The initiative for this Charter School Proposal grew out of the experiences of persons involved in Explorations, a learning community committed to open and continuing dialogue about how to maximize the effectiveness of our learning institutions. Explorations is supported by the Institute for the Transformation of Learning at Marquette University, and began meeting in January of 1996. The group represents a broad cross-section of the Milwaukee community. Teachers at all levels are involved, early childhood through post-secondary, both public and private sector, as well as administrators, school board directors, legislators, parents and grandparents, prospective students, business and industry representatives, clergy, and various other community members. These participants possess a clear vision, strong leadership skills, and a wealth of experiences in both public and private school programs at every level.

Interest developed among some members to organize a new school which "pushes the technological envelope" -- the Central City Cyberschool (C3) of Milwaukee. The Cyberschool Planning Committee began meeting in the fall of 1996. Members of the Planning Committee envisioned this school as an opportunity to reexamine every assumption held about education, apply what was learned, and integrate it over time. They intended that the design of this Cyberschool would take responsible risks and create new, innovative methods of instruction, school structure and management strategies. The instructional design was built around an empowered school leadership and staff, and parental choice, where teachers and administrators take responsibility for students� educational outcomes. In exchange for its autonomy, this charter school will be held accountable for the student achievement levels promised in the charter contract.

The first task of the Cyberschool Planning Committee was a team building one, developing a common educational vision within our learning community. We needed to reach consensus on our core beliefs about learning, and our goals and outcomes for the school; first general, then more specific. Ultimately we shaped nearly every aspect of the school and its operation around this guiding educational vision. Next we researched the steps that others are recommending to begin a charter school (Nathan, 1996), and we met with individuals who educated us on the details of charter school law and process requirements, as well as others who have gone through the process of developing a successful charter school. Potential staff members, parents, and other stakeholders were involved in discussions regarding the design and governance of the school from the very beginning. A general, overall plan for the school is outlined on the following pages.

To support our planning process, in the fall of 1997, our learning community received a $25,000 Planning Grant from the Wisconsin Department of Public Instruction to further the development of our school. In particular, these resources allowed us to flesh out the instructional design of the Cyberschool, integrating the "Anytime, Anywhere" instructional approach to laptop learning with the structure of our multiage school. We also sought to forge partnerships with others invested in innovative strategies for addressing the challenges of urban education. Discourse Technologies Inc., offered their expertise to arrange the educational environment to take best advantage of the technology for classroom management, student assessment, and record-keeping. We looked to McREL (Mid-continent Regional Educational Laboratory) to identify student achievement standards as a foundation for assessment. Finally, we negotiated a Memorandum of Agreement with the Housing Authority of the City of Milwaukee for construction of our facility in the Parklawn neighborhood.