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Whole School Paper

Proving a Theory:
From the "SABIS® Experiment" to "Bona Fide Success"

By Maretta Thomsen, Director
Beth Conway, Office Administrator
Ellen Poirier, Administrative Assistant
Charles Cangemi, Teacher

SABIS® International Charter School, Springfield, MA

Massachusetts Charter School Association
Exemplary Whole School Model Dissemination Grant

2002

SABIS® History, Vision, & Goals

In the early 1990s, parents of school-age children in Springfield, Massachusetts were dissatisfied with the public school system. "I don’t want my kids to go to public school in Springfield" was a phrase oft uttered by many in the racially and economically diverse city of 156,000. Their worries were warranted. According to the Department of Education, approximately 90 percent of the students were performing below grade level; dropout rates were higher than state and national averages, and grade-level retention was on the rise. In response, some parents utilized the school choice program, shuttling their children into neighboring suburban schools. Others shelled out thousands and enrolled their children into parochial or other private schools. Many families just moved out of the city and into the suburbs where they felt the schools were safer and had more rigorous academic programs. What’s more, Springfield was struggling to recover from the recession of the late 1980s and early 1990s, when substantial cuts were made to the education budget. These facts, coupled with the exodus of concerned parents, provided the Springfield school system with little promise of bringing its students up to par with those in the rest of the state and the nation.

But in early 1995 came hope. A group of parents, business owners, elected officials, and community leaders were determined not to let the school system degenerate any further. Dr. Peter Negroni, Superintendent of Springfield Public Schools, along with several Springfield School Committee members, considered proposals from independent education companies to operate a new public school in the city. They were looking for a radical change: a school with a new educational philosophy and fresh management style. The idea of an independent charter school--a relatively new concept, having recently been approved by the legislature in 1993--appealed to them.

The Massachusetts Department of Education (DOE) reported the following in its overview of the charter school "experiment": "We live in a dynamic world which requires us, individually and collectively, to respond to new problems, challenges, and technological developments. Compared to other social institutions, the public school system has shown little flexibility in the midst of changing times." The DOE continued to explain that the purpose of allowing individuals, coalitions, or private school systems the public authority to create and manage independent public schools was "to unleash a sorely needed dynamic of entrepreneurism into the larger school establishment" (Massachusetts Department of Education 2002).

During this time, Springfield School Committee member Beth Conway chaired the Curriculum and Programs Sub-Committee, which reviewed the charter school proposals for Springfield. According to Conway, those who promoted the idea of having a charter school in Springfield believed that making a charter school a part of the school choice program would spur competition among the public schools, eventually improving the quality of education for all students in the city. Many citizens of Springfield agreed. Supporters felt that if more students began to "choose" the charter school, the other public schools would need to create innovative ways to attract students.

The proposal from SABIS® International Charter School, developed by SABIS® Educational Systems, Inc., of Eden Prairie, MN, received the most support from the sub-committee. The SABIS® proposal was ambitious; in it the founders stated that the school "will prove that average children can become top scholars. This may set the tone for broader reform patterns." The proposal acknowledged that the students in Springfield hailed from different backgrounds and had varying needs, but it also stated that all students needed a school that would provide them with a learning environment that would allow them to grow socially and academically. Those who wrote the proposal stated that the school would prepare every one of its students for college, and it would have a non-selective admission policy. The vision and goals of the founders were clearly stated in the school’s mission statement, which was included in the original charter proposal and is now published in the school’s Annual Report (2001-2002):

The SABIS® International Charter School is a college preparatory school that provides top-quality education on a non-selective basis to children of different races, religions, nationalities and backgrounds. It teaches these children to perform to the best of their ability, to achieve academic excellence in a global context, and prepares graduates to attend colleges and universities. The school develops and strengthens students' ethical, moral, and civic values thus molding men and women with the knowledge, skills, and social judgment they will need to face the challenges of the times. The School believes those students with a SABIS® education, especially in a multicultural setting, will be able to provide leadership throughout the world.

The student population in Springfield is racially diverse. At the time SABIS® submitted its charter proposal in 1995, the school population was 32.6 percent Hispanic, 27.1 percent African American, 38.1 percent Caucasian, and 2.2 percent Asian. Currently, according to the Springfield Public Schools Research Department (as reported to Beth Conway in a phone conversation on 28 May 2002), the student population includes 43 percent Hispanic, 30 percent African American, 25 percent Caucasian, and 2 percent Asian). Additionally, the socio-economic data show a significant disparity among the families with school-age children: in 1995, 39 percent of all households had an income less than $25,000 (15.9 percent of those were under $10,000); 35.1 percent of all households earned between $25,000 and 49,999, and 25.4 percent earned $50,000 or more. Also, as stated in the 1992 Pioneer Valley Community Profile, slightly more than half of all persons 25 years old and above in the Pioneer Valley had achieved a maximum of four years of high school or less (Pioneer Valley Planning Commission 1992). Clearly, the Springfield schools needed to do a better job preventing students from dropping out of high school, and it needed to better prepare students for college.

According to the charter application (1995) composed by SABIS® International Charter School, "Preparing students to be admitted to, and succeed in, higher education required students to be furnished with appropriate opportunities, stressing English, math, and world languages. Springfield has a clear need for schools offering a top-notch, globally-oriented, college-preparatory program." Those at SABIS® felt the organization could fill this need.

It is the philosophy of SABIS® Educational Systems, Inc. that all students can learn, and that students of average or slightly below average ability can achieve high academic standards provided that they want to learn and that the school does not allow them to develop with gaps in their knowledge. The charter school proposal outlined the SABIS® philosophy. SABIS® offers a systematic way of making sure all prerequisite knowledge is mastered before a student moves on. The philosophy includes a "hierarchy of subjects," whereby subjects are not equal in value or importance. The value of a subject depends on how crucial the given subject is for future academic success. For example, at SABIS® math is more important than science because without mathematical knowledge one could not adequately learn science. English too is high in the hierarchy: "If you can read English and have a good command of the language you can become a historian. The opposites do not hold true," the proposal read. At SABIS®, therefore, the teaching of math and English takes priority over the teaching of history and science. A world language, such as Spanish, is also considered part of the core curriculum.

