ConnectCFA

A Publication of the Challenge Foundation Academy Network

ConnectCFAIssue 1 Fall 2008

Meet our Networkof TeamCFA Schools

Students! Win a Camera for Your School!

Becoming a Core Knowledge School

Students Learn About the Electoral Process

Your School Leader

Contents

16

Departments

2 Who We Are/The TeamCFA Network

4 Contributing Writers

14 Shout Out K–5

15 Fun Facts from Core Knowledge

26 Shout Out 6–8

27 Shout Out Contest

28 Introducing Challenge Foundation Properties Inc.

38 2007–08 High School Graduates

39 Shout Out High School

40 Lincoln Charter CFA Athletics

42 Thomas Jefferson CFA Athletics

44 Student Spotlights

45 Where in the World is Your School Spirit?

46 Student Work

48 Tips for Teachers

49 Core Knowledge Sayings & Phrases

Columns 5 National Schools Director

School choice and the TeamCFA promise

Features

6 Persuasive GivingPersuasive Giving is a middle school program that combines persuasive writing, mathematics, fundraising, research, and charitable giving.

10 Literacy Quilt ProjectThe entire community of TJCG-CFA participated in a writing exercise, piecing together their stories and a literacy quilt along the way.

16 Butterfly GardenIn Indianapolis, a teacher’s grant brings installation of a stunning butterfly garden.

20 Classical CurriculumA look into how the Core Knowledge and Classic Curriculum weave together to create a seamless K–12 quality education.

24 Making Magic in the MeadowsThe mayor of Indianapolis, local community leaders and the Challenge Foundation team up to “Make Magic in the Meadows.”

30 Mock ElectionsFourth grade presidential candidates are matched with third grade running mates to produce campaigns with winning results.

34 Official Core Knowledge SchoolLCS-CFA, Denver is working to fully implement the Core Knowledge program.

TeamCFA Hidden Pencil Challenge

See the TeamCFA pencil pictured above? Somewhere on the pages of this magazine there is another pencil just like this one. It might be well-hidden and you might spot only a small part of it, but it’s there somewhere! See if you can find it!

20

ConnectCFA magazine was created as a means to connect our network of TeamCFA charter schools. Currently with 6 campus locations we sought to create an informative and participatory resource for our existing and rapidly growing network of school communi-ties. As such, what you hold in your hands is the first issue of ConnectCFA with articles and content contributed from across our network.

Each school leader from our 6 campuses had the opportunity to personalize this page entitled “Your School Leader” therefore, all of the copies distributed to our specific campuses are custom-ized and personalized through this inside front cover. ConnectCFA has been embraced by our entire TeamCFA Network of schools.

ConnectCFA Mission Statement:

ConnectCFA is a national networking magazine designed to connect, inform, and create a powerful link between all academies of the TeamCFA network. It is created by our community, for our com-munity and will serve to build awareness by illustrating school choice at its best through our tapestry of stories.

TeamCFA

1www.TeamCFA.org

Who We Are

TeamCFA

TeamCFA is a growing national network of Challenge Foundation Academies—tuition-free, open-enrollment, public charter schools dedicated to the mission of achievement, excellence, measurable results, and providing school choice for students and their families.

We offer a structured and rigorous academic program that includes a committed partnership between students, teachers, and parents. At TeamCFA we strive to do whatever it takes to ensure that our students learn and succeed.

Students will become confident and capable learners, which is vital in an ever-increasing competitive world. This is achieved in part through Core Knowledge, a classical academic program providing sequential and content-rich curriculum. Character development is included in daily practice and will be centered on respect and responsibility.

Teachers are provided with the training and resources necessary to master their subject areas and to teach it to students thoroughly.

Parents are active participants in their child’s education, as studies show that involving parents improves the quality of education and helps build community.

Core Knowledge

The Core Knowledge Sequence is the foundation of the curriculum taught in grades K–8 that prepares students for the more advanced studies of the classical high school program. It is a detailed outline of specific content taught in language arts, history, geography, mathematics, science, and fine arts. Core Knowledge makes up at least 50 percent of the curriculum and provides an organized plan for all content areas. The sequence leads students through a broad range of his-torical, scientific, and cultural topics that builds their knowledge from one year to the next and prepares them for educational success.

The Challenge Foundation

Established in 1989, the Challenge Foundation is a private charitable trust dedicated to equity in education. The Challenge Foundation has supported over 180 charter schools, which led to its partnership with the Core Knowledge® Foundation. This partnership allowed CF to develop a model for Challenge Foundation Academies based on a classical academic focus. By joining TeamCFA, academies gain access to our network of support in the areas of academics, governance, and business. The TeamCFA promise: to care as much about the education of your children as you do and to strive to do everything in our power to ensure their success.

The TeamCFA Network

Challenge Foundation Academy3980 Meadows Drive School Director:Indianapolis, Indiana 46205 Dr. Charlie Schlegelwww.teamcfaindy.org (317) 803–3182

Lincoln Charter School: A Challenge Foundation Academy (grades 6–12)7834 Galway Lane Chief Administrator:Denver, NC 28037 Mr. Dave Machadowww.lincolncharter.teamcfa.org (704) 483–6611

Thomas Jefferson Classical Academy: A Challenge Foundation Academy2527 Highway 221A Headmaster:Mooresboro, NC 28114 Mr. Joe Maimonewww.tjca.teamcfa.org (828) 657–9998

Lincoln Charter School: A Challenge Foundation Academy (grades K–5)2243 Highway 16 North Director of Elementary Education:Denver, NC 28037 Ms. Christy Hutchinsonwww.lincolncharter.teamcfa.org (704) 489–4343

Thomas Jefferson Classical Grammar School: A Challenge Foundation Academy421 Hardin Road Principal:Forest City, NC 28043 Dr. Johnnie Martinwww.tjcgs.teamcfa.org (828) 245–9526

Lincoln Charter School: A Challenge Foundation Academy (grades K–8)133 Eagle Nest Drive Principal:Lincolnton, NC 28092 Mrs. Judy Smithwww.lincolncharter.teamcfa.org (704) 736–9888

From the ConnectCFA Editor

When we set out last spring to tour our TeamCFA campuses, we had nothing more than a glimmer of an idea for this magazine and weren’t sure what to expect. We were showing up and essentially dropping a huge workload on our teachers and staff, counting on them to create and gather much of the content found on these pages—all for nothing more than a please and a thank you. What we were met with in every school, down to every last person involved, was a universal can-do atti-tude. In fact, at Lincoln Charter CFA one person working late into the night remarked with enthusiasm, “This isn’t a job, it’s a lifestyle.” I hope what you walk away with after reading these pages is a sense of the incredible impact a dedicated group of people, like the TeamCFA faculty and staff, can make in our communities and in the lives of our children. I am proud to work shoulder to shoulder with the commit-ted groups of people who populate our schools and put the “team” in TeamCFA. —Jennifer Bryan

Thank you to the following:

Content Coordinators—see page 4Jonathan Bryant—LCS-CFATony Helton—TJCA-CFATina Lail—TJCG-CFAJoan Lange—TeamCFAMeg Masterman—TJCA-CFABart Peterson—former mayor of

IndianapolisCheryl Reinstadler—TeamCFAThe photographersThe students of TeamCFAThe faculty and staff of TeamCFA

ConnectCFA staff:

Jennifer BryanConnectCFA EditorTeamCFA Marketing [email protected]

Lisa MayConnectCFA Design Editor [email protected]

2 ConnectCFA Fall 2008 3www.TeamCFA.org

As the TeamCFA National Schools Director, it has been so gratifying to work with hundreds of dedicated school choice advocates. The parents, community members, and educators that I’ve met on my journey continue to be my inspiration. It has taken all of us working as partners and keeping in mind that our most valuable resource, our nation’s children, deserve the best education that we can provide.

