The staff at Springs’ Palm Academy is working hard to motivate their students to excel in the school’s ST Math Program, with students in teacher Salina Perales’ 3rd-4th grade class taking first place among the grades, reported Michelle Pantoja, TOSA Admin. The school has also kicked off an Attendance Challenge to improve attendance, she said.
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Springs 5th-grade Homeschool student Emanuel Herrera is a budding young artist. In one recent creation (pictured) he drew Luffy from One Piece. Teacher Hollie Cheowanich noted, “Emanuel has been concentrating on advanced coloring techniques, specifically blending different color tones and variations to achieve greater depth in his drawings of characters from comics, cartoons, television series, and movies.”
Virginia Smith, Ruth Newsome, Sarah Adams, and Marissa McLedo recently participated in the IIRP Navigating Conflict: Restorative Practices in the Workplace training, bringing back valuable tools to better support staff and leadership, reported Julianna Hubbell, director of charter relations. The training was a week-long experience focused on building skills for addressing difficult situations and personnel issues in a more constructive and solution-focused manner.
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Throughout November and December, all Springs sites and programs are invited to participate in Springs' Regional Preliminary Spelling Bees. Winners from each program or academy earn the opportunity to advance to the All-School Spelling Bee in January—a showdown where the strongest Springs spellers compete for a chance to move on to their local county competition.
Journey Homeschool High School student John Lenoir participated in the Youth Leadership Forum, a week-long program for high school students focused on building advocacy and leadership skills, reported Nicole Collins, vice principal. Throughout the program, students collaborated in peer groups, created personal and career leadership plans, and built lasting friendships and support networks.
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Charter schools are independent public schools with rigorous curriculum programs and unique educational approaches. In exchange for operational freedom and flexibility, charter schools are subject to higher levels of accountability than traditional public schools. Charter schools, which are tuition-free and open to all students, offer quality and choice in the public education system.
The charter establishing each such school is a contract detailing the school’s mission, program, goals, students served, methods of assessment, and ways to measure success. In California, charters are granted for five years. At the end of the term, the entity granting the charter may renew the school’s contract. Charter schools are accountable to their authorizer, and to the students and families they serve, to produce positive academic results and adhere to the charter contract.
Like traditional public schools, charters receive state funding based on a formula for each child enrolled in the school. Many charters also do additional fundraising to obtain grants and donations to pay for programs that are not fully funded by state or school district formulas. When lawmakers passed the Charter Schools Act of 1992, California became the second state in the country (after Minnesota) to enact charter school legislation. The intent was to allow groups of educators, community members, parents, or others to create an alternative type of public school.
For more information, please watch this brief video from California Charter Schools Association
CloseSprings Charter Schools are parent choice schools where the community is our classroom. Our mission is to foster the innate curiosity of our students, empower their parents, and promote optimum learning by collaboratively developing a personalized learning program for each student.
Eagle = Choice, Freedom, Initiative
River = Community
Book = Empowering Parents (Knowledge is Power)
Torch = Curiosity, Passion for Learning
Hands = Collaboration
Keys = Personalization, Unlocking the Student’s Potential
Oak Branches = Continuous Lifelong Learning
