Collegiate Charter School Charter Final Application

Collegiate Charter School

Charter Final Application

Submitted to Massachusetts Department of Elementary and Secondary Education Charter School Office November 8, 2010 Collegiate Charter School

Table of Contents

Charter Applicant Information...... Page iv

Commonwealth Charter School Certification Statement...... Page v

Statement of Assurances...... Page vi

Executive Summary...... Page ix

Public Statement...... Page xii

I. Charter School Mission, Vision, and Statement of Need...... Page 1 A. Mission ...... Page 1 B. Vision...... Page 1 C. Description of the Communities to be Served...... Page 2

II. How will the School Demonstrate Academic Success...... Page 4 A. Educational Philosophy...... Page 4 B. Curriculum and Instruction...... Page 9 C. Promotion and Graduation Standards...... Page 15 D. Assessment System...... Page 17 E. School Characteristics...... Page 21 F. Special Student Populations and Student Services...... Page 28

III. How will the School Demonstrate Organizational Viability...... Page 32 A. Enrollment and Recruitment...... Page 32 B. Capacity...... Page 33 C. School Governance...... Page 35 . Governance Structure...... Page 35 . Roles and Responsibilities...... Page 36 . Policy Development...... Page 37 . Board Development...... Page 38 D. Management Structure...... Page 39 . Roles and Responsibilities...... Page 40 . Policy Development...... Page 40 . Educational Leadership...... Page 41 . Human Resources...... Page 41 E. Facilities and Student Transportation...... Page 44 F. School Finances...... Page 44 . Fiscal Management...... Page 44 . Budget and Budget Narrative...... Page 44 G. Action Plan...... Page 47

IV. How will the School Demonstrate that it is Faithful to the Terms of its Charter Page 52 A. Process...... Page 52 B. Goals...... Page 52 C. Narrative...... Page 53 D. Dissemination...... Page 54

Collegiate Charter School

V. Attachments (Included in 40 Pages)

Attachment 1: Survey Results/Identified Need...... Page 55

Attachment 2: Bylaws...... Page 61

Attachment 3: Student Code of Conduct...... Page 67

Attachment 4: Student Pledge...... Page 70

Attachment 5: Enrollment Policy...... Page 71

Attachment 6: School Calendar...... Page 73

Attachment 7: Recruitment and Retention Plan...... Page 74

Attachment 8: Job Descriptions...... Page 77

Attachment 9: Budget...... Page 89

Attachments Not Included in 40 Pages

Attachment 10: Proven Provider Status...... Page 94

Attachment 11: Personnel Handbook...... Page 101

Attachment 12: Curriculum...... Page 109

Attachment 13: Grading Chart...... Page 134

Attachment 14: Conduct and Effort Grading Policy...... Page 135

Attachment 15: References...... Page 136

Attachment 16: Letters of Support...... Page 138

Attachment 17: Letters of Commitment...... Page 142

Attachment 18: Board of Trustees Resumes...... Page 157

Attachment 19: Staff Resumes...... Page 230

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Collegiate Charter School

Charter Applicant Information Sheet

Name of Proposed Charter School: Collegiate Charter School

School Address: TBA

School Location: Springfield, MA

Primary Contact Person: Dr. Suzanne Marotta

Address: 69 Sherwood Avenue

City: West Springfield State: MA Zip: 01089

Daytime Telephone: 413-737-9849 Fax:

E-mail: [email protected]

The proposed school will open in the fall of school year 2011-2012

School Year Student Addition Grade Levels Total Student Enrollment Year One 100 students for grade 6 6,7,8 300 through 8 Year Two Additional 100 students for 6,7,8,9 400 grade 9 Year Three Additional 100 students for 6,7,8,9,10 500 grade 10 Year Four Additional 100 students for 6,7,8,9,10,11 600 grade 11 Year Five Additional 100 students for 6,7,8,9,10,11,12 700 grade 12

Grade Span at full enrollment: 6 to 12

Total Student enrollment when fully expanded: 700

Commonwealth charter applicants only:

Will this school be a regional Charter School? YES

If yes, list the school districts in the proposed region:

1. Springfield

2. West Springfield

3. Chicopee

Commonwealth Charter School Certification Statement iv

Collegiate Charter School

Proposed Charter School Name: Collegiate Charter School

Proposed School Location (City/Town): TBA

I hereby certify that the information submitted in this prospectus is true to the best of my knowledge and belief; that this prospectus has been or is being sent to the superintendent of each of the districts from which we intend to draw students; and further I understand that, if awarded a charter, the proposed school shall be open to all students on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, ethnicity, sexual orientation, mental or physical disability, age ancestry, athletic performance, special need, proficiency in the English language, or a foreign language, or academic achievement. This is a true statement, made under the penalties of perjury.

______Signature of Authorized Person Date

Dr. Suzanne Marotta

Collegiate Charter School

STATEMENT OF ASSURANCES

As the authorized representative of the applicant group, I hereby certify under the penalties of perjury that the information submitted in this application for a charter for Collegiate Charter School at American International College to be located in Springfield is true to the best of my knowledge and belief; and further, I certify that, if awarded a charter, the school:

1. Will not charge tuition, fees, or other mandatory payments for attendance at the charter school, for participation in required or elective courses, or for mandated services or programs (Mass. Gen. Laws c. 71, § 89(m), and 603 CMR 1.03(3)).

2. Will not charge any public school for the use or replication of any part of their curriculum subject to the prescriptions of any contract between the charter school and any third party provider (Mass. Gen. Laws c. 71, § 89(l)).

3. Will permit parents to enroll their children only voluntarily and not because they must send their children to this school (The Elementary and Secondary Education Act of 1965, as amended, Title V, Part B, Subpart 1 — Public Charter Schools Section 5210(C)).

4. Will enroll any eligible student who submits a timely and complete application, unless the school receives a greater number of applications than there are spaces for students. If the number of application exceeds the spaces available, the school will hold a lottery in accordance with Massachusetts charter laws and regulations (Mass. Gen. Laws c. 71 § 89(n), and 603 CMR 1.06).

5. Will be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or a foreign language, or academic achievement (Mass. Gen. Laws c. 71, § 89(m)).

6. Will be secular in its curriculum, programs, admissions, policies, governance, employment practices, and operation in accordance with the federal and state constitutions and any other relevant provisions of federal and state law.

7. Will comply with the federal Age Discrimination Act of 1975 and Title IX of the Education Amendments of 1972.

8. Will adhere to all applicable provisions of federal and state law relating to students with disabilities including, but not limited to, the Individuals with Disabilities Education Act, section 504 of the Rehabilitation Act of 1974, and Title II of the Americans with Disabilities Act of 1990 and chapter 71B of the Massachusetts General Laws.

9. Will adhere to all applicable provisions of federal and state law relating to students who are English language learners including, but not limited to, Title VI of the Civil Rights Act of 1964, the Equal Educational Opportunities Act of 1974, and chapter 71A of the Massachusetts General Laws.

10. Will comply with all other applicable federal and state law including, but not limited to, the requirement to offer a school nutrition program (Mass. Gen. Laws c. 69, § 1 (c)).

11. Will meet the performance standards and assessment requirements set by the Board of Elementary and Secondary Education for all students in public schools including, but not limited to, administering the Massachusetts Comprehensive Assessment System (MCAS) (Mass. Gen. Laws c. 71, § 89(v), and 603 CMR 1.05(1)(i)).

Collegiate Charter School

12. Will submit an annual report to the Department of Elementary and Secondary Education on or before the required deadline (Mass. Gen. Laws c. 71 § 89(jj)). 13. Will submit an accountability plan no later than the end of the first year of the school’s charter, establishing specific five-year performance objectives as specified in the state regulations (603 CMR 1.05 (1)(j)) and guidelines.

14. Will submit an annual independent audit to the Department of Elementary and Secondary Education and the Office of the State Auditor no later than January 1st of every year, as required by the charter school statute (Mass. Gen. Laws c. 71, § 89(jj), or at such other time as designated in 603 CMR 1.09 (3)).

15. Will submit required enrollment data each March to the Department of Elementary and Secondary Education by the required deadline (Mass. Gen. Laws c. 71, § 89(o), and 603 CMR 1.09(4)).

16. Will meet enrollment projections through demonstration of support for the proposed charter school in the communities from which students would be likely to enroll (603 CMR 1.05 (c)).

17. Will operate in compliance with generally accepted government accounting principles (Mass. Gen. Laws c. 71, § 89(jj)).

18. Will maintain financial records to meet the requirements of Mass. Gen. Laws c. 71, § 89 and 603 CMR 1.00.

19. Will participate in the Massachusetts State Teachers’ Retirement System (Mass. Gen. Laws c. 71, § 89(y)).

20. Will employ individuals who either hold an appropriate license to teach in a public school in Massachusetts or who will take and pass the Massachusetts Tests for Educator Licensure (MTEL) within their first year of employment and meet all applicable staff requirements of the federal No Child Left Behind Act (Mass. Gen. Laws c. 71 § 89(ii), and 603 CMR 1.07).

21. Will provide the Department of Elementary and Secondary Education with written assurance that a criminal background check has been performed, prior to their employment, on all employees of the school who will have unsupervised contact with children (Mass. Gen. Laws c. 71, § 38R, and 603 CMR 1.05(3)(d)).

22. Will obtain and keep current all necessary permits, licenses, and certifications related to fire, health, and safety within the building(s) and on school property (603 CMR 1.05(1) (p), 1.05(3) (g), 1.05(3) (h), and 1.09(6)).

23. Will maintain uninterrupted necessary and appropriate insurance coverage (603 CMR 1.05(3) (j)).

24. Will submit to the Department of Elementary and Secondary Education the names, home addresses, and employment and educational histories of proposed new members of the school’s board of trustees for approval prior to their service (603 CMR 1.05(3) (a)).

25. Will ensure that all members of the school’s board of trustees file with the Department of Elementary and Secondary Education, the State Ethics Commission, and the city or town clerk where the charter school is located completed financial disclosure forms for the preceding calendar year according to the schedule required by the charter school office (Mass. Gen. Laws c. 71, § 89(u)). The disclosure is in addition to the requirements of said chapter 268A and a member of a board of trustees must also comply with the disclosure and other requirements of said chapter 268A.

