Fall 2020 Issue – Pdf File

VOLUME TWO NUMBER ONE AmeriSchoolsFALL QUARTER 2020 ISSUE Perspectives AMERISCHOOLS ACADEMY Learning (and Caring) Through a Pandemic: It’s All About “Our Kids” PAGE 6

The 25-Year History of AmeriSchools PAGE 12 The Future of Education PAGE 16

1 The Chief Executive Officer’s Notebook

he question about charter Board of Education. Each school should schools is extremely simple. be commended. The staff has provided Dr. Reginald Barr former president of The Are the schools accountable a birthright of choice, academic success, Arizona State Board of for academic standards, and freedom to succeed. Education and Associate the attainment of students and the The growth of the student popula- Superintendent of the State T tion in Arizona is a sustaining element Department of Education, efficient use of resources? Clearly for the continued support of charter is the founder of Charter articulated facts can help answer the Foundation, Inc., a non- schools. The Arizona Republic concluded profit organization dedicated question as parents and students in one editorial that a charter educa- to developing charter continue to elect schools of choice. schools throughout the tion has left choice to the best decision State of Arizona, including maker, both parent and child. Accord- AmeriSchools Academy, Strengths: Alive and ingly, students’ academic records indi- and University High Flourishing! School, Tucson Unified cate increased achievement levels and First things first—What facts set School District. gratifying statistical results. With this independent public charter schools in mind, chartering has become the apart from district public schools? economic bargain of the past 25 years. Today the state of Arizona enrolls As noted by the Goldwater Insti- at most 1.2 million students. Approxi- tute, every taxpayer in Arizona must mately 500 charter schools serve about AMERISCHOOLS be familiar with the use of public PERSPECTIVES is a 18% of this student population. These resources for education. On average, publication of The Charter figures are staggering considering one charter schools receive less than district Foundation, Inc., a non-profit critical issue. Presently, Arizona cannot 501(c)(3) corporation, doing schools in per pupil funding. fund nor build sufficient classrooms business as The AmeriSchools The Joint Legislative Budget Com- necessary to enroll the total student Academy, or AmeriSchools. mittee (JLBC) confirms these significant Visit: AmeriSchools.org population. District school systems funding differences. Including federal have found that students continue and state sources, this fund- to choose from the charter system of ing shortfall for charter schools. This situation magnifies the schools of almost $1,700 per importance of private investments in student is significant when charter school facilities. compared with district For each participant in the Ameri- schools. Schools system of schooling, whether Phoenix, Tucson or Yuma, student after Opportunities: student has found rewarding successes Understanding and through the multi-age/skill-based Managing Challenges curriculum. AmeriSchools faculty has Due to the impact of the received two grades of A, and two coronavirus and other im- grades of B, awarded by the State pending challenges, there “The Internet has become each student’s personalized resource.”

2 The Chief Executive Officer’s Notebook

are unanswered questions to explore to intercontinental classroom. Another fully support virtual systems of person- personalized example: an Arizona alized learning. The future of schooling State University student was able to “If you’re going as an increasingly independent activity complete college level courses totaling through hell, is a challenge that must be met. 83 units by the end of their first year, keep going.” The growth of an ever increasing an outstanding record for a challeng- – Sir Winston Churchill student population that is distin- ing opportunity. The marketplace for was a British statesman, army officer, and writer. guished by independent learning knowledge finds that the Internet has He was Prime Minister of options is now an untapped source of become each student’s personalized the United Kingdom from schooling opportunities. resource. 1940 to 1945, when he led This year’s fires in the Pacific the country to victory in the Second World War, and Northwest have forced students to Threats: Enemies, again from 1951 to 1955. vacate college dormitories and find but Also Allies locations that are free of burning em- The learning enemies of indepen- bers. Relocating to safety did not ham- dent charter schools have been fully per their educational opportunities. documented by Thomas Sowell, a They were able to utilize readily resident of the Hoover Institution at available virtual education platforms. Stanford University. Charter Schools A New York Times recent (September and Their Enemies presents a systematic 13, 2020) reminder that “a picture is study, including a sizeable number of still worth a thousand words,” ex- charts that compare charter and district hibited young teenage students in student outcomes. This publication sets Indonesia using their Internet-enabled a research standard that places most devices to join other students in an opposing “enemy” efforts to diminish Dr. Thomas Sowell has written about education charter student competencies in the throughout his career. He trash bin. has argued for the need for To multiply student schooling reform of the school system successes requires the forceful pro- in the United States. In his latest book, Charter Schools tection of personalized instructional and Their Enemies, Sowell opportunities. The protection of each compares the educational student’s birthright is one of choice outcomes of school children and learning freedom. educated at charter schools with those at conventional Sincerely, public schools. He presents the case that charter schools, on the whole, do significantly Dr. Reginald E. Barr, CEO better in terms of educational outcomes than conventional AmeriSchools Academy schools. “The Internet has become each student’s personalized resource.”

3 Charter School News “California Arizona Here

CouldI Come!” Striking Contrast in Educational Results Be the Reason? recent report from Dr. Matthew Ladner* illus- In Ladner’s report he compares Los Angeles County trates a striking contrast between Los Angeles student progress data with that of Maricopa County for County and Maricopa County (Phoenix Metro) both low-income students and non-low-income students. educationalA results data. Before getting into the educa- His findings: tional data Ladner presents a simple economics lesson. • Low-Income Students: Low-income students in U-Haul rates for a 20-foot truck can vary a bit: (1) Phoe- Maricopa County learned at a rate 12% higher than nix to Los Angeles for $157, (2) Los Angeles to Phoenix the national average. Similar students in Los Angeles for $1,483 (845% higher). Do you think supply and County learned at a rate 5% below the national aver- demand have something to do with it? age. A similar gap appears among non-poor students. Los Angeles U-Haul dealers desperately need the vans, so anyone relocating a van to Los Angeles is • Non-Low-Income Students: Middle-to-high-income rewarded with a low rate. But once the Los Angeles Los Angeles students fell one percent below the na- U-Haul dealers have the vans, they can charge a premi- tional average in academic progress. Similar students um rate for them to leave the L.A. area, because everyone in Maricopa County made academic gains 16% above wants to leave. Is this just about moving vans, or could the national average during this period. Interestingly, another factor be involved? both groups of students (low-income and middle-to- A possible answer, according to Ladner, lies in com- high-income, respectively) saw a gap of the same size, paring educational results between the two areas. Stanford a 17% advantage for Maricopa County students. University research provides a data visualization tool to The Stanford data “cannot definitively saywhy compare academic growth (student progress) over time. students learn faster in the Phoenix area than in L.A.” Comparing these two giants in their respective states But Arizona’s access to charter schools could be a factor. in this research makes “you wonder when the rest of Brookings Institution research shows, for the 2014-15 Los Angeles might arrive in Arizona.” school year, that the percentage of students having charter school access was 45.8% in California, but Arizona led the nation with 84%! Until additional research is done, we are left with Ladner’s concluding thought: “it looks like a continuing flow of Angelenos will continue to transport themselves to Arizona despite the steep price for moving trucks.”

*Dr. Matthew Ladner is the executive director of the Center for Student Opportunity

4 ENGLISH: of traditional public school classes had 14% proficient students of charter school classes had proficient 65% students MATHEMATICS: of traditional public school classes had 10% proficient students of charter school classes had 68% proficient students 2019 Results of Grade-Level Proficiency Tests, New York State Education Department Charter Schools This Book Features Hard Facts: • In dozens of places in New York City where a charter and Their Enemies school and a traditional public school hold classes in the same building, charter school students in those buildings by Thomas Sowell have achieved “proficiency” on statewide tests several times more often than traditional public school students The #1 Best Seller in Educational Law on Amazon taking the same tests. he black-white educational achievement gap — so • In 2013, a fifth-grade class in a Harlem charter school much discussed for so many years — has already scored higher on a mathematics test than any other fifth- been closed by black students attending New York grade class in the entire state of New York. That includ- City’sT charter schools. This might be expected to be welcome ed, as the New York Times put it, “even their counterparts news. But it has been very unwelcome news in traditional in the whitest and richest suburbs, Scarsdale and Briar- public schools whose students are transferring to charter cliff Manor.” schools. A backlash against charter schools has been led by teachers unions, politicians and others — not only in New • Nationwide, charter schools have only a fraction of York, but across the country. If those attacks succeed, the the number of students who attend traditional public biggest losers will be minority youngsters for whom a quali- schools. But charter school enrollment is growing faster, ty education is their biggest chance for a better life. especially in low-income minority communities. From 2001 to 2016, enrollment in traditional public schools Five-Star Comments from Readers: rose 1 percent, while charter school enrollment rose 571 percent. “The author has taken the time and effort to overcome seem- • In cities across the country, with many students on wait- ingly every objection (valid and frivolous) to charter schools ing lists to transfer into charter schools, public school by providing the data to support his assertions, primarily officials are blocking charter schools from using school from New York State. He is honest where charter schools buildings that have been vacant for years, in order to aren’t the best, but the overwhelming supply of empirical prevent those transfers from taking place. Even in states data suggests that charter schools are much needed and in where blocking charter schools from using vacant school greater numbers in most big cities.” buildings is illegal, the laws have been evaded. In some places, vacant school buildings have been demolished, “This is a very important book. The commanding point that making sure no charter schools can use them. is made is apparent on its face: charter schools offer con- scientious parents and students in minority communities About Thomas Sowell an opportunity to achieve a better education than the one He was born in North Carolina in 1930. At age nine, his provided by nearby public institutions. This is not true in family moved to Harlem. He was drafted into the military in 100% of the cases, but it is largely true and sufficiently true 1951, during the Korean War. After his discharge, he worked to make the claim that the denial of such a choice should be a civil service job, and attended night classes at Howard seen as the principal civil rights issue of our times.” University, a historically black college. His high scores and “After reading Dr. Sowell’s comparison of public vs. charter recommendations by professors helped him gain admission schools, every parent should do everything in their power to to Harvard University, where he graduated magna cum get their kids into a charter school. They should also apply laude in 1958 with a Bachelor of Arts degree in economics. all the pressure they can exert on politicians to get more He earned a Master’s degree from Columbia University the charter schools approved. ” following year, and received a Doctor of Philosophy degree in economics from the University of Chicago in 1968.

5

Learning (and Caring) Through” a Pandemic: It’s All About “Our Kids” The very first need of any person, any child, is a relationship. And one of the most important is the relationship between families and the school community. They’re not just students to us, they’re our kids. We care about them in a way that’s uniquely AmeriSchools, and that guided us in how we responded, and how we continue to respond. A Conversation with ” Courtney Braren, Superintendent for Instruction, AmeriSchools Academy

6 hen future historians study the year of the coronavirus (2020), and the governmental and public response, they will perhaps discover that none of society’s institutions, other than health- care,W was as significantly impacted as education. According to many, the pandemic response within the American educational system was/is lacking. Education at all levels attempted to completely replace traditional classroom instruction with online, home- bound instruction. With no advance notice, and a desperately short turn- around time, a crisis developed within much of the educational system.

Start with C.A.R.E. For their report, the Fordham Institute surveyed Crisis, Action, Research, Examples eight charter school networks across the country that had marked success in responding to the pan- This crisis caused many institutions of learning to demic in the spring of 2020. Researchers gathered in- confuse the relative importance of means and ends. formation from dozens of individuals in these orga- For many schools, the new means of instruction nizations that collectively educate more than 140,000 (technology) became more important than the end students. The results presented within Fordham’s goal of education: the moral and intellectual develop- report are organized around actions taken by these ment of the student toward the goal of a more enrich- large charter organizations that form the foundation ing and fulfilling life. of their recent pandemic response success. In several ancient languages the word for crisis is composed of two ideas: one representing danger and 2. AmeriSchools’ Pandemic Response the other opportunity. But how do you find the oppor- The Fordham Report was used as a framework with tunity in the current pandemic crisis, or any crisis? which to analyze AmeriSchools’ pandemic response, In times of uncertainty, insecurity, and fear, action— during the spring as well as in the fall of 2020. wisely and appropriately taken—is the path forward AmeriSchools input was provided through an exclu- and through the crisis. sive interview with Courtney Braren, AmeriSchools Some would say that charter schools, with large Superintendent for Instruction. populations of traditionally disadvantaged minority students and lower funding levels than district public The Fordham Report points to a factor in the re- schools, would be at a particular disadvantage in deal- cent success of the large charters studied being their ing effectively with the educational crisis brought on minimal bureaucracy as compared with district public by the pandemic response. And they would be correct schools. This allowed them to make decisions and in some cases, but not in all. There are other compen- take positive action more easily. The same compari- sating advantages possessed by charter schools that son holds between the large charters in the Fordham some charters have been able to take advantage of, Institute study and a smaller, high-performing charter and this is especially evident during the 2020 pan- organization like AmeriSchools. demic. So, how have some charter schools, and one As evidenced by recent evaluations and parent charter school system in particular, not just coped, but feedback, AmeriSchools’ smaller size can be an even excelled in this extremely challenging environment? greater advantage in quickly and nimbly making One part of the answer is action, which we discuss decisions and taking action to facilitate student learn- next. As for the other part, more on that later. ing, even during a pandemic. Superintendent Braren Research for this article related to charter school commented that if Fordham did a broader, follow-up systems taking effective action during the 2020 pan- study, they should consider investigating the success demic comes from two main sources: of smaller charter systems such as AmeriSchools. We shall now consider four examples of game- 1. National Charter Response Benchmark changing action areas pursued by AmeriSchools, three A big-picture view is presented in a recent study of which were also present in the large charter organi- conducted by the prestigious Fordham Institute.* zations of the Fordham report.

*Vanourek, Gregg. Schooling Covid-19: Lessons from leading charter networks from their transition to remote learning. Washington DC: Thomas B. Fordham Institute (August 2020). https://fordhaminstitute.org/national/research/schooling-covid-19-lessons-leading-charter-networks-their-transition-remote. 7 Meeting Non- Schools’ standard operating procedure of relation- ship building was in place for the benefit of their Academic Needs families when it was needed most. Social and Emotional AmeriSchools’ “whole person” approach with 1AmeriSchools Grade: A-/B+ their students is one of the factors that sets them “The schools understood that this was something apart from other schools, of any type. The Fordham unique… and we purposely sent out a form to par- Report uses an analogy of “stabilizing the patient” ents immediately asking about their needs,” relates first, before doing anything that depends upon that Superintendent Braren. AmeriSchools’ initial action, stability being present (like learning). This compari- upon first hearing the escalating pandemic news son seems especially appropriate, even in education, in March 2020 — during the middle of their spring during this time of pandemic and its accompanying break— resonates with Stephen Covey’s Seven Habits response. of Highly Effective People, which reminds us to Put First Things First (Non-Academic Needs before Meeting Academic Needs). Similar to Maslow’s famous hi- erarchy of needs for human self-actualization, there Technology Needs exists a similar hierarchy of needs that are prereq- Timely Connections to uisites for learning (see figure below). Among the 2 Remote/Online Learning needs AmeriSchools asked parents about were being AmeriSchools Grade: B+ certain that their children were safe, fed, cared for, Secondary to non-academic needs, the current state and emotionally stable. of families’ technology was also surveyed. Several misconceptions were quickly resolved by the Amer- iSchools team. Some families thought that if they owned a smart phone, that was all they needed for their children’s online learning. These parents quickly discovered that smart phones alone were insufficient to enable their child to successfully navigate the new online system of learning. Also, several families made a somewhat natural assumption that if they had access to a tablet or full- size personal computer, they were in good shape tech- nology-wise. What many failed to appreciate was that the Internet bandwidth requirements for online learn- . ing were in excess of what they had available to them. So, AmeriSchools’ technical mission for students was Source: KIPP DC. two-fold: get capable devices into the hands of students “Personal relationships have always been founda- who needed them and ensure that high bandwidth tional at AmeriSchools,” explains Ms. Braren. “We Internet connectivity was also available for all want to make sure that they’re healthy, make sure device-enabled families. that they’re happy and that they have what they “We immediately started to clean up the perfor- need.” And, as previously mentioned, this does not mance of our computers…and then sent them out begin with, or even include, purely academic needs to families who needed a device,” explained Ms. (books, lessons, technology, etc.). Braren. AmeriSchools started with small goals initial- The personal relationships between AmeriSchools ly, “making sure that every child had access to some and parents/students were already well established online programs that we supported” and “we created before the pandemic struck, but became even more videos…because we didn’t have an LMS (Learning critical during the initial days of school closure in Management System) at that point.” March 2020, when, according to news reports, many When AmeriSchools campuses started using the schools were having trouble locating and commu- online meeting platform Zoom, it was initially so they nicating with their students, thereby allowing those could meet with students in small groups. It was soon “missing students” to suffer needlessly. Ameri- discovered that to properly implement this technol- 8 ogy, professional development training for teachers, century psychological research papers. who were also embracing this new mode of instruc- Those areas of our society where this psychologi- tion, was needed. cal need is not being effectively supported, including According to Superintendent Braren, “we had in some educational circles, may unfortunately be professional development on those programs that we witness to psychologically-injured individuals in need thought would support the learning and the social emo- of future help. Indeed, this has already been docu- tional needs of the students. We felt… that with every- mented over the past several months of pandemic thing going around for children, especially small steps response. can be very confusing and overwhelming. The more it AmeriSchools’ most proactive approach in this area mimicked what they were familiar with, the better off is, according to Ms. Braren, “number one…let’s plan everybody would be. And so, we tried to immediate- on reopening.” She continues, “the goal is not loom- ly respond with, yes, we are going to do school from ing remote instruction. The goal is to have students home, and this is how we’re going to do it.” back in the brick and mortar classroom,” but return- To conclude on technology, Ms. Braren explained ing to the classroom “has to be safe for everybody.” that AmeriSchools upgraded the loaned computers AmeriSchools principals, teachers, staff, and facilities during the summer before reissuing them to stu- are prepared for students to return to the classroom at dents in the fall. This refurbished technology works the appropriate time. (For more information on school well, but Braren and AmeriSchools are not satisfied reopening, please see infographic on page 11.) with just “good tech” for their students. “We also realized that we need to invest more into technolo- Filling In “The Gaps” gy,” so budget funds are being re-prioritized for new Taking Students (Individually) technology purchases in the near term toward the goal of a one-to-one (student-to-computer) model Where They Can’t Take Themselves where “every child in school would have a device.” 4AmeriSchools Grade: A For the fourth and final action area we will consid- Maintaining Consistency er, AmeriSchools seems to have come up with some- (and Flexibility) in thing that the Fordham Report missed in the large Scheduling & Structure charter organizations. Perhaps Fordham really should be Recovering Predictability talking to AmeriSchools. This multi-faceted action area 3 is what is known by AmeriSchoolers as “filling in the and Disciplined Routine gaps.” Let us explore this in three different, yet related AmeriSchools Grade: A areas: filling in transfer student gaps, filling in current Remote (synchronous) learning, including virtual student gaps, filling in post-pandemic gaps. teacher-student interaction, and online (asynchronous) Many AmeriSchools students are transfer stu- learning, often chosen by busy parents, comprise the dents, and, as Superintendent Braren explains, “when dual optional modes of instruction currently offered they’re behind, we usually allow ourselves two years at AmeriSchools as reported by Superintendent to catch them up, and it usually takes us about that Braren. This allows for school scheduling to be either amount of time.” In a typical school if a student falls (1) closely resembling pre-pandemic daily timings behind, they often stay behind. Closing this learning (remote learning) or (2) flexible, as an individual- level gap is not only a target of AmeriSchools, but a ized approach for those parents who need it (online target that they regularly hit. learning). For current students, rather than having a standard- In either case, what AmeriSchools is addressing ized curriculum for the entire organization (as some of by not imposing a “one size fits all” approach is the larger charter organizations surveyed by Fordham predictability with flexibility.The critical importance have), AmeriSchools uses the principle of subsidiarity of the psychological need of a sense of predictabili- (making decisions at the level closest to those affect- ty and routine, especially during periods of relative ed). They empower the classroom teacher—the person social isolation or quarantine, has a long documented closest and most knowledgeable about the individual history from fourteenth century plague survivors students—to develop appropriate, standards-based in Boccaccio’s Decameron, to prisoner-of-war (POW) curriculum to fill (and bridge) gaps in the student tales (especially during World War II), to twenty-first learning process, classroom by classroom.

9 Pay attention to this next area if you really want building, but that there is something missing… to get a deeper insight into the comprehensive think- whether it was technology, whether it was time, ing and planning that is AmeriSchools. While many whether it was a lack of motivation, a loss of schools have been primarily focused on (1) the means interest, whatever it might’ve been, there’s necessary to deliver online learning (technology, going to be a gap per season due to the fact that scheduling, change management), or (2) possibly they haven’t been in the same education setting returning (in some limited way) to classroom instruc- for an extended period of time, and the level of tion, AmeriSchools is not only identifying the “gap” support that needed to be there might not have between those two frames of reference, but actively been there…either for new students coming to planning to fill that gap with post-pandemic planning. us or students who might have attended their According to Ms. Braren, it works like this: Zoom meetings, but maybe didn’t do the assign- ments.” 1. Challenge the effectiveness of online learning compared with classroom learning: 3. You must have a system to use, post pandemic, “I think that the bigger challenge is how to address those gaps: effective can remote learning be?…according to “We need to make sure that through a system… the Fordham study, they (the charter networks a school system, we address the fact that for six studied) had some great results in some areas months kids have had different types of learn- and not in others.” ing environments. And that might mean that there are gaps in what they understand and 2. Realize that just bringing the students back to the what they can do. And so we have to make sure classroom is doing them a disservice, unless you that we’re doing everything we can to fill those address the deficiencies (gaps) in their pandem- gaps, whether it’s through intervention, whether ic-necessitated online learning experience: it’s through a program that specifically targets “to address the gap…I think that understand- those areas…You have to build that into part of ing that it’s not just having kids back in the their structure, even when it comes back to the brick and mortar…it’s key to helping students.”

These gaps are sought out and “filled in” on an individual student basis. AmeriSchools is “always looking for what the child understands and what misconceptions they have so that we can fill this gap. Our vision and mission have always been to address individuals, not to disseminate information.” *** When “someone” says, “we care,” our first thought should be, “why?”. If the reason is based upon a deep-seated belief, especially a belief that you share, the “someone” should be taken seriously. In our discussion today, the “someone” is Amer- iSchools. They are saying, and demonstrating, “we care.” And the reason, their reason, may just be something we as parents can relate to: it’s all about “our kids.”

10 SchoolA National Perspective Reopenings CONSTANT CHANGE: LOW- All the various school reopening INCOME plans have been, and continue to students be, subject to constant change are more likely to only have FALL SEMESTER 2020 STATUS fully remote 477 instruction SCHOOL DISTRICTS INFECTION 477 sample school districts were weighted to Rates provide a nationally representative sample. are Very 49% of schools Low for are fully reopening Open 49% Schools: 26% of schools Students 26% are fully remote 0.071% 12% of schools are using a hybrid 12% model 85% of schools are Teachers offering a fully remote option in addition to 85% in-person instruction 0.19% Information from Center on Reinventing• Public Education (CRPE) and additional sources.

11 The 25-Year History of AmeriSchools Academy

nce upon a time in Arizona, long to take on the complex task of writing TUCSON before AmeriSchools, and before a proposal for a charter school through the days of charter schools, yes, Charter Foundation, Inc. Oeven before the personal computer and The State Board of Education ap- k Campus bac mel the Internet became commonplace, plauded his efforts by granting him an Ca there was an educator working for the official school charter, and in 1996, the good of students through the public first K-6 school opened at 1346 North school system. This was Dr. Reginald Stone Avenue in Tucson, followed Barr. During his nearly six-decade-long in 1997 by a second K-6 school in 1998-2012 AmeriSchools career he has served thousands of chil- Phoenix, at 1837 North Central Avenue. College Prepar- dren as an innovative and conscientious Hardly one to slow down, Dr. Barr atory Academy teacher and administrator. wrote yet another proposal to the Char- opens in Tucson He has served other educators ter School Board for IdeaBanc, Inc. and on Broadway Blvd. through local, state, and national asso- another charter was granted in 1998 to serve high school ciations, while also serving children, that accommodates up to 6800 students students in grades 9-12. their parents, and school profession- in Arizona. Thus, the AmeriSchools als, during his two terms on the system of schools was born. Arizona State Board of Education. Today, the AmeriSchools system of Dr. Barr directed federal programs charter schools includes four schools and wrote grants, always looking at two sites in Yuma, and one each in for new and successful methods that Tucson and Phoenix. demonstrated a positive effect upon There are other major events in the the lives of the children of our state. 25-year saga of AmeriSchools featured All of this considerable experience in here, as we acknowledge the consid- the field of education set the stage for erable contributions of Dr. Reginald him to emerge from retirement in 1995 Barr, Educator.

THE AMERISCHOOLS YEARS — FROM 1995 TO 1999

1995 PHOENIX 1998 1999 Arizona Governor Fife AmeriSchools Academy Community as Symington established opens the Yuma South cam- Laboratory was an charter schools in Arizona by pus on South 3rd Avenue to innovation that creates a signing sweeping education serve students in grades K-6. bridge between communi- reform legislation, with the ty and classroom in a way first charter schools opening YUMA that connects the absolute in the state in 1995. necessity of staying in school with compelling 1997 visions of good and pros- 1995-1996 AmeriSchools Academy opens in Dr. Reginald Barr, Phoenix on Central Avenue to serve perous futures. former President of the students in grades K-6, and transi- Arizona State Board of tions to Camelback Road in 2001. Education, submits a Academy Adventures After proposal in 1995 for The School and Summer Adventure Charter Foundation. The Programs open in Phoenix and 1999 charter is approved in 1996, Tucson. AmeriSchools joins the and AmeriSchools Academy Internet age. Technology was opens at Stone & Drachman introduced to all the schools Students learn to become in Tucson, Arizona. to provide Internet access to good citzens by volunteer- the World Wide Web, as well ing, as well as to have fun TUCSON as Electronic Mail, and other exploring, and learning in computer-accessible sources far-away places, such as of information. the Grand Canyon, Catalina Island, Biosphere 2, and the Phoenix Zoo.

12 The 25-Year History of AmeriSchools Academy 2019 Education Savings Accounts were announced to be opened in the fall Campus COMMUNITY AS LABORATORY back of 2020 for every child in mel Ca grades 3 thru 8. Unfortu- nately, the pandemic caused an indefinite delay in the program. 2019 The Premier Issue of AmeriSchools Perspectives quarterly magazine was Catalina Island adventure mailed to all parents and staff informing them of the latest news and activities at AmeriSchools campuses.

2014 Capstone Quest Academy, a private 2001 corporation, introduces AmeriSchools Academy opens in Phoenix Pre-Kindergarten for on Camelback Road and Thirteenth Street 2001 children ages three to five. AmeriSchools Academy opens in Also, Before and After to serve students in grades K-8. Phoenix on Camelback Road and School Programs are add- Thirteenth Street to serve students ed in all schools in Yuma, in grades Kindergarten through 8th. Phoenix and Tucson.

THE AMERISCHOOLS YEARS — FROM 2000 TO 2020

2000 2012 Charter School concept Renewal application for a wins Innovations in new 20-year charter was American Government approved January 23, 2012, Award from the JFK School and effective July 1, 2012. of Government at Harvard University.

2008 2020 Dr. Reginald Barr chosen The coronavirus struck Professional of The Year early in the year, and all in Education by Strath- our campuses closed In 2000 more’s Who’s Who. mid-March, just before our Prior to the 2000 dot- students began their Spring com bubble, an online Break. Our entire staff learning concept, called YUMA responded quickly and tran- www.GoLearnIt.com, 2000 AmeriSchools Academy sitioned to remote learning. was presented to major Our parents pitched in, and West Coast investors opens Country Club campus in Tucson at 1150 N. Country made the unprecedented to totally challenge all event easier to handle. current educational Club, to serve students in assumptions. The grades Pre-K through 8th. opportunity would have TUCSON changed history. It may still be a future happen- 2010 ing as the current tech- AmeriSchools nology makes it much Academy opens the more feasible, especially Yuma North campus with the remote learning on South 4th Avenue requirements brought on to serve students in by the pandemic. grades K through 6. 13 Why I To Teach by Mr. Chip Wafer, Math Teacher, Country Club Campus

14 ourtney Braren recom- These enduring skillsets are mended my being hired needed now more than ever, with My Third-Grade Photo at AmeriSchools Coun- the rapidly changing delivery try Club seven years of education during this time of Cago and I will be forever grateful! pandemic. by Mr. Chip Wafer, Math Teacher, Country Club Campus Little did I know or anticipate The Good Life: Now at that time just how special it and in the Future would be to become a part of the AmeriSchools family! AmeriSchools is good for our students. It is a safe and support- Good People Making ive environment where we help a Difference shape our students for a better AmeriSchools reminds me and brighter future. of my small town country up- The COVID-19 pandemic has My Story: bringing. People are friendly and caused great loss at many levels. My name is Chip Wafer. supportive. They are kind and It has been a heartfelt loss to not I am the Middle School generous! It is refreshing to work see my students in the classroom Mathematics teacher at AmeriSchools Country Club. in such an uplifting environment. and to not see my fellow teachers This is my seventh year of It feels good to be with Ameri- who I count as friends. Despite teaching for AmeriSchools. Schools. We take curriculum, core this, it is important to remember I graduated from Azusa content, and assessment seriously. that a good life is about good Pacific University with a B.A. in Mathematics. While there, In addition to the traditional three health, joyful relationships, and I competed on scholarship in R’s (reading, writing, arithmetic), true happiness. ❤ both football and track. we include a fourth R: real life I graduated from the skills. These include relation- University of Oregon with an M.S. in Mathematics. al skills, problem solving, and I am a very proud father of coping skills. We also equip our my three children who have students with the ability to fit well become successful adults. within a team, to thrive, to find My Favorite Quote: and pursue passion, and to adapt “Educating the mind without and adjust to change. educating the heart is no edu- cation at all.” That’s me, number 62. ― Aristotle

Dressing up as Batman for our school Halloween party.

I couldn’t be more proud of my 6th-8th grade blended after-school club.

15 The Future of Education Will Artificial Intelligence, Virtual Reality and Robotics be the next leap forward?

PART ONE OF A SERIES

16 It doesn’t take a Ph.D. in education to understand that schooling may never again be quite what it was. There’s no doubt that the future of education will be transformed—but how exactly?

hile living in the new reality begin to make decisions about investments of COVID-19 challenges, we for the new school year, it’s important to tend to focus on what’s go- step back and consider the longer-term Will Artificial Intelligence, Virtual Reality ing to happen in our imme- imperative to create a better system for diateW and near future. However, it’s likely every child beyond the pandemic. and Robotics be the next leap forward? that schooling will change significantly in The process starts with a key question: the long-term. What are we trying to achieve, for whom, A new “R” has joined the traditional by when, and to what standards? Our “Three R’s” of education. Reading, ‘riting research shows that top-performing school and ‘rithmetic now include “reimagining.” systems can vary significantly in curricula, New technologies can play an import- assessments, teacher behaviors, and even ant role engaging students in innovative desired outcomes. What and immersive learning, and existing unites them is a focus on technologies can be utilized as teaching excellence for every child, tools and methods in ways not previously regardless of race, gender, “imagined.” After all, students these days, income level, or location. are learning through digital devices, while That core value should remaining safe at home. inform the areas to keep in This is not to suggest that the human our current systems and teacher doesn’t and won’t continue to be where to innovate to create an essential part of the learning equation. more effective and equita- However, it’s possible that, even as we set- ble education for all. tle into whatever our new normal becomes, While we mustn’t lose school lessons may no longer begin and sight of what we have learned through “Students these end with the sound of a bell. decades of research and education reform, An article authored by Jake Bryant, the COVID-19 pandemic is driving educa- days are learning Emma Dorn, Stephen Hall and Frédéric tors to accelerate new models of learning through digital Panier states, “Responding to the chang- and innovate beyond the classroom. Lock- devices, while es that the COVID-19 crisis has wrought downs forced students around the world on education systems around the world to learn from home, resulting in a dramatic remaining safe requires building on what we know works, increase in the use of online tools, such as at home.” as well as looking ahead to what we know videoconferencing, learning-management students will need. platforms, and assessment tools.” The COVID-19 pandemic has upended school systems around the world. The pace Artificial Intelligence (AI) has been frenetic as systems have had to There’s nothing “artificial” about stand up remote learning overnight, plan the real-world benefits of AI whether and how to reopen schools amid changing epidemiological circumstances, AI is intelligence demonstrated by ma- and support students academically and chines, unlike the natural intelligence dis- emotionally. The scope of the challenge has played by humans and animals. Leading thus far left little time for deeper reflection. AI textbooks define the field as the study Yet crises often create an opportunity for of “intelligent agents” — any device that broader change, and as education systems perceives its environment and takes actions 17 knowledge gaps. In such a way, AI tailors studies according to student’s specific needs, increasing their efficiency.” Geoff Spencer of Microsoft, shares, “Real-time data, innovations like artifi- cial intelligence (AI), and a range of new devices and tools, will help transform the roles and relationships of students, teach- ers, and parents.