Our TeamCFA model was developed through careful consideration and inspired by best practices we observed. We have three successful TeamCFA model schools with a fourth sched-uled to open August 2009. I would like to highlight our flagship Challenge Foundation Academy located in the underserved Meadows community in Indianapolis.

The commitment of our CFA founding board was a huge part of our success. Our board worked relentlessly to make sure that we were “on the right bus and in the right seat.” Under the guidance of our board chair, Gene Zink, our goal was to ensure that parents and commu-

nity members knew who we were and recognized the impor-

tance of our school. Gene coined the phrase “Making Magic in the Meadows,” and it stuck as our slogan in the community. Lois Johnson,

a parent board member, volunteered at school so much that everyone thought she was an employee. Bud Melton took charge of the financials using his banking background to ensure we were on target. Charlie Garcia handled the construction process, and Fred Scott took charge of legal issues that arose. Dr. Rose Mays, Lois Johnson, and I interviewed every potential staff member and put in place personnel policies. BJ Steinbrook kept all of our meetings “on the record,” serving as board secretary. Each of us became a stakeholder and evangelist for our school. We knew we were the best!

The dedication and support of the entire board explains the success-ful opening we experienced. The hard work of our teachers and staff under the leadership of interim director, Dr. Michelle Thompson exemplifies begin-ning our third year with a waiting list and student achievement on the rise. Parents know and trust that we will do whatever it takes to provide a safe and strong educational experience for their children...it’s our TeamCFA promise and is evident in the qualifi-cations of our new school leader, Dr. Charlie Schlegel.

We are actively seeking additional communities to grow our TeamCFA network, bringing quality school choice to more students and their families.

Jeff Ziegler is academic dean at Thomas Jefferson Classical Academy CFA, where he teaches Latin and classical Greek and leads a great books seminar. He holds a bachelor’s degree in classics from Princeton University and a master’s degree from the International Theological Institute (Gaming, Austria).

Contributing Writers

Jessica Kohlmeyer is in her third year of teach-ing at Indianapolis’s Challenge Foundation Academy. Teaching has always been her passion, and she enjoys every minute with her second graders. Outside of school she can be found spending time with her son, Jensen, and husband, Johnathan.

Melissa Lasarsky is the development director for Lincoln Charter School: A Challenge Foundation Academy. Melissa joined the staff in January 2008. She has two daughters who attend LCS-CFA.

Keith Hain has had the opportunity to work for Lincoln Charter CFA since August 1998, when the school was founded. A resident of Gastonia, North Carolina, since July 1998, Keith grew up in central Pennsylvania in small-town Sunbury (about 45 minutes north of Harrisburg). He has been married to his wonderful wife Kim for 8 months. Keith says, “I’m known to be a sports ‘nut,’ practical joker, and overall, someone who likes interacting with people.”

TJCG-CFA principal Dr. Johnnie Martin has a true passion for education and the children and teachers of CFA. She began as a volunteer and substitute teacher, and over the course of thirty-one years she acquired five degrees, including Master of Arts, Specialist in Education and Doctor of Education. She still loves being in the classroom. (Did we mention she is also a North Carolina certified writing trainer?)

National Schools DirectorJoan Lange

A special thank-you to our ConnectCFA content coordinators:

Kelly Huff—CFA-IndyJessica Kohlmeyer—CFA-Indy Melissa Lasarsky—LCS-CFAAnita Neagle—LCS-CFADeb O’Shaughnessy—TJCG-CFAJan Tucker—TJCG-CFAJeff Ziegler—TJCA-CFA

This magazine is for and about the com-munity of TeamCFA. It is published by the Challenge Foundation. Opinions expressed in specific quotes and specific articles are those of individual authors. If you are inter-ested in contributing an article to the next issue please contact us through [email protected]

e-mail to

[email protected]

Joan [email protected]

(239) 405–2638


Persuasive Givingby Melissa Lasarsky, LCS-CFA, Denver

Persuasive Giving is a program started by Paula Micol, language arts teacher, with the Lincoln Charter CFA Middle School students last year. This program generated such overwhelm-ing excitement that the school will make it an annual event. Persuasive Giving combines persuasive writing, mathematics, fundraising, research, and charitable giving.

The basis of the program began with a homeroom “Penny War.” Each homeroom was given a con-tainer to collect money, box tops and can tabs, with each category assigned either a positive or nega-tive point value:

Positives (+)Penny = 1 pointCash = dollar amount x 100Box tops = point value of box top

Negatives (–)Can tab = –1Silver change = –5, –10, –25, –50

Negative points collected in one homeroom could be used against the point total of another homeroom.

As points were collected, the next step in the program began. Guest speakers were invited to visit with the

middle school classes and present their specific charity or organization. This project motivated students to become more involved in their community. It also helped them to develop interview skills and incorporate research in their decision-making.

Every Friday during the project, the middle school math classes tallied the scores and used them to create charts and graphs that were posted on Mondays. This helped the students with adding positive and negative inte-gers, converting decimals, fractions,

and percentages as well as gaining organizational skills for recording data.

Persuasion became the third step in the project. Each student wrote a paper trying to persuade the other students to donate the money raised to the charity that student supported.

This program benefited the school, the students and the community. The box tops collected directly benefited the school through the PTO-supported Box Tops for Education program. The can tabs benefited the Ronald McDonald House. The cash raised totaled $1096 and went to The Victory Junction Gang Camp. This was the charity of the winning persuasive paper, written by sixth grade student Tori Jackson.

Tori used her personal experiences vol-unteering with Victory Junction Gang camp as the basis for her writing. The Victory Junction Gang Camp’s mission is to enrich the lives of children with chronic medical conditions or serious illnesses by providing life-changing camping experiences that are exciting, fun, and empowering, in a safe and medically sound environment.

The Randleman, North Carolina-based camp was founded by Kyle and Pattie Petty, in honor of their son Adam. The Camp, opened in 2004, was built on 72 acres generously donated by Richard and Lynda Petty. Victory Junction Gang Camp has a racing theme with the sights, sounds, look, and feel of a race track. The camp comprises 44 buildings, including the Goody’s Body Shop medical center, the Hendrick Motorsports Fuel Stop dining hall, the Silver Theater, the Kyle Petty Charity Ride Across America water park, Adam’s Race Shop, the Michael Waltrip Operation Marathon Sportscenter, Jessie’s Horse Power Garage and much more!

Victory Junction Gang Camp operates solely on the donations of wonderful corporations, organizations, and indi-viduals. Children that attend Victory Junction would otherwise be pre-vented from attending a camp because of their medical needs.

Cathy Berkley, middle school lead teacher, was thrilled with the oppor-tunity students had to connect with the community. “They got a chance to meet different individuals and learn about nonprofit groups that help support their community. They were able to experience firsthand that ‘from little things, big things grow’—such small pieces as can tabs and coins when put together amounted to some-thing that could bring big benefit to another person.” Berkley went on to say, “Our students had a chance to make a difference as individuals and as a school with their contributions. They also learned the power of words through their persuasive papers. Paula Micol did a fantastic job integrating a positive, real-life experience with her academic classes where students learned the value of their words and actions.”

www.For more information on Lincoln Charter CFA, go to: lincolncharter. teamcfa.org

Paula Micol, Middle School Language Arts and Social Studies Teacher

Just a sampling of the can tabs collected during the

Persuasive Giving campaign.

Middle school students celebrate the results of the Persuasive Giving campaign at Lincoln Charter CFA.


Thomas Jefferson CFA’s annual Fun Day with members of Church of the Exceptional, which minis-ters to the physically and mentally challenged

Ben Okello of Kenya shares one of his many stories with the fifth grade students at TJCG-CFA.

Students at TJCG-CFA sac-rificed some of their own daily pleasures to save coins for the school’s pen pals, missionaries Ben and Emily Okello of Kenya.

Second grader Justin holds one of the 275 “Treats for Troops” that were delivered to service men and women in Kuwait and Iraq from LCS-CFA, Lincolnton.

Seventh graders Joseph and Scott help with the distribution of treats.

LCS-CFA, Lincolnton kindergarten students Tyler, Andria, Kirsten, and Trey try to decide which treats to give the soldiers.

Indiana’s former First Lady Judy O’Bannon spoke to CFA-Indy students about her charitable organiza-tion, Santaland, which gives families an opportunity to receive donated items for the holidays. CFA students, pictured with interim direc-tor Dr. Michelle Thompson (center) and CFA teacher Gina Clark (right), then shared why they think giving is important to the community.

Literacy Quilt Projectby Dr. Johnnie Martin, TJCG-CFA

Donald Graves, in his book Inside Writing, observes that it is unheard of for a math teacher not to show the art of solving math problems on the board in full view of students. Artists paint and science teachers conduct experi-ments and coaches demonstrate for the benefit of their students. So it only makes sense that teachers of writing display the craft for students, reveal-

ing how writers’ decisions affect their writing, making it clear and meaningful.

One of those decisions—often a hard one for students—is what to write about. Where do ideas come from? How many times have we heard students complain, “I don’t know what to say!” According to Lucy Calkins, author of a number of books on the art of teaching writing, we can help students learn to write by encouraging them to write about what they know best: their own lives. As educators, we all know that when we read to students and take the time to stop and discuss the story, students learn to make connections between what is happening in the story and in their own lives. When we ask, “Have you

ever had an experience like this?” or,

“Have you known anyone like this?” or, “Have you ever felt like this?” chil-dren can tell you their stories! Couple this with storytelling at home when parents tell stories about uncles, aunts, vacations, remember the time… and storytelling begins to become a natural process. If we can tell it, then perhaps we can write it. By having experienced something, we know how it felt, we know how something affected us, how it sounded, or what color it was. We know what we want to tell and what the story is about; the teacher then teaches how to do that.

Because of the importance of storytell-ing and modeling writing, teachers at TJCG-CFA were asked to read widely to students and then to model some stories of their own lives so that stu-dents understood the process of the reading-writing connection. Parents were enlisted to tell stories to their chil-dren about people, places, and events in their lives. And then to show the importance of everyone writing, the entire school staff, from custodian to principal, every teacher, every teacher assistant, every office staff member, was asked to choose one story in his or her life to write about. To accompany the story, each person was to contrib-ute a scrap of material, or piece of lace or ribbon or button to build a story quilt, a literacy quilt that represented

the lives of each person at TJCG-CFA in their very first year as a school. The mother of one of our teachers did the piecing and quilting to produce the finished quilt.

The goal was that students would understand that writing is “talk written down.” Except that we revise and revise again until it says exactly what we want it to say. We also wanted students to understand that we all have stories to write about, and that those stories are worth telling, and they are worth being heard. In Awakening the Heart, Georgia Heard states that we should encour-age children to discover the words and images of their own lives.

The Literacy Quilt is a beautiful reminder of each of the people who were present for the first year in the creation of a new charter school, and it also represents the importance of the stories of our lives. The design is “a crazy quilt”—meaning no particular pattern—all different, unique pieces coming together to make a beautiful whole. So it is with our school: all dif-ferent, unique, but each important, coming together to make a beautiful whole.

As a culminating activity and to celebrate storytelling and writing (literacy), our quilt will be unveiled in September to parents, students, and staff at a special Literacy Night. Students and staff will read select stories and we will again discuss the importance of storytelling, reading, and writing, in all of our lives. I have done this before at previous schools where I served as the literacy lead teacher, and I know the reactions of students when they see the finished quilt for the first time. They rush to find their special quilt square or con-tribution of ribbon, lace, or in once case, a dated coin. And they excitedly start to tell their stories! “Look, look,

this represents the time…” There will be laughter and tears as stories are read, bringing forth deep emotions, which proves this is what writing is all about. It is about helping students to write in such a way that someone else can experience exactly what they felt or saw or lived.

Our quilt will be prominently dis-played so that we can remember this time together and relish the stories of the unique individuals who now call Thomas Jefferson Classical Grammar School: A Challenge Foundation Academy their school. www.

For more information on Thomas Jefferson Classical Grammar School CFA, go to: tjcgs.teamcfa.org

The TJCG-CFA Literacy Quilt. Each person in the school wrote a story and

gave a piece of cloth .

Literacy night was celebrated in September at TJCG-CFA,

including a custom-made Baby Gryphon quilt cake.


Left: Anthony takes time out of his day to read to kindergartner Rashinn.

Right: Iyanla and Cynthia partner read during Dr.

Seuss Day.

TJCA-CFA students build teamwork skills in the three-

legged race at their annual field day.

TJCA-CFA students stretch their minds at the Middle School Trivia Competition.

LCS-CFA students were amazed and challenged at the Aerial Assault Assembly.

High school students and staff from LCS-CFA get some time to explore together at Linville Caverns.

Students, parents, and staff at LCS-CFA, Lincolnton enjoy Thanksgiving dinner together. Pictured are 4th graders, Gabrielle, Madison, and Alexis.

LCS-CFA, Lincolnton principal Judy Smith, serving up pumpkin pie to teacher Edgar Rutledge at the Schoolwide Thanksgiving Dinner.

LCS-CFA, Lincolnton students prepare for Thanksgiving dinner.

Left: Alease and Jaliaya read together for the

CFA-Indy peer mentoring reading program.

Right: Christian listens attentively as 5th grader,

Isaiah, reads to him.

Fun Facts from Core KnowledgeAmerican SymbolsInformation compiled by Jan Tucker and Diane Dickerson, TJCG-CFA

The American FlagDuring the War of 1812, Francis Scott Key was on a ship watching a battle between the British and the Americans. While aboard the ship, during the night, he wrote a poem about the American flag, The Star-Spangled Banner. That poem was sung to a familiar tune and become our national anthem!

“Old Glory” is a nickname for the American flag.

The Statue of LibertyThe Statue of Liberty was given to our country for the 100th birthday of the United States by the people of France. It is so large it had to be delivered in parts!

Mt. RushmoreOn the side of a mountain in the state of South Dakota, the

faces of presidents Washington, Jefferson, Roosevelt, and Lincoln are carved. The project took 14 years!

The White HouseJohn Adams was the first president to live in the White House in 1800. There were no stairs to the 2nd floor when he moved in!

The Great SealThe United States is a nation of immigrants. Americans were deter-mined to make one country out of many dif-ferent peoples.

E Plur i bus Unum is Latin, meaning “one from many.” E Plur i bus Unum is on the back of all our coins and dollar bills, reminding us of our commitment!

15www.TeamCFA.org

Butterfly Gardenby Jessica Kohlmeyer, CFA-Indy

Pulling into Challenge Foundation Academy, you notice immediately the beautiful shrubbery, flowering plants, growing trees, and park benches for taking it all in; you would be surprised to know it was all made possible by the hardworking students of CFA and the surrounding community.

What started out as a passion for former art teacher, Sophia Nair, blossomed into a school-wide project all could take pride in. Nair, an avid gardener, envi-sioned a place where students could surround themselves in nature and take in the peace that it has to offer. The space would expand the school build-ing by offering an outdoor classroom for students to study life cycles in science, listen to bird songs in spring, and use the natural environment to inspire their artwork and cre-ative writing.

Nair’s project took flight when her grant proposal for Partners in the Environment (PIE), sponsored by Keep Indianapolis Beautiful, was accepted. She explained her vision of a peaceful, natural area in the middle of our

school’s urban surroundings. The

drawings and plans were based on her own experiences and knowledge of gardening. The garden is designed to attract birds and butterflies by includ-ing local plantings that attract both, such as coneflowers, lavender, ever-greens, and a bird bath. The garden was also planned to show beautifully all year round with pink dogwood blooming in spring, summer flowers, late-blooming plants and grasses for the fall, and winter grasses that will turn a golden yellow.