26. Will recognize, if applicable, an employee organization designated by the authorization cards of 50 percent of its employees in the appropriate bargaining unit as the exclusive representative of all the employees in such unit for the purpose of collective bargaining (Mass. Gen. Laws c. 71, § 89(y)).

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Collegiate Charter School

27. Will provide the Department of Elementary and Secondary Education with a federal taxpayer identification number issued solely to the charter school and all required information regarding a bank account held solely in the name of the charter school (603 CMR 1.05(4)).

28. Will, in the event the board of trustees intends to procure substantially all educational services for the charter school through a contract with another person or entity, submit such contract for approval by the Board of Elementary and Secondary Education to provide for any necessary revisions and approval prior to the beginning of the contract period (Mass. Gen. Laws c. 71, § 89(k) (5)).

29. Will notify the Department of Elementary and Secondary Education immediately in writing of any change in circumstances that may have a significant impact on the school’s ability to fulfill its goals or missions as stated in its charter (603 CMR 1.09(7)).

30. Will submit in writing to the Commissioner of Elementary and Secondary Education a request to amend its charter if the school plans to make a change to its operations as defined in 603 CMR 1.11.

______Signature Date

______Affiliation

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Collegiate Charter School

Executive Summary

Collegiate Charter School will be a high quality, innovative school serving students in grades 6-12 in Springfield, Massachusetts, and surrounding areas. The school’s mission is to prepare first-generation and other underserved students to be successful at institutions of higher learning by giving them the opportunity to earn a high school diploma while simultaneously earning college credits through American International College. Students will be afforded a chance to earn up to two years of college credits at the secondary level. Through this model, students will gain the skills and attitudes to thrive in our increasingly technological and global economy. CCS students will be educated in a caring environment that recognizes that all learners are unique and strives to tailor educational experiences to embody that concept. Using the resources of the school, American International College, students’ families, and the community, CCS will build supportive teams that encourage all students to set high academic and personal goals for themselves, achieve those goals, and proceed to further post-secondary education with confidence and college credits in hand.

CCS will enroll a student body that is urban, historically underserved, and frequently underperforming. The school holds as its core the fundamental values and practices of the Early College High School and Middle High School models. Those values include: providing a small school environment in which students are known and valued; creating a collaboration among school, higher education partner, and the community—all of whom share responsibility for student success; developing an integrated curriculum that allows secondary students to earn up to a full year of transferable college credits; and offering a comprehensive support structure in school to ensure academic and social skills necessary for college access and success.

The vision of CCS is to increase the rate of college entry of first-generation and underserved students in Springfield and the surrounding area. CCS will address clear needs existing at both a national level and at the local target level- --Springfield and its surrounding area. In the wake of the No Child Left Behind Act and other national and state mandates, many urban schools are struggling to attain the new standards that have emerged from recent research and study groups. This struggle is particularly visible when one looks at the target population for CCS: first generation students, underserved populations, and those who lack sufficient financial resources to navigate college costs. Additionally, transforming the culture of low-achieving urban schools from a culture of failure to a culture of college going is a necessary process if post-secondary access and success are to be open to all. Research on successful transformations of urban schools suggests the necessity of innovations beyond simply academic reform in order to achieve secondary and post-secondary success. Students and their families need direct programming that provides information, encouragement, and support in seeing college and career attainment as necessary and possible. Underserved students need to be invited and trained to join the ranks of mentors, school leaders, civic participants, and community volunteers in order to recognize their talents and build their college and career portfolios. Research demonstrates that such students are less likely to have access to situations in which they can develop and practice leadership skills, take part in volunteer and civic activities, attend events on a college campus and engage in enrichment activities, in large part because of issues such as transportation, GPA, finances, lack of networking, and safety concerns. Therefore, a school such as CCS can be the key change agent in providing equity. The most recent demographics of the target area for CCS reinforce the need for such a school. The student population of the Springfield Public Schools as of June, 2009, was 25, 360, with 5, 634 middle school students and 7, 067 in grades 9- 12. The population by ethnicity is: 23.2% African American; 2.2% Asian; 54.8% Hispanic; 15.7 % White, 4% Multiracial; and .01% Native American. The Special Education population is 22.9%; 13% of all students are considered Limited English Proficiency, and 23% do not speak English as a first language. The percentage of all students eligible for free and reduced lunch is 81.6%. According to 2008 statistics, only 15.9% of residents held a bachelors degree and 5.9% a graduate degree. The dropout rate is high compared to the state average, and Black and Hispanic students, particularly males, are at even greater risk. Just 54.4% of students in the target geography graduated from high school, according to 2008 statistics. The rates for attendance at a four-year college in the Springfield, West Springfield, and Chicopee districts fall below the state average. The populations of potential first- generation students in Chicopee and West Springfield also are high, with only 17% and 29% of residents respectively having attained a bachelor’s degree or beyond.

Collegiate Charter School

CCS is proposed to open in the 2011-2012 academic year in Springfield. During its first year, students in grades 6-8 will be served. In each subsequent year, at least one grade level will be added until the school enrolls grades 6-12. In keeping with the value of a small school environment in which students are known and valued, no more than 100 students will be enrolled in any one grade.

In order to successfully achieve the school’s mission and vision, CCS has built a core educational philosophy that is translated into six specific practices. Those are Early Career Awareness, Tailored Instruction, College Expectations, Relational Learning, Service Leadership, and Families as Partners.

All students will be expected to engage in personal, career and academic goal setting; take part in service activities; demonstrate leadership in their school and community; prepare for post-secondary access and success; and be active, positive members of their school. Family and community will be welcome into all aspects of the school’s life, and the AIC faculty, staff, and students will be valued team members who will make possible the goal of all students leaving high school with not simply a diploma, but college credits in hand. CCS distinguishes itself in making assumptions about the inherent potential of its student population. Rather than seeing a few students as natural leaders, all students are asked: What kind of leader are you going to be? Rather than viewing some students as “college material,” all students will be able to answer: How will you use your strengths, talents and interests to develop a path to college and career? In expecting that all students can develop agency and self efficacy in meeting their college and career goals, they explore the question: What are the roles that you can play in developing academic goals, monitoring them, and achieving them? Finally, each student is continuously prompted to evaluate his/her answer to the query: What have I done to be a positive member of the learning community at CCS?

CCS students will study core subjects such as Language Arts, Math, Social Studies, and Science; they meet the requirements of a traditional middle and high school curriculum while enrolled. However, the structure of their day— which is extended until 5 pm—includes many additional experiences developed to ensure that the expectations above are met. They begin each day with a core group—a small group of students assigned to the same faculty or staff member; the group functions as both an advisory group and a “family” group. After core subjects and lunch/recess have been completed, students move into Enrichment Period. During this time, guest speakers, college personnel and students, prospective employers or others may present programs; students can meet in interest groups or clubs; college preparatory activities can take place; and School Improvement Committees (to which each student belongs) gather to make plans that will improve all aspects of school and community. During this time, leadership and peer mentor training can occur, as well as service activities. Teachers and staff take turns facilitating the various activities. The day ends with Achievement Center, in which students can receive tutoring or mentoring, get help with or finish homework, use computers, or—in the case of upper grade students, work on college courses or participate in community-based internships or jobs. The high school will function on a dual-enrollment system. As high school students are deemed ready, they enroll in courses through AIC or another higher education partner, thus getting a head start on earning credits and mastering the requirements of college-level work.

CCS is an inclusive school, in which students with special needs and those with limited proficiency in English will be served by the Director of Student Services. A vast array of supports in such areas as reading, writing and speech are provided. Beyond following the required protocols for such learners, s/he will convene teams that include teachers, staff, parents/guardians, and, when appropriate, students, mentors and other key personnel. Assessment and modification of each student’s individualized plan are ongoing. Additionally, special students are integrated into the full experience of the school community through the expectation that they will take part in mentoring, service, leadership and career planning.

CCS also strives to be a community school. In determining the need for a school such as CCS, founding members conducted a phone survey targeting the largest of the potential communities: Springfield, West Springfield, and Chicopee. Analysis of data showed that respondents not only saw the need for an early college charter school in the area ( Springfield,89%; West Springfield, 94%, and Chicopee, 92%), but had substantial interest in sending their own

Collegiate Charter School school-age children to such a school (Springfield, 79%, West Springfield 72%, Chicopee, 82%). The combination of an enthusiastic college partner in AIC, community interest, and demonstrated need make the site a logical choice. In promoting family and community collaboration, CCS will invite those partners to take part in celebrations such as First Night’s Eve and Recognition Breakfasts; serve on committees; attend professional development trainings; conference quarterly with students and staff; and use the resources of the Family Coordinator and dedicated Family Resource Center at school.

Collegiate Charter School

Public Statement Collegiate Charter School, serving students in grades 6-12 in Springfield, Massachusetts and surrounding areas, prepares all students to enter, succeed, and graduate from a post-secondary institution. The school’s mission is to prepare students, especially the first in their family, to attend college, to be successful at institutions of higher learning by: creating a culture of college-going within the school; giving them the opportunity to earn a high school diploma while simultaneously earning college credits through American International College and providing an individualized learning experience that emphasizes both 21st century skills and the development of student character, leadership, and community responsibility.

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Learning, Leading, Serving

I. Mission, Vision, and Description of the Community (ies) to be Served

A. Mission Statement Collegiate Charter School will be a high quality, innovative school serving students in grades 6-12 in Springfield, Massachusetts, and surrounding areas. The school’s mission is to prepare first-generation and other underserved students to be successful at institutions of higher learning by giving them the opportunity to earn a high school diploma while simultaneously earning college credits through American International College or other fully accredited institutions of higher education. Students will be afforded a chance to earn up to two years of college credits at the secondary level. Through this model, students will gain the skills and attitudes to thrive in our increasingly technological and global economy. B. Vision Statement CCS will enroll a student body that is urban, historically underserved, and frequently underperforming. The school holds as its core the fundamental values and practices of the Early College High School and Middle High School models. Those values include: providing a small school environment in which students are known and valued; creating a collaboration among school, higher education partner, and the community—all of whom share responsibility for student success; developing an integrated curriculum that allows secondary students to earn up to two years of transferable college credits; and offering a comprehensive support structure in school to ensure academic and social skills necessary for college access and success.

