The Circle Of Independent Learning Charter School
Accredited by the Western Association of Schools
4700 Calaveras Ave. Fremont,
Stephanie Lytle, Director
FAX: 510 979-0118
“Do not then train youth to learn by force and harshness;
but direct them to it by what amuses their minds so
that you may be better able to discover with accuracy
the peculiar bent of the genius of each.” ~Plato
“We know from research and common sense that education
will be most successful if it is a team effort involving
both home and school…All children are a crucial part
of California’s collective future. The well-being of
our whole society will depend largely on how well parents
and teachers prepare and educate today’s youth for
tomorrow’s world.” ~Parents and Partners, CA Department
of Education, Sacramento, 1995 p.1
The Circle of Independent Learning, a K-12 charter
school, is designed, through personalized learning,
to reach the unique bent of genius in each of its students.
This personalized educational plan will be developmentally
appropriate for each student, designed for the student’s
particular bent of genius. While the plan will enhance
the strengths of the student, it will also provide
a systematic strengthening of his areas of weakness.
Our school plan will enable students to become literate,
self-motivated life-long learners, academically prepared
for the 21st century. Program Sponsor Fremont Unified
School District Program Background & Overview COIL
teachers and talented parents offer rich educational
opportunities for all of our students.
Each of our
students has a personalized learning plan developed
and evaluated at regular meetings by an educational
team composed of the student, parent and advisory teacher.
All learning is based on the California State Standards.
These standards are addressed within each student’s
unique educational plan. We offer a Split Day Program
in which COIL secondary students may take one or two
classes at a Fremont Unified School District School.
We have obtained UC/CSU Accreditation for those students
planning to go directly into a four-year college. Distance
Learning and local community college classes are also
a viable option for our students. Approximately 23%
of COIL students exhibit special needs including: Special
Education identification, 504 inclusion, and GATE identification.
25% of our total number of high school graduates are
Special Education students. Each of them fulfilled
the COIL Graduation Requirements. Each of our students
has a personalized learning plan developed and evaluated
at regular meetings by an educational team composed
of the student, parent and advisory teacher.
located on the Fremont Unified Adult School campus,
teems daily with learning activity. Families meet with
advisory teachers and students attend field trips and foreign language, science and literature classes. Writing
workshops are provided for students and parents and
math tutorial sessions are available on a weekly basis.
The COIL staff is currently implementing a Digital
High School grant and is partnering with Ohlone Community
College to offer a series of computer skill workshops
this winter and spring.
Currently, we are developing
a Charter Dissemination Grant to share successful methods
of integrating special needs into learning challenged
students’ personalized learning plans.
The Circle of Independent Learning SST team consists
of: the student, student’s parents, advisory teacher,
advisory/LD teacher and director. SST meetings are
called by either parent or teacher recommendation for
the purpose of full-house evaluation of the student’s
current needs and direction. If the team agrees, a
recommendation is made for Special Education Assessment.
The Circle of Independent Learning School receives
Special Education services through Fremont Unified
School District and the Mission Valley SELPA.COIL teachers
attend annual IEP meetings with their Special Education
students. During the meeting, the advisory teacher
helps develop appropriate goals and objectives.
objectives are integrated into the student’s educational
plan. The advisory teacher develops curriculum for
the student based on his/her learning modalities, strengths
and deficits. Progress is evaluated continuously and
concept re-teaching is incorporated into the student’s
program when needed.
The advisory teacher also acts
as a counselor, listening to the student as he/she
shares triumphs or vents frustration and failures.
Helpful advice and suggestions are offered to both
the student and parent throughout the school year.
~ COIL Teacher Wayne Lindeman
Students are excited that
a vast array of classes is offered at COIL this year.
It is our vision to be able to provide classes to meet
the personal needs and interests of our families. We
are pleased to be able to provide classes for all our
students, grades K-12. Some of our classes are ongoing,
meeting regularly every week and they include classes
in writing, math and foreign languages (Spanish and
Other classes are in a series, meeting once
a week for 4 to 6 weeks. They include classes in science,
art (FAME), public speaking, English composition, study
skills and game strategies.
Finally, we have special
classes as the occasion or need arises. This includes
a craft day in December or a class for high school
students about Greek tragedy. Teachers or parent volunteers
teach the classes at COIL.
One of our more popular
classes is the writing class taught by teacher, Trish
Murray. Using the Step Up to Writing method, she is
able to share practical, easy-to-learn and easy-to-use
writing strategies with both the students and their
parents in her classes. Nancy Holladay, a parent volunteer,
is teaching the FAME (Fine Arts Mini-Experience) class.
There are six lessons and each lesson presents one
art composition and the artist as well as one musical
composition and the composer followed by a related
activity (in art, music, drama or writing). With so
many different classes to choose from, it is no wonder
we have so many students looking forward to learning
has made more gains in the one year with us than during
the four years he spent in regular school. Matt entered
our program as a third grader with no knowledge of
the alphabet. Now he is reading and writing at the
first grade level. Recent testing through the I.E.P.
process showed a 45-point gain in math.
, once a special day student, came to us depressed
and void of visual memory. We have worked with visualizing
skills for a few months. Jenny can now remember a reading
selection two weeks after it is read and memorize 20
science terms for a test!
, with the combination of a great RSP teacher and the
supported homeschool education model, has made great
gains in the memorization of the multiplication table,
scientific terms, and writing
, an identified "special day" student, has
become an amazing writer and critical thinker during
the last three years. He came to us, barely able to
write a paragraph. Mike just finished a great paper
on Civil Rights! From Our Counselor, John:
is like a new boy! He smiles at us and communicates
shines with new self-confidence! He (grade 9) helps
John with the primary boys' social skills class. Three
boys - social skills - a miracle! These boys now communicate
with John, Pat and each other!
joined COIL in the fall of 2000. From the start, he
has set his sights on success. Always eager to please
and "convey the right answer", it has been
very comfortable working with Ryan and his mother.
He has a keen grasp of articulation in writing and
soars academically. When I first asked Ryan what he
does in his spare time, he responded with "read…I
don't have a lot of friends".Mid-year, he joined
student council and is friendly with all members there.
He was having the best time, smiling ear to ear at
the final COIL swim party.
is just finishing her second year with COIL. When she
first started, she was a demure, introverted young
lady. After taking part in Trish's writing class, she
has made tremendous gains in English.
She is more confident
in her appointments with me and has become more opinionated,
which is a plus. She is progressing quite nicely. She
is also an active Special Ed student with processing
problems. I'm quite proud of her!