With the necessary tools and plants from Keep Indianapolis Beautiful, work could commence on the project. Students were told they had a special project for the school that would involve fun, hard work. However, what enticed students the most was the opportunity to wear jeans to school. The garden workday, set in June, would be the students’ first opportunity to deviate from their uniform dress code while at school!

On gardening day, students and staff came out in shifts to work on areas of the garden. The older grades dug holes, built wooden benches, and moved mulch. The younger grades helped with spreading mulch and planting the smaller plants. The local Salvation Army provided a lunch outreach for the hardworking students. The stu-dents were able to take a break from planting to enjoy a delicious hotdog lunch.

To wear along with their jeans, stu-dents made tie-dyed color-coordinated T-shirts, by grade level. Not only did the students feel proud of their cloth-ing masterpieces, but it also provided a way of ensuring they stayed with their grade levels in their designated work areas.

The butterfly/bird garden is still a work in progress. The PIE grant has been extended for CFA to use in future ground improvements. Although Nair has left CFA on an extended mater-nity leave, she still plays a crucial role in future installments. Some of her planned ideas are a fifth grade play/recess area, vegetable/planting gardens, and an outdoor classroom. The overall goal of the installment plan is to extend our school by using the large ground space and natural flora and fauna to enrich the students’ learning experience.

The students continue to take owner-ship in their garden. Students are in charge of the continual upkeep of the garden. They will be in charge of areas such as the fall weeding and spring cleaning. The students have invested many hours of hard work and commit-ment, and they have gained invaluable lessons they’ll experience for years to come.

Many thanks to Sophia Nair and her helpful contributions to this article.

www.For more information on the Challenge Foundation Academy, go to: teamcfa.indy.org

Robert and Terrell take a break from planting the butterfly

garden to smile for the camera.

Jordan, Ashlyn, Destiny, and Jada work together to plant a tree for the butterfly garden.

Taniya and Michael plant a tree for CFA-Indy’s “Keeping Indianapolis Beautiful” butterfly garden.


Thomas Jefferson CFA 4th grade teacher Mrs. Moss received a literacy grant from Donors Choose.

Thomas Jefferson CFA facilities director and science department chairman Jason Cole was awarded a grant for science equipment. He is pictured here with Isaac, Harrison, and David.

Wilbur the Pig was installed at TJCG-CFA as a result of a Gardner’s Grant. Wilbur is fed food scraps, rolled occa-sionally, and he produces compost.

Senior Brandon contributed to the Senior Mural on the walls of Lincoln Charter CFA before graduating last spring.

First graders Saxton and Caleb study Monarch butterflies at LCS-CFA, Lincolnton.

Mrs. Hargrove and her 1st grade class received a grant from Rutherford EMC for a Monarch Butterfly Waystation at LCS-CFA, Lincolnton.

Classical Curriculum: An Introductionby Jeff Ziegler, TJCA-CFA

“Why?” It’s a question we first asked as a child, and a question we’ll continue to ask until our dying breath.

At times, we ask “Why?” about the things we sense: Why is the grass green? Why does the moon change its shape? Why is that music so beautiful?

At times, we ask “Why?” about words: Why are his words so persua-sive? Why are her words so haunting?

At times, we ask “Why?” about choices: Why is that action just, or unjust? Why do some behaviors lead to happiness, and others to misery?

And at times, we ask “Why?” about the fundamental ques-tions of life: Why am I here? Why is there evil? Why must I suffer?

“Why?” This three-letter word has been at the heart of clas-sical education since Socrates, Plato, and Aristotle walked the streets of Athens twenty-four hundred years ago. It is the central question of science, politics, ethics, and philoso-phy; it is the question at the

heart of active thinking.

The task of a classical academy is to prepare students for a lifetime of active thinking that will manifest itself not only in the classroom, but also in citizenship, in the workplace, in the home. For some two thousand years, the three skills of grammar, logic, and rhetoric—the three liberal arts of the trivium—have been seen as the foun-dation of a lifetime of active thinking. Dorothy Sayers, in the 1947 essay upon which Thomas Jefferson Classical Academy CFA’s charter is based, calls these three liberal arts “the lost tools of learning.”

Grammar, of course, entails analyz-ing sentences, but classical grammar means something more: it means reading as well as understanding and interpreting what we read. Classical grammar, then, embraces literature as well as what we typically think of when we say the word “grammar.”

At Thomas Jefferson Classical Academy CFA, we understand “grammar” as something even broader. Ms. Sayers uses the word “grammar” to describe both the building blocks of language and the building blocks of all the academic areas. History, according to Sayers, has its own grammar, a grammar of persons and dates and places that need to be memorized. Math, too, has its own grammar of

formulas. Science, art, and music have their own “grammars” as well.

How fitting, then, that since its inception Thomas Jefferson Classical Grammar School CFA has used the Core Knowledge curriculum. Students who follow the Core Knowledge Sequence become thoroughly grounded in the basics—the “grammar”—of English and history, of mathematics and science, of music and the visual arts.

The Core Knowledge Sequence thus lays a solid foundation for more advanced studies in grammar. Because, as Sayers puts it, “the best grounding for educa-tion is the Latin grammar,” we require all of our high school students to take Latin for two years. Core Knowledge is also a perfect stepping stone to the other arts of the trivium. Logic, which we all use every day, and which all of our high school students study for two years, allows us to use our reason without error or unnecessary diffi-culty, thus helping each of us to think on our own two feet, to recognize con-tradictions, and in the end to come to a deeper knowledge of the truth of things. Rhetoric, which all of our high school students study for one year, is the art of elegant, persuasive written and oral expression. The capstone of our curriculum is the senior rheto-ric thesis, in which students speak publicly and at length on a subject of personal interest.

The trivium is not foreign to our stu-dents’ everyday lives. The stronger our students’ foundation is in classi-cal grammar, the more coherent their sentences will be, and the more they will come to understand what they read. The stronger their foundation is in grammar as we understand it at Thomas Jefferson Classical Academy CFA—that is, a thorough knowledge of the basics in all the subjects—the better prepared they will be for college

and the work-place. The stronger their foundation is in logic, the more clearly they will think. The stronger their foundation is in rhetoric, the more clearly they will express them-selves in writing and in speech.

These are skills they will use every day as stu-dents, as workers, as citizens, and as human beings. A strong foundation in speaking, writing, reading, thinking, and communicating is a strong foun-dation for a lifetime of active thinking, of seeking answers to the question that Socrates, Plato, and Aristotle asked so long ago: “Why?”

www.For more information on Thomas Jefferson Classical Academy CFA, go to: tjca.teamcfa.org

Eighth grade literature class at Thomas Jefferson Classical

Academy: A Challenge Foundation Academy.

High school chemistry students Ellery, Emily, and Jonathan at TJCA-CFA.

TJCG-CFA staff member Jan Tucker and her assistants Sawyer and Jacob assemble Why? Boxes to start the 2008–09 school year. Turn to page 48 for more information on the Why? Boxes.


CFA-Indy student Devion portrays the role of the Big Bad Wolf during a reader’s theater production, and Anaja asks comprehension

questions after her classmates’ performance.

CFA-Indy kindergarten student Adrienne shares his reading skills with his classmates.

Lincoln Charter CFA’s Spanish teacher, Iliana Gonzalez, shares Costa Rican cuisine with the 5th grade.

LCS-CFA, Lincolnton

kindergarten teacher Christine Thomas answers

questions from curious

kindergartners.

Second grade assistant Carol Biggerstaff works with Allison at LCS-CFA.

Kindergarten students Mitchell, Carley, and Lilly practice phonics as part of the Core Knowledge curriculum at TJCG-CFA.