"It seemed to me that SABIS® was going back to the basics," said Beth Conway in a June 2 interview with Charlie Cangemi. "The other school committee members and I liked the idea of a core curriculum, with English and math at its center."

Dr. Negroni, Beth Conway, and the rest of the initial group officially formed a board of trustees and applied for a charter from the Commonwealth of Massachusetts; they planned to create a college-preparatory school based on the SABIS® curriculum and method of instruction. After the state granted the founding trustees the charter, the board contracted with SABIS® Educational Systems, Inc., which would serve as the management company.

"It wasn’t so hard getting approval from the state, but trying to get this approved in the city took a lot of work," continued Conway. "We had to convince the city council, so we could acquire a building in which to house the school. We conducted many meetings throughout the city to gain support." This was being done amid a backlash of negative publicity being propagated by the Massachusetts Teachers Association--a fierce and financially powerful opponent of charter schools. The MTA claimed that charter schools would take money from the other public schools; their argument was unfounded, according to Negroni and Springfield School Committee members. The charter was granted to SABIS® on March 15, 1995. Approval from the city council to use a public building was granted in early May.

Conway said that approval came in large part due to Superintendent Negroni and the school committee. "In most other cities and towns, the school committees and superintendents were against a charter school coming in," Conway told Cangemi. She added that it couldn’t have been done without the parents and other community members who worked diligently for the charter school, leading a grassroots effort with an emphasis on offering more opportunity for Springfield’s youth. Undoubtedly, bringing a charter school to Springfield took a great deal of work. Fortunately for those making the pitch to elected officials, it wasn’t a hard sell: The SABIS® network of schools has had a long history of success, and in many ways it sold itself.

The first SABIS® school was created in 1886 in a small suburb of Beirut, Chouifat, Lebanon. The International School of Choueifat was created to address the changing needs of the community. The school survived two world wars and a civil war, and continued to grow and develop over the years. In the mid-1970s, school administrators began to take the program outside of Lebanon, creating a network of schools. Today, under the leadership of President Leila Saad and Director General Ralph Bistany--whose names were combined to create the school’s name--the SABIS® School Network includes 28 schools, enrolling more than 20,000 students from 78 countries.

In Springfield, the SABIS® International Charter School became the first district-sponsored conversion Commonwealth charter school to be approved. The SABIS® administration was sent to Glickman elementary--the second poorest performing school in Springfield--to assume responsibility of the education of the enrolled students. The privately run, public facility was to be funded on a per-pupil basis. SABIS® Educational Systems, Inc. leased the school building from the city until its own building was constructed in the Sixteen Acres section of the city. The Board of Trustees appointed Mr. Michael Glickman (whose name only coincidentally matches that of the former school) as director. Glickman was a 26-year veteran of the public school system.

SABIS® International Charter School opened its doors in Springfield in 1995 with 450 students in grades kindergarten through seven. The school was an immediate and resounding success. The Sunday Republican newspaper reported: "The test results are in and the news is good for the region’s first charter school: Students, on average, advanced nearly 18 months in their first seven months at Sabis International Charter School" (O’Shea 1996). And according to the Department of Education, as retrieved from a report on their Web site, "The first comparable standardized test results, from the SABIS® International Charter School in Springfield, show that, on average, its students progressed a year and a half academically within seven months at the new school. While further evidence of the success of charter schools--including academic results from the other schools--will come in the months and years ahead, other indicators suggest that the Commonwealth has already reaped many benefits from this small but dynamic initiative" (Hamilton 1997).

Daniel Egerton graduated in 2001 as a member of the school’s first graduating class. He is now studying engineering at the University of Massachusetts, Amherst. He told Charlie Cangemi, in a June 4 interview, that he believes going to the charter school was the best way he could have spent his high school years. "I didn’t like the school I was in before SABIS®, he said. "I got straight A’s, but I didn’t study. I didn’t need to. There were a lot of fights at the school, and I got picked on a lot. I was going to go to a Catholic school just to get out, but this idea didn’t sit well with me because I wasn’t Catholic. Then SABIS® sent me a notice to say I got in. This really worked out well, and our class, because we were the first graduating class, started everything. At times we felt like we were being experimented on, but I never could have done what I did at another school. We initiated everything."

In 1995, the school opened with 450 students in grades K-7. A five-year growth plan was submitted to the State of Massachusetts and accepted. The plan indicated that the school would increase its student population by a pre-determined amount each year. By adding another grade of students every September over a five-year period, the school had grown to a full K-12 facility by the fall of 2000. In June 1999, the Massachusetts Department of Education unanimously approved the school’s application to renew the charter for an additional five years (Letourneau 1999). The criteria for renewal included a strong, proven academic program; the school’s viability as an institution; and the school’s faithfulness to its charter.

All along, the goal of SABIS® Educational Systems, Inc., has been to prepare students for higher education. SABIS® International Charter School has done just that: 100 percent of the first two graduating classes have been accepted to a college or university. Students boast acceptances to some of the country’s most prestigious institutions, including Harvard College, Massachusetts Institute of Technology, Smith College, Georgetown University, Oberlin College, Spelman College, St. Lawrence University, the University of Massachusetts, and more. A high percentage of students have received full-tuition and partial-tuition scholarships, including two students chosen as Smith College Presidential Scholars. Smith College awards three full-tuition presidential scholarships every year to graduates of the Springfield Public Schools; it is quite an accomplishment for SABIS® students to have received two of the three awards. Six seniors qualified for a Massachusetts Certificate of Mastery. Two graduates in 2002 were designated Paul E. Tsongas Scholars, entitling them to free tuition to any state college or university. One student was awarded the Walter S. Barr Scholarship and the Stanadyne Automotive Corporation Scholarship. Another student proudly received the Tomorrow’s Teachers Scholarship, a highly competitive scholarship for future teachers.

