The Committee on Education was called to order at 3:30 p.m., on Wednesday, March 24, 1999. Chairman Wendell Williams presided at the rear lobby of the Legislative Building, Carson City, Nevada, and conducted a tour of the "I Can Do Anything" Charter High School in Reno, Nevada. Exhibit A is the Agenda. All Exhibits are available and on file at the Research Library of the Legislative Counsel Bureau.

COMMITTEE MEMBERS PRESENT:

Mr. Wendell Williams, Chairman

Mr. Tom Collins, Vice Chairman

Ms. Sharron Angle

Mrs. Barbara Cegavske

Mr. Don Gustavson

Mrs. Ellen Koivisto

Mr. Mark Manendo

Ms. Bonnie Parnell

COMMITTEE MEMBERS EXCUSED:

Mr. Greg Brower

Mrs. Vonne Chowning

Mrs. Marcia de Braga

Ms. Genie Ohrenschall

STAFF MEMBERS PRESENT:

The committee convened at the "I Can Do Anything Charter High School" and was welcomed by the superintendent, Margaret Williamson. She informed the committee the students changed the school’s name from "I Can Do Anything Charter High School" to "No Limit Charter High School." Ms. Williamson provided an information packet about the charter school (Exhibit B). An informational brochure was also provided (Exhibit C). The information packet touched on several areas, which were:

• Parental involvement;

• Mentoring;

• Individualized, tailored program;

• Small classes (not to exceed 18 students);

• School-to-work program and community service;

• Block-scheduling;

• Second language program;

• Increase in the flexibility to earn credits;

• Advanced technology learning;

• School majors: Computer Repair and Culinary Arts; and

• Vocational/Occupational classes through the community college and apprenticeships at local businesses.

The mission of the charter school was to improve each participant’s academic, technical, and personal performance and success through a distinctive, diverse, free, public educational program. The program would prepare "at risk", "at hope" youth in the Truckee Meadows to become productive participants and effective leaders in their communities and families. The school addressed the dropout situation in the Truckee Meadows community and focused on participants’ strengths rather than their deficiencies.

The committee toured individual classes. Some of which were in session and some were not. The first class the committee toured was a history class.

Mrs. Cegavske asked how many textbooks were available to the students. Some students answered two students had to share one textbook.

Mrs. Cegavske asked the students what they felt the main difference was between the charter high school and a public high school. Several students answered one difference was the charter high school was only 4 hours long with only one class because it had a curriculum of block scheduling, which was described within the earlier mentioned Exhibit B. Another difference to the students was the charter school was able to give more attention to each individual student as opposed to the larger public high school classrooms.

Mr. Collins wondered how many students were in attendance at the charter school. Students answered there were approximately 180 students in 9^th through 12th grades.

The students informed the committee they would have a normal graduation ceremony as public high schools had. The school conducted assemblies and had a student council. They would also have a prom.

Mrs. Cegavske asked if there was a dress code the students had to follow. Students replied they had a dress code to follow and they could not wear, for example, hats or clothing with profanity on them. The committee was provided with the student handbook (Exhibit D). The student handbook had many sections, some of which were:

• The grading policy;

• The dress code;

• The alcohol and drug policy;

• The sexual harassment policy;

• Dealing with language and defiance;

• Dealing with theft and vandalism;

• The weapons policy;

• The smoking policy;

• Progress reports and testing; and

• Counseling and guidance services.

The students also had to read, sign, and agree to some policies before enrolling in the school (Exhibit E).

The committee viewed the computer class and lab. The computer teacher informed the committee that students could take a computer repair course to enable them to fix broken computers in the lab. The committee was informed the computers were donated to the school.

Mrs. Angle asked if students were more self-paced as opposed to public high school. Students replied they were definitely able to work at their own pace at the charter school.

The committee was informed most of the students who attended public high schools were failing or close to failing. Once they attended the charter high school, they were able to bring up their grade point average.

Mrs. Angle asked if an English as a second language class was offered. The class was not offered, but Spanish speaking teachers were a part of the faculty. Some other choices in courses were drama, music, physical education and computer repair.

Chairman Williams asked if students recited the pledge of allegiance. He was told they did not. Mrs. Cegavske gave the school some small American Flags for future use.

Mr. Manendo wanted to know how many days a student could miss. Two days could be missed in a block, but both days had to be made up in order to receive credit for that block.

Another class the committee observed was an environmental science class. The class did not have access to a science lab because they did not have proper items, for example, eye glasses or an eye wash area. A full chemistry and physics course was not yet offered in terms of "hands on" education.

The committee visited a Shakespearean literature class and the teacher described several types of assignments the students had to complete. The teacher said he enjoyed teaching at the charter school more than at a public high school because he could be more creative in teaching students, whereas public schools required a more uniform curriculum. The one downside in teaching at the charter school was teachers were definitely rushed for time because the course had to be completed by the end of the block.

Mrs. Angle asked if teachers at charter schools received the same salary as other teachers. She was told salaries of teachers at charter schools were comparable to those who taught at public schools. They also were still employed by the school district, therefore their seniority and benefits transferred with them.

At the end of the tour, Ms. Williamson informed the committee the construction of the charter school took 3 months to complete. She had already formed a charter school in Mesa, Arizona, which helped her to open another.

Mrs. Cegavske asked what differences there were between opening a charter school in Nevada as opposed to Arizona. Ms. Williamson explained Arizona charter schools were considered a business, therefore she had to find ways of funding it. She also said the Nevada charter school was, with one exception, staffed with certified teachers. She explained teachers at the Arizona charter school did not have to be certified but did have to pass specific testing requirements.

The committee members thought the charter school had some great advantages for students who would not have another choice otherwise. However, the visit to the school did not convince the committee members that the state’s charter school law should be expanded. The committee was impressed with some classrooms having proper books and materials, but was disappointed to see students watching a cartoon, which was supposed to be a learning tool, and some students breaking the dress code policy.

Ultimately, Chairman Williams wanted the charter school to succeed. He witnessed some things that were promising and some things that concerned him. He also thought the legislature should focus on improving existing public schools before opening more charter schools.

After the committee toured the school, Chairman Williams adjourned the meeting at 5:30 p.m.

RESPECTFULLY SUBMITTED:

Hilary Graunke,

Committee Secretary

APPROVED BY:

Assemblyman Wendell Williams, Chairman

DATE: