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Maasai Institute

Janis McCollum 4744 North 39th Street Milwaukee, WI 53209-5862 414-755-7810, ext. 1004 janismccollum@hotmail.com

Date Opened: 2005 Grades Served: 9-10 Students Enrolled: 50 Program Type:

Maasai Institute is an ability-based high school serving grades 9-12. Maasai is different from large, comprehensive high schools and most other small high schools in that it is structured to provide a one-stop facility that will serve the students, their families, and the surrounding community. Maasai Institute’s operation is designed as a full-services community school. A community school is an education institution that combines the rigorous academics of a quality school with a wide range of vital in-house services, support programs and opportunities for promoting learning and development for all. Maasai Institute is designed as a learning organization with the goal of becoming an established learning community culture that respects and affirms the talents, resources, and experiences that each person brings from their homes, their communities and their histories. The school culture is being shaped for students, teachers and other staff, board directors, parents, and others from the community, all stakeholders, who will collaboratively function within the Maasai learning community. The common focus: “We are all responsible for ensuring that all the children are well.” Influences are formed by the practices of the Maasai African tribe and the high value that is placed on the children’s well-being. The culture of the Maasai Institute is being shaped as constructive and proactive. Everyone is expected to meet high expectations, provide initiative and open communication, and all are encouraged to be decisive, take moderate risks, and be accountable for student achievement. Maasai will support ongoing professional development and maintain an environment that fosters the pursuit of high standards of excellence, internally and externally, among students, staff, board directors, parents and volunteers. Maasai Institute fosters innovation, values performance, reinforces personal responsibility, accountability, and demands respect for all, to create and environment where there is emphasis on leadership versus management. Maasai’s environment will be personalized at all times, and maintained as a peaceful, safe, just, equitable, and studious climate with motivation encouraged through “encouraging the heart” teaching and supervision. Maasai is structured to create a learning community where: People feel they are doing something that matters; People are more intelligent together than apart; The organization continually becomes more aware of its underlying knowledge base; Visions of the direction of the organization emerge from all levels; Employees are invited to learn what is going on at all levels of the organization so they can understand how their actions impact others; People feel free to inquire about each other’s assumptions and biases; there are few sacred cows or issues that can’t be discussed; People trust each other as colleagues in the way they talk to each other; People feel free to try experiments, take risks, and openly assess the results; No one is killed for making mistakes. In order to sustain the culture described an emphasis on growth and improvement will focus on the individual, the group, and the organization level. Assessment at each of these levels will be conducted both as a formative process in the implementation phase, and as a summative activity implemented at the end of each school year.

Marshfield Human Services Academy^*

Jane Wagner 1401 East Becker Road Marshfield, WI 54449 Telephone: 715-387-8464 x 338 wagner@marshfield.k12.wi.us

Date Opend: 2006 Grades Served: 9-12 Students Enrolled: 27 Program Type: Technology/vocational

The Marshfield Human Services Academy Charter School (the “Academy”) will serve approximately 50 students in grades 10 through 12, in its first year. The Academy will have as part of its curriculum, the first intergenerational care career-based program in Wisconsin, and possibly the nation. The vision and mission of the Academy is “Learning for all Ages”. Imagine a place where a 98 year old is feeding an infant, where an 87 year old is sharing her walker with a youngster who is just learning to walk, and a 4 year old suddenly discovers that her 78 year old friend has to take out her teeth to brush them. Imagine a place where people of all ages come together, interacting, exploring, and building meaningful relationships. That place is the Marshfield Human Services Academy Charter School. The Academy will offer students the chance to interact with people of all ages, from infants to octogenarians. Students will have the opportunity to obtain Wisconsin certification as Assistant Child Care Teacher, Child Care Teacher, Nursing Assistant as well as the state’s Employability Skills Certificate and the Family and Community Services Skills Certificate. The Academy is a unique public/private partnership designed to enhance the lives of Marshfield residents. By September of 2006 the innovative, new Tiny Tiger Intergenerational Center will be completed. At one end of the building there will be a Child Care Center and at the other an Adult Day Services facility. The center portion will house the Marshfield Human Services Academy Charter School. The location of our charter school, at the heart of the Intergenerational Care Center, provides students the opportunity to observe and interact with children and the elderly in a realistic setting enabling authentic hands-on learning that the students have not previously encountered. In the Academy education is a shared responsibility among students, teachers, parents, and the community. Alliances have been created with individuals and agencies in our community using the talents, resources and expertise of many to create rigorous and relevant learning experiences for our students. In addition to focusing on careers, the Academy will provide students with something that is sorely lacking in our increasingly fragmented, mobile society. They will learn to appreciate and become comfortable with the very young and the very old. High school students will learn to bridge generational gaps. They will plan learning experiences in which the elderly will teach pre-school children a myriad of new skills. A high school junior, Beth, may ask Martha if she would show 4-year old Susie how to tie her shoe. As Beth looks on, Martha patiently shows Susie what to do. After many tries, Susie looks up at Martha with a huge smile on her face, hugs her and says “thank you, now I can tie my shoe”. Susie slides off Martha’s lap stops, bends down and ties Martha’s shoe for her. Beth looks on with tears in her eyes as she realizes, she has witnessed much more than a lesson in shoe tying. This vignette, illustrating the types of interaction our charter school will promote, is an example of the "Learning for all Ages" that will occur every day in the Academy. In a time when few children actually live near their grandparents, the Academy will foster communication, empathy and caring across the generations, something that is sometimes missing in our society today.

Mauston Alternative Resource School

Tom Reisenauer 508 Grayside Avenue Mauston, WI 53948 608-847-6603 thomas_reisenauer@mauston.k12.wi.us

Date Opened: 1998 Grades Served: 6-8 Students Enrolled: 11 Program Type: At-Risk

The Mauston Alternative Resource School (MARS) achieved charter status in August 1998 to serve highly at risk students in grades 6 through 8. These students are typically truant, credit deficient, lacking motivation, teen parents, or gifted students whose educational needs are not being met in the traditional school setting. The charter school is located in a separate portable classroom behind Mauston High School. A program goal is to get these students back on track and reintegrated into a traditional academic program.

McDill Academies

Dennis Raabe 2516 School Street Stevens Point, WI 54481 715-345-5420 draabe@hotmail.com

Date Opened: 2002 Grades Served: KG-6 Students Enrolled: 386 Program Type: General/Liberal Arts

The McDill Academies is a K—6 charter school that serves approximately 350 students within the Stevens Point School System. The McDill Academies is designed to ensure that “No child is left behind” in the opportunity to obtain a high-quality education and meet challenging academic achievement standards as reflected in local, state, and federal monitoring and assessment systems. The McDill Academies is made up of four separate academies: the Academy of Math the Academy of Language Arts the Academy of the Sciences, and (4) the Academy of the Humanities. Students spend one to two hours in each academy each day based on grade level, development or performance levels. Each academy has identified a continuum of grade-level performance standards that students are expected to master each year. These standards reflect challenging state and national performance standards. Individual progress of students, in attaining standards, is monitored using the Assess 2 Learn Web-based computer assessment package developed by Riverside Publishing. The staff and parents of McDill Academies are committed to presenting a rigorous curriculum that entails scope and sequence and the development of essential skills. In each academy, staff and parents continually review the curriculum to determine what procedures, materials, and strategies lead to the learning of stated skills and which are ineffective in leading to high academic achievement. Students who do not master a critical concept after multiple learning opportunities within the classroom can use the Resource Center for intensive individual instruction until the concept is mastered. Community volunteers, parents, and staff members are available to assist students in the Resource Center. Students may also be assigned to the Resource Center during a summer school session to attain needed skills.

McKinley Center

John Blader 2926 Blaine Street Stevens Point, WI 54481 715-345-5421 jblader@wisp.k12.wi.us

Date Opened: 1994 Grades Served: K-6 Students Enrolled: 350 Program Type: General/Liberal Arts

The McKinley Center is one of 10 elementary schools in the Stevens Point Area School District and serves 350 students in grades K—6. The student population includes regular education; gifted and talented; special education, such as learning, cognitive, physical, and speech and language; and English-language learners. McKinley Center goals are to (1) help every individual reach the highest level of success without regard to economic or cultural background or individual learning style, (2) allow parents, staff, students, and the community to work together to become lifelong learners and responsible citizens in a global society, and (3) provide educational programs that take into account the emotional, physical, and intellectual needs of each individual. The charter school works to accomplish these goals by integrating technology into every student’s learning experience. Students achieve improved academic results by using technology through Power Point presentations, Kids Pix slide shows, and producing videos. Student success is further enhanced with parents and the community engaged in the education process.

McKinley Charter School

Holly Hart 1266 McKinley Road Eau Claire, WI 54703 715-839-2831 hhart@ecasd.k12.wi.us

Date Opened: 1996 Grades Served: 6-12 Students Enrolled: 120 Program Type: At-Risk

The McKinley Charter School serves students from the Eau Claire and Altoona school districts and offers an open door back to education. The school meets students where they are and helps them move forward academicaly and behaviorally. The discipline model used is designed to foster self-control. McKinley Charter School has five components. Each component serves a specific population and delivers a unique curriculum. Two components are located on-site. The Credit Component serves students in grades 6-12, and the Competency Component serves 17- to 20-year-old students. The third componentis the Detention Center, located at the Eau Claire County Courthouse. This component provides educational services to students who are detained in the Northwet Regional Detention Center. The fourth component provides educational services to students under the age of 21 who have not completed a high school diploma and are housed in the Eau Claire County jail. The fifth component is Homeboudn Services, provided to Eau Claire Area School District students who will be absent from school for 30 days or more. McKinley Charter School serves approximately 260 students on-site per year. The school serves an additional 1,200 students per year from the off-site components.

McKinley Middle Charter School

Lori Sue Pelk 2326 Mohr Avenue Racine, WI 53405 262-664-6150 lpelk@racine.k12.wi.us

Date Opened: 2000 Grades Served: 6-8 Students Enrolled: 988 Program Type: General/Liberal Arts

The McKinley Middle Charter School (MMCS), a public sixth- through eighth-grade school within the Racine Unified School District, is an intercity school with a population of approximately 1,100 students and 80 staff members. The school was granted charter status according to Wisconsin Charter School Law beginning in the 2000—2001 school year as an instrumentality of the district. The main mission of MMCS is to integrate the philosophy of systems thinking with the concept of sustainability to all of its staff and students. Staff and students are engaged within the community collecting and analyzing data that connect to indicators of sustainability. High levels of accountability and empowerment in the parents, teachers, and students are cornerstones of the program.

Meeme LEADS Charter School

Chad Ramminger 12121 County Road XX Newton, WI 53063 920-693-8255 cramminger@kiel.k12.wi.us

Date Opened: 2005 Grades Served: K-4 Students Enrolled: 70 Program Type: Customized Education and Environmental

The Kiel Area School District has established a nongraded, multiage charter school serving students in kindergarten through fourth grade at the demonstration site of Meeme Elementary in rural Kiel, Wisconsin. The charter school, Meeme LEADS (Learning style-focused; Excellence through individualization; Achievement for all; Differentiation; and, Student-driven success), enrolls approximately 70 K-4 students (beginning in September of 2005). In essence, nongraded education is the practice of teaching children of different ages and ability levels together, rather than dividing them (or the curriculum) into steps labeled by grade designations. Children move from easier to more difficult material at their own pace, making continual progress rather than being promoted once per year. Curriculum and teaching practices are developmentally appropriate, arising from the children, an experience initiated by the teacher, or from a chance event. Considered “an adventure,” a project may last a week or continue throughout the whole school year. Because students are in control of and responsible for their own learning and free to explore their own interests, they feel empowered; school becomes fun again, and the motivation to excel returns. Students enrolled at Meeme LEADS are placed in learner-centered, multiage environments that remove the expectations often associated with grade-level placement. Thus, students are free to explore their own pathways of learning and communicating while at the same time achieving benchmarks for Wisconsin Model Academic Standards. With this approach, children begin to feel empowered in their learning and realize that school really is a place where you can construct knowledge; it is not always a place where you are given knowledge already constructed by your teacher. Rather than seen as unchangeable, the curriculum of the Meeme LEADS Charter School is viewed as being entirely flexible, something that can (and should) be adjusted to meet students’ individual needs. For example, in some subjects like reading and math, children are grouped homogeneously by their individual developmental needs and skill levels. The goals for a particular group may require small-group instruction, literature circles, peer tutoring, paired reading, or one-on-one instruction. These groups will have an open-door policy where children may move from one group to another once they have obtained the required skills and knowledge. For other subjects, students will learn in heterogeneous groups, perhaps based on shared interests (oceans, ancient Egypt, insects, etc). These shared interests become the integrating contexts for the curriculum. At different times, students work independently, in pairs, and in large and small groups, contributing to group projects according to their skill level. For example, in making books to display what they learned about a topic, younger children can create illustrations while older children write the text. Meeme LEADS was designed to help students reach the following measurable goals: to fully know their optimal mode for learning; to become independent, self-monitoring learners; to develop problem-solving and critical-thinking skills; to understand and strive for quality workmanship and excellence; and, to demonstrate continual academic progress as measured by each student’s individualized assessment plan and equivalent to a year’s growth achievement at or above state-mandated grade level benchmarks as measured by Wisconsin Student Assessment System (WSAS) tests. As a collaborative effort between teachers, the community, parents, and the students themselves, the Meeme LEADS Charter School also strengthens parent-school-community relationships, as parent and community volunteers become crucial participants in students’ educational programs. For example, if the community skills inventory reveals that a Kiel resident has extensive interest in and experience with model trains, he or she may be able to assist with a particular student or group project focused on railroads to help illustrate various mathematical concepts. Establishment of walking trails, a native prairie habitat, and a community garden will facilitate experiential, project-based learning activities across multiple content areas as well as promote healthy living choices (a special emphasis of the school).