The SABIS® International Charter School has stood by its charter proposal. Although there have been growing pains, administrators and teachers have remained focused on their common goal of preparing students for college. Lynn A. Lessard, chairperson of the board of trustees, said in the 2001 Annual Report, "As we complete our sixth year, the results and achievements of the SABIS® International Charter School are exceeding expectations. When the school was first proposed and the charter school "experience" was underway, there were many skeptics and naysayers. Well, we can say to everyone that we are no longer an ‘experiment.’ We are a bona fide success" (SABIS 2001, 4).

SUCCESS and ASSESSMENTS — What makes SABIS® work?

The administration at SABIS® International Charter School measures its overall success based on whether or not its mission statement is being carried out. There is not one specific program or resource that makes the school successful; rather, it is a combination of the school’s philosophy, culture, climate, and character. The school strives to provide an atmosphere in which parents, administrators, teachers, and students join in a partnership to ensure each child’s success. This partnership has a great effect on student motivation and achievement. All members of the SABIS® community share the same vision for success--to prepare students for college, while developing character. Academic performance and student values and behaviors are equally emphasized. The school generates excitement for lifelong learning. Cultural diversity is valued and SABIS® carries out its mission to educate "citizens of the world," individuals with a true understanding of the differences as well as the similarities between people. Although the SABIS® International Charter School in Springfield may be new, the SABIS® teaching methodology and philosophy are part of an established system with a long history of success throughout the world. In light of the network’s success, it is not surprising that Springfield students are thriving within the SABIS® community.

The accomplishments of the charter school can in large part be attributed to the hierarchy of staff as well as the unique hierarchy of students in the program known as the SABIS® Student Life Organization™. Under the leadership of the Director, Ms. Maretta Thomsen, the staff collaborates to ensure that the goals set forth in the school’s charter are met. At the same time, the Student Life Organization allows students to participate in the school community within a structured micro-society; students have various positions and duties and work collectively to achieve goals. Student Life is not a separate entity at SABIS®; students describe it as something like water, flowing throughout the school, sustaining the school’s vitality. "A student cannot walk through the front doors of SABIS® without being immersed in Student Life," said Jeffrey Londraville, Student Life Coordinator, in a June 2 interview with Charlie Cangemi. Students are encouraged to manage all aspects of Student Life independently. With the guidance of the Student Life Coordinator, who is part of the administrative team, students are encouraged to independently manage program activities. The coordinator guides the program and acts as a liaison between the administration and students, and the Student Life Organization assists the administration and staff in the daily operations of the school.

"Student Life gives you the opportunity to have a say in the things that happen in the school," said Andres Gomez, in a June 7 interview with Charlie Cagnemi. Gomez, a high school junior who helps develop activities for the lower school, in addition to being involved in numerous other extracurricular activities, continued, "Unlike other public schools that don’t have the structure in place to allow the students to voice their opinions, SABIS® has Student Life. SABIS® has two ways of teaching: it teaches you academics, which is the school’s main goal, but it also teaches life skills that you’ll need no matter where you are or what you’re doing. And that’s a balance that you need to succeed in life."

A student known as the head prefect leads the organization and reports to the Student Life coordinator. The Student Life Organization is broken down into the following departments: Academics, Sports, Management, Discipline, Lower School, and Activities. A student manager, called the deputy head prefect, leads each department. The students appointed with this responsibility report to the head prefect. Other students are given the opportunity to perform various jobs in the school and within the Student Life hierarchy (see Appendix A); these students are called prefects. Students in grades two and higher are responsible for keeping track of their jobs or responsibilities and dates of service. Based on their work, students receive "positive" and "negative" points, which are tallied at the end of each semester and indicated as an attachment on the report card.

The SABIS® educational philosophy encompasses student values and behaviors as well as academic performance. Student Life provides students with the appropriate time and space to create and manage their own micro-society within the school. At various times throughout the day students are busily working in their own Student Life office. They appoint tutors, tally positive and negative points, coordinate athletic events, plan dances, lay out the school newspaper, take charge of discipline, and carry out many other activities. Students are running a large part of the school, and the student life coordinator stresses that all students are part of Student Life, whether they hold an official position or not. Students who are successful in Student Life exhibit the highest moral and ethical values. They learn skills in teamwork, communication, time-management, and leadership while organizing and managing their own student society, skills they can carry with them through college and into the workforce.

Students are also allotted one Student Life Activity Period per day, which takes place just before or just after lunch, depending on grade level. During this period students teach students. Pupils transform into instructors as they design their own courses and teach their own classes. Other students help those who need tutoring or other forms of remedial work. This period is also a time when students can prepare for the various academic competitions in which SABIS® students are involved. Various clubs (chess, dance, newspaper, yearbook, etc.) meet during this period as well. The student life coordinator assists students in forming the interest group or activity, and teachers may volunteer to act as an advisor if necessary, but it is important to stress that students take charge of these periods and are responsible for the activities that take place during them. Below is a sample of Student Life activities that have taken place during the past two years, during school hours, after school, or outside of school. Many of these were developed and were carried out during Student Life Activity Period.