The hallmark of a CCS education will be that all students will be knowledgeable and prepared for a post-secondary experience that fits their talents and interests and will have the opportunity to earn up to 60 college credits while completing high school. Were a visitor to speak with any CCS student, s/he should be able to articulate the core expectations of the school:

I am a scholar preparing for college and career. I am a leader who serves others in my school and community. I am an active agent in achieving my educational goals. I am a positive member of the CCS learning community who cares about my classmates.

Students will be engaged in reflecting upon how they have met those core expectations on a regular basis by answering the question: what steps have I taken today to meet the core expectations of CCS? The core expectations also will be a foundation for discussion at regular assessment and Student Goal Plan meetings (see below). The founding members of CCS understand that it is not enough merely to speak or publish these expectations within the school literature, but that staff (and eventually the older students themselves) must orient students and their families as to the meaning and expression of these values.

CCS distinguishes itself in making assumptions about the inherent potential of its student population. Rather than seeing a few students as natural leaders, we ask all students: What kind of leader are you going to be? Rather than viewing some students as “college material,” we ask all students: How will you use your strengths, talents and interests to develop a path to college and career? In expecting that all students can develop agency and self efficacy in meeting their college and career goals, we explore: What are the roles that you can play in developing academic goals, monitoring them, and achieving them? Finally, we continuously ask each student to evaluate his/her answer to the query: What have I done to be a positive member of the learning community at CCS?

Collegiate Charter School

C. Description of the Community (ies) to be Served As discussed at length below, the communities of West Springfield, and Chicopee (hereafter, referred to as the Communities) are diverse with respect to both their demographic and student profiles. The unique nature of these populations, with a particular emphasis given to grades 6-12, are highlighted given: (1) the expertise of the leadership in serving urban and special populations (as described in further detail in the subsequent section); (2) the fact that CCS is catered to students in middle- and high school; and (3) statistically speaking, it is likely that a significant number of students belonging to at least one of these subgroups will be attending CCS.

West Springfield Of the roughly 4,000 students enrolled in the West Springfield Public Schools, approximately 2,000 are in the 6th-12th grades. Students identified First Language not English (22.9%), Limited English Proficient (7%), Low Income (42%), and Special Education (19.6%) is significant. 1 Although the District has traditionally made AYP as an aggregate, except in 2010, it is not unique in its struggle to assure that its special populations attain the same standards as the overall student population. Consider that in 2010, the following student populations did not achieve AYP in grades 6- 8 for both ELA and math: special education, low income, and Hispanic/Latino; in the same year, the special education and low income students did not make AYP in grades 9-12.

Chicopee There are 4,342 students enrolled in the Chicopee Public Schools the 6th-12th grades, and like West Springfield and Springfield, many of the district’s students are members of selected populations: 34.5% of students who are identified as African American, Asian, Hispanic, Native American, Native Hawaiian-Pacific Island, or Multi-Racial. The percentages of students identified as English as not first language, limited English proficient, and low income were 22.9%, 7%, and 43%, respectively. As a whole, the District did not make AYP in 2010 (and, as a consequence is in corrective action). Broken down by subgroups, students identified as Hispanic/Latino did not make AYP in grades 6-8 for ELA nor in grades 6-12 for Math; students identified as Low Income did not make AYP for Math in grades 6-12; students with educational disabilities did make AYP for grades 6-12 in both ELA and Math.

Springfield The student population of the Springfield Public Schools as of June, 2009, was 25,360, with 5, 634 middle school students and 7, 067 in grades 9-12. The population by ethnicity is: 23.2% African American; 2.2% Asian; 54.8% Hispanic; 15.7 % White, 4% Multiracial; and .01% Native American. The Special Education population is 22.9%; 13% of all students are considered Limited English Proficiency, and 23% do not speak English as a first language. The percentage of all students eligible for free and reduced lunch is 81.6%. According to 2008 statistics, only 15.9% of residents held a bachelors degree and 5.9% a graduate degree. A 2009 report of state graduation rates cites Springfield at 54.4%

Springfield’s AYP mirrors that of Chicopee: As an aggregate, the District is in Corrective Action for not meeting AYP in both ELA and Math, and the number of subgroups not making AYP are notable. More specifically, students identified as African American, White, Special Education, Low Income, Hispanic/Latino, English as First Language, and Limited English Proficiency all did not make AYP for ELA and Math from grades 6-12 (as well as grades 3-5).

The Communities and Historical College Attendance Rates The Springfield area has yet to establish a culture of college-going among its most underserved. The reported intentions of recent high school graduates demonstrate that the target area for CCS falls below the state average for college-going. Even if students get to college, Massachusetts state figures place the graduation rates of African American and Hispanic students at a dismal 11% and 9% respectively. Moreover, the extended target area, which

1 All statistics going forward pertaining to student demographics in West Springfield, Chicopee, Holyoke, and Springfield have been acquired from the most recent data posted on the DESE website. 2

Collegiate Charter School includes West Springfield and Chicopee, demonstrates that there is a large, first-generation college population. In Chicopee, only 17 % of the population has a bachelor’s degree or higher; in West Springfield, the figure stands at 29%.

The Communities and Their Historical College Attendance Rates The authors of this proposal assert that the expertise of the educational leadership in addressing similar communities and the overarching instructional philosophy, accountability, and expertise of Futures Education and its constituent staff is sufficiently robust to address the needs of any and all students that choose to enroll at CCS.

The Contribution of CCS in Addressing the Communities’ Need Implicit in the name, Collegiate Charter School, students of the Communities will have an immediate head start in the acquisition of college credits for upper classmen embedded within the rigorous and innovative curriculum. The rising costs of post-secondary education and their corresponding affordability issues are well-documented. The practical advantage for students in these communities, many who will be coming from impoverished homes (note that the student identified as low income in West Springfield, Springfield, and Chicopee are 43%, 81%, and 85% respectively) to receive college credits at no cost cannot be overstated.

In point of fact, the Communities were chosen, in part, to provide their students with this unique opportunity as well as to provide to them an academically rigorous program to ensure that they are afforded every opportunity to acquire a critical foundation of knowledge while simultaneously supporting their communities with student achievement that will be reflected positively in their own profiles. From a practical standpoint, the Communities’ proximity to the physical plant (i.e., the school itself) and the administrative offices of Futures Education is essential to ensure continuity of instruction, administration, and student achievement.

In a theme that will permeate subsequent sections, the staff of CCS is wholly committed to educating all learners, understanding that special populations require a concerted, unified, and unique instructional delivery. Take for example, students with educational disabilities. These students require specialized education as per an Individualized Education Program (IEP), and the staff of CCS will have particular capacity to address the learning needs of these students. This expertise will not only extend to executing the IEP, but to more global best practices such as co-teaching, multi-modality presentation of the material, and adherence to over-riding best practices. In a similar vein, the staff of CCS will have expertise in the education of English Language Learners (ELL), with respect to both cultural and linguistic differences that may escape the notice of less sophisticated educators.

Consequently, both traditional students and those belonging to selected populations, will be exposed to instructional staff that will work in concert to ensure that the strengths and challenges that all learners present, will be considered to ensure optimal educational benefit.

The authors also assert that Dr. Eduardo Carballo, as one of the educational leaders of CCS, with his background as superintendent of one of the neediest school districts in the State (i.e., Holyoke) will have particular expertise and authentic experience in addressing the learning needs of an urban population. As detailed in the Preferred Provider section, the demographic profile of Holyoke is remarkably similar to Springfield, with respect to both its community and student population. Consider, for example that the percentage of students classified as low income is 74% in Holyoke as compared to 81% in Springfield. It is notable that Holyoke students did demonstrate consistent growth in comparison to students in similar communities (Gaudet, 2010).

Assessing Parental Support The founding members conducted research to assess parental support and interest within the proposed region (see attachment 1). The results support the need for an early college charter school with CCS’s mission. Further, the majority of respondents with school-aged children expressed an interest in enrolling their own children in such a school. One of the centerpieces of CCS is its practical ability to offer college-credits to students. This innovative model allows student the opportunity to satisfy both high school requirements and get a head start in their college

Collegiate Charter School careers. This offering has garnered great excitement among the constituent communities, as respondents indicated an overwhelming response to the need for this program, ranging from 88% to 94%. Specific responses to this item by town are explicated in the Parent Survey section see attachment 1. With respect to support structure, AIC is able to provide mentorship and guidance to students opting to take these credits. As presented graphically in attachment 1, this is considered to be crucial given the presumption that many of these students will be first-generation college attendees.

Charter Necessity The authors of this study submit the charter from the Commonwealth’s Department of Elementary and Secondary Education is absolutely essential in order to provide the requisite support to establish a framework from which this unique and multi-district charter school may come into existence. Moreover, the charter is necessary to enable CCS, to actualize its innovative program to address two of the major forces currently at play within the districts: student performance and the ability to acquire college credits.

Section References U.S. Census Bureau (2000). Retrieved October 23, 2010 from http://www.census.gov/

Gaudet, R. (2010). Municipal Benchmarks for Massachusetts Middle Cities A Look at Educational Achievement: A Pioneer Institute White Paper, No. 57 April 2010

II. How Will The School Demonstrate Academic Success?

A. Educational Philosophy The founders of the school believe that research and experience support the building of the school’s philosophy on basic tenets derived from studying students who have “defied the odds,” as such students will be the target audience of CCS. To translate this philosophy into daily educational practice, students and staff will utilize the following Practices: 1) Early Career Awareness 2) Tailored Studies 3) College Expectations 4) Relational Learning 5) Families as Partners 6) Service Leadership 7) High Expectations, High Support for All

1) Early Career Awareness One of the major goals for CCS middle school educators is to expose their students to career possibilities in grades 6-8 in order to help each student find his/her strengths, areas of passion, and possible careers that have “goodness of fit.” In doing so, students will begin to recognize the link between possible career tracks and what they are studying in middle school; the necessity of taking appropriate curriculum at the high school level; and the role that post-secondary education can play in advancing their career aspirations. Each student will develop a Personal Portfolio, which will include a career section. College personnel and students, parents, and community members will be tapped to provide in-school presentations and workshops on related topics.