Merrill Elementary Healthy Living Charter^*

Julie Brilli 1089 W. New York Avenue Oshkosh, WI 54901 Telephone: 920-424-0420 julie.brilli@oshkosh.k12.wi.us

Date Opened: 2006 Grades Served: K-5 Students Enrolled: 243 Program Type: Health and General/Liberal Arts

Merrill Elementary Healthy Living Charter, servicing grades kindergarten through fifth grade, is an innovative approach to education that will provide our students with an equal opportunity to learn, while developing life-long healthy choices in our students. We believe that by providing a solid foundation of excellent academics, health, nutrition, and stress management techniques students will have the ability to reach their greatest potential. This approach to education is looking to close the achievement gap between our lower socio-economic students and their peers while providing our entire student body with a solid foundation of academic, physical and emotional health. The teaching and learning practices proposed in the Healthy Living Charter address the basic components needed for our students to experience optimum learning in the educational setting. The Merrill Elementary community believes there is a direct relationship between a healthy body, a healthy emotional state and a healthy, productive mind. We believe that by providing our students with healthy opportunities, they will not only have a greater chance of attaining academic success, but they will take with them, into their future, the knowledge base from which to make life-long healthy choices as adults. The design of our school consists of three basic components—academic health, physical health and emotional health. Academic Health Our instructors utilize best classroom practices that support authentic learning and provide students with continual feedback to support achieving their maximum potential Our staff, students and families collaboratively problem solve individual student needs through a structured system of early intervention student servicing while using Progress Monitoring data collection to determine academic success in individual students Our students meet state and national standards through standards-based instruction, based upon the Oshkosh Area Benchmarks Physical Health Our students engage in a minimum of 20 minutes of physical activity each school day Our instructors incorporate physical movement into lessons throughout the day, when appropriate Our students are provided with healthy breakfast and lunch options and are educated as to how those choices affect their overall health and well being Our student’s families are provided with physical and nutritional health resources Our students receive routine health assessments and set personal health goals Emotional Health Our students engage in stress management: relaxation, breathing, and meditation techniques throughout the day Our classes begin their day with a morning meeting to welcome each individual student into the educational setting and set the tone for learning and mutual respect and acceptance Our students are educated in anti-bullying, the need for accountability, and the aspects of repaying the harm when they have wronged another Through these three basic components, our students will experience increased physical and emotional well-being and in turn experience increased academic achievement, decreased occurrences of negative behavior and increased attendance.

Merrimac Community Charter^*

Cliff Thompson 213 Maple Street Sauk City, WI 53583 (920) 832-6136 thompsli@staff.saukpr.k12.wi.us

Date Opened: 2006 Grades Served: K-5 Students Enrolled: 56 Program Type: Environmental

Merrimac Community Charter School was created in order to elevate the existing learning environment at Merrimac Elementary School and to inspire students to take pride in their education by applying what they learn to the community that surrounds them. Utilizing a community-based model, Merrimac will combine the principles of “place-based” education with its existing multi-age instruction (grades K-2 and grades 3-5), involving parents and the community in curriculum development, education and governance. The curriculum will be inspired by and derived from the diverse community that it serves, utilizing local history, culture and natural resources surrounding Merrimac to expand the classroom beyond school grounds and to relate classroom education to the world outside. MCCS will have a strong focus on literacy and mathematics skills achievement, and will integrate core material with project-based learning. With a project-based learning component, it is our intention to support a constructivist learning approach, where students are encouraged to use skills taught in the classroom to construct their own knowledge for various projects, both within the school as well as extramural opportunities. Merrimac Community Charter School will address all student needs, including those of at-risk and disabled students, by utilizing a combination of early intervention and increased parental involvement which will be an integral part of this charter, and will advance “The New Wisconsin Promise.” By attaching real-world significance to education and embracing local culture, students will gain a unique appreciation for where they live, and consequently who they are. Instilling community pride by connecting students to one another utilizing a multi-age format for instruction will exhibit itself in measurable successes. Involving parents and community members in the educational process will also lead to shared accountability for education which we believe will strengthen and augment the learning program provided at Merrimac. Encouraging strong parent involvement, forming teaching partnerships between parents and educators, leveraging community resources, and connecting education to the outside world all combine to form a powerful and effective learning environment. We expect these improvements to the school’s program will translate directly into improvements in education.

Middleton Alternative Senior High

Jill Gurtner 2429 Clark Street Middleton, WI 53562 608-829-9640 jillbg@mcpasd.k12.wi.us

Date Opened: 1995 Grades Served: 10-12 Students Enrolled: 99 Program Type: At-Risk

Middleton Alternative Senior High (MASH) opened in 1993 as a program for at-risk juniors and seniors and achieved charter status in May 1995. Since that time, the school has expanded to serve more than 100 students in grades 10—12 who were not achieving their potential in a traditional setting. In 2001, MASH moved into a new facility designed specifically to meet the needs of the students. This building is located within walking distance of Middleton High School, which allows students to take advantage of the curricular and cocurricular offerings there as well. The programming at MASH is based on a philosophy that all students have strengths, and an understanding and development of these strengths will help the students achieve personal success. Service learning, project-based curriculum, and a focus on building community are at the heart of MASH. Students learn to identify and use their individual talents and learning styles by becoming aware of the relationships between choices and consequences and the relationship among school, community, work, and career opportunities.

Milwaukee Academy of Aviation, Science Tech

Dura Hale 3620 North 18th Street Milwaukee, WI 53206 414-875-6405 haledr@mail.milwaukee.k12.wi.us

Date Opened: 2005 Grades Served: 9-10 Students Enrolled: 150 Program Type: Technology/Science

Milwaukee Academy of Aviation, Science & Technology High School (MAAST) is a small comprehensive high school designed to prepare students for higher education and sustainable employment. The vision is to become a nationally and internationally recognized pre-eminent aviation high school. MAAST is targeting students of various backgrounds and cultures, who have an expressed interest in aerospace, aviation, aeronautics, avionics and technology. The school will prepare students for successful careers in aviation, productive citizenship and life-long learning in a global community. With a team of focused stakeholders in place, MAAST is prepared for its first class of 9th grade students entering in September, 2005. The MAAST educational philosophy is based on the precept that: “All Children Can Learn,” regardless of age, race, gender, or socio-economic status. The curriculum will be academically challenging, relevant and rich, focusing on content of interest, which will engage students, fostering a willingness to attend school. Increased academic achievement will be the mark of school effectiveness, thus allowing it to be a change agent for each individual student within an effective systemic arena. MAAST team members are continually working together to achieve success, as cultural responsiveness is key to effective student learning. Through group work and contributions from all school partners, there is more clarity of focus and additional strength provided for school efforts. Improvement plans must involve all stakeholders in a shared decision making process which fosters true collaborations and values collective team input. MAAST teachers understand the diverse racial, ethnic, socio-economic and cultural backgrounds of students and will embed this knowledge throughout the curriculum to foster high levels of student learning. The shared vision and beliefs will continue throughout.

Milwaukee Academy of Scienceⁿ

Dr. Scott Pierce 2000 West Kilbourn Avenue Milwaukee, WI 53233 414-933-0302 tracey.sparrow@milwaukeeacademyofscience.org

Date Opened: 2000 Grades Served: K4-8 Students Enrolled: 850 Program Type: Math/Science

The Milwaukee Academy of Science serves 850 students in grades K4—8. The students come from all areas of Milwaukee, although the majority of students are considered to be residents of the central city. Approximately 95 percent are African American, 1 percent are Caucasian, and the remaining 4 percent are Hispanic, Asian American, and multiracial. Approximately 91 percent of students qualify for free or reduced meals. The school offers a longer school day and school year, as well as a strong technology focus. The curriculum covers five domains: humanities and the arts, mathematics and science, character and ethics, health and physical fitness, and practical arts and skills. At the Milwaukee Academy of Science, a special emphasis is placed on science, through its unique partnership with the Milwaukee Science Education Consortium. The academy contracts with Edison Schools, Inc.

Milwaukee College Preparatory School

Robert Rauh 2449 North Thirty-sixth Street Milwaukee, WI 53210 414-445-8020 rrauh@milwcollegeprep.com

Date Opened: 2002 Grades Served: K4-8 Students Enrolled: 428 Program Type: General/Liberal Arts

The Milwaukee College Preparatory School of Wisconsin (MCPS WI) is dedicated to providing a school of academic excellence embracing the curriculum and expectations established by Marva Collins. The Milwaukee College Preparatory School of Wisconsin operates as an officially licensed "Marva Collins School," which ensures that all teachers will be directly trained by Mrs. Collins or one of her designates. The Milwaukee College Preparatory School of Wisconsin enrolls children in grades K4—8. There are several basic expectations held at MCPS WI. The school expects that the students will be emerging readers by the end of the K4 year and fluent readers in K5 and that its second graders can perform at proficient or advanced on the state’s third-grade reading test. Students are also expected to matriculate through the math program so that they will be finishing the first algebra book by seventh grade and that its graduates will matriculate into advanced placement track courses at top high schools. Within the school’s curriculum of caring, students also build on the basics. The core of the language arts program is Mrs. Collins’ phonics program. Math skills are taught through the Saxon math curriculum, which MCPS WI follows closely, with the exception of promoting all students one year ahead of schedule (e.g., the second grade completes the third-grade material). Social studies, science, memory, French, fine arts, and physical education are also offered and build on the skills learned in the core areas of math, reading, and writing. The Milwaukee College Preparatory School of Wisconsin has established partnerships with several community agencies to enrich its program.