Basic Beliefs

At SABIS® International Charter School, whether students participate in Student Life activities, schoolwork, athletics, or academic competitions, they are guided by six directives known as "Basic Beliefs." The founders and staff of our school and the staff of SABIS® Educational Systems, Inc. believe that if each student adheres to these beliefs, he or she will be successful regardless of the endeavor. We hope these beliefs will be carried with the students after they leave SABIS® and enter college. These beliefs, which emphasize personal responsibility, are posted in every classroom:

1. Always try.
2. Do your best.
3. Cooperate and actively help others.
4. Treat others with respect.
5. Manage yourself.
6. Respect the property and rights of others.

All communities must have rules and basic guidelines in order to function. Members of the SABIS® community need to feel safe, and the environment in which they work needs to be positive. The school adheres to a Code of Conduct which, coupled with the Basic Beliefs, encourages responsible behavior. Simply put, learning time is considered sacred at SABIS®, and any behavior that interferes negatively with another student’s learning is not tolerated. School policy is stated in the school handbook, which is published annually. Students, parents, and staff are aware of these policies and even acknowledge in writing that they have read and understand them. Because all members of the SABIS® community subscribe to the Basic Beliefs and Code of Conduct, order exists school-wide.

After visiting SABIS® in Springfield, one newspaper reporter wrote: "Kids in the classes I observed--and I took great care to be inconspicuous--were behaving themselves: quietly studying or taking tests, listening to their teachers, mentoring one another, etc. They passed through the hallways in an orderly fashion. They dressed neatly (the school has a modest dress code: Kids can wear tops in three different colors, and bottoms in three) and every one that I talked with--from the primary level on up to high school seniors--gushed about the place…. Kids and teachers both mentioned a sense of community, of family, they get at the school. There are almost no fights, several of them told me" (Slomka 2002, F3).

There is no union at SABIS®, and all employees are considered "at-will." Either party may terminate employment at any time. All administrative personnel report to the director, who is ultimately responsible for decisions that take place. Three academic quality controllers oversee the academic program and supervise approximately 90 teachers. One academic quality controller is responsible for grades kindergarten to second, one for grades three to seven, and one for eight to twelve. They supervise all teachers within the grades for which they are responsible. The academic quality controllers observe classes, monitor test results, and perform teacher evaluations. These individuals are experts on SABIS® curriculum, the Massachusetts Frameworks, and the SABIS® method of instruction. Thus, teachers can go to these personnel if they have any questions regarding curriculum or methodology. Academic quality controllers attend meetings with parents, teachers, and students as needed. They help the director set teacher’s schedules and assist the guidance counselor with student schedules.

The special education coordinator oversees the special education department and manages services to approximately 12 percent of the student population (140 students). There are currently seven special education teachers and seven teaching assistants in the department. These teachers work with students who have social, behavioral, emotional, or academic disabilities. The coordinator and special education teachers work closely with the teachers who have students with disabilities mainstreamed in their classrooms.

The position of disciplinarian is held at the primary grade level, the lower school, and the upper school. These individuals are responsible for ensuring that the Code of Conduct is followed. When students are sent out of a classroom due to a disturbance that cannot be resolved immediately, the disciplinarian administers the consequence, which may include after-school detention, in-house alternative room, Saturday Academy (where extra help is offered, and students have the opportunity to make up assigned after school detentions that they have not served), or even suspension if warranted. To ensure order, disciplinarians can also be found in the cafeteria, walking the hallways, or visiting classrooms. If the disciplinarians detect patterns of misbehavior in a student, this information is passed to the appropriate counselor/social worker (there are three in the school, one for each level) who works with the student to determine possible underlying causes of the student’s behavior. The disciplinarians report to the school supervisor, who oversees school security, transportation, facilities management, and media/government relations. The supervisor reports directly to the director (see Appendix B).

Although class size ranges from 23 in kindergarten to 30 students in grades 5 through 12, the use of specialist teachers for art, music, physical education, computers, intensive, and special education produces a smaller teacher/student ratio. An average of 88 full time teachers and 1198 students were in the school during the 2000-2001 school year. The average student/teacher ratio was 14 to 1.

In addition to the core subjects of English, mathematics, and Spanish, the SABIS® curriculum is designed to provide knowledge of a broad range of subjects. These subjects include social studies, science, art, music, health, physical education, and computers. As noted earlier, the founders and staff of SABIS® International Charter School and the staff of SABIS® Educational Systems, Inc. believe in a "hierarchy of subjects." The three core subjects are divided into distinct areas, each with its own focus. English, for example, is divided into comprehension, composition, grammar, vocabulary, and spelling. Each section is tested independently. The school’s philosophy is that a core curriculum, coupled with a methodology that emphasizes student mastery of essential concepts leads to success. Such a philosophy can be compared to that of E.D. Hirsch, Jr. who purports that "a common core curriculum appears to be the only practical means for achieving universal readiness at each grade level. Universal readiness, in turn, is the only means for achieving universal competence and for combining excellence with fairness" (Hirsch 1996, 231).

The SABIS® curriculum remains rigorous as SABIS® Educational Systems, Inc., administrators, and teachers work together to align it to the Massachusetts Curriculum Frameworks. It is integrated, sequential, and includes the teaching of age-appropriate skills, knowledge, and values. Each subject is broken down into the smallest unit of knowledge, identified as an "essential concept." Essential concepts are considered the building blocks of learning; thus, mastery of each concept is necessary to ensure that the student will move on to the next level of learning. In the charter proposal, the founders of our school stressed that gaps hinder learning; therefore the teaching methods employed identify the beginnings of these gaps in a child’s education, before they turn into major crevices. Tutoring is the means through which we address such gaps, and when needed, a teacher will often turn to Student Life to seek peer tutoring for his or her students. One student in the Student Life Organization is responsible for running the peer-tutoring program, which includes seeking recommendations from teachers as to students who might need tutoring.

