra classes has allowed for a larger number of students and a more diverse group of students to take algebra as 8th-grraders in 2005-2006.

Students Taking Algebra by Ethnicity

Professional Staff

The professional staff of Oglethorpe Charter School for the 2004-2005 school year was comprised of 28 members. The professional staff has a total of 252 years of experience. Twelve staff members have a bachelor’s degree, 14 have a master’s degree, 1 has a specialist degree and 1 has a doctoral degree.

Our staff includes a principal, an assistant principal, a director of instruction, a full-time special education teacher, a full-time nurse, a full-time technology teacher, and six teachers with Gifted Endorsement, a counselor, a media clerk, an administrative secretary, a receptionist, a part-time information specialist and a part-time account specialist, and two full-time custodians.

Individual teachers participated in classes and conferences that included: state math conferences; discipline conferences; National Core Knowledge Conference; state music teacher conference; Georgia Middle School Conference; and the Georgia Charter Schools Association Conference. One staff member serves on the Georgia Charter Schools Association board of directors.

Five faculty members left at the end of the school year – one is starting her own business, one has taken an administrative position in the district, and three were not invited back. New positions this year include a full-time drama position and a full time connections enrichment position.

Teaching duties and responsibilities included: teaching five 60-minute classes a day with a 90-minute planning block, providing one hour of tutorial time to students per week, sponsoring various clubs and activities, participating in the faculty study groups, serving on committees as needed, and attending various after-school activities and sporting events.

Oglethorpe Charter School adopted the county salary scale for teachers who hold bachelors, masters, specialist, and doctoral degrees.

Student Statistics

Comparison of student population for the 2000-2005 school years:

Charter Schools In Action
Chester Finn Jr., Bruno V. Manno, Gregg Vanourek

ANNUAL REPORT 2005-2006

Academic Test Scores

1. Using historical data, it is expected that Oglethorpe Charter School students will perform well on standardized tests. The ITBS tests, given to students each fall, show the knowledge accumulated over time in individual subjects. Results suggest that students at Oglethorpe are above average – with students scoring in the mid-50 percentile in math to the 72 percentile in language.

Therefore, our expectations are that Oglethorpe students will do well on the state CRCT tests. Our students in 2005-2006 continue to meet or exceed at high percentages in reading (89% in 6^th; 92% in 7^th and 99% in 8^th), language arts (91% in 6^th; 96% in 7^th, and 95% in 8^th), and social studies (92% in 6^th, 95% in 7^th and 94% in 8^th). However, with the introduction of the new GPS in 6^th grade math and 6^th and 7^th grade science, we saw drops in CRCT scores in those subjects and grades: In 6^th grade math, students went from 89% meeting or exceeding in 2005 to 64% percent meeting or exceeding in 2006. In 6^th-grade science, students went from 91% meeting or exceeding in 2005 to 65% meeting or exceeding in 2006, and 7^th-graders went from 96% meeting or exceeding in science in 2005 to 74% percent meeting or exceeding in 2006.

In algebra for high school credit, Oglethorpe students maintained high expectations on the end-of-course test, with 44 students taking the test in May of 2006, 32% meeting standards and 61% exceeding standards (93% meeting or exceeding.) In spring of 2005, 95% met or exceeded.

Because we have had excellent scores on the Middle Grades Writing Test since the inception of the school, we were expecting good scores again, and we were not disappointed. Ninety-nine percent of students met or exceeded the target, with 81 percent meeting and 18 percent exceeding.

Conclusion: Oglethorpe teachers have skillfully blended the school’s Core Knowledge curriculum with the Georgia Performance Standards, as evidenced by students performing at high levels in language arts, writing, reading and social studies. We are meeting expectations in those areas.

However, in science and mathematics, we recognize that there is work to be done to assist all students in meeting or exceeding the standards. Test results did not meet expectations in 6^th grade math and science and in 7^th-grade science.

2. As illustrated above, our successes are in reading, language arts, writing and social studies, with more than 90% of all students meeting or exceeding in each of the subjects, and 99% of our students meeting or exceeding the target on the Middle Grades Writing Exam. There are a number of instructional strategies that have contributed to these successes.

• Teachers are well-trained and participate in a number of professional learning opportunities.
• The Core Knowledge social studies curriculum is interesting to teach and interesting to the students.
• Reading and language arts are separated into two teaching blocks – therefore, students have four hour-long blocks of reading each week and four hour-long blocks of writing.
• Students are required to read silently at least 30 minutes of each reading class and are given ample opportunities to visit the media center and to take Accelerated Reading tests.  
• In addition to silent reading, reading students participate in novel studies that may last six weeks or more and involve hands-on activities, comparing and contrasting, and critical analysis.
• Students are encouraged to participate in a number of authentic writing assignments and competitions.
• Eighth-graders participate in a mock writing test that includes one-on-one sessions with adult writers who critique their writing. Students are required to revise the original piece to maximize learning.
• Teachers are becoming more experienced in interrelated teaching – therefore, during the media festival, for example, research may be supervised by the language arts teacher, while the technology teacher may supervise the technical aspects of the project. Likewise, the research skills and writing for the annual 8^th-grade Science Fair is done in language arts, while the science process skills are taught in science.

3. Oglethorpe’s students improved from the previous year in the following grades and subject areas:

• 8^th grade reading from 92% meeting or exceeding to 99% meeting or exceeding
• 8^th-grade English/language arts from 91% meeting or exceeding to 95 meeting or exceeding
• 8^th-grade math from 75% meeting or exceeding to 83% meeting or exceeding
• 8^th-grade science from 85% meeting or exceeding to 91% meeting or exceeding
• 8^th-grade social studies from 88% meeting or exceeding to 94% meeting or exceeding
• 6^th-grade social studies improved from 91% meeting or exceeding to 92% meeting or exceeding

             Oglethorpe’s students did not improve or regressed from the previous year in the following grades and subject areas:

• 6^th-grade reading regressed from 94% meeting or exceeding to 89% meeting or exceeding
• 7^th-grade reading regressed from 97% meeting or exceeding to 92% meeting or exceeding
• 6^th-grade English/language arts remained the same, at 91% meeting or exceeding
• 7^th-grade English/language arts regressed from 97% meeting or exceeding to 96% meeting or exceeding
• 6^th-grade math regressed from 89% meeting or exceeding to 64% meeting or exceeding
• 7^th-grade math regressed from 90% meeting or exceeding to 88% meeting or exceeding
• 6^th-grade science regressed from 91% meeting or exceeding to 65% meeting or exceeding
• 7^th-grade science regressed from 96% meeting or exceeding to 74% meeting or exceeding
• 7^th-grade social studies regressed from 96% meeting or exceeding to 95% meeting or exceeding
• 8^th-graders taking the end-of-course exam in Algebra I for high school credit regressed from 95% percent meeting or exceeding in 2005 to 93% meeting or exceeding in 2006.

4. Yes, Oglethorpe tracks students using the co-hort model. We compare the ITBS scores of the same group of students as they move from grade to grade, removing any students who have left our school. Results from students who took the ITBS in fall of 2003 and the same students who took the ITBS in fall of 2005 were:

• Science from 6^th to 8^th grades - 64% to 64% = no change
• Sources of information from 6^th to 8^th grades – 74% to 73%  = -1% change
• Reading from 6^th to 8^th grades – 66%to 70% = + 4% change
• Language from 6^th to 8^th grades – 65% to 75% = +10% change
• Mathematics from 6^th to 8^th grades – 57% to 59% = +2
• Social studies from 6^th to 8^th grades – 66 % to 67% = +1

5. To address lagging math scores, Oglethorpe

• Employed an additional math teacher at 6^th grade and 7^th grade, allowing 6^th and 7^th grade students to go from having four hour-long blocks of math in the 2005-2006 school year to eight hour-long blocks of math in the 2006-2007 school year. These grade levels were selected because of the GPS implementation schedule.
• In 8^th-grade, students are still being taught math only four hours a week. However, we are using a co-teaching model in two classrooms (a high-school certified teacher in the algebra I class and an exceptional child teacher in a second block.)
• We also have purchased the Quartermile math program and installed it in our technology lab. Eighth-grade students will participate in Quartermile math games four times a week for 15 minutes during technology lab time beginning October 1. It is hoped that this engaging math software will help with basic math skills.
•   Because we were unaware that there was an issue with science scores until CRCT results were received in mid-June, we have not addressed the drops in 6^th grade science or 7^th grade science. A newly formed data review team will be examining domains to see if realigning our Core Knowledge curriculum with the GPS will help boost science scores.
• In reviewing disaggregated data, students with disabilities … and students who qualify for free or reduced lunch ….

A data-review team has been formed to study the data and make instructional recommendations to address these disparities.

Academic Other Measures

Charter goal 1 is to move more students into the “exceeds” category on the 8^th-grade writing test. In 2004, 13% of 8^th-graders were in the “exceeds” category; in 2005, 11% of 8^th-graders were in the “exceeds” category. In 2006, 18% of 8^th-graders were in the “exceeds” category. This goal has been met.

Charter goal 2 is, within 3 years, to maintain the number of 8^th grade students who came to Charter School as 6^th graders who meet or exceed reading/language arts criteria on the Georgia CRCT. Using the cohort model,

Parent/Community Involvement

1. Oglethorpe’s parents are required by the family contract to provide volunteer service to the school yearly to receive a reenrollment packet for the next year – 10 hours for single families and 20 hours for couples. This volunteer service can be provided by attending school events and parent trainings, providing gifts in kind or monetary gifts, supervising field trips, attending sports events, etc. All parents also must have two parent conferences yearly, and must agree to supervise homework and support the uniform and discipline code of the school. Parents are invited to participate in all school-wide events – fall fling, sixth-grade Olympics, yearbook party, etc.

Three parents are elected yearly by the parent body to serve on Oglethorpe’s governing board. Community members are invited in as guest speakers, as Junior Achievement teachers (8^th-grade only), to judge competitions like the Science Fair and participate in assemblies. Community members also are invited to “shadow” students during National Shadow Day.

2.     All parents are required to perform at the same volunteer level, although many choose to exceed the required hours. Parents who experience difficulties during the year may write hardship letters to the principal. Only 14 students of 384 total (4%) did not return to Oglethorpe because of issues related to the family contract – not enough parent hours, non-compliance of homework, or failure to have conferences or support the uniform or discipline code.

Parents also are encouraged to evaluate Oglethorpe’s academic program each year through surveys. Results are included in the school’s school improvement plan.

3.     Parental involvement is high at Oglethorpe, and it is one of the most critical components to our successful academic program. However, we could always increase the number of parent trainings. Last year, the annual “Looking Ahead To High School” parent meeting and math/science family night were two very popular events. This year, parents have request a math tutorial to assist their students with math homework. One of the items on the school improvement plan for the 2006-2007 school year is to develop more partnerships with the local community and to continue to develop a positive relationship with the Savannah-Chatham county Board of Education, our local authorizer.

Other Charter Goals

Item 1

Providing a state-of-the-art facility is one of our strategic goals for the 2006-2007 school year. Over the summer, our bathrooms were renovated, and the OCS board voted in September to purchase a portable classroom for drama performances and other grade-level assemblies.

The voters of Chatham County also approved E-splost funding, with $21 million allocated to build a new facility for Oglethorpe Charter School .

Item 2

Oglethorpe is just developing a process for studying and using data-driven decision-making practices. Teachers are being provided a number of professional development opportunities, including attending state conferences and district trainings. Areas of need are: technology training, differentiation, and integration of content.

Item 3

Oglethorpe Charter prides itself on preparing students for the “next level” – high school. Our counselor assists students in preparing high school applications to specialty programs – 66% of our students who applied to the Savannah Arts Program were accepted; 100% of the students who applied to the Historic Preservation program were accepted; 41% of the students who applied to the IB program were accepted; and 50 % who applied to the Jenkins honors magnet were accepted. Oglethorpe follows up with a yearly survey of 9^th-graders, asking them how well they are prepared for high school. 100% of those responding felt prepared or very prepared for high school.

Academic Test Scores

1. Using historical data, it is expected that Oglethorpe Charter School students will perform well on standardized tests. The ITBS tests, given to students each fall, show the knowledge accumulated over time in individual subjects. Results suggest that students at Oglethorpe are above average – with students scoring in the mid-57 percentile in math to the 68 percentile in language.

Therefore, our expectations are that Oglethorpe students will do well on the state CRCT tests. Our students in 2006-2007 continue to meet or exceed at high percentages in reading (90% in 6^th; 94% in 7^th and 96% in 8^th), language arts (88% in 6^th; 95% in 7^th, and 97% in 8^th), and social studies (85% in 6^th, 94% in 7^th and 94% in 8^th). With the second year of GPS testing in 6^th grade math, we saw a slight gain from 64% meeting or exceeding in 2006 to 69% meeting or exceeding in 2007. 6^th grade science showed a slight drop from 65% meeting or exceeding in 2006 to 59% meeting or exceeding in 2007. 7^th-grade science showed an increase from 73% percent meeting or exceeding in 2006 to 84% meeting or exceeding in 2007. We were delighted with a 93% percent pass and exceeds rate in 8^th-grade math, the first time we have been above 90% in the school’s 8-year history.