Rodriguez (2003) finds “positive naming” one of the most powerful tools to promote college aspirations and access in underserved populations. (6) CCS will use positive naming—recognizing students’ potential, connecting them to their natural strengths, linking those strengths to professions, and showing students how to enter those professions—in all aspects of its early career and college awareness programming. (See #3 and the School Characteristics section of the document for a more detailed explication of the developmental stages of career and college awareness activities at CCS.)

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2) Tailored Studies Small School Atmosphere Acknowledging that small school size is a fundamental component of the Early College High School Model, CCS will offer a small school (total 700 grades 6-12), small grade cohorts, and small classes so that students are known and valued as unique individuals. Such a setting will permit teachers to recognize areas of strength to build upon, fundamental skills and cognate areas that need strengthening to achieve competency, and students’ goals and aspirations, so that assignments, when possible, can be individualized. Learning Profiles In conjunction with their Core Group advisors, all students will develop an Individualized Learning Profile (ILP) that articulates their learning “assets” (strengths to build upon), preferred learning styles, challenges, and strategies to address those learning challenges. Advisors will disseminate information at the beginning of the year and use sessions in those early weeks to help students develop the ILP’s, which will be revisited during the year. Student Goals Plan Inspired by a similar model at the Met School in Providence, Rhode Island, CCS students will collaborate with their advisors and parent(s) before the start of each school year to establish a Personal Goals Plan (PGP). Each student will reflect upon his/her individual academic and social talents, passions and needs, leadership through service activities, career path, and post-secondary plans and develop a PGP that includes clear and measurable goals. Students will lead these conferences, in which they will review their PGP’s with their parent(s/guardians) and advisors quarterly and revise as necessary. Individualized Educational Plan When one hears the term “IEP,” s/he most likely thinks about the plan of a “special needs” student. At CCS, we imagine each individual learner as a “special promise/special needs” student. Therefore, each student, in conjunction with his/her Core Group Advisor, family, teachers and Curriculum Coordinator, will construct a clearly- articulated IEP for each year. In the case of identified SPED and ELL students, all procedures for mandated IEP’s will be followed. Each student will engage in the process of IEP review at points during the year. IEP’s are focused on academic goals and the curriculum necessary to achieve them, while PGP’s include personal, social, leadership and service goals, as well. Reinforcing the commonalities among students, by engaging all in goal-setting, identifying learning styles, developing personal portfolios, and having an IEP, supports inclusive nature of learning at CCS, thus eliminating the stigmas often associated with being a “special needs” student are erased. Differentiated Instruction Using differentiated instruction, according to Hall, Strangman, and Meyer (2009), “is to recognize students’ varying background knowledge, readiness, language, preferences in learning and interests, and to react responsively…The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is and assisting in the learning process” (7). Doing so allows teaching and learning in a classroom where there are students of different abilities and levels of preparation. Instruction at CCS will be based on the Universal Design for Learning approach (8). Teachers will become proficient in UDL so that they can tailor their teaching to individual differences within each of the three brain networks. They will use “multiple means of representation” to help students acquire knowledge and skills; “multiple means of action and expression” to allow for a variety of ways of demonstrating one’s knowledge; and “multiple ways of engagement” to tap individual students’ interests and passions, and challenge and motivate them to relate their learning to these unique qualities.

Further details about Learning Profiles, Personal Goals Plans, IEP’s, and Differentiated Instruction can be found in the School Characteristics and Instructional Methods sections of the document.

3) College Expectations CCS recognizes that it will take a different kind of schooling experience to ensure that underserved youth access and graduate college at the same rate as their more advantaged peers. The expectation that a post-secondary education is a necessity and a right of all school members will be the guiding vision of the school. To make that vision a reality, CCS is founded on the core principles of the Early College High School Initiative, mentioned previously. Components of the Early College Awareness focus at CCS are based upon the five recommendations of the National

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Center for Educational Evaluation and Regional Assistance, set forth in their 2009 report Helping students navigate the path to college: What high schools can do. Those recommendations are derived from successful schools that: 1. Offer courses and curricula that prepare students for college-level work, and ensure that students understand what constitutes a college-ready curriculum by 9th grade; 2. Utilize assessment measures throughout high school so that students are aware of how prepared they are for college, and assist them in overcoming deficiencies as they are identified. 3. Surround students with adults and peers who build and support their college-going aspirations; 4. Engage and assist students in completing critical steps for college entry; 5. Increase families’ financial awareness, and help students apply for financial aid.

CCS will engage parents/guardians in early career and college awareness activities throughout their child’s enrollment. College personnel and students will be partners in providing workshops, teaching online college courses, and mentoring CCS students, as well as opening the campus to appropriate events and enrichment activities. In blurring the lines between secondary and post-secondary experience, this initiative will remove many of the historical barriers to access and success. In their seminal research, Tinto and Bean note the difficult transition for underserved students when they leave the culture of home and community and enter the culture of college. (9) CCS aims to acculturate students in a variety of ways, thus easing that transition. Factors such as lack of academic preparedness, lack of confidence, financial concerns, lack of familiarity with college-level expectations, social skills, and ease in finding a new “community” of like minded peers all were cited as reasons that underserved students fail, even after accessing college. These factors should be eased or eradicated by the intentionally created components of a CCS education.

Details about the College and Career Awareness and Student/Family College Access Opportunity components of CCS programming can be found in the School Characteristics section of the document.

4) Relational Learning The heart of all meaningful learning lies in relationships—between the learner and the material studied, between the learner and “teacher” or “teaching environment,” between the learner and others in his/her learning community, and between the learner and him/herself. In a recent Harvard Education Press study of five, high-performing urban charter schools, Merseth et al. cited “a culture of intimacy” in which warm relationships existed among school members was a hallmark of successful charters (10). In a study on developing resiliency in urban youth, Winfield (11) discovered that “academically resilient adolescents developed strong support networks that provided assistance for success in and out of school” (1994, p.11). CCS takes each of these relational aspects seriously in its planning of the curriculum and extra-curricular activities. Establishing post-secondary and career goals from the very start of a student’s enrollment helps to provide a logical connection between the learner and the material studied. Teachers, mentors, and college personnel help to continuously reinforce the rationale and the relationship between what is being studied now and who each student hopes to become in the future, thus strengthening the motivation to master the common core and other required materials. Small class size, core groups, mentoring opportunities, and service activities that engage with other school and community members make up the teaching environment at CCS. Students also are able to see that relationships can shift—for example, that one may be the mentee in a particular subject area and yet mentor another student in a different topic. Relationships between the student and others in the CCS learning community are enhanced through core groups, all –school activities, class activities, and family activities; they also are strengthened by the expectation that each student is a valued leader—albeit a unique leader—within the community, thus revamping traditional school hierarchies in which only a few students are seen as the leaders. The students grow in relation to themselves as they reflect on who they are, who they are becoming, how they are gaining in knowledge and skills, and what steps they are taking towards the college and career pathways that they have articulated for themselves. Such reflection takes place in activities such as goal setting, family meetings, and portfolio building. In essence, the relational model that undergirds CCS is derived from the concept of “distributive counseling,” which asserts that all staff, not simply those credentialed as “counselors,” play an important role in guiding, mentoring, supporting, encouraging, and nurturing the dreams and talents of all students (12).

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5) Families as Partners CCS recognizes that no child, especially one from an underserved group, can fully blossom into the unique individual that s/he is meant to be without support and involvement from “family”—however that family is defined by the child. The founders are further aware that for many of these family members, “school” is not an inviting place, based on their own past experiences. For these reasons, CCS will strive to establish an environment in which family members feel themselves to be valued, respected, and integral members of their child’s learning team. Merseth et al’s study, cited above, reports that another key element of high-achieving urban charter schools is their insistence on “high expectations for families” (2010, p.139). Family support and involvement is also cited as a critical component of success in studies such as those by Winfield, Bempechat, and Mulkana et al. (13)

A School-Family Coordinator will be responsible for co-creating such an environment in conjunction with family representatives. Families will be invited to take part in such regular events as: Orientation; First Night’s Eve Celebration (to open the school year); quarterly Recognition Breakfasts (for students who achieve their quarterly goals); school committees; Student Goal Planning; early college and career workshops; and school social events and celebrations. A Family Resource Center will house school and community resources, while serving as a meeting place for parent groups. Family members who desire leadership roles and personal development can serve on the Family Advisory Board, for example, or take part in monthly presentations that relate to current topics in educational and schooling. Such presentations are intended to provide support to family members so that they can be active agents in their children’s learning, as well as keep them abreast of local, state and national trends in education. Further, parents will be tapped to be presenters themselves in areas such as career development; “Pizza with Pro’s,” as one example, would bring professional parents together with small groups of students who are interested in their careers and career preparation.

A desired offshoot of an effective school-family program is that family members themselves may gain information, confidence, and assistance in applying to high school completion or post-secondary programs. While taking part in the Student/Family College Access Opportunities described in the School Characteristics section of the document, family members can glean insights and direct assistance in furthering their own academic and professional goals.

6) Service Leadership Service Leadership represents the belief that all students are potential service leaders—those who use their leadership abilities to improve their schools, communities, and environment---but that young people, especially those from underserved groups, need opportunities to discover what kind of leader they want to be, learn skills that effective leaders possess, and have access to volunteer and service activities that help them refine their skills and grow in confidence. Such experiences, in some cases, may also provide career exposure. Leadership and service are experiences that are highly prized both by colleges and employers, but all youth do not have equal access to those experiences; thus schools must be active agents in leveling the playing field. A 2005 Corporation for National & Community Service survey found that students with fewer family resources were far less likely to participate in service leadership, but when they were afforded the opportunity, the benefits to their lives appeared to be greater than those with more resources. Students who participated in service leadership were more likely to volunteer again, believe they can help solve community problems, take a greater interest in current events, discuss politics more often, believe people can be trusted, and have a more positive view of their future. All CCS students will have opportunities to fulfill a leadership in service requirement in a variety of venues—community organizations, school committees, or churches. College personnel, mentors, and community members will be vital links to leadership training and service opportunities for our students. The school will be pervaded by the expectation that all members are leaders and that there are multiple ways to be service leaders. Successful college students credit leadership and service as key elements when entering college; not only does such prior experience make one a more viable prospective candidate, but it gives students such skills as time management, the ability to find and use resources, networking, interpersonal skills, communication skills, and the awareness that one can find like-minded peers on a college campus by seeking out service and leadership clubs and activities that exist. (14) Current college students from underserved/first generation populations who were interviewed about their high school success in overcoming

Collegiate Charter School the odds credit skills learned through leadership through service activities with helping them to succeed academically, as well as personally. (15)

7) High Expectations, High Support for All Merseth (2010, p.136) summarizes her findings across the five high-performing urban charters that she studied: “In all of the classrooms in all of these schools, the expectations for student engagement and behavior are palpable. Students are expected to work hard, behave, and participate at all levels.” Teachers’ holding high expectations and having firm belief in the ability of all students to achieve characterize effective practices in schools that succeed with students at risk. Not only do such schools hold high expectations, but they know that they must create an infrastructure that supports diverse learners academically and socially.

CCS Culture The culture at CCS will be derived from the belief that all students are capable of being active learners, service leaders, mentors, and engaged members of their school community (High Expectations, High Support for All). But the founders are not naïve about the potential obstacles to making this belief manifest in 100% of its student population. Using the characteristics articulated by Henderson and Milstein (1996), school personnel and college and community partners will strive to integrate the 12 “external protective factors” that are characteristics of schools that foster resiliency, believing that as students’ resiliency is maximized, they will better equipped to take risks, exert leadership, set and achieve higher academic goals, and challenge and support their peers and younger classmates in doing the same. (16)

Those twelve factors, mirrored in the component parts of the school philosophy and practices, are: 1. Promoting close interpersonal bonds (relational learning) 2. Valuing and encouraging education (high expectations, family involvement) 3. Using a high warmth/low criticism style of interaction (relational teaching) 4. Setting and enforcing clear boundaries (rules, norms, code of conduct) (SIC’s work with administration to develop, articulate Code of Conduct for school, student pledge when each year begins) 5. Encouraging supportive relationships with many caring others (culture of community, mentoring, clubs during Enrichment, SIC’s, Core Group, community partners) 6. Promoting sharing of responsibilities, service to others, “required helpfulness” (service leadership, SIC’s) 7. Providing access to resources for families’ basic needs (employment, education, housing, etc.) (Family Resource Center, School-Community Coordinator, Student/Family College Access Opportunities) 8. Expressing high, realistic expectations for success for all (goals for all students expressed through IEP’s, portfolios, participation in SIC’s, student goal setting) 9. Encouraging goal setting and mastery (Personal Goal Planning) 10. Encouraging pro-social values (like altruism) and life skills (like cooperation) (cooperative learning, SIC’s, service leadership) 11. Providing leadership, decision-making, and other opportunities for meaningful participation (SIC’s, Family committees, student-led conferences) 12. Appreciating the unique talents of each individual (IEP’s, student goal setting, ILP’s personal portfolios, recognition ceremonies)

The culture of the school—its mission, values, and practices—will be echoed in the physical surroundings. College banners and artifacts will be displayed everywhere; student art work will prominently displayed; inspirational messages will be integrated into classrooms and other spaces; and profiles of success stories (community, CCS staff, college partners, and eventually CCS graduates) will serve as motivators for the school members. Teachers continuously will look for opportunities to use curriculum to reinforce the mission; for example, an assignment on letter writing could involved students’ writing to colleges of their choice to request information. One School Improvement Committee will be devoted to promoting early college and career awareness. Each student will be given CCS business cards, with the mission engraved upon them, to use when they make contacts in the community and beyond. The mission will be intentionally built into all that goes on in a school day.

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The School in the Community/The Community in the School The culture developed within CCS must be derived from and sustained by the community surrounding the school. While each year will feature many activities and events aimed at developing a school culture of achievement, caring, leadership and service, CCS also will reach out to its surrounding community. Invitations to events such as First Night’s Eve, Recognition Breakfasts, Enrichment Activities, and participation on school committees will establish CCS as community-centered. The Family Resource Center, workshops, and meeting space provided free for community events will be available. The connection with AIC and access to some campus-based events, in addition to establishing a culture of college for students, may do the same for family and community members who wish to further their own education. Many aspects of community/family involvement are mentioned throughout the document. B. Curriculum and Instruction Curriculum Design Process Curriculum at CCS will be developed in a multi-year process. As only grades 6-8 will be served in the start-up year, the middle school curriculum will be the first to be developed. The Curriculum Coordinator and middle school teachers (with input from the Director of Student Support, where appropriate) will work to develop a curriculum that considers the following essential elements: the Massachusetts Curriculum Frameworks; Massachusetts Common Core Documents; CCS educational philosophy; CCS teaching methodology; differentiated learning theory; best practices in teaching “at risk” students, and unique aspects of the target population entering the school.

The process will be initiated by articulating specific learning outcomes to be met; subsequently, a curriculum that readies students to meet those outcomes will be fully developed. When the team involved in curriculum development is satisfied with its plan, it will make a presentation to the Middle School Principal and his/her Curriculum Committee (which will be constituted from representative groups such as parents, teachers, community partners, AIC personnel). After receiving their feedback and making any necessary refinements, the curriculum will be presented to the Board of Trustees (BD) and Executive Director for final approval.

This cycle will repeat itself as high school grades are added; at the secondary level, greater input from students and college personnel will be solicited and they will serve critical roles on the Curriculum Committee.

It is vital that CCS students become capable readers and it is an assumption that students attending CCS will need extra support to address deficient reading skills. According to the National Council of Educational Statistics 3 in 10 first year college students are immediately placed in remedial classes once they get to college. Additionally, 76% of the college students who need remediation do not earn an associate’s or bachelor’s degree, making it important to address reading concerns early. Proven research programs such as Read 180, AMP Reading System and Wilson Reading will be used. Teachers will receive professional development in the area of “Middle and High School Literacy.” Additionally, in hiring teachers, those with extensive reading backgrounds will be given preference. Haycock contends that if teachers are skilled at teaching they will produce gains six times greater than those teachers who are ineffective and that the effects are cumulative (17).

Supporting the reading instruction and the understanding of how to improve students reading acumen, teachers will all understand that textbooks generally have only 5 organizational patterns. This knowledge will become an important teaching tool for teachers to share with students. Knowing and teaching about the type of text being used can support “struggling” readers because they can interpret the pattern that is repeated throughout the text. The use of a graphic organizer in conjunction with the type of text can be essential for organizing the important information presented in the text. Concept mapping or graphic organizing is used to bring order to a task. The process has several distinct advantages for learning. First, it encourages the student to focus on the task and to lay out relatively quickly a framework for a planning or evaluation study. Second, it expresses the conceptual framework in the language of the student. Third, it results in a graphic representation which at a glance shows all of the major ideas and their interrelationships. Fourth, the graphic organizer is comprehensible to the learner. Finally, if used with a group or presented to a group, it appears to increase group cohesiveness and morale (18).

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The Massachusetts Curriculum Framework (MCF) is a foundation that the curriculum is built upon and constitutes a subset of the School standards mandatory for all students. MCF standards will be referenced on Unit Plans for each unit and plan books. During every cycle of developing, review and revision of the learning standards, each teacher, overseen by his/her supervisor will be responsible for ensuring that all MCF standards are covered in the subjects of his/her Department.

Instructional Methods In order to ensure success for each student, the staff at CCS must use multiple means of reaching students—relying first on students’ identified learning preferences and cultural styles, and gradually stretching each student to be able to adapt to a variety of teaching styles that might present themselves in post-secondary education and/or job training. Among these methods are: Differentiated Instruction In differentiated classrooms, teachers begin where students are, not the front of a curriculum guide. (19) Because each student is unique when it comes to learning profile, teachers will provide differentiated instruction that takes into account many factors. Among these are varying the modes of curriculum delivery, offering students choices in materials, and allowing a variety of styles of demonstration of knowledge. (20) At CCS, students are given information about various learning and teaching styles, multiple intelligences, and cultural styles. They are helped to create a learning profile for themselves. While instruction will be differentiated to allow students to master core content and skills, as they progress, students will be expected to challenge themselves to stretch beyond their most comfortable modalities, so that they are prepared for what they may encounter in college and careers (21). Inquiry-Based Learning The important questions, interests, and career goals that each student holds are the most powerful motivators to want to learn. While all students must master the common core of skills and cognate knowledge, this core can be mastered and expressed in a variety of unique ways. Students become alive when they are trained to be researchers in search of answers to their driving questions. Our curriculum will have the additional intent of teaching such research stances and approaches so that students can become lifelong pursuers of knowledge that has a meaningful place in their lives (22). Theme and Project-Based Learning Frequently, students will be exposed to thematic units that are approached from a multi-disciplinary perspective; faculty will collaborate in developing several thematic units per grade/per year to help students recognize the ways in which different disciplinary lenses can be brought to bear on a single question under inquiry. Likewise, students will have the opportunity to develop projects that relate to interests and demonstrate mastery of content and skills; such projects may at times be conducted in collaboration with others (23). Mentored Study Mentoring another and being mentored are two of the oldest forms of both classical and vocational education. At CCS, students will have the opportunity to be mentored by teachers, community members, college personnel, or other students; in turn, many of them will be trained to mentor others at their school. Peer mentoring has been found to be one of the most effective tools to increase academic performance, boost self-esteem, and model social skills. The practice produces positive gains for mentors and mentees. The mentor must be a master of the material (academic, social, or early college and career awareness) before sharing it with another; the mentee receives much- needed tutoring and role modeling from an admired older person. At CCS, peer mentoring will be encouraged to improve student performance, build community, and support students as they go through important developmental transitions (24). Technologically-based Learning In preparation both for full participation in our global society and for access to online college courses during secondary level education at CCS, students will take part in learning and demonstrating knowledge through technologically enhanced means (25). Community-Centered Learning Whenever possible, CCS students will be exposed to community sites and resources as learning experiences. Those might include inviting local entrepreneurs and leaders to school for “Pizza with Professionals” or visiting

Collegiate Charter School historic sites. Juniors and Seniors may arrange community-based internships or job-shadowing experiences, and it is hoped that CCS students can give back to the community through their service leadership projects (26). Anticipatory set in the form of Do Nows: All teachers will begin classes using Do Nows, which focus students on daily academic tasks and provide data about student mastery of course objectives. Students become more productive and on task immediately, thus Do Nows are a useful class management tool. Students will respond to a 5-minute, daily “Do Now” question upon entering class.

Non-Academic Goals Multicultural and multiethnic diversity is necessary in our global society for harmony, peace and understanding.  Students will be expected to think beyond cultural and ethnic boundaries.  Students will accept people of their own ethnic and different ethnic groups and backgrounds.  Students will be given ongoing training on bullying.  Students will learn about different races, ethnicities and cultures through the curriculum.  Students will be taught tolerance and acceptance.  Students will learn methods of mediation and peaceful solutions of differences.  Teachers and administrators will discuss culture and ethnic issues, promote acceptance, conduct bullying programs, teach about races, ethnicities and cultures in the social science, science, and English curricula and model tolerance. Measure of success: reports from guidance counselor, school records, lesson plans, survey data, student assemblies.

Collaboration with the community will be expected in order to foster development of the school’s mission and values as well as create good citizens and a strong, vibrant community.  Students will collaborate with parents and stakeholder in an advisory capacity.  Students will encourage their parents to attend meeting.  Teachers and administrators will hold parent meetings, English instruction classes, and translation services, as well as discuss student progress with parents quarterly. Membership in committees is open to family members. Measure of success: community surveys, school policies, teacher telephone logs, outreach materials, agendas of meeting and minutes.

Wellness is an essential part of what needs to be taught in schools. The development of a positive self image, physical, emotional and mental health, as well as self care, are vital to long, productive lives.  Students will know all aspects of how to maintain health including healthy eating, physical activity, mental rigor and self care.  Students will receive regular information on overall health including inoculations, screenings, self examinations and professional referrals.  Students will be given information about STDs, drug use, violence and bullying.  Teachers and administrators will collaborate with parents on health issues. Measures of success: meeting records, attendance information, feedback surveys and data from the guidance and nursing personnel.

Overview of Primary Disciplines (see attachment 12 for detailed curriculum) In general the curriculum will be designed using the backward design by Wiggins and McTighe in their book Understanding by Design (27). Where possible those designing the curriculum will develop an overarching essential question such as “How can we design an effective solution to complex problems?”

Mathematics: Students will overcome math avoidance by seeing the need to use math in adult life on a regular basis. The same skills used to problem solve math equations are used in real life and useful skills. If necessary teachers will employ the use of Saxon math program for those students who need remediation.

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Social Science and History: History will come to life using a story approach with as many hands on projects as possible. Because of the international connection with American International College, there will be emphasis on global education an unending source for themes. The use of primary and secondary source materials will also be taught and heavily influence learning.

English: CCS at AIC will help students to speak and write effectively as well as listen and read with understanding. Students will also be able to research, analyze and evaluate information. Writers’ workshops will be generally based on John Collins’ model. The use of Wilson Reading will assist those students who need to build basic reading skills. Lindamood Bell will be used for reading with students who have special needs.

Science: The instruction and curriculum in science will be inquiry-based and rooted in the natural world. Students will use critical thinking, problem solving and scientific exploration in connecting science to everyday lives. High interest will be developed in students by using hands-on approaches as well as real life challenges. Projects will be integrated with the interdisciplinary themes.

Enrichment and Additional Classes: CCS will offer classes in foreign language, art, physical education as well as elective courses. Enrichment activities will include music, dance and sports.

Grade Level Content and Skill Objectives The Collegiate Charter School will offer a curriculum that builds student competency over time using the tailored studies described in the school’s philosophy. The text and charts contain outlines of the curriculum based on the content and skill standards delineated in the Massachusetts Curriculum Frameworks (MCFs) and the Common Core.

The school will develop a detailed scope and sequence to guide curriculum and instruction prior to opening. Mathematics: CCS’s math curriculum will provide an introduction to the six mathematics strands outlined in the Massachusetts Curriculum Frameworks for mathematics (Number Sense and Operations; Patterns, Relations, and Algebra; Geometry; Measurement; and Data Analysis, Statistics, and Probability). The courses in each grade will continually spiral back to the same concepts and skills at increased levels of complexity and students will build mastery as they apply mathematics to everyday life activities.

Mathematics Content CCS Student Objectives: 1. Tailored studies/college expectations/relational learning 2. Meet or exceed MCF/CC standards. 6th/7th 8th/9th 9/10th/11th 11/12th Integrated Math Algebra, Geometry Algebra II, Pre-Calculus Calculus, or Trigonometry Skills Compare, order, estimate, Understand and simplify Define complex numbers, Varied, building on compute, and translate numerical expressions and understand and solve quadratic previous coursework among integers, fractions, functions, use graphs in equations and complex functions and mastery. mixed numbers, decimals and representing and interpreting (exponential, logarithmic, percents, understand and number relationships, polynomial, rational), use and apply mathematical recognize geometric shapes interpret graphical operations, use tables and and understand their representations, use graphs to represent numerical properties, write proofs, apply mathematical induction, translate expressions, understand and formulas and solve geometric between geometric, algebraic, solve simple linear equations. equations. and parametric representations.

Social Science and History includes (history, geography, economics, American democracy). Students will read some historical fiction, primary source documents, and novels. Social science themes will integrate texts from each historical period and will encourage students to explore issues that faced people and their implications on historical

Collegiate Charter School events and trends using a story approach and hands-on learning. Relational learning will be utilized in this core academic area. Learning about and understanding AIC’s international connections will also become part of the student’s repertoire in social science.

Social Science and History

CCS Student Objectives: 1. Tailored studies/relational learning. 2. Meet or exceed MCF/CC standards. 6th/7th 8th/9th 10th/11th 12th World Geography, World History into U.S. History World History I (2000BC/BCE – World History II Ancient/Classical Civilizations intro some topics (1790 – 2010) 500BC/CE) selected topics and Civics/Government Political and Intellectual Origins United States History (1900- American Economics of America 2010) selected topics Democracy Skills Students will gain increased sophistication in their understanding of history, geography–recognize and Varied, building on represent different perspectives, conduct appropriate research, develop theses based on historical previous trends and research, recognize historical trends and cause and effect relationships, analyze art and coursework and literature based on historical context. mastery.

Science courses will be inquiry-based, hands-on and interdisciplinary. Courses will require that students solve problems rooted in the natural world. Students will use critical and systems thinking, problem solving and scientific exploration in connecting science to everyday lives. Students will be expected to utilize skills needed in the 21st Century based found in the Commonwealth of Massachusetts in the Partnership for 21st Century Skills (http://www.p21.org/).

Science CCS Student Objectives: 1. Tailored studies/college expectations/rational learning 2. Meet or exceed MCF/CC standards. 3. 21st Century skills. 6th/7th 8th/9th 10th/11th 12th Integrated Science Earth and Space Science, Biology, Chemistry Trimester Physics Course Offerings Skills Understand and apply Understand how energy transfer Understand the properties of Varied, building principles of the scientific affects weather, Understand and elements and compounds, on previous method, formulate a testable apply concepts of revolution and understand the components and coursework and hypothesis, design and rotation, understand and apply functions of atoms, explain and mastery. conduct experiments, collect the laws of conservation of mass apply information from the periodic and process data, draw and energy, understand and table of elements, understand the conclusions, and apply Newton’s laws, understand functions and components of communicate results across the components and functions of molecules and cells, understand science disciplines. waves. and discuss how cells function in living organisms (plant and animal).

Spanish/Language Courses: CCS may offer language other than Spanish in the future but because of the large Latino population in the area it seems that Spanish language skills are important for both native English and Spanish speakers in the community. The chart below is for Strand One: Spanish. Classes for Strands Two and Three will have a different scope and sequence.

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Spanish Content CCS Student Objectives: 1. Tailored 2. Meet or exceed MRSh/MCF standards 6th/7th 8th/9th 10th/11th 12th Introductory Spanish – Latin Intermediate Spanish – Spanish Hispanic Language and Advanced Placement American geography and history and colonization. Culture – Hispanic Spanish culture. immigration to the U.S. Skills Basic communication skills Communication and increased Conversation and Advanced such as greetings, present stress on grammatical grammar, introductory conversation, grammar, tense verbs, preferences, construction, irregular and past reading and writing. reading, and writing. etc. tense verbs, etc.

Teacher Evaluation and Professional Development Teacher Evaluation: Teacher evaluation essentially begins with the interviewing of potential teaching candidates; in those interviews, prospective teachers will be shown the models of evaluation used at CCS, as well as being asked about their own thoughts about effective evaluation and professional development. In a school such as CCS, it is critical that staff members’ individual beliefs about the role of evaluation, feedback, and refinement of practice are consonant with what the school community requires to attain its mission.

In the summer (or whenever staff positions are filled), teachers will take part in discussions and be given materials, such as the Teacher Handbook, that clearly articulate the instructional values that undergird effective teaching at CCS. Among these values are student engagement, academic rigor, effective use of instructional time, diverse approaches to teaching and assessment of student learning, a safe and orderly learning environment, and the ability to link learning objectives to the mission of the school. In addition to the instructional values, the Handbook will define teachers’ roles, describe expectations for student outcomes and how work will be done, include forms used in the evaluation process, and outline the process itself. New teachers will be assigned a veteran mentor who, among other things, can answer questions and help novices prepare for evaluation.

Written evaluations will occur three times per year and will incorporate the results of formal observation, artifacts (syllabi, lesson plans), and teachers’ individual professional goals (articulated in the evaluation form and reviewed throughout the year). Evaluation meetings will include discussions about relevant data on student performances and how those data have been used by the teacher to drive his/her curricular and instructional decisions. Administration will meet with teachers after each formal observation to share the results of the classroom visit. Qualitative data from students and parents also will be gathered to assess the strength of teachers’ relationships and participation in other aspects of CCS culture, such as SIC’s and Enrichment activities. Finally, artifacts that relate to teachers’ professional development during the year will be shared with the professional community.

Professional Development: It is the founders’ expectation that there will be competitive hiring, resulting in a passionate, talented cadre of teachers, who are drawn to the school’s mission. But all good educators must be challenged and supported in their growth, and professional development activities at CCS should be the vehicle for such growth. To this end, a variety of in-house and external activities will take place. At CCS, teachers will have weekly common planning time to discuss school-wide issues or work in teams or grade levels on curriculum and instruction. Each teacher, as part of his/her annual evaluation process, will articulate individual professional development goals; these will be shared with colleagues at various times during the year. All teachers will be educated on a shared protocol (Critical Friends or Results Meeting) to use during the weekly sessions; teachers will take turns leading sessions. In-house professional development opportunities will be identified based on teacher need and interest, as well as common needs related to school mission; these needs will be gauged by a survey administered by the Professional Development Committee during the spring of each year and re-visited at mid year. Attendance/presentation at conferences, visits to other

Collegiate Charter School schools, and meeting with field experts will be proposed on an individual basis and supported whenever possible. All teachers will take part in two weeks of professional collaboration each summer, prior to the opening of school. On a rotating basis, all teachers also will serve on an administration/teacher/parent Professional Development Committee that gathers information about professional development needs and interests and locates resources and provides scheduling for the year’s programming. Professional development, and indeed, all dealings with teachers and professional staff, will be based on Vella’s (2002) standards for best practice in promoting growth and positive development in adults: conducting ongoing assessment of what they believe their needs to be; establishing sound, genuine relationships; engaging in praxis (action with reflection); and using their feelings about their work in creating change from an emotional base (28).

It is the intent of the founding members that staff receives extensive, on-going, relevant and research based professional development. In many cases that PD will be delivered by the founding members, board members, college professors, or expert colleagues practitioners. Some of the PD initially will include developing Professional Learning Communities (PLC). This work will enable school personnel to get “tight” on the right things and communicating that effectively to all stakeholders (29). Teachers will receive professional development in the area of “Middle and High School Literacy” modeled on the Bank Street School curriculum and best practices in adolescent literacy (sources below). The use of SMART GOALS is the way that members of CCS will begin. SMART goals refer to goals which are specific, measurable, attainable, relevant and time-specific (30). Staff will receive training in assessment literacy using materials and books from Measured Progress. Several books will be read as a faculty group and discussed at faculty meetings. These might include Understanding by Design, Revisiting Professional Learning Communities at Work ™: New insights for improving schools, and Beyond Monet. All of the training can be done without cost because of the expertise of the Board of Trustees, the highly qualified experienced administrators and founding members, and the connections with students, faculty and staff at AIC.

C. Promotion and Graduation Standards Grade promotion: Students with passing grades in all subjects will be promoted to the next grade. If a student fails more than two core subjects (on the record) the student will not matriculate to the next grade. An Academic Success Plan (AIP) will be developed (see below). There is always the opportunity for the student to enroll in a summer program or to retake courses (if the schedule allows). A student has many chances to prevent failure, including tutoring, remediation with the teacher or other tutorials. Because of the high expectation of CCS, the mantra is, “School is important, you can do it, and I won’t give up on you” (31); if repeated enough the student knows that success is a matter of hard work and persistence (32). Grade retention is possible and is recommended on an individual basis.

Passing: While letter and number grades aren’t always a true measure of learning, CCS believes that before moving to a different way of looking at success this well known and understood system will be used. Descriptive feedback (discussed in the assessment section) is the cutting edge way to maximize student learning (33). A grade of 70% will be considered passing. Staff will explore the work of Robert Marzano, Transforming Classroom Grading, for future implementation (34). Attachment 13

School Goal Plan (SGP): Students who are in danger of failing two subjects as determined by subject teachers by the end of the first trimester, or who are below the grade level will be put on an SGP. The SGP will be developed by the teacher, Advisor and Director of Curriculum, and will contain a set of clear conditions that should be met by the student by the end of the year in order to be promoted to the next grade. The conditions may include specific improvements of internal academic grades and MCAS tests, participation in the after school, Saturday, or summer tutoring, and sometimes may include behavior contracts. The SGP will be signed by the student, parents and the school administration. Student performance will be reviewed at the end of the second and third trimester and the parents will be informed about the review results and the student’s prospects of being promoted or retained. If a student fails more that two cores subject (on the record) the student will not matriculate to the next grade. There is

Collegiate Charter School always the opportunity for the student to enroll in a summer school program or to retake courses (if the schedule allows). As noted above, an SGP is not the first way to remediate a student.

Graduation Standards: Math: Four years, all students, including Algebra, Geometry, Algebra II, Pre-calculus. Seniors may also study Calculus or Trigonometry (with Advanced Placement available). The math department provides students with the mathematical foundation and critical thinking skills necessary to be successful in college level mathematics courses. The curriculum is based upon the Massachusetts Curriculum Frameworks standards, and encourages active learning environments where problem solving and communication skills are woven into the content. In addition to just “doing” math, students are also expected to fluently write and speak about math in order to graduate from the mathematics program. English: Four years, all students. The essential question for the English department is: How are we empowered by language? The English department believes that it is important for all students to read, analyze, and discuss a core of literature reflecting the best of human thought and endeavor. We also aim to develop our students’ ability to communicate informed opinions both in speech and in writing. The curriculum develops the students’ mastery of skills in writing and speech in order to express and defend their own opinions, and to persuade others. Language is power granting them the ability to predict, analyze, reflect, grow, create, remember, and be delighted. Science: Three years of laboratory science, all students, including Biology, and Chemistry (Advanced Placement available). Seniors may also study Environmental Science (with Advanced Placement available). All 9th graders are enrolled in courses in preparation for the Biology MCAS, all 10th grade students focus on the study of Biology, exploring the fundamental concepts of life; 11th grade students are enrolled in Chemistry, requiring the use of sophisticated models and rigorous mathematical computations. In their senior year, most students are enrolled in Environmental Science, studying both the political and the scientific implications of human action on the living world. Experimentation is vital to the science curriculum. A hands-on approach is encouraged in all disciplines. Biology, Chemistry, and Environmental Science have labs built into their classroom experience. Labs are typically conducted weekly. Students are taught to analyze and make conclusions from the data they produce, build their skills to think scientifically, and use inquiry to solve problems and investigate concepts. Foreign Language: Two years, all students. Members of the foreign language department educate students to increase their knowledge of and appreciation for the language and culture they are studying. This curriculum focuses on helping students develop and build on their language acquisition skills, i.e., speaking, listening, reading, and writing, in the target language. In addition, these courses will broaden students' understanding and appreciation of their own and others’ cultures in a diverse world. History: Three years, all students, including Civics, World History and U.S. History. Seniors may also study Advanced Placement Government & Politics. History teachers educate students to be active members of society who have the ability to make well-informed decisions. The curriculum provides students with a system of understanding the world via historical study. Equipped with the skills necessary to use history as well as a knowledge base of the historical roots that led them to where they are, students have the experience of using history to empower their social and civic lives. Physical Education/Health: Two years, all students. Electives: Six electives from the following: The Arts. A Strong Arts community exists in Western Massachusetts with Jacob’s Pillow, the Springfield Symphony, City Stage and numerous other art organizations. Students will have ample opportunities to interact with the Arts community utilizing the Arts Council’s grant funding programs. College/Post-Secondary Preparation. CCS prepares students to select and succeed in a promising, post- high school placement. Students practice standardized test taking, visit colleges and businesses, and get one-on-one guidance in their planning. Visits are scheduled to colleges/universities and college fairs. Students can graduate with up to 30 college credits online. Technology. Technology is incorporated across disciplines. All students learn to manage files and documents in their computer accounts and how to exchange information over the network and Internet. All students learn how to use word processors, spreadsheets, databases, graphics applications, and email as well as conduct Web research. Students who wish to earn college credits will do so online.

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Elective courses. Available in all curricular areas including: math, English, social studies, science and foreign language.

Because CCS is a school that goes beyond college preparation of students, all students are expected to apply to college in their senior year. Most students will already have a number of college credits and possibly an associate’s degree. Guidance staff will help students and parents to select colleges, fill out applications, ensure that all appropriate college admission tests are taken on time, help to explain financial aid, assist with college admission essays and train students for interviews.

Proficiencies: At CCS, students earn course credit based on (1) sustained work and effort throughout the school year (coursework), and (2) end-of-year demonstrations of skills and knowledge (proficiencies). Proficiencies are end- of-year assessments measuring students’ acquisition of the skills and content knowledge required for success in the following level. There are content and skill proficiencies, both written and oral.

The CCS performance standards are expressed as percentages and letter grades are defined in terms of proficiency as shown in attachment 13. Grading will be standards-based for all subjects. The proficiency levels defined above will be translated into subject specific performance standards. In addition to the grades, proficiency level and all teachers will use a conduct and effort grading to insure that students are putting forth the sufficient effort and are conducting themselves in ways that promote learning and a safe environment. It is believed that what gets measured gets done and it is vital that we measure student engagement in both academic and social arenas. A sample rubric adapted from Developmental Design ™ (which will be adapted by teacher teams in accordance with the age level and needs of their student) is attached as attachment 14.

We will issue report cards based on our academic standards at the end of each term. We will hold parent-teacher meetings at the end of each term and hold parent conferences. At these meetings, we will distribute students’ report cards. Again, this approach will ensure that parents are informed and involved. Twice a month, teachers in each subject area will send home progress reports that parents will be asked to sign, confirming that they have reviewed them. D. Assessment System Oversight of the Assessment System The Executive Director, principals, and teachers are primarily responsible for the oversight of the assessment system. The principals, in collaboration with the teachers, oversee the process of data recording, analysis, and reporting. Depending upon the outcomes of student achievement on these assessments, academic interventions and/or adjustments to curriculum and instruction may be necessary.

Collection and Use of Assessment Data Too often in contemporary education, assessment is conducted and analyzed but the results are never disseminated in ways that make sense for the learning community or that subsequently are used to improve professional practice. At CCS, we strive to make the results of our assessment efforts widely publicized, presented in a fashion that all stakeholders can understand, and used as the basis for continuous improvement. The following guide our assessment strategies: 1) Articulated Objectives and Rubrics: Every member of the learning community can access clearly articulated learning objectives for each course and grade level, as well as the rubrics, which articulate and illustrate the quantity and quality of work necessary to meet these learning objectives. Students and family members will receive training in how to understand and use rubrics to interpret and evaluate their own work. 2) Traditional Assessments: See below for a description of the traditional assessments to be used. Workshops and conferences will be held with parents and students to educate them on interpreting the results and developing strategies for making improvements, where needed. 3) Student Self-Assessment: All students will be educated in how to use the rubrics and other measurements to assess their own work at appropriate times in the curriculum. Additionally, students will measure success in self- 17

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generated goals and also will compile and be able to reflect upon their growth as part of their Post-secondary Portfolio. 4) Authentic Assessment: Wiggins (1998) defines authentic assessment as having students use their knowledge to create performances that are effective and creative. These performances are demonstrations of knowledge in response to tasks that replicate or are analogous to real-life problems that adults or professionals face in everyday life or in their field. Such demonstrations may take a variety of forms and use multiple intelligences or styles in their expression (36). Utilizing assessments FOR learning includes shared learning targets and criteria for success; effective questioning and dialogue; descriptive feedback; active peer and self assessment. 5) Assessments-in-Practice: Educational personnel and students can point to ways in which they have used the results of ongoing assessments to improve their practice or their scholarly outputs. The following Evidence of Practice will be used: What did the teacher use to clarify and share learning intentions and criteria for success? (examples include: rubrics, checklists, exemplars); How did the teacher engineer effective discussions, questions and learning tasks? (examples include: triangulation of information gathering such as products, observations, communication/conversations); What feedback was provided by the teacher that moves students forward in their learning? (examples include evidence of: moving away from grading everything by providing risk free practice and descriptive feedback about learning-what teachers observe, review or discuss and share in whole group, small group, or individually with students to guide them to next steps); What activated the students as the owners of their learning? (examples include evidence of: ways students are engaged in thinking about and assessing their own learning). 6) Formative Assessment: Understanding formative assessment as an intentional process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement.

Planning for Formative Assessment Formative assessment includes having a clear understanding of the content standards and grade level expectations by; establishing content standards and grade level expectations to develop learning targets for students in the form of objectives, outcomes and goals; utilizing various sources of assessment data to help identify curricular targets for planning whole group instruction.

Formative assessment also includes learning targets that can be linked to the content standards or grade level expectations by; understanding common misconceptions student may have relative to specific learning targets (checking for understanding); presenting learning targets in clear, student friendly language and sharing those learning targets with students (and parents via the web); and checking that students can articulate the learning targets for specific lessons, or sequences of lessons. Formative assessment centers on being able to move students forward with criteria to adjust ongoing teaching and learning and to improve students’ achievement by being able to; identify the criteria for success associated with each learning target in advance of the instruction; involving students in setting success criteria based on learning targets; providing students with opportunities to evaluate their own work against established criteria for success (such as rubrics, exemplars, models); establishing individual learning goals with students based on learning targets and success criteria.

Formative assessment allows teachers to be able to move students forward with effective feedback to adjust ongoing teaching and learning and to improve students’ achievement by being able to: give oral and written descriptive feedback to students in a timely manner and based on shared criteria; use the feedback to develop a deeper understanding of the students’ instructional needs; use the feedback to monitor and adjust instruction; insure that the feedback helps students know what they need to do next to reach a learning target; give students the opportunity to respond and act on the feedback before giving a grade.

External Assessments As required by state law, CCS must administer the MCAS test according to the state schedule. In addition, CCS will administer the Iowa Test of Basic Skills to annually assess reading and mathematics skills at the beginning and end

Collegiate Charter School of the school year. This instrument provides the valid and reliable tool needed for objective measurement of achievement. Teachers will identify students at risk of being left behind, and family will understand what their children know and can do, as well as areas in which they need help and additional family academic support. These results will provide diagnostic information critical to objectively measuring students’ success in these basic skills areas and will allow teachers to measure student progress and make necessary interventions.

CCS also will administer, The Diagnostic Assessment of Reading (DAR) to all incoming students to diagnostically assess reading skills and help guide instruction and support. This will be given at the end of the first year to show progress and afterwards will be given only if students are deemed to need specialized diagnostic reading testing; (b) PSATs—the PSATs will be given to students in their sophomore, junior and senior year to prepare them for the SATs. (c) the Accuplacer—used by many colleges as a college entrance assessment, the Accuplacer will be administered to students starting in their sophomore year in order to determine academic preparedness. Teachers will develop tailored curricula and support for students not meeting college-level reading, writing, and mathematics. The Accuplacer will also be used to determine when students are ready to commence college classes at AIC and to place students in appropriate classes.

Internal Assessments There are numerous internal assessments that are ongoing at CCS. Among these are Classroom Assessments (tests, quizzes, scholarly papers, powerpoints, demonstrations, oral presentations, projects, homework, etc.); Student Self Assessments (processes and discussions such as parent conferences, rubric use in classes, conferences with teachers, conferences with classmates, Post-secondary Portfolio, etc.); Feedback from Others (mentor feedback, assessments from job site supervisors, internship supervisors, facilitators of SIC’s, etc.); Student Exhibitions (which may take the form of essays, oral presentations, creative art work, models, debates, simulations, videos, and/or other dramatic presentations); and Goals Assessments (how the student and others view the student in relation to the school values of community, mentoring, service leadership, individual goal setting, and caring for others). For students in the dual enrollment program, there obviously is an additional layer of evaluation in relation to the college courses being taken.

Additional Assessment and Support Pre-Post tests: Whenever it is advisable, pre and post tests will be administered. The information gathered by the teacher will guide instruction. School-wide benchmark assessments will be developed and aligned with the MCF then they will be administered quarterly. The results will guide instruction, grouping, enrichment, and re-teaching. Remediation: Those students who are in need of remediation will receive services in accordance with their pre and post data on a daily basis. Students will also be assigned tutors who are college students at AIC. These paired groups will be assigned in conjunction with the faculty and administration of both the college and CCS. Mentoring: Students availing themselves of the mentoring and tutorial services will be given opportunities to monitor their progress over time. Anticipatory set in the form of Do Nows: All teachers will begin classes using a short (5 minute or under) Do Nows which focus students on daily academic tasks and provide data about student mastery of course objectives. A final critical tool will be Homework: CCS takes very seriously. It is graded both for mastery and effort; Achievement Center is provided daily so that students who need assistance with homework and/or whose home environment may not have necessary academic supports, can have time and assistance in finishing their homework.

Data Reporting Teachers, staff, and administrators will collect and review performance data on an ongoing basis. Cumulative student and school-wide performance data, such as standardized test scores and student highlights, will be disseminated annually to all stakeholders (the Board of Trustees will receive quarterly updates during Board meetings). Individual student performance data (e.g., formal report cards, narrative evaluations of students’ academic and ethical performance, and Student Goals Plan progress) will be disseminated quarterly to students and parents. Students’ achievements and successes will be celebrated at quarterly Recognition Breakfasts to which

Collegiate Charter School stakeholders will be invited. Cumulative and individual performance data will be synthesized and explained, detailing strengths and weaknesses as well as action steps for improvement. All reports will be shared in the native language of parents/guardians. In many instances, data will be disaggregated according to important variables, so that a more comprehensive understanding can be reached. Sub-scores on a particular test, mastery of particular sub-skills within a content area, and group performance on an assessment are examples of how this might occur.

The school website will be an important source of information for parents and guardians, as it is there that they will have secure access to their children’s scores, report cards, and teacher feedback. All parents/guardians can attend orientations to become familiarized with the system. While the web will be the main source of these data, parents also will receive at least bi-monthly communications from their children’s teachers; will be invited to attend quarterly conferences; and will receive a student-generated newsletter highlighting accomplishments of students and the school. College partners also will be regularly included in discussions about outcomes, as they are crucial to ensuring students’ success once they have accessed college.

Data Usage Data collected at CCS must be used widely and effectively if it is to be of any real value. To that end, all stakeholders must learn how to understand and use data to promote best practice. As stated, teachers are encouraged to use pre and post testing to assess starting points for individual students. This on-going formative assessment practice coupled with other formative assessments will be the basis FOR learning. Benchmark assessment data will be used as an assessment OF learning (37).

Staff Professional Development As a part of on-going staff professional development, there will be workshops and sessions to learn about best practice in assessment, disaggregation of data, interpretation of data, and using data to drive curricular reform. AIC faculty will take part in providing many of these opportunities. As part of each teacher’s evaluation (reported in the self-assessment section of the form and discussed with his/her supervisor) s/he will give examples of how s/he has used data during the year to shape curriculum, teaching methods and/or evaluation processes. The use of SMART goals will also contribute to the data for each staff member. Family Education Similar to staff professional development, there must be development opportunities for family and community members to understand different kinds of assessment, their use, how to interpret the findings, and how to be partners with students and staff in promoting best practice in their own interactions with students, based upon such outcomes. Throughout the year, there will be written materials, web site postings, conferences, and workshops to aid this educational process. Additionally, since teachers will communicate with parents at least bi-monthly, there will be opportunities for questions and answers about specific students’ outcomes and needs. Student Education Students must become savvy consumers of data, especially as it relates to their own academic progress. To that end, they must learn how to use rubrics, as previously mentioned; understand test results; set personal goals and determine if they have met them successfully; and learn how to showcase their accomplishments in a Post- secondary Portfolio that they can share with colleges and prospective employers. Administration School leaders will use outcome data to identify promising practices and areas of weakness; help teachers improve their practice, as part of the annual evaluation process; mentor new teachers into the school; communicate with stakeholders; and make decisions about meaningful professional development in conjunction with staff. Board of Trustees Ultimately, the Board will use data to see that the school’s mission is being met. Outcomes may also aid members in identifying new projects to address weaknesses or expand strengths within the school’s programming, personnel, or other offerings. College Partners As CCS expands to a full secondary school population, additional assessment data related to its early college mission will be collected, analyzed and disseminated. Such statistics as college-going rates, post-secondary

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success, student achievement in dual-enrollment courses, and family post-secondary knowledge will be assessed and used to inform practice. College partners will be invited to join a committee on Post-Secondary Access and Success as the school expands.

E. School Characteristics School Calendar The founding members of CCS have created a 180-day school calendar (see attachment 6) that recognizes the necessity of expanding the concept of a school day if the goals of college preparedness and access for all students are to be met. Such a school day must have component time periods that address core content, enrichment, and community time. Additionally, we recognize that dedicated time at the end of the school day for mentoring, tutoring, and homework assistance is critical for our student population. Thus, the CCS school day runs from 8 a.m.-5 p.m. The following represents a sample middle school student’s schedule, with explanations of the various blocks provided below:

Core Group This is a “family” group or advisory, in which students have a peer group assigned to one teacher or staff member who acts as a mentor and guide throughout the student’s school year. The group can function in a variety of ways, based upon its collective desires, and provides a