Sizer School: A North Central Charter Essential School

Sizer fully supports kids with a completely different approach to learning. High ratio of teachers to students creates a positive atmosphere for kids that do not enjoy the often hassle,demands, combative and negative social atmosphere of the public school today. Teachers at Sizer want to be teaching and want to be there.

My nephew attends this school and our family has been impressed by the dedication of the teachers and the exceptional environment for growth, learning, and creativity.

My student attended NCCES grades 7-12, from 2005 until graduation in 2010. Being very involved with the school, I saw how NCCES operates from 'the inside'.
This school has changed over time. The administration and staff work together to face challenges head on.They welcome and encourage ALL students to voice opinions, actively including them to work towards better ways of doing things.
Earlier on at NCCES, I saw discipline issues that concerned me; a relatively small group of hyperactive and vocally disruptive students wasted class time, affecting those trying to learn. The school eventually developed a disciplinary system that is not punitive, but instructional, providing highly effective guidance. It assists the 'offending' student to become part of the solution. Called the 'Make It Right' approach, results can be miraculous: students become productive and self-disciplined.
Check the website and review the NC6 and Principles of Essential Schools; they form the framework guiding everything that happens. The 2 documents 'sold' me, convincing me to enroll my daughter. It seemed risky at the time, but turned out to be a great decision.
Another issue addressed at NCCES is bullying. NCCES is a very strong community. All students, faculty and staff know each other well, on a personal level. Many students call it a family. Bottom line:everyone has a right to come to school feeling welcome and safe. Faculty and staff don't 'look away' if bullying occurs, nor do they suggest a victim 'ignore it'. .Grade levels are grouped together in small wings of the school, teachers constantly monitor student social interactions. Any negativity prompts all teachers to become proactive, protecting rights of students and discouraging negative behaviors. Students are also integral parts of the solution. A program, called Training Active Bystanders (or TAB), empowers students to interrupt bullying safely, using positive peer pressure to indicate it is 'not cool', not welcomed and will not be ignored. Students use this technique with great success. Newcomers say they changed schools because of bullying. At NCCES they find their voice, becoming who they really are once they know they are safe. Unfortunately, a clique of 'mean girls' mistreated my daughter
during part of her time there. She had sufficient self confidence to deal with it, developing strategies to cope and thrive despite these problems. If TAB had been there for her, I'm sure her experience would have been more positive. Bullying issues seem centered among incoming students; the school climate does not support this behavior and quickly minimizes it. New students to NCCES come from many different communities. Teachers see diverse levels of background knowledge. Placement testing ascertains Math and English Language skills. Surprisingly, many incoming students' knowledge of basics is like 'Swiss cheese'. A number of students test with very low reading abilities; why had they passed through grades if they were so far behind? Grade 7&8 teachers discover and fill in these gaps. Done with personalized and very intense instruction, students are encouraged to push boundaries of what they think they can do. These kids work hard; check out the latest MCAS results! NCCES has developed a strategy, helping kids viewed as 'most UNlikely to achieve' (namely minority children from low income households). They not only catch up, they outdistance others! My daughter didn't need to catch up; instead NCCES provided enrichment courses, 'challenge level' work in regular classes and higher grade levels. I never felt she was unchallenged. She completed the school' s offerings in certain subjects, so they provided Independent Spanish, Level 4, and she went to Fitchburg State during the day, to take courses in Calculus 2 and Chemistry. Students needing support have Learning Specialists providing small group tutorials. Learning Specialists are also present in core classes to support students with Learning Differences.
By the end of 8th grade, most have eliminated gaps in their knowledge. In grades 9&10, they work on 'how to learn'. Generally not relying on text books, teachers provide basic foundational knowledge and, from there, students work on projects. Students receive 'rubrics', explaining what a final product needs to include to receive a particular grade. (Grading is very different; check out the NCCES website. The school year has 6 Blocks of 6 weeks each; parents receive Progress Reports halfway through each Block, so expect written updates every 3 weeks.) Grades 11&12 push students to become independent, lifelong learners. Seniors spend the year, in addition to taking regular subjects, creating their 'Senior Project'. Lower grades assemble a Portfolio of their work all year, presented to parents and faculty as proof they have mastered requirements needed for the next grade.