Teachers use a variety of assessment tools to ensure that students master material. The administration provides each teacher with a "pacing chart" for his or her subject area. The pacing chart serves as a detailed syllabus, meticulously outlining the material to be covered weekly. Teachers who teach the same grades and/or the same subjects typically present the same concepts on the same day (or minimally within the same week). These teachers meet together regularly to maintain a consistent instructional pace. To ensure mastery, if a teacher falls behind, he or she can inquire about what worked in the other classroom(s). For the most part, due to the carefully created and point-by-point pacing chart, all students master the same material and progress at the same pace. If a class is unable to keep up (as indicated by weekly test scores), and the team meetings are not helping to fix the problem, the teacher consults with the Academic Quality Controller for a solution.

All teachers are expected to use the "Point and Prefect System of Instruction." A "point" is a specific skill or essential concept; it is an outcome-based learning objective. Each point is very specific; it helps teachers focus on exactly what they will teach and helps students focus on exactly what they will learn. Examples of Points are:

• Identifying the subject and verb in a sentence
• Using "who and "whom" correctly
• Dividing Monomials and Polynomials
• Calculating the circumference of a circle

The teacher lists points for a lesson on the board for all to see, thereby letting students know what they will learn and be tested on. A typical lesson covers 3-4 points that students need to master. The points are taught, one at a time, through teacher-centered instruction: explanation, presentation, examples, and by asking questions. Next there’s a written activity to check for understanding, such as an exercise, an application, or a definition. The student academic prefects check the other students’ work in their group, enhancing their own understanding of the material. By monitoring the students’ work, the teacher can determine if it is necessary to re-teach a point.

A teacher leaves the point when the majority of the students show in writing that they fully understand it. The point is checked off on the board, and the teacher moves on to teach the next point to be covered. Those students who have not mastered a point are recommended for tutoring.

New teachers are taught this methodology before taking over a classroom, and veteran teachers receive annual refresher training as needed. Administrators observe and assess teachers both informally and formally to assure that they are using the Point and Prefect System.

The Prefect System is a key component of the SABIS® system of instruction. Administrators, utilizing teacher input, appoint individual students in their classes as academic prefects; roughly one prefect is appointed for every four or five students. Teachers choose these prefects based on their academic ability and leadership skills. Generally, these students tend to master new material quickly and interact positively with their peers. As mentioned previously, after the introduction of a new point, the teacher gives an assignment that provides the opportunity for each student to prove he or she understands the material. For example, if the point in an English lesson is to "identify nouns in a sentence," the teacher will give the students a list of sentences and have them identify the nouns. When complete, the prefects raise their hands to have their work checked, or they bring their work to the teacher. The teacher then makes a quick determination of their understanding of the material. If the prefects do not comprehend the material, the teacher re-teaches the point to the entire class, perhaps trying an alternative method of explaining the material. Once the prefects show that they comprehend the concept, they check the work of other students.

Sometimes a prefect observes that a student in his or her group does not fully grasp the concept; he or she would then quickly re-explain the point and the written exercise. This often helps the struggling student while reinforcing the concept for the prefect. This type of cooperative learning is a proven method to help students; not only do the students involved gain a better understanding of the material presented by the teacher, they also hone skills in communication, social interaction, and cognitive thinking (McGoarty 1993). During class time, teachers stay interactive; if a prefect is having difficulty checking another student’s work, teachers clarify concepts. They also walk up and down the rows supervising the activity, maintaining classroom order, and helping students stay on task. During a weekly exam period, students are tested on the points covered.

SABIS® Educational Systems, Inc. has developed a patented testing program that assesses whether or not students are learning. The program incorporates weekly testing in the form of SABIS® Academic Monitoring System™ (AMS) tests, and monthly tests called Continuous Assessment Tests™ (CATs) for the lower school and Periodic Tests for the upper school. Final examinations are given at the end of each term.

The multiple choice AMS tests are computerized tests developed by SABIS® to determine whether the students are learning the essential and important concepts being taught. Administration and teachers receive a sophisticated, highly detailed, computerized report of student AMS results, providing information that enables staff to determine whether students are ready to move on to new material, if teachers need to re-teach certain concepts, or if individual students need tutoring. Students and teachers look forward to getting weekly results. Lisa Parent, math teacher, told Charlie Cangemi in a June 6 interview:

"It’s more than just being able to check the class average to determine if the class can move on to new material. The AMS results tell you exactly which questions the students got wrong along with the answer that they chose. I can spot trends to see if they may have missed a particular point in the question. The results are broken down even further--each question has a percentage next to it indicating how much of the class mastered that concept. Obviously if 80 percent of the kids got a question wrong and they all picked the same answer, there’s a problem there. I can revisit this question with them and find out what went wrong. And because each question addresses an essential concept, I can determine immediately if I need to re-teach that material. "

Parent also said that re-teaching always takes place when more than 70 percent of the class incorrectly answered a particular question, or if the class average falls below this percent.

CATS and Periodic Tests follow the same basic format as the AMS, however they are more comprehensive, covering material that has been taught approximately a month. Each term is divided into about three months of instruction, and students take a CAT or Periodic Test twice each term. They include both short answer and essay questions.

Given at the end of each of the three terms, final exams cover material from the entire term and count for 50 percent of the term grade. Term III examinations consist of material covered throughout the year: 25 percent of the exam is based on material from Term I, 25 percent from Term II, and 50 percent from Term III. Final exams include multiple-choice questions, fill-in-the blank, short answer, and essay questions. Exams last 45 minutes for grades kindergarten through three, one hour for grades four through six, and one and a half hours for grades seven to twelve. No more than three exams are scheduled in any given day. There is a week of review prior to every final exam week, during which team teachers revisit every essential concept that was presented to the class that term.

If students have substantial gaps in their academic progress in the areas of English or math, or if they are working below grade level, they may be placed in the Intensive Program. Currently, 11 percent of our students are in this program. The Intensive Program, which consists of students of different ages and grades, is housed in a separate classroom, in which students receive specific, focused attention in essential concepts in English and math.

After reviewing a student’s grades, test results, files, etc., the Lower School Academic Quality Controller (AQC) makes the decision to move a student to the Intensive Program. The AQC conducts weekly grade-level team meetings with classroom and Intensive Program teachers and monitors a student’s progress in the Intensive Program. The AQC reviews the student’s performance and based on input from the classroom teacher and the Intensive teacher, determines when to move a child back to the regular classroom. Students are able to rotate out of the program once they no longer require the services of the Intensive Program. The child’s return to the regular classroom is closely monitored by the AQC to be sure that the child successfully rejoins the regular classroom.

Several teachers are employed specifically as teachers for the Intensive Program. Students may attend classes in Intensive English and/or Intensive Math. The English Intensive Program classes are scheduled at the same time that a student would take their English class in their regular classroom, and the Math Intensive Program classes are scheduled at the same time that a student would take math class in their regular classroom. As a result, students do not "miss" classes in any other subject to go to the Intensive classroom.

The number of students in the Intensive Program decreased from 177 in the 1999-2000 academic year to 135 in 2001/2002. Throughout this year, 39 students were in the Intensive English Program in kindergarten through second grade. Fourteen of those students (36 percent) returned to the regular classroom. In mathematics, 41 students received intensive instruction with 12 (29 percent) returning to the regular classroom. In grades three to twelve, 78 students were in the intensive English program; 12 students (15 percent) successfully returned to the regular classroom. Seventy-four students received intensive math instruction with 33 (45 percent) returning to the regular classroom.

All students in grades eight to ten who received services in the Intensive English classroom during the 2001-2002 school year were returned to the regular classroom, thus eliminating the need for an upper school Intensive Program. Students in grades 8 —10 who may need extra help in mastering math or English still have many options available to obtain help, however. They can get extra help, from peers or teachers, during the Student Life activity period. Additionally, there are formal after school tutoring sessions and enrichment programs. Lastly, many of our teachers stay after school to provide extra help to students.

Standardized Testing

In order for SABIS® to maintain its charter in Springfield, the Commonwealth of Massachusetts mandates that its students average scores on standardized tests that are comparable or higher than the surrounding district, the Springfield Public Schools. Progress on these standardized tests proves to the commonwealth and the Springfield community that the school is fulfilling its mission as a charter school: to bring academic competition to Springfield, ultimately improving education for all students. Since the school’s inception, our students’ scores on standardized tests, both national and state, have been on average higher than those in Springfield (O’Shea 2000, B1). Mayor of Springfield Michael J. Albano, in an 11 May 1998 letter to Massachusetts Commissioner of Education Scott Hamilton, wrote that the school "has effectively created challenges for other schools in the system."

Since SABIS® opened in 1995, its students have made substantial growth on the Iowa Test of Basic Skills. In the spring of the school’s first academic year, grades two, four, six, and seven scored on or above grade level--a major accomplishment considering all grades, with the exception of seven, scored substantially below grade level upon entering the school in the fall of that year. In academic year 1996-1997, students averaged 16 months academic growth in a seven-month period. In the third year, students made an average of 14 months growth. Another 9 _ months’ growth was achieved the fourth year. In the spring of 2000, with almost 300 students added, the school was still extremely successful, averaging an 11-month gain. The Union News reported that year that "Students at Sabis International Charter School made an impressive showing on the Iowa Test of Basic Skills…beating out citywide scores and earning above-level averages at every grade" (O’Shea 2000).

The Massachusetts Comprehensive Assessment System (MCAS) 1999-2000 results were released by the state in November 2000. As in past years, SABIS® tested 100 percent of its enrollment, including special education students. Students in grades 4, 8, and 10 were tested in English, mathematics, and science. Students in grade 8 were also tested in history. Scores of SABIS® students surpassed those of students in the surrounding district of Springfield in all grade levels and in all areas except grade 4 mathematics. In grades 8 and 10, the percent of SABIS®’ students who passed far exceeded that of Springfield in all subjects tested. Most impressive, the percent of SABIS® grade 10 students who passed shows that not only did students at SABIS® score higher than students in other Springfield public schools; they scored higher, on average, than students across the state. In 2001, the following results (reported by the Massachusetts DOE) show that SABIS® students outperformed students in other Springfield public schools in every area except Grade 4 math:

An after-school, State of Massachusetts grant-funded MCAS preparation program has been created to help those students who either failed MCAS or are at risk of failing as determined by previous standardized testing scores. Teachers can also recommend students for tutoring if they believe a particular student needs to develop MCAS test-taking skills. All of the tenth-grade students who participated in the fall session of this program passed the Grade 10 MCAS Retest in December. Additionally, teachers and Student Life prefects offer lunchtime tutoring sessions to any student seeking extra help.

The SABIS® charter was renewed, in part, due to the school’s overwhelming success on the MCAS and Iowa tests, which is due to the school’s challenging academic program. The Union-News reported in 1999: "Edward Kirby, the state Department of Education’s acting assistant commissioner for charter schools, told the [Board of Education members] … that they should renew Sabis’ charter because of the school’s academic programs, viability as an institution and faithfulness to its charter" (Letourneau 1999).

SABIS® students also perform well on the College Board’s Advanced Placement exams. SABIS® currently offers 11 Advanced Placement classes: English Literature, English Language, Spanish Literature, Spanish Language, Biology, Physics, Chemistry, Calculus A/B and B/C, U.S. History, and U.S. Government. Students next year will have even more opportunities to receive advanced instruction as the school adds AP Art, Environmental Science, and European History. For students to be eligible for Advanced Placement or accelerated classes, they must meet two criteria. First, they must have an average of 87 percent or above in the subject they are interested in taking. Second, the student’s current teacher, in the subject area covered by the AP course, must make a recommendation. If the student’s performance is borderline, the teacher of the AP course may recommend he or she be admitted. The final decision is made in conjunction with the Academic Quality Controller and Director.

All students must pass English and mathematics in order to advance to the next grade level. If a student fails one of these subjects, he or she may attend summer school to make up the credit. SABIS® offers summer classes, free of charge, including transportation, to students who are struggling. Students in grades K-8 take summer school classes for strictly remedial purposes. However, students in grades 9-12 participate in summer school courses for course credit, to make up a course that they failed in order to attain the total credits necessary to graduate.

The decision to retain a student is made on an individual basis, and always takes into consideration the best needs of the student. At the end of the second term of each year, team meetings are held between administrators and teachers servicing the student under consideration for retention. The report card for term two also states that substantial improvements need to be made during term three or the student may repeat. Parents are notified of the situation and options such as tutoring, after-school classes, and Saturday Academy are discussed. Some students may enter the Intensive Program.

A total of 27 credits are required for graduation. The number of credits designated to each course varies, from .2 for physical education, for example, to 1.3 for English and math, and all but 1.7 credits must be taken in required subjects. The remainder is taken in electives. A passing grade of 60 percent is required to receive credit for any class that is graded numerically. A passing grade of Fair is required to get credit for any class that is graded using comments. Physical Education, art, music, and other electives use the grading system of "Poor," "Fair," "Good," and "Excellent."

The guidance counselor works closely with all students, meeting with them regularly to make sure they are taking the right classes and carrying the right amount of credits. To prevent students from "falling through the cracks," the guidance counselor formally begins to prepare students for the college application process in the ninth grade; however, Director Maretta Thomsen stresses that students at SABIS® begin thinking about college at the elementary level.

Charter School Status

As a charter school, SABIS® has many advantages over other public schools. First, SABIS® Educational Systems, Inc., the school’s management company, has provided the charter school with a proven curriculum, which has been integrated into the material mandated by the Massachusetts Curriculum Frameworks. Along with the curriculum, a teaching methodology and patented means of assessment is provided. The company supports the school with economic backing; it recently financed a new, state-of-the-art facility to house the school’s ever-expanding student population. With ongoing construction and other developmental allocations, it is clear that the company is committed to the school’s success. The SABIS® mission statement (see "History, Vision, and Goals") clearly testifies to the resolve of the management company and the school. Administrators and faculty members support this mission and make it a part of every aspect of the school, from academics, to discipline, to the omnipresent Student Life Organization.

We feel that our success as a school is also due to the fact that a Board of Trustees, rather than the traditional hierarchy of other public schools, governs us. Moreover, the board is committed and supportive. The board holds the school’s charter, and our school, would not exist without the dedication of our board members--founding, past, and present. The board oversees all school policy and carries a great deal of fiduciary responsibility. At SABIS® International Charter School a strong tripartite relationship exists between SABIS® Educational Systems, Inc., the school’s administration, and the Board of Trustees. These three entities work together, not only to help solve the problems inherent in a 1,200-student, urban-school setting, but also to envision, plan, and develop the future of the SABIS® community. Board members give unselfishly in unpaid positions to ensure that the school stays focused and continues to carry out its mission. The 12-member Board includes the Mayor of Springfield, the Chief of Police, the City Comptroller, past and present city educators, and several parents and business officials.

The officers of SABIS® Educational Systems, Inc., those who serve on our board of trustees, and our administrators are the decision-makers at the charter school. The charter grants SABIS® autonomy, allowing the school to make in-house financial decisions. Without a faculty union, teachers and administrators have more freedom when negotiating professional responsibilities or salary expectations. Teachers know that compensation is based on merit, and not the result of collective bargaining agreements. The faculty’s professional development activities are tailored to meet the needs of the school. Training includes instruction on SABIS® methodology along with detailed and focused review of each teacher’s particular content area.

Although the school reaps many benefits from being an independent, privately run school, there are times when being a charter school can make the administrators’ and teachers’ jobs difficult. The school is still relatively new, and charter schools are still considered by many a controversial "experiment." This places SABIS® on display, and the school frequently opens its doors to media representatives, parents, city or state officials, and community members. Throughout the academic year, visitors representing various organizations regularly observe teachers and students, and at times it’s a challenge to allow such visits to take place without disrupting the learning environment. When the school first opened, for example, it was not uncommon for a television news crew, along with an elected official and his entourage, to enter classrooms while classes were in-session. Under bright lights, and in front of cameras and microphones, the teacher and students had to remain focused on the lesson at hand. As a charter school, SABIS® must answer inquiries and welcome visitors without losing its primary focus: educating students.

Certainly, such attention isn’t always a problem; in fact, Director Maretta Thomsen praises the scrutiny, saying that most media attention has been very positive. However, the school sometimes faces public misconceptions as a result of misinformation propagated by those who are against charter schools in general. The teacher’s union in Springfield remains an opponent of all commonwealth charter schools in the city, and SABIS® is no exception. In a Union-News article published shortly before the school first opened, Linda Wilson, President of the Springfield Education Association, was reported as suggesting that students would suffer because money would be drained from the system (Pugh 1995). Other opponents of charter schools have used the term "private school" to describe SABIS®, stating that the school caters only to "gifted" students. This is not the case--all students come from the sending district, and are chosen non-selectively, through a kindergarten lottery or, in the higher grades, in order from the wait list. The school continues to struggle with these misconceptions; however over time and due to the extensive and fair media coverage, along with the visitations, it has had more success at getting the true story out.

Additionally, each year SABIS® must report its achievements to the Department of Education; it does this in the form of an annual report. (And the document doesn’t just go to the state; last year alone SABIS® reported that it received 657 requests for copies.) The Commonwealth is thus able to assess the school based on facts--not half-truths purported by charter school adversaries. The DOE has reported that SABIS® is an overwhelming success, focused on its mission of preparing students for college. "In its first official state review, Sabis International Charter School has earned top grades for academics, discipline and safety," reported the Union-News (O’Shea 1997).

Still, some people in the area, particularly educators from the Springfield Public Schools, remain cynical of the charter school movement. SABIS® officials believe that opening the school to media and other visitors helps project the true ethos of the school and will change the mind of nay sayers.

The Massachusetts Department of Education mandates that SABIS® documents and disseminates the school’s best practices, philosophy, and mission statement. Meeting the expectations of the DOE is difficult, given the considerable amount of time documentation and dissemination requires; administrators agree, however, that sharing what goes on at SABIS® goes a long way in strengthening community relations. In the spring of 2002, SABIS® hosted a showcase that 280 guests attended to learn more about the school. Additionally, the school welcomed over 80 visitors throughout the academic year 2001-2002. Visitors included representatives from the Bureau of Indian Affairs, the Roman Catholic Diocese, many journalists, several teaching fellows from the Pioneer Institute, and others. Various districts throughout the United States are considering charter schools, and community representatives from some of these areas have also visited the school. To disseminate its best practices, SABIS® staff and students also frequently visit other locations.

While SABIS® works diligently to maintain positive public relations and a thorough communications practice, it continues to offer students a top-notch education that will gain them acceptance at a college or university. As mentioned earlier, the charter school must take the proven SABIS® Educational Systems, Inc., curriculum and align it with the Massachusetts State Frameworks. At times, this can be a challenge. Originally, charter schools were encouraged to offer instruction "out of the norm." The goal was to introduce new teaching methodology and curriculum while offering parents a new choice for their children. The idea was that this would force the other public schools to compete, raising the bar in public education. Charter schools were approved based on their unique programs and curriculum offerings. Now, things are a little different. Charter schools are required to align their curriculum with all other public schools, to follow the Frameworks in order for their students to pass the Massachusetts Comprehensive Assessment System (MCAS). In many ways, this mandate hinders the charter school’s ability to be innovative. As a result, many charter schools are becoming more like traditional public schools. In the face of this challenge, SABIS® continues to teach students using a two-pronged approach: a SABIS® curriculum that is aligned with the Massachusetts State Frameworks coupled with the SABIS® teaching methodology. As mentioned, this approach has generated above-average scores on the MCAS and other standardized tests.

Overall, the SABIS® International Charter School has met its goals and exceeded the expectations of many. If one bases the success of SABIS® on standardized test scores, then the school has met its challenge. But these test scores are only one indication of the school’s prosperity and potential. The current waiting list boasts over 2,400 students. With more students on its waiting list than any other school in the city, it is clear that the community has embraced the SABIS® education. Despite the obstacles, the community not only accepts our charter school; parents who want college preparatory instruction and guidance for their children actively seek out the education the school provides. They are well aware that every one of the students from the first two graduating classes was accepted to a college or university.

In 1995, the Springfield Public Schools were suffering. And although more improvement is needed, the SABIS® International Charter School and the charter school movement have had a positive impact on the city’s educational system. Said Mayor Michael J. Albano, in an 11 May 1998 letter to Massachusetts DOE Associate Commissioner of Education Scott Hamilton, "The success of SABIS International has proven to be a lightening rod for change in public education in Springfield and has effectively created challenges for other schools in the system…. During my presentations to the Wall Street Bond Rating Agencies, both Moody’s Investor’s Service and Standard and Poors were impressed in the city’s embracement of the charter school philosophy and in particular the success of SABIS International Charter School…. [The school] has superseded our expectations and has provided a quality educational program for Springfield students." Those employed by SABIS® are not surprised by the accolades. The curriculum, teaching methodology, and testing system have worked at numerous other SABIS® schools throughout the world. SABIS® Educational Systems, Inc. has lived up to its mission, preparing students for college and producing the leaders of the future, throughout the world.

Contact Information:

SABIS® International Charter School
160 Joan St.
Springfield, MA 01129
413-783-2600

Appendix A

Appendix B

Works Cited

Hamilton, Scott. 1997. 1997 Test Results from Massachusetts Charter Schools: A Preliminary Study. Retrieved 15 June, 2002 from the World Wide Web: http://www.doe.mass.edu/charter/cs.overview.html

Hirsch, Jr., E.D. 1996. The Schools We Need & Why We Don’t Have Them. New York: Doubleday Dell Publishing Group, Inc.

Letourneau, Nicole. 1999. Sabis’ Charter Renewed by State. Union-News [Springfield] 30 Jun, B1.

Massachusetts Department of Education. Massachusetts Charter Schools. (n.d.). Retrieved 15 June, 2002, from the World Wide Web: http://www.doe.mass.edu/charter/reports

McGroarty, Mary. 1993. Cooperative Learning and Second Language Acquisition. In Cooperative Learning: A Response to Linguistic and Cultural Diversity, edited by Daniel D. Holt. McHenry, Ill. and Washington, D.C.: Delta Systems and Center for Applied Linguistics, 19-46.

O’Shea, Mary Ellen. 1996. "Charter Success Delights Parents." Sunday Republican [Springfield]. 9 June, A9.

------. 1997. "Sabis Charter School Gets ‘A’." Union-News [Springfield]. 5 June, A1.

------. 2000. "Sabis Students Score Above Average." Union-News [Springfield]. 16 June, B1.

Pioneer Valley Planning Commission. 1992. Pioneer Valley Community Profile. West Springfield, MA.

Pugh, Susannah. 1995. Charter School Shaping Up as Political Battle. Union-News [Springfield]. 3 April, A1.

SABIS International Charter School. 2001. SABIS International School Annual Report. Springfield, MA.

Slomka, Joe. 2002. Schenectady Charter School Deserves a Chance. The Sunday Gazette [Schenectady]. 17 March, F3.

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