The Bowling Green Charter Complex is organized into the following five departments to serve approximately 1,000 students:
Traditional Primary 360 students in grades K-3,
Traditional Intermediate 275 students in grades 4-6,
Physically and Health Impaired 45 students in grades P-6,
Spanish Bilingual Immersion 150 students in grades K-6,
Multiage 150 students in grades K-6.
Students living in California are admitted on a first-come first-served basis to our four general education departments. Students throughout the district are admitted to the Center for Physically and Health Impaired by a Special Education IEP.
There are 20 students in each primary classroom. There are approximately 25 students in each intermediate classroom. There are six special day classes for 45 Physically and Health Impaired (PHI) students. An additional 10 PHI students are fully included in general education classes.
The Bowling Green Complex has been a charter school since 1993. The school’s charter governs the complex. Under the state’s charter laws, Bowling Green is exempt from most state laws governing schools. Bowling Green, however, must still meet state and district standards.
There are two major parts to the curriculum at Bowling Green. The first is the social skills curriculum. The second is the academic curriculum.
The social skills curriculum includes teaching students how to resolve conflict, how to live by the five school rules, how to live by a set of Lifeskills, how to live by a basic set of Lifelong Guidelines, and how to believe that if you work hard you can get smarter. We believe that smart is something you get. It is not something you have when you are born.
Having confidence is the first step in getting smarter. The next step is effective effort, which is more than just working hard. Working hard can get you nowhere. Effective effort, however, will get you somewhere. Effective effort is characterized by: 1) tenacious engagement with what you are doing, 2) use of feedback from a continuous data stream, and 3) ongoing strategizing based on the feedback. Then you will get smarter! That’s what our charter school is all about: getting smarter!
Uniforms required: yes
Uniform: Any combination of blue or white collared top and blue or khaki bottoms
Bowling Green Chacon Academy hosted a Literacy Night on April 17. Families engaged in reading activities designed to teach the enjoyment of reading.
Students participated in activities at interactive “literacy stations.” Some students created a commercial of their favorite book, some read books outside on the grass with their parents, while others read digital books designed by first grade students.
The Dual Language Spanish Immersion program begins with 90 percent Spanish and 10 percent English. The percentage changes as the grades increase. By fourth grade, students are learning 50 percent of the time in English and 50 percent of the time in Spanish. The goal of the program is for students to graduate from sixth grade with the ability to speak, read, and write proficiently in both English and Spanish. The second program is our Conversational Spanish. Students learn all content in English, but they engage in 30 minutes of conversational Spanish. The goal of the Conversational Spanish program is for students to reach proficiency in English and develop basic conversational skills in Spanish.
In collaboration with California State University, Sacramento, Bowling Green Chacon Academy students hosted a Community Health Fair on March 23. Kindergarten and first graders kicked off the evening with songs about health and fitness. Students then ramped up the excitement with interactive Zumba and Ballet Folklorico demonstrations. There were “hands-on” experiments using the scientific method and student-led lessons in healthy eating, dental hygiene, the digestive system and the negative effects of drug abuse.
Charter schools are often described as “dependent” and “independent.”
While the Charter Schools Act does not recognize the terms “dependent” and “independent” when referencing charter schools, these terms have become shorthand to describe the relationship of the charter to the district.
Dependent charters are considered charter schools that have been created by the district board and are an integral part of the district’s portfolio of schools.
Our district is working diligently to provide opportunities for our students to expand their linguistic repertoire to meet the ever-changing needs of the global society. As a result, language immersion programs have become a pathway for our students to acquire fluent literacy skills in both English and their home language.