Milwaukee Leadership Training Center

Leslie Seib 2360 North Fifty-second Street Milwaukee, WI 53210 414-874-8588

Date Opened: 2001 Grades Served: 5-12 Students Enrolled: 123 Program Type: At-Risk

The Milwaukee Leadership Training Center (MLTC) is a nonprofit, noninstrumentality charter school operating through a contract with the Milwaukee Public Schools system that serves the community’s most challenging children——both boys and girls——in grades 5—12. The MLTC offers a highly structured, experiential, vocational, and technology-based educational program designed to serve at-risk middle school— and high school—age youth who have served time in detention or who have been incarcerated. The MLTC combines a philosophy and practice of nonviolence with leadership training strategies drawn from the U.S. military. The MLTC, located in the St. Joseph’s Center owned by the School Sisters of St. Francis, provides rigorous, hands-on educational opportunities for young people who have not had success in traditional school settings and who would most likely not otherwise gain access to experiential and technology-rich curricula that emphasize student achievement.

Milwaukee Learning Laboratory and Institute

David Coyle 6506 West Warnimont Avenue, Suite 200 Milwaukee, WI 53220 414-604-7940 coyledp@mail.milwaukee.k12.wi.us

Date Opened: 2005 Grades Served: 9-10 Students Enrolled: 160 Program Type: Project Based

The Milwaukee Learning Laboratory and Institute (MLLI) opened in 2005 with 90 freshmen students from all areas of Milwaukee. The school will add a class every year, reaching an eventual enrollment of approximately 320 students in grades 9-12. As a Milwaukee Public Schools (MPS) instrumentality charter school, MLLI will be open to any students eligible to attend MPS schools. MLLI’s curriculum uses project-based learning to move students from dependent to independent to interdependent learners. The mission of the Milwaukee Learning Laboratory and Institute is to facilitate learning through competent practice of continual learning, social justice, and leadership. MLLI aims to graduate high school students who are successful in post-secondary education, meaningful work, and effective community participation. A three-tiered learning community of college educators, in-service teachers, and pre-service teachers will help students progress from dependent to independent to interdependent learners. As students move towards being interdependent learners, they will develop strong communication, problem-solving, and analytical skills. Students at MLLI take increased ownership of their learning, which will result in correlating improvements in grade point averages, graduation rates, and the numbers of students enrolled in post-secondary opportunities. Upperclassmen at the Milwaukee Learning Laboratory and Institute will take advantage of internships and early college opportunities and will be an integral part of the school governance structure. Project-based learning and assessment will also offer students unique learning opportunities, as they incorporate and integrate their background knowledge, their varied interests, and their community into individual projects and study. Internships and projects will allow students to be active community participants and democratic citizens. MLLI will also serve as a professional development school, offering the chance for participants at all levels, including parents and community members, to be a part of the learning decisions of the school. Through applied and action research among its different partners, MLLI will start to determine what contributes to and inhibits learning for both adolescent students and teachers. Multiple perspectives will be integrated to analyze, assess, and discuss best practices and successful strategies for instruction and learning. With this unique approach to education, Milwaukee Learning Laboratory and Institute will serve both the students and the greater Milwaukee community. Students will graduate from MLLI as fully functioning members and active democratic citizens, incorporating knowledge and experiences into a committed role in the community and the world.

Milwaukee School of Entrepreneurship

John Polczynski 6914 West Appleton Avenue Milwaukee, WI 53216-2732 414-438-5200 023@mail.milwaukee.k12.wi.us

Date Opened: 2004 Grades Served: 11-12 Students Enrolled: 182 Program Type: Technolog and Vocational/At-Risk

Milwaukee School of Entrepreneurship (MSE) has completed nine successful years as an innovative high school, which now serves 180 eleventh and twelfth grade students. The cornerstone of MSE’s highly effective educational program is a business-centered and post-secondary preparatory curriculum that builds student capacity for excellence by coordinating learning targets with standards-based classroom instruction methods and assessments. Students thrive in MSE’s small, safe, student-centered learning environment. Students will graduate once they have completed 22 credits of specific core curriculum and elective courses and have successfully completed a portfolio for graduation. This portfolio will focus on each of the content areas (English, Math, Social Studies, Science, and Technology) as well as job skills, community and business leadership, teamwork, employability skills, responsible citizenship, personal finance, and the ability to form and sustain a successful business. The main components of this unique academic opportunity include vast opportunities for parents and community to collaborate with staff in developing an MSE professional learning community and implementing a shared decision-making model. Other components include: business partnerships, job shadowing, and mentoring work experience (school-to-career/on-the-job training (OJT) preparation for college and the college application process opportunity to earn college credits through matriculation with Milwaukee Area Technical College (MATC) and Waukesha County Technical College (WCTC) and afternoon Advanced Placement courses school-based business/career simulations and hands-on learning opportunities guest speakers (business, community, and parent leaders) Students interested in applying for admission to the MSE Charter School must have a serious desire to participate in the rigorous and rewarding academic and business-centered curriculum. In addition, all students must have earned a minimum of ten high school credits prior to application. Students must also provide the guidance department with a complete transcript, complete an application for admission, and participate in a mandatory orientation interview with MSE staff and the applicant’s guardian. Once accepted, students participate in entrepreneurship training through classroom sessions, guest speakers, and business sector mentorships, as well as practical and interactive entrepreneurship simulations and projects. Students attend academic classes daily from 8:00 A.M. until 12:30 P.M. and agree to be employed in the afternoons for 15 to 25 hours per week. Students must provide necessary paperwork for the entire school year in fulfillment of the school-to-career curriculum requirement. All students have opportunities to participate in extra course work in the afternoon and summer sessions to make up missed credits or experience higher-level academic challenges. A graduation portfolio that ensures proficiency in all content area as well as business skills will also be completed. MSE Charter School represents the best in educational innovation by providing all qualified students with excellent opportunities to develop essential business and academic skills that are necessary for successful participation in today’s economy, society, and higher education.

Monona Grove Alternative High School

Paul Brost 4400 Monona Drive Monona, WI 53716 608-221-7666 paul_brost@mononagrove.org

Date Opened: 1998 Grades Served: 10-12 Students Enrolled: 21 Program Type: At-Risk

Monona Grove Alternative High School began as an alternative learning environment for nine high school students struggling in the traditional school setting. In the 1999-2000 school year, the school doubled in size to serve 18 students. The school's mission is to provide a more flexible approach to learning, allowing students to attain their goal of high school graduation and to earn a Monona Grove High School diploma.

Monroe Alternative Charter School

Dan Bauer 1220 16th Avenue Monroe, WI 53566 608-328-7128 dan_bauer@monroe.k12.wi.us

Date Opened: 1998 Grades Served: 6-9 Students Enrolled: 15 Program Type: At-Risk

The Monroe Alternative Charter School serves 50 at-risk students in grades 9—12, with eight staff members. The school is designed to serve students who are having problems in school because of truancy, poor grades, depression, alcohol and other drug abuse, attention deficit, hyperactivity disorder, lack of motivation, and behavior problems. The objective of this charter school is to develop all students to their highest potential and to prepare them for lifelong learning, challenge, responsibility, and opportunity.

Monroe Independent Education Charter High School

Dan Bauer 1220 Sixteenth Street Monroe, WI 53566 608-328-7128 dan_bauer@monroe.k12.wi.us

Date Opened: 2003 Grades Served: 9-12 Students Enrolled: 22 Program Type: At-Risk

The Monroe Independent Education Charter High School opened in August 2002 and was approved for charter school status in January 2003. The school offers a 22-credit Monroe Board of Education—approved high school diploma. Students enrolled in the charter school can choose from a variety of options to meet their individual needs. These credit options include online courses, print-based courses, work-based credit options, service learning for credit, off-campus physical education, and enrollment in Monroe High School courses. Courses offered through the charter school use curriculum material from the following: University of Nebraska On-line High School (with more than 160 print-based and online courses available in 14 subject areas), the University of Missouri On-line High School (with more than 150 online and print based courses available), Class.com (with online classes aligned to Wisconsin State Standards), Monroe High School classroom courses, APEX Learning and Advance Placement online courses, off-campus credit-for-work service learning, and physical education. The charter school serves both Monroe and out-of-district students who fall into one or more of the following categories: students who are expelled, students considered to be a safety risk within the traditional school setting, students with medical needs who cannot attend traditional school setting, school-age parents, married students, and self-supporting students with factors that interfere with traditional school enrollment, homebound students, students age 18—21 who need credits to complete their high school diploma, students who are credit deficient and wish to complete their high school diploma, students who will be out of the district for an extended period of time, students with needs for accelerated curriculum, home-schooled students, and students with extraordinary needs. Since opening, the charter school served 25 students. Six of these students were from other districts with 66.30 tuition agreements with the Monroe Schools. The school is located in a large two-room facility, which includes space for small group instruction, one-on-one instruction, eight computers, a resource library, and a conference area. A full-time teacher and a part-time learning disabilities teacher staff the school. The staff also includes a part-time secretary. Students awarded a Monroe Independent Education Charter High School diploma must satisfactorily complete at least 13.5 required credits and 8.5 elective credits, for a 22-credit diploma. The school allows transfer credit from students who have been home-schooled and students who have attended other schools. The school operates year-round, with the teaching staff having extended year contracts. The many credit options available to students allows for maximum flexibility in working toward graduation. This flexibility allows the charter school to better meet the needs of its students.

MMS Alternative Charter

Dan Bauer 1220 Sixteenth Avenue Monroe, WI 53566 608-558-2847 dan_bauer@monroe.k12.wi.us

Date Opened: 2005 Grades Served: 6-8 Students Enrolled: 12 Program Type: At-Risk

Statistics indicate that growing numbers of children are suffering needlessly because their developmental, behavioral, and emotional needs are not being met; therefore, the number of children at-risk of academic and societal failure is dramatically increasing. These students are most commonly referred to as at-risk because they posses the following characteristics: economically disadvantaged; academically unmotivated; truant; anti-social behavior; adjudicated; pregnant/teen parent; negative home environment/homeless; limited English proficiency; handicapped; minorities; chemical dependencies; ADD/ADHD; a variety of health concerns such as asthma, allergies, depression, obsessive-compulsive disorders and drug addictions. The above statement is definitely true of many of the students that currently attend the Monroe Middle School. We are seeing an increasing number of students whose academic and social needs are not being met by the current middle school program. For this reason, we want to develop an alternative school that meets the needs of each individual child, not a situation where the child has to meet the needs of the school. The Monroe School Board of Education has approved starting an Alternative Middle School and approved the school’s charter on July 25, 2005. The school will begin with twelve students with three teaching staff. The twelve students have been identified by using such factors as truancy rates, absences, suspensions, discipline reports, semester grades and test scores (especially reading test scores). It is estimated the school will eventually serve thirty-five to forty at-risk students. The school will be housed in a 6, 127 square foot facility that has been modified for middle school student use. The school is located on the west end of Monroe and is near the Monroe Fitness Center (which will be used for physical education) as well as Honey Creek Park and the Monroe YMCA. Each student will have his own individual study station equipped with a computer, printer and internet connection. There is also a large kitchen for teaching life skills and four large classrooms that can be used for group activities. This program will focus on five components (academics, technology, life skills, AODA training, and service learning) which will help prepare students for transition to the high school or the alternative charter high school. The belief that all children have strengths will be stressed and the program will utilize a positive supportive school environment that will empower students. Students will be taught to make appropriate choices and to take responsibility for their actions.

Monroe Virtual Charter Middle School^*

Dan Bauer 801 32nd Avenue Monroe, WI 53566 608-328-7007 dan.bauer@monroe.k12.wi.us

Date Opened: 2006 Grades Served: 6-8 Students Enrolled: 35 Program Type: Virtual

The Monroe Virtual Charter School will serve the needs of at-risk students in grades six through eight such as: students who are expelled, students considered to be a safety risk within the traditional school setting, students with meical needs who cannot attend a traditional school setting, home bound students, students who are credit deficient, and students with extraordinary needs. The courses allow students to pursue divergent interests and are self-paced to address invidual learning styles. The diverse curriculum offerings, which are designed to build basic skills, as related to the Wisconsin Performance Standards, assist students in narrowing the achievement gap. Parnet encouragement and support is vital to the success of the students. This is acquired through face-to-face registration, quarterly meeigns, and e-mail and telephone communication. Community and parent involvement is facilitated through the advisory council that has been established.

ⁿNon-instrumentality
^*New in 2006-2007 School Year

For technical assistance contact:
Margaret McMurray, Charter Schools Consultant (CESAs 1,7,8, UW-Milwaukee, UW-Parkside, and the City of Milwaukee), 1-888-245-2732, ext.5 (toll-free) or 608-266-5728, Barry Golden, Charter Schools Consultant (CESAs 2,3,4,5,6,9,10,11,and 12)or 608-267-9111.

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For questions about this information, contact Julie A. Blaney (608) 266-5880

Last updated on 5/11/2007 12:19:45 PM