May Fair at TJCG-CFA. Mr. Darby choreographed a dance for 5th graders to perform.

Kindergarten teacher, Jeff Bean, punching tickets for the LCS Express.

TJCG-CFA 4th grade student Chris works on 3-D geometric shapes, concentrating on edges, spaces, and vertices.

Making Magic in the Meadowsby Bart Peterson

In 2001, the Indiana General Assembly passed legislation that gave me, as mayor of Indianapolis, the authority to charter schools—the first and thus far only mayor in the country with that direct authority. It was an excit-ing time for me and my staff because it meant we could help provide high-quality public school options for Indianapolis families. In the years that

followed, I chartered 17 schools that at capacity will serve more than 7,700 students. In 2005, I granted a charter to the Challenge Foundation Academy, the flagship school of the Challenge Foundation’s emerging network of charter schools. The school and the Challenge Foundation team have since exceeded my high expectations by providing families in Indianapolis with a terrific education option. But many charter schools, the Challenge Foundation Academy included, go beyond the walls of the classroom and reach deep into the fabric of a neighborhood.

The Challenge Foundation Academy opened in the Meadows, an Indianapolis neighborhood that has suf-

fered for years from concentrated

poverty and its attendant problems of crime and disinvestment. The Meadows today has a new sense of optimism and direction because of the Challenge Foundation Academy’s deci-sion to locate there. The school is truly living up to its mission of “making magic in the Meadows,” and the Challenge Foundation is proving that educational investments can be cata-lysts for transforming underserved urban communities.

While the charter schools ini-tiative in Indianapolis has been recognized around the country for its success, including receiving Harvard University’s Innovations in American Government Award in 2006, the best lesson we learned from the charter school experience was the importance of cultivating the best and the bright-est entrepreneurial talent in public education. We saw the potential to expand on the charter school work in order to reach more students, families, and neighborhoods, so in 2006 David Harris, my first charter schools direc-tor, and I started a nonprofit called The Mind Trust. The Mind Trust’s mission is to dramatically improve public edu-cation for underserved students by empowering education entrepreneurs to develop or expand transforma-tive education initiatives. To achieve this mission, The Mind Trust has two

strategies: (1) a nation-ally unique Education Entrepreneur Fellowship that serves as an incu-bator for transformative education ventures, and (2) a Venture Fund to recruit to Indianapolis the nation’s most suc-cessful entrepreneurial education initiatives.

The Challenge Foundation has been a strong and essential supporter of The Mind Trust’s Education Entrepreneur Fellowship. Launched in September 2007, the Fellowship is designed specifically to equip the nation’s most promising education entrepreneurs with the support necessary to launch transformative education initiatives. In May, The Mind Trust announced its first fellow, Dr. Michael Bitz, who was selected from 146 applicants from across the nation. The Mind Trust is currently recruit-ing for its second class of fellows, and interest in the fellowship continues to grow across the country. In May 2008, Indianapolis Star columnist John Ketzenberger wrote that “Indianapolis is on the vanguard of the education reform movement. Really. A big reason is The Mind Trust and its Education Entrepreneur Fellowship.”

To support this exciting work, The Mind Trust has raised nearly $7.5 million dollars from local and national sources so far. We are grateful that the Challenge Foundation is one of our major funders. The impact that the Challenge Foundation is having on Indianapolis through the Challenge Foundation Academy and on the nation through The Mind Trust’s Education Entrepreneur Fellowship is enormous.

It has been a privilege to partner with the Challenge Foundation to help make a profound difference in the lives of children.

Myaja takes pride in helping the beautification of her

school’s environment in Indianapolis.

CFA-Indy students break ground on a butterfly garden. See related story on page 16.

Bart Peterson was mayor of Indianapolis from 2000–2007. In 2006 he received Harvard Uni-versity’s Innovations in American Government award for his charter schools initiative.


Shout Out Contest

Students– win a camera for your school!

Coming Shout Out Topics

What makes my school special?

I want to be…

Every TeamCFA school campus has a chance to win a Canon Eos Rebel XSi equipped with an 18–55 mm lens! We need to receive 25 Shout Out submissions from your school campus (encourage your classmates to give us equal entries from all grade levels) by December 15, 2008, and your school will receive one of these great cameras to capture all the action! See the topics below, choose one to reply to, and become a part of the Team!

Steps to submit: 1. Write your response to one of the Shout Out

topics. 2. Have someone take a high-resolution digital photo

of you (jpeg files are best to share with us). 3. Make sure your parent(s) have signed permission

at your school’s office for your photo to be published. 4. E-mail your response, photo, and a short note with your

name, school, and grade level to [email protected].

All of the above must be included for your entry to count!

e-mail to

[email protected]

Submit 25 from your campus to win!

27www.TeamCFA.org

Introducing Challenge Foundation Properties Inc.

What is CFP?

Challenge Foundation Properties (CFP) was founded in 2005 when the Challenge Foundation commenced construction on its flagship TeamCFA school in Indianapolis, Indiana. CFP is a nonprofit corporation wholly owned by the Challenge Foundation. CFP is organized as a series of companies that currently includes CFP-Oregon as the parent organization with CFP-

Introducing Challenge Foundation Properties Inc.

Indiana, St. Helens, Arizona, and North Carolina as subsidiaries.

Each individual CFP is designed to initially fund and oversee the con-struction of TeamCFA and PartnerCFA school facilities and then act as the landlord as it oversees the lease and eventual sale of the property to the school.

CFP is actively seeking additional com-munities to support startup CFAs as well as conversion CFAs, working to bring quality school choice to more students and their families.

CFP’s Mission

The Challenge Foundation came to understand that finding a good facil-ity was a daunting challenge to many of the good charter schools that it had worked with over the years. It is the mission of CFP to assist its TeamCFA schools in locating, improving, or constructing excellent school build-ing facilities that are affordable and designed to accommodate the needs of the individual CFA.

The goal of each project is to provide the opportunity for the school to pur-chase the facility using conventional bank or bond financing within five to seven years of completion. CFP will use the proceeds of the sale to finance subsequent construction projects. CFP currently has plans for ten projects within five years.

CFP’s Selection Process

In evaluating a new school construc-tion project, CFP looks at three primary criteria:

• Need—Isthecommunityunderserved by existing school system(s), and is there clear data to suggest that 500–700 K–8 students are present in the reasonable geographic area to support a Model CFA school?

• Leadership—Isthereacommittedperson or group well organized to see the vision through?

• PoliticalSupport—Doesthelocalcity, county, or other political infrastructure desire and support the building of a CFA charter school?

Once these criteria are satisfied, CFP provides a planning toolkit that includes a planning worksheet designed to match the requirements of the school with the economics that CFP has developed as guidelines for a successful project. CFP has a set of

model architectural plans that it uses as the starting point for a new facility, and it strives to leverage its exist-ing design as much as possible while adapting to the specific requirements of different schools and locations.

CFP’s Current Projects

CFP currently owns the school facili-ties in Indianapolis, Indiana and St. Helens, Oregon. Two other projects are underway in Forest City, North Carolina and in Phoenix, Arizona with another project forecasted to com-mence in Lake Lure, North Carolina.


Mock Electionsby Keith Hain, LCS-CFA, Lincolnton

During the 2007–08 academic year at LCS-CFA the third and fourth grade classes combined to work on a mock election—a project that was fun and educational.

Our fourth grade students served in the role of president, and each presi-dent had a running mate elected from our third grade class. The mission was

very clear: create a campaign and a campaign slogan that is reflective of what you believe is needed from our elected leaders today.

The third and fourth graders at LCS-CFA did an outstand-ing job of working together to form a clear vision and purpose for their election campaign. Each team had to deliver a speech and had to dress the part. It was a very gratifying experience to see teamwork across grade levels, even at the elementary level. Students worked to create posters to be displayed in our school that were reflective of the speech they had written. Mr. Reed (third/fourth grade language arts) and I worked with the students to help them get com-fortable with public speaking.