• STUDENTS will be empowered to learn for themselves in flexible, often collaborative ways, both inside and outside classrooms at their own pace. They will be able to follow their own interests and be challenged where appropriate. “Artificial Intelli- that maximize its chance of successfully gence in education achieving its goals. Colloquially, the term • TEACHERS will have access to in- “artificial intelligence” is often used to dividualized real-time data on how is being felt, and describe machines (or computers) that well each of their students is pro- the traditional mimic “cognitive” functions that humans gressing scholastically and emotion- methods are associate with the human mind, such as ally so they can devise new challeng- learning and problem solving. es and offer appropriate support for changing Alyssa Johnson of eLearning Indus- each child to move ahead. drastically.” try, states, “Artificial Intelligence is now • PARENTS will be better connected a part of our normal lives. We are sur- to, and involved with, their child’s rounded by this technology from auto- education with certainty, detail, and matic parking systems, smart sensors for confidence.” taking spectacular photos, and personal assistance. Similarly, Artificial Intelligence in education is being felt, and the tradi- “The response to the coronavirus has tional methods are changing drastically. demonstrated how technology can help The academic world is becoming more transform how we teach and learn. But convenient and personalized thanks the push for change started long before to the numerous applications of AI for the pandemic struck, and it will go on education. This has changed the way long after the threat subsides. For years, people learn since educational materials policymakers have been exploring new are becoming accessible to all through transformative approaches to K-12 educa- smart devices and computers. AI is also tion that go far beyond just online lessons allowing the automation of adminis- at home.” trative tasks, allowing institutions to “Children who start school from minimize the time required to complete now on will grow up to be workers and difficult tasks so that the educators can leaders in a digital-first world that will spend more time with students. Now is demand new skills and new ways of the time to discuss the transformations thinking. To succeed in life and at work, brought by AI in education.” they will need all the social, emotional, Lisa Plitnichenko of eLearning Indus- and academic support they can get via try, shares, “Artificial Intelligence helps rich and flexible learning experiences find out what a student does and does that will differ vastly from the school- not know, building a personalized study days of their parents.” schedule for each learner considering the 18 Robotics The reality of robots helping educate comes alive As far-fetched as it may seem, robots can play their own unique role in ed- ucation. Douglas P. Newton and Lynn D. Newton of the School of Education, Durham University, United Kingdom, state, “Engineers have made robots which can move around classrooms, often but not exclusively those of younger children, asking questions, providing information, noting and commenting on answers, and responding to requests. They are able to recognize individual students and main- tain a record of those interactions. Fre- quently working as classroom assistants, they may make useful contributions to learning. Some robots have been programmed to teach a second language. As well as play- ing games and engaging students in con- versation, they can respond to students’ commands in the second language.” “In the context of health education in the Netherlands, children (8–12 years old) have been successfully taught about chronic conditions, like Type 1 Diabe- tes, using a ’personal’ robot (one which passive textbook, they can respond and “In the future, “develops a user model and adapts the adapt to each student, tailoring teach- AI tutors and robots child-robot interaction accordingly”) ing to particular needs. There is clear using games and quizzes engaged in by evidence that they have the potential to will be with stu- robot and child. support learning, as in teaching children dents during all the In the same way, there is evidence that about their medical conditions, develop- years that they are robots can support language develop- ing and rehearsing learning, and testing ment, writing skills, teach sign language, it. They can also take on teaching roles in school. This will enhance reasoning, and some kinds of which human teachers may find time- allow the robots problem solving, support self-regulated consuming, uncomfortable, inhibiting, or to get to know the learning (SLR), and foster SLR skills using unfeasible. For example, they can patient- students very well, prompts, help with small group work by ly help a student practice a skill or pro- answering questions while, at the same cedure, practice conversation in a foreign better enabling time, free the teacher to give more time to language, or act dumb and be ‘taught’ them to provide other groups and to individuals.” by the student. They can even do what a inspiration, motiva- “Aids to teaching and learning are teacher would find difficult by his or her not, of course, new. Textbooks, for in- presence, as in teaching an ASD student tion, and personal- stance, are long-standing surrogate while slowly accustoming that student to ized learning.” teachers which have found wide appli- social interaction.” cation around the world, but no-one has According to educational expert Sir concerns that children will behave like Anthony Seldon on RobotLab.com, with- a book. Humanoid robots, however, are in the next ten years teaching robots will more active, even proactive. Unlike the be able to read children’s facial expres- 19 sions, and maybe even their brains, to Now what? analyze and adapt to how their learning Artificial intelligence and robotics are is proceeding. In the future, AI tutors just some examples of technologies that and robots will be with students during could forever be part of the reimagining all the years that they are in school. This of what education will be like in the fu- will allow the robots to get to know the ture, and represent just a glimpse of the students very well, better enabling them possibilities. Future installments in this to provide inspiration, motivation, and series will explore additional technolo- personalized learning.” gies that are predicted to play an excit- RobotLab continues, “As technolo- ing role in the future of education. gy will make almost anything possible Innovative technologies in education within the next ten years, it’s important are growing, and the capabilities they that we continue trying to analyze the can ultimately provide to students are long-term effects of its use. We also need endless. As they continue to move for- to use each new technology responsibly, ward, schooling could potentially benefit always following ethical guidelines and from the opportunities provided by these standards.” advancements. According to Purdue University, “The use of robotic technologies have proven *** “These technol- themselves to be worthy components of It’s important to keep in mind, how- ogies used in available educational resources. These ever, that no matter how the future of ed- technologies used in the education en- ucation evolves, new technologies won’t the education vironment have shown their value in replace outstanding educators. As many environment everyday learning and in the specialized will attest, a have shown their education of students with disabilities” single teacher value in everyday “Robots can be used to bring students can change a student’s learning and in into the classroom that otherwise might not be able to attend. In New York, a sec- path in the specialized ond grader with severe, life-threatening life. ❤ education of allergies was unable to attend school due students with to his condition. A four-foot-tall robot disabilities.” provided a ‘real school’ experience for the boy, ‘attending’ school and bringing the boy with him via an internal video conferencing system. Robots such as the one mentioned are able to ‘bring school’ to students who cannot be present physically.” “The use of robots is rapidly becoming more commonplace all around us — in our workplaces, our homes, and soon even in our schools. Although the use of robots is quite new in the field of education, some experts predict that within the next ten years they will be regularly used in class- rooms around the world.”

Don’t miss PART TWO of this exciting series: “The Future of Education — Virtual Reality and Augmented Reality” Coming in the Winter 2021 Issue of AmeriSchools Perspectives

20 KINDERGARTEN Let’s Celebrate TEACHER SEEKS SUPPORT TO BUY National School LETTER CUBES You can help a teacher at AmeriSchools Academy Phoenix Choice Week! Camelback provide kindergarten JANUARY 22-30, 2021 students with tangible tools for What is National School organizations, and individuals learning words at home. Choice Week? across the country. These schools, Olivia Ortega is asking for National School Choice Week groups, and individuals decide financial contributions through shines a spotlight on effective how they want to celebrate NSCW DonorsChoose.org to fund letter education options for children and and plan the types of activities that cubes and building words, to help is the world’s largest celebration of best meet their objectives. For 2021, her students learn to recognize opportunity in K-12 education. National School Choice Week re- and identify letters and to create NSCW features tens of thou- quests that all participants refrain words. sands of events and activities each from planning in-person events. If she can provide them with January, which are independently We must all do our part to curb the letter cubes while they are learn- planned by schools, homeschool spread of COVID-19. ing at home, the students will be groups, organizations, and indi- able to follow along with her in- viduals. In addition, NSCW devel- How is National School Choice struction and have concrete work ops and provides helpful, practical Week responding to COVID-19? to show her. school search resources to families To help curb the spread of With these new tools, Ortega on a year-round basis. COVID-19, we are asking schools, said she would be able to offer In 2021, National School Choice homeschool groups, organizations, quick assessments in breakout Week’s January celebrations will and individuals to refrain from rooms utilizing the cubes and par- solely focus on projects and ac- holding in-person events for Na- ents can make fun learning games tivities, not in-person events, tional School Choice Week 2021. with their children. as the U.S. fights the spread of Instead, we invite participants to Ortega is hoping to raise COVID-19. celebrate using our non-event proj- about $400 to purchase the letter ects and activities that help raise cubes. To make a donation, visit: What types of school choice awareness of effective education www.donorschoose.org. does National School Choice options, express gratitude for learn- Week celebrate? ing environments that are making a We celebrate all types of K-12 positive difference for children, or options, including traditional provide service and support to local public schools, public charter schools or communities. schools, public magnet schools, private schools, online academies, AmeriSchools Academy in Yuma, and homeschooling. NSCW does Tucson, and Phoenix will be cel- not preference one type of educa- ebrating National School Choice tion option over another. We trust Week with appropriate activities parents to make the best choices to thank our students, parents, for their individual children. teachers and staff. We recognize that without parents choosing us Who plans National School and supporting our students we Choice Week activities? would not be able to provide the NSCW activities are inde- very best for our students. pendently planned by thousands (Please check the next issue of our of schools, homeschool groups, magazine for a list of activities.) 21 Parents, Has Your Child Fallen Behind Academically During the Pandemic? Are they suffering from Learning Loss, Depression, or Isolation?

22 AmeriSchools has the answer It’s All About“Our Kids”! (And Our Parents and Students Say It Shows)

5. Learning!

4. Access to learning materials and technology

3. Emotional skills & support to deal with uncertainty

2. Strong, supportive family and school relationships

1. Basic needs met (safety, nutrition, rest, warmth)

The WHY of AmeriSchools The HOW of AmeriSchools First Things First 1. Non-Graded, Integrated Curriculum allows Learning Depends on Social and Emotional Factors students to express themselves through their cre- 1. Personal Relationships have always been ative abilities and promotes a positive self-image foundational at AmeriSchools 2. Multi-Age, Skill-Based, Individualized 2. Meeting Social and Emotional Needs Instruction • Nurturing of Student Character • Provides a challenging environment where Development and Behavior students promote their own advancement • Positive Social Development in the time they need to achieve academic • Anti-Bullying Policies requirements • The best education possible in a • Low Student-Teacher Ratio and minimal staff comfortable, consistent environment turnover enable more direct student instruc- tion for the acceleration of student learning “We want to make sure that ‘our kids’ are healthy, happy, and that they have what they need.” • Reduces discipline issues with students 3. Individual, Whole Person Approach who become frustrated when they are not grasping academic concepts “Our vision and mission have always been to address individuals, not to disseminate information.” 3. Technology-Enabled Classroom Instruction utilizing 21st century technology and Internet 4. Some of Our Favorite Words: resources for all students “We” “Our” “Us” “Together” “Succeed”

YUMA NORTH (K-6) YUMA SOUTH (K-6) COUNTRY CLUB (K-8) CAMELBACK (K-8) 1220 South 4th Avenue 2098 South 3rd Avenue 1150 N. Country Club Road 1333 W. Camelback Rd. Yuma, AZ 85364 Yuma, AZ 85364 Tucson, AZ 85716 Phoenix, AZ 85013 (928) 919-7203 (928) 329-1100 (520) 620-1100 (602) 532-0100 23 PRSRT STD U.S. POSTAGE AmeriSchools Academy PAID Executive Offices PASADENA, CA 1150 N. Country Club Road PERMIT #740 Tucson, AZ 85716

AMERISCHOOLS AmeriSchools ACADEMY A system of charter Perspectives schools for children K-8 is a publication of The Charter Foundation, Inc., To learn more visit: www.AmeriSchools.org a non-profit 501(c)(3) corporation, doing business EXECUTIVE OFFICE as The AmeriSchools Yuma North Campus 1150 North Country Club Academy, or AmeriSchools. Tucson, AZ 85716 (520) 296-1100 © Copyright 2020. All rights reserved. OFFICERS & BOARD OF DIRECTORS: Dr. Reginald E. Barr Chief Executive Officer Sandra E. Barr President Yuma South Campus Deborah E. LeBlanc Vice President TABLE OF CONTENTS Carol A. Towner Secretary Message from CEO / 2 Charter School News / 4 Courtney Braren Superintendent for Instruction Learning Through a Pandemic / 6 Steve Radakovich Assistant Superintendent for School Reopenings / 11 Support Services The 25-Year History of AmeriSchools / 12 SCHOOL LOCATIONS: Why I Love to Teach / 14 YUMA NORTH (K-6) 1220 South 4th Avenue Future of Education / 16 Country Club Campus / Tucson Yuma, AZ 85364 (928) 919-7203 School Choice Week / 21 Our Core Values / 22 YUMA SOUTH (K-6) 2098 South 3rd Avenue Contact Information / 24 Yuma, AZ 85364 (928) 329-1100 EDITORIAL STAFF Courtney Braren COUNTRY CLUB (K-8) 1150 N. Country Club Road Ben Lizardi Tucson, AZ 85716 David Stern (520) 620-1100 Chip Wafer CAMELBACK (K-8) Christopher Wolfe 1333 W. Camelback Road Camelback Campus / Phoenix Phoenix, AZ 85013 (602) 532-0100 24