Rex & Margaret Fortune School of Education

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Five Pillars

1. High Expectations
Fortune Charter Schools have high expectations for academic achievement and conduct that are clearly defined, measurable, and make no excuses based on the background of students. Students, parents, teachers, and staff create and reinforce a culture of achievement and support through a range of formal and intrinsic rewards and consequences for academic performance and behavior.
2. Choice and Commitment
Students, their parents, and the staff of Fortune Charter Schools choose to participate in the program. No one is assigned or forced to attend. Everyone must make and uphold a commitment to the school and to each other and must be willing to put in the time and effort required to achieve success.
3. More Time
Fortune Charter Schools know that there are no shortcuts when it comes to success in academics and life. With an extended school day, week, and year, students have more time in the classroom to acquire the academic knowledge and skills that prepare them for competitive colleges, as well as more opportunities to engage in diverse extracurricular experiences.
4. Focus on Results
Fortune Charter Schools focus relentlessly on high student performance through standardized tests and other objective measures. Just as there are no shortcuts, there are no exceptions. Students are expected to achieve a level of academic performance that will enable them to succeed in the nation’s best colleges and the world beyond.
5. Citizenship
Fortune Charter Schools train all students to become leaders and all our staff shall model leadership qualities. Principals are given independent control of staffing and budget decisions. In addition to principals, staff members who demonstrate necessary leadership potential are given responsibilities extending beyond a single classroom. Most importantly, students are given leadership development training and opportunities to practice leadership skills on a daily basis both inside and outside the classroom.
 

To put it simply, Fortune Charter Schools cannot provide a high-quality education without including the parent(s) of every student in the learning process. Fortune Charter Schools educators and parents cannot work in isolation of each other. In order for learning to take place for every student, there must be a continuum of instruction that lasts much longer than the time students are in school. By working together as trusted partners, parents and Fortune Charter School educators can create an educational experience for each student that allows learning to continue at home and beyond the classroom walls.  Research states that:

  • When parents are involved, students tend to achieve at higher levels in school, regardless of socioeconomic status, ethnic/racial background, or parents’ education level.
  • The more extensive the parent involvement, the higher the student achievement.
  • When parents are involved in students’ education, those students generally have higher grades and test scores, better attendance, and complete homework more consistently.
  • Students whose parents are involved in their lives have higher graduation rates and greater enrollment rates in postsecondary education.
  • In programs designed to involve parents in full partnerships, student achievement for disadvantaged children not only improves, but can also reach levels that are standard for middle-class children.

Because of this overwhelming evidence, Fortune Charter Schools believes it is paramount to include parents in the learning process. Upon enrollment, parents sign a Commitment to Excellence Contract to provide 40 hours of completely voluntary service each year to improve the achievement of their child and the charter school community. Fortune Charter Schools also provide structures to involve parents in their child’s learning and coordinate parent communication, workshops, activities, and clubs, to educate, train, and empower parents to better support their child’s pursuit of an excellent education.

Several of the activities that count as Parent Hours are listed below.

  • Attending Student/Parent/Teacher Conferences and Parent Orientations
  • Participating in Parent Events or Parent Group Meetings
  • Completing at home projects for teacher or parent liaison
  • Helping during after school Homework Hour
  • Homework or Reading time at home with your kids
  • Mentoring another FSE Charter School Parent through the Parent Peer Leaders
  • Morning greeting (2 mornings = 1 hour of credit)
  • Set up/clean up for school events
  • Tutoring
  • Volunteering in your child’s classroom