We practiced speeches with the stu-dents before they delivered their final election address to their peers.

As we teachers sat back and watched the speeches on the morning they were delivered, we were very pleased with the work our students had accomplished. They were excited about the electoral process, which was very rewarding to see.

Anytime a student has to speak in front of his/her peers it can be a dif-ficult and challenging experience. To have our third and fourth graders exposed to public speaking and to see them deliver the kind of teamwork needed to accomplish a quite demand-ing task was a joy to watch. We learned that in order to become one as a nation we first have to become one with one another in many ways. Our students really got that concept and put it on display for us to see.

At LCS-CFA we believe in challenging each and every student to reach his/her highest and fullest potential each and every day. Sometimes we don’t intro-duce topics to our students because we feel they are “just kids” and may have a hard time grasping an idea or concept. Children are sponges waiting to be filled with knowledge, direction, guidance, and purpose. Having our students work on the election project together at the third and fourth grade level proved to us that students have a great capacity to communicate, coop-erate, and produce.

The mock elections wrapped up with an actual election taking place. Each third and fourth grader got to vote for a team that he or she was not a member of. We taught the students how to actually focus on the issues at hand rather than on the hands that were delivering the issues. We taught our students that productivity and purpose were to be voted for over pop-ularity. In the end, we knew we taught them well.

Our president and vice president elects went on to serve in various roles within the third and fourth grade classes throughout the remainder of the year. It was great to work with them, see them reach a goal, and know they realized that they can do great things when they choose to.

www.For more information on LCS-CFA, Lincolnton, go to: lincolncharter. teamcfa.org

Third grader Kaitlyn and 4th grader Logan deliver their campaign speeches in hopes their classmates will vote for them.

Mr. Hain and Mr. Reed’s 3rd and 4th graders came together

to learn about the electoral process. Pictured: Michelle from

4th grade and Paula from 3rd.

Fourth grader Dirk and 3rd grader Hunter deliver their campaign speeches.

Students worked together to make posters and give campaign speeches. Pictured: Blake from 4th grade and Elijah from 3rd.


Fifth graders at TJCG-CFA lead the

Pledge of Allegiance at morning assembly.

(Left) Honoring veterans at TJCG-CFA at the new flagpole.

A flagpole was donated to TJCG-CFA by a community resident. The flag was first raised on Veterans’ Day at a ceremony attended by members of the police force, fire fighters, and the Army.

Second grade students at CFA-Indy participate in a class vote for their favorite cookie. Students were learning that majority rules in a democracy.

CFA-Indy 2nd grader Dakotah tries to persuade a class with her campaign speech to vote for her candidate instead of the 1st grade opponent.

The Peacock family at the LCS-CFA Welcome Home Celebration for Sgt. Peacock. LCS-CFA welcomed him home from a 1-year tour in Iraq. His troop donated an American flag that was flown over their base camp.

Ryan at TJCA-CFA entertains the audience with his student council speech.

Becoming an Official Core Knowledge Schoolby Melissa Lasarsky, LCS-CFA, Denver

Lincoln Charter School: A Challenge Foundation Academy (LCS-CFA) was founded on principles that included the Core Knowledge curriculum in addition to the North Carolina Standard Course of Study. The Core Knowledge movement is an educa-tional reform based on the premise that a grade-by-grade core of common learning is necessary to ensure a sound

and fair elementary education. The movement was started by Professor E. D. Hirsch, Jr., author of several books on education, including Cultural Literacy and The Schools We Need, and is based on a large body of research in cognitive psychology as well as a careful examination of several of the world’s fairest and most effec-tive school systems. Professor Hirsch has argued that for the sake of academic excellence, greater fairness, and higher literacy, early schooling should provide a solid, specific, shared core curriculum to help children establish strong foundations of knowledge. After wide consultation, the content of this core curricu-lum has been outlined in two books: the Core Knowledge Preschool Sequence and the

Core Knowledge Sequence (a K–8 set of guidelines that state explicitly the topics students should learn at each grade level). Currently, hundreds of schools and thousands of dedicated educators are participating in this school reform movement throughout the United States.

Since opening our doors in 1997, LCS-CFA has been a Friend of Core Knowledge. This status ensures that we are following the sequence that represents the common ground upon which a faculty meets and collaborates a sequenced, coherent curriculum. In this cumulative curriculum, the knowledge and skills learned each year become the students’ foundation for learning in subsequent years. Our history of success with Core Knowledge has been pivotal in our new quest to achieve even a higher level of Core Knowledge at Lincoln Charter CFA. In 2006 our school took the initiative to become an Official Core Knowledge School.

The process of becoming an Official Core Knowledge school has a three-year implementation period. All Official Core Knowledge Schools must participate in the full profes-sional development program offered by the Core Knowledge Foundation.

To acquire the designation, the school must make a serious commitment to Core Knowledge. The school must be implementing 80 percent or more of the Core Knowledge Sequence and have the eventual goal of implementing 100 percent. These school must submit a copy of their curriculum plan, which includes an alignment with their state standards, a sample lesson on a Core Knowledge topic for each grade level, and other supporting documents. They must also keep their Official School status up to date by submitting yearly renewals.

Dave Machado, chief administrator, said, “Lincoln Charter School is taking part in this three-year process because our school agrees with the fundamen-tal principles of the Core Knowledge curriculum.” Dave continues, “We are continually enhancing our Core Knowledge program with training and support. In an effort to offer our staff all tools available, Lynne Prunier has been named our school’s Core Knowledge coordinator.” Mrs. Prunier states, “I am very excited to become more involved with Core Knowledge. I have been at Lincoln Charter CFA for seven years and love the many advantages this wonderful curricu-lum affords our students. Jamie Denton will provide Core Knowledge Support for the Denver Elementary campus, and Keith Hain will provide

support for the Lincolnton campus. All of these staff members are here to support each teacher’s efforts in implementing all aspects of the Core Knowledge Sequence. All of our teach-ers are dynamic and are at the top of their fields. The ability to integrate the North Carolina Standard Course of Study and follow the Core Knowledge Sequence is just another example of their abilities.”

Dave Machado is pleased with the progress the school is making in completing all steps in the process of becoming an Official Core Knowledge School. Once the school has reached this status, we will continue to strive to become an Official Core Knowledge Visitation Site, a school that Core Knowledge has designated as a model for interested parties to visit and see Core Knowledge in action!

www.For more information on Lincoln Charter CFA, go to: lincolncharter. teamcfa.org

LCS-CFA 1st grade students at Core Knowledge Festival in November 2007


CFA-Indy students showcase Egyptian

attire during an Ancient Egyptian

fashion show. Students ended the

fashion show with traditional Egyptian

food, drinks, and music.

Teacher intern from South Korea with

foreign exchange students

from Germany and Austria at

TJCA-CFA.

Art class at TJCA-CFA. High school advanced art student Bailey at TJCA-CFA.

Terrific Kids are chosen monthly by teachers at TJCG-CFA to recognize

admired character traits in students.

TJCG-CFA kindergarten student Caroline and her mom are dressed for Pioneer Days.

LCS-CFA, Lincolnton teacher Mrs. Guynes giving a helping hand to 5th grade student Janelle.

LCS-CFA, Lincolnton 7th grade student Brookly worked hard on her Soap Bubbles Science Fair Project.

Jeremiah is hard at work in his 1st grade class at LCS-CFA, Lincolnton.

Do opposites attract? TJCG-CFA 2nd grader Caledh tests her hypothesis through a rotation of hands-on magnet centers.

Thomas Jefferson CFAThe 26 members of Thomas Jefferson CFA’s class of 2008 have received $645,764 in scholarship awards over the next four years. One graduate won a National Merit Scholarship, and four were admitted to selective honors pro-grams at their colleges.

Members of the class of 2008 have enrolled at Ambassador Baptist College, Appalachian State University, Belmont Abbey College, Berea College, Catawba College, Catholic University of America, Coastal Carolina Community College, Isothermal Community College, Liberty University, North Carolina State University, University of North Carolina at Chapel Hill, University of North Carolina at Greensboro, and Western Carolina University. One graduate entered the US Marine Corps, and another entered the US Navy.

Members of the class of 2008 also were accepted for admission at Barton College, Baylor University, Brevard College, Campbell University, Charleston Southern University, Clemson University, Duke University, East Carolina University, Franciscan University of Steubenville, Gardner Webb University, Gaston College, Johnson and Wales University, Lees-McRae College, Mars Hill College, North Greenville University, Southeastern College, University of North Carolina at Charlotte, and Wingate University.

Lincoln Charter CFA2007–08 Lincoln Charter CFA seniors were offered $482,000 in scholarship money.

Graduates are currently attending Appalachain State University, Art Institute of Charlotte, Belmont Abbey College, Catawba Valley Community College, Central Piedmont Community College, Cleveland Community College, Gaston College, High Point University, Johnson and Wales University, Lenoir-Rhyne College, North Carolina State University, University of North Carolina at Asheville, University of North Carolina at Chapel Hill, University of North Carolina at Charlotte, University of North Carolina at Wilmington, and Western Carolina University.

Members of the class of 2008 also were accepted for admission at Barton College, Brenau University, Brevard College, Campbell University, Clemson University, Elon University, Furman University, King’s College, Lees-McRae College, Montreat College, Norwich University, Pfeiffer University, Tulane University, University of South Carolina, Virginia Intermont College, and Wofford College.

2007–08 High School Graduates

38 ConnectCFA Fall 2008

Lincoln Charter CFA Home of the Eagles

LCS-CFA Hosts First Volleyball CampDuring the week of August 4, 2008, the volleyball coaching staff of Lincoln Charter School: A Challenge Foundation Academy conducted their inaugural volleyball camp. The camp was open to all rising sixth through ninth grade girls in the community. Campers participated in volleyball-specific stretching and warmup drills, team drills, individual position drills, and offensive and defensive team strategies.

Twenty-eight girls attended the camp. The varsity volleyball team from last year acted as court coaches during the weeklong camp. Coaches Rick Rose and Mark Schild organized the camp and were extremely pleased with the amount of participants. Many of the girls attending the camp were at the varsity and middle school volleyball tryouts for the 2008 season. Both coaches noticed a vast improvement in the skills of those trying out and are confident it is because of the skills learned at the summer volleyball camp.

Lincoln Charter CFA Athletic OverviewLincoln Charter CFA offers nine different middle school and high school sports in fall, winter, and spring seasons. In 2007–08 LCS-CFA athletics sponsored approximately 200 matches, meets, games, and competitions. LCS-CFA participates in the Western Piedmont Athletic Association (WPAA) for middle school athletics and is a charter member of the Piedmont Athletic Conference (PAC) for high school athletics. In addition, LCS-CFA is a member of the North Carolina High School Athletic Association (NCHSAA)—the govern-ing body for most North Carolina public high school athletics.

LCS-CFA has an active Sports Booster program which raises thousands of dollars that directly benefit athlet-ics. The Boosters operate concessions during home athletic events, take up admissions, run a golf tournament, sell Booster Wear and participate in many other fundraisers throughout the year. The Boosters also offer personal and corporate memberships; details can be found on the LCS-CFA website.

Highlights from 2007–08: • Participationofapproximately1/3

of MS and HS student body

• MSSoftball—three-peat,regular season, and tournament champions

• MSVolleyball—regularseasonrunner-up

• MSCheerleaders—2ndplaceincompetition

• MSBasketballgirls—regularseason and tournament runner-up

• HSVolleyball—SCCregularseason and tournament runner-up

• HSBasketballgirls—SCCco-reg-ular season champions and SCC tournament champions

• HSBasketballboys—SCCregularseason champions and SCC tour-nament champions

Mark Schild is the IT director at Lincoln Charter CFA. In addition to managing the IT operations at the school, he is the head middle school volleyball coach and the head varsity coach for softball. Coach Schild has a passion for coaching. His philosophy is that participation in school athletics helps the student develop character, leadership, commitment, and work ethic, valuable throughout life.

Plans are already being made for next summer’s volleyball camp, with a pos-sibility of having both a middle school camp and a high school camp.

Lincoln Charter School: A Challenge Foundation Academy is a K–12 college preparatory school located in Lincoln County, North Carolina. In addition to volleyball, it offers cross country, soccer, boys and girls basketball, cheerleading, softball, baseball, golf, and tennis to the student athletes.

Participants at the first volleyball camp hosted by LCS-CFA.

Camp staff members play an exhibition game at the LCS-CFA inaugural volleyball camp. • HSBaseball—firstevervisittoNCHSAA playoffs, tournament runner-up

Please visit http://lincolncharter.teamcfa.org/athletics for information on everything athletic at Lincoln Charter CFA.


Thomas Jefferson CFA Home of the Gryphons

In the classical model, physical edu-cation is a very important part of the overall education of all students. Since the very beginning, Thomas Jefferson Classical Academy: A Challenge Foundation Academy (TJCA-CFA) has emphasized a well-rounded educa-tion. Our physical education classes strive to offer an array of different sports over the course of a year. The coaches introduce volleyball, football, soccer, baseball, dodgeball, and circuit training, just to name a few of the topics our students cover. This year, we have decided to offer even more, emphasizing sports such as jogging, weightlifting, horseshoes, and golf, which are life-long activities to

maintain a healthy life style. The stu-dents at Thomas Jefferson work both their bodies and their minds with the goal of becoming healthy and produc-tive citizens.

TJCA is very supportive of extracur-ricular activities. The school made the decision to join the North Carolina High School Athletic Association six years ago and began to grow the ath-letic department. The NCHSAA has placed Thomas Jefferson in an ath-letic conference beginning with the 2009–10 school year. The conference is a combination 2A/1A conference with eight members. We will compete in football, women’s volleyball, men’s

and women’s soccer, cheerleading, men’s and women’s basketball, swim-ming, wrestling, baseball, softball, tennis, and golf.

We firmly believe that the total experi-ence of school includes the athletic and social events related to these activi-ties. This part of the learning process is vital to help develop students and student/athletes. A Thomas Jefferson graduate will be ready to compete for a lifetime.

Tony HeltonDean of StudentsAthletic DirectorHead Football Coach


Cameron Wilson graduated from Thomas Jefferson CFA in June, and received the Gryphon Award for overall achievement in academics, leadership, and citizenship. Cameron served as president of Student Council, vice president of National Honor Society, treasurer of Beta Club, and treasurer of Junior Statesmen of America. Cameron also played soccer and baseball for Thomas Jefferson CFA and has earned a pilot license. He is attending North Carolina State University, from which he has received the Provost's Academic Award and the Engineering Foundation Merit Award.

Student SpotlightsWhere in the World

is Your School Spirit?

Alexis Hess, who also graduated from Thomas Jefferson CFA in June, is a National Merit Scholarship winner. A member of National Honor Society, Beta Club, and the school's academic team, Alexis plays the viola and has starred in the pro-ductions of two local community theaters as well as Thomas Jefferson CFA's drama club. A member of the school's tennis team, Alexis was awarded the Senior Faculty Cup for best exemplifying the school's ideals. Alexis is now attending Belmont Abbey College as a member of its prestigious Honors Institute.

Britton Nagy is currently a sopho-more at Lincoln Charter CFA. She is involved with the Spanish Club and is the student government secretary. She is active in the community and through her church, participating in several different volunteer opportu-nities including a yearly mission trip

Taner Howard is currently a senior at Lincoln Charter CFA. He is the Beta Club president, a Junior-Marshall Co-Chief and is involved in his church. Taner is very involved with Beta Club tutoring—free academic tutoring available after school. Taner’s specific interests include physics, all types of math-ematics and genealogy research. His current GPA is 4.75 and he hopes to eventually enroll in UNC Charlotte with an eventual major in electrical engineering.

to Jamaica. Britton lettered last year in volleyball, softball, and basket-ball. She is also attempting to start a women’s soccer team at LCS-CFA. Britton has interests in traveling and hopes to eventually explore a career in the coordination of nonprofits. Her current GPA is 4.8.

TeamCFA members Jennifer Bryan and John Bryan wearing their Lincoln Charter School/TeamCFA shirts in Central Oregon, with the sun setting behind Mt. Bachelor.

Share your travels with TeamCFA

Are you planning a trip somewhere? Whether it is as far away as China or as close as your state capitol, we would love to see you there. Wear logo-wear from your school and have your family or friends take your photo in a setting unique to your destination. Share the photo with us and you may be in a future issue of ConnectCFA or published on the TeamCFA website! E-mail the photo (jpeg file is best) and your name, school, grade level, and location of photo to [email protected]. We would like to have this as an ongoing feature in ConnectCFA, so feel free to submit any time!

e-mail to

[email protected]


Student Work Student Work

Cover Art Contest for the Next Issue of ConnectCFA

The next issue of ConnectCFA will also honor our students’ artwork. This contest will be for grades 6–8.

Theme Next Issue: TeamworkWhat does teamwork mean to you? Whether you are on an athletic team, a chess club, or part of a lab group, you know what it is like to be a part of a team. How is this important to you as an individual and to the group?

Daniel, Grade 5, LCS-CFA, Denver

TeamCFA sponsored an art contest with a theme of School Community for K–5 students at TeamCFA schools. Pictured on these pages are the top three to five entries selected from each school campus. Congratulations to Mattie, fifth grader from TJCG-CFA, whose art was selected as the overall winner and is pictured on the front cover of ConnectCFA! Another favorite was created by Taylor, a fifth grader from TJCG-CFA, whose art is pictured on the back cover.

Sarah, Grade 5, LCS-CFA, Denver Seraiah, Grade 4, LCS-CFA, Denver

Sara, Grade 4, LCS-CFA, Denver

Daniel, Grade 1, LCS-CFA, Lincolnton

Nathanael, Grade 4, LCS-CFA, Lincolnton

Emma, Grade 5, LCS-CFA, Lincolnton

Hannah, Grade 4, LCS-CFA, Lincolnton Logan, Grade 5, TJCG-CFA

Lauren, Grade 5, LCS-CFA, Denver

Anna, Grade 5, TJCG-CFA Emily, Grade 5, TJCG-CFA

Sierra, Grade 4, CFA-Indy Kierra, Grade 4, CFA-Indy Didra, Grade 4, CFA-IndyColby, Kindergarten, LCS-CFA, Lincolnton

Honorable MentionThese students’ drawings also received first place votes from our judges.


Tips for Teachers Core Knowledge Sayings & Phrases

Great Oaksfrom little acorns grow.Core Knowledge Sayings & Phrases, Kindergarten

&All for for all

Core Knowledge Sayings & Phrases, Sixth Grade

Hit the

nail on the

headCore Knowledge Sayings & Phrases, First Grade

Showmust go on.

Core Knowledge Sayings & Phrases, �ird Grade

THE

two heads are better

than one.

Core Knowledge Sayings & Phrases, Second Grade

Birds of a Featherflock together Core Knowledge Sayings & Phrases, Fourth Grade

Every culture has phrases and proverbs that make no sense when carried over literally into another culture. Many children pick up these sayings by hearing them at home and among friends. But the sayings have been one of the categories of the Core Knowledge curriculum most appreciated by teachers who work with children from home cultures that differ from the standard culture of literate American English.

Why? Boxes

Core Knowledge Curriculum Coordi-nator Jan Tucker of TJCG-CFA invites parents to contribute to the hands-on educational experience of her stu-dents. The manipulative and tactile objects parents donate are resources teachers can offer students to reinforce the content of Core Knowledge topics as outlined in the Core Knowledge Sequence.

Parents are invited to purchase or provide a variety of items that pertain to the topics of Core Knowledge. There is no minimum or maximum require-ment to make a donation to any given topic. Jan simply bundles like-items together into see-through labeled boxes. The boxes are stored in the Resource Room. Teachers have access to these boxes and have at their finger-tips stimulating resources on varied topics to enhance the learning experi-ence of their students.

Ask your parents to start gathering content for Why? boxes at your school and unleash the imaginations of your students. Jan says, “Our goal at TJCG-CFA is to make sense of the wonder central to schooling and learning by lighting fires in each child so he or she will be eager to come to school, primed to learn, hungry for words, meaning and knowledge, and consistently asking “Why?”

What Goes in a Why? Box?

Age-appropriate items such as: • microscopes,slides,specimens • magazines,newspapers • culturalitems,maps,pictures,

postcards • books,artifacts • models,puppets • rocks,minerals • puzzles,toys,musicalinstruments • coins,bills • kits,buildingsets,electricalkits,

experiments • movies,DVDs,arts&crafts • dolls,costumes,stuffedanimals • statues • menus,utensils

For topics related to Core Knowledge: • China,Africa,Canada • westernexpansion,geography • AncientRome • rivers,lakes,oceans,plants • fivesenses,cells,humanbody • magnets,electricity,simple

machines • NativeAmericans,American

Symbols

Best Practices for Teachers by Teachers

Teachers, how do you implement Core Knowledge curriculum? Submit descriptions of your best practices, and maybe you will be in a future issue of ConnectCFA.

e-mail to

[email protected]

www.For more information on Jan Tucker’s Why? boxes, go to: tjcgs.teamcfa.org/teachers/jan_tucker/why_boxes

• wars • Renaissance,Vikings • animals,seasons • astronomy,geology,meteorology • Russia,feudalJapan,Mexico • presidents,earlyexplorers • ecology,insects • sound,measurement • lifecycles,chemistry


TeamCFA is Growing—Your Community Could Be Next!TeamCFA is seeking to partner with passionate committed educators, leaders, and community groups who are able to demonstrate support for the CFA model and establish local need for underserved students. Favorable local support from city officials and community coalitions is an important component of success in establishing a new CFA.

The TeamCFA model brings academic, business, and governance expertise and offers start-up operational costs, which may include the financing of a new facility. The TeamCFA model envi-sions that a successful CFA school will be in a position to become a self-sus-taining entity within a period of 5–7 years.

TeamCFA currently has six operat-ing campuses and is in the process of building two new schools; our Arizona school is scheduled to open in August 2009 and a new facility opening in North Carolina in the 2009–10 school year.

TeamCFA offers ongoing support to its academies through:

• Professionaldevelopment • ActiveBoardmembers • Mentoringprograms • CoreKnowledgecurriculum

• Marketinginitiatives • Grantwritingassistance • Charterapplicationassistance • Business/financialsupport • Andmuchmore….

Interested? Contact our national schools director, Joan Lange, and find out how you can start a CFA in your community. We also offer partnerships to existing schools that are inter-ested in converting to the CFA model and gaining access to our network of support.

Joan [email protected] (239) 405–2638

Exciting New TeamCFA Opportunities Are in the Works!The Challenge Foundation, in col-laboration with the Core Knowledge Foundation is planning an exclusive TeamCFA training weekend for our schools. TeamCFA administration and Core Knowledge coordinators will identify 2–3 teachers from each school to participate in an exceptional train-ing experience. Teachers will return to share their knowledge and mentor others the following school year. School directors are also invited to attend and participate in the training. Scheduled for June of 2009, the training will emphasize education, team building, and collaboration through a combina-tion of workshops and recreation. This enriching weekend is fully funded by TeamCFA for all participants.

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