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can only make recommendations for conditions under which the CH -CCS Board of Education <br />should consider chartering a school. The School Board should consider supporting charter <br />schools under the following conditions: 1) The proposed charter school would test. an innovative <br />program that addresses an important concern that is of interest to the local Board of Education but <br />is unlikely to be implemented within the traditional school structure; or 2) The proposed charter <br />school would recruit a group of students not currently being served effectively by the system, such <br />as dropouts; and (3) A charter school should not detract from the education of students who <br />continue to be enrolled in the district. The School Board should make every possible attempt to <br />address the perceived needs of dissatisfied groups within the bounds of the existing-school <br />structure. <br />School choice within the district's present schools currently is allowed under limited <br />circumstances and has not been particularly disruptive as long as there is room in the school being <br />requested and the transfer does not significantly affect racial balance. The Task Force supports <br />expanding the present restrictions on school choice as long as it does not involve a major <br />proportion of the student population (e.g. more than 10% of the student body). Requests would <br />have to be made early enough not to disrupt planning for the upcoming school year and approval is <br />predicated on the availability of space and the maintenance of racial balance. Restrictions on school <br />choice would have to be imposed following a major redistricting. <br />The Task Force was also supportive of establishing one or more year -round schools, <br />Provisions should be made for families who wish to enroll in a year -round school to choose to <br />attend the designated school and for others to opt out. <br />Summary <br />• School vouchers are not supported because of their potential to undermine the community <br />commitment to excellence in education for all students. <br />• The School Board should consider supporting charter schools under the following <br />conditions: 1) The proposed charter school would test an innovative program that addresses <br />an important concern that is of interest to the local Board of Education but is unlikely to be <br />implemented within the traditional school structure; or 2) The proposed charter school <br />would recruit a group of students not currently being served effectively by the system, such <br />as dropouts; and (3) A charter school should not detract from the education of students <br />who continue to be enrolled in the district. <br />• School choice should be allowed within the limits of space and racial balance <br />The district should move ahead with establishing one or more year -round schools. <br />5. Strengthen home - school partnerships <br />Among the weaknesses identified by the Task Force were a lack of respect among students, <br />teachers and parents toward each other, insufficient communications between the home and the <br />school, and too little involvement of low SES parents. Perceived threats to the system previously <br />identified included the following: (1) changes in family structure and economic pressures that <br />make parental involvement in the schools more difficult; (2) a decline in students' and parents' <br />willingness to accept responsibility and be held accountable for student performance; and (3) <br />unreasonable expectations by society that schools take on more and more responsibilities for <br />children. Opportunities identified included stronger partnerships with parents and homes, a large <br />pool of potential volunteers and improved empowerment of parents, staff and students through <br />school -based management. <br />In articulating the most important beliefs about how we educate, the Task Force repeatedly <br />identified the important role of parents as partners in the educational process, where teachers and <br />parents serve as good role models and there is an environment that expects respect between <br />students, teachers and parents. Respect and responsibility were the values most frequently <br />identified by Task Force members. Among the strategies given the highest priority were <br />improving home to school communications and encouraging greater parental involvement and <br />support in the education of the students. Improved parent - teacher communication would allow for <br />12 <br />