The Staples Motley School Board is considering two proposals for sponsoring theme-based public schools, known as charter schools.

Two teams of teachers currently employed by the district presented their ideas at a special school board work session Monday night. Both teams are ready to submit applications to the Minnesota Commissioner of Education.

The elementary school team is expected to formally request that the Staples Motley School District sponsor its application at the board's regular meeting June 15. The high school team is considering whether the school district or Central Lakes College is a better fit for their school. The college has submitted their intent to sponsor the high school, but it needs approval from the MnSCU (Minnesota State Colleges and Universities) Chancellor's office.

Joe Graba and Bob Wedl of education evolving, a joint venture of the Center for Policy Studies and Hamline University, also attended the session to give background on charter schools and the management options available to sponsoring public schools.

Once the applications are submitted there are no guarantees that either project will be funded. About ten schools are expected to be funded in Minnesota this year. About 60 applications are expected.

Graba commended the group for pursuing these options.

"You're playing offense, not defense," Graba said. "You're creatig your own future."

If funded, a school receives about $555,000 in federal charter school aid over three years plus $100,000 of state aid over the first two years. The first year's aid goes to planning and supplying the school which would open the second year. If funded, these schools would open in the fall of 2010.

This funding is just to start the school. Much of the federal and state revenue follows the student to the new school. Charter schools cannot issue bonds or raise taxes through levies.

The kindergarten through grade 5 program is called TIDE Academy. TIDE is an acronym for Technology Integrated Differentiated Environment. It would focus on a hands-on inquiry process using technology with a theme of the environment.

The people involved with the TIDE Academy include Alina Robinson, Julie Mertens and Mary Freeman.

Career Connections High School would start with grades 9-11 and expand to grade 12. This career and technical school would prepare students with academic, technical and job skills for post secondary education or careers in these five fields:

o human services;

o health science technology;

o engineering, manufacturing and technology;

o agriculture, food and natural resources; or

o business management.

The staff of Career Connections includes Lisa Kajer, Donna Bestland, Kerry Lindgren and Tab Erickson.

Jim Hofer has been working with both teams as a consultant.

The special work session was to explain both proposals in depth, to answer questions and to allow the board time to consider the options.

Board members seemed impressed with the teaching philosophy and themes being proposed. The schools are both centered on delivering education in ways different from those found in traditional school settings. The proposals noted that all students do not learn in the same way. While some students thrive in the traditional system, other students could benefit from a different instructional method.

"I'm excited about both schools," said Barb Schmitt, board chair. "I'm proud of the staff at this table and it's all for the kids."

Not everyone is in favor of charter schools. Last fall the Staples Motley Education Association executive committee passed a resolution opposing chartering.

Both schools would cap their enrollment at 80-100 students. This caused some concern among the board members.

"This is a great deal, but what will happen to other kids? Will they have the opportunity to be touched by what you teach?" asked Ken Swecker. "We need to have it for all of the kids."

Roy DiGiovanni was especially concerned about career and technical education which has suffered cuts in recent years.

"(Those cuts) are not driven by what I believe, but by policy makers in St. Paul and Washington," DiGiovanni said. "I think every student should be part of career and technical education."

"I like the idea," Swecker repeated, "but who are we short changing?"

"Who are we short changing by going on the way we are?" asked Paul Anderson.

Mary Freeman noted later that it's better to be able to offer those programs for 80 students than for none at all. The discussion included the information that it might be possible for the district to purchase some classes from the charter school if there was interest.

Swecker also asked how students would be chosen to attend the charter schools if their enrollment requests were higher than their cap.

Mertens and Kajer both replied that state law for charter schools requires a lottery. Students are given a specific timeframe for registering. All names are put in a hat and drawn.

In addition, Mertens noted for elementary students, they would choose a grade to start, for instance, third grade. Siblings of those chosen for third grade would automatically be accepted.

Both schools would likely lease space from the school district and would purchase other services such as transportation and food service. The high school is planning to form cooperative agreements with the district for extra-curriculars.

These schools must pass the same state and federal tests and meet all graduation standards and No Child Left Behind standards. In addition the contract between the charter school and the sponsor can require the charter to meet or exceed other standards.

Wedl noted that it is easier to hold a charter school accountable for student results through this contract than it is to hold a district school accountable.

Each charter school has its own board to govern it. Usually it is composed of teachers, parents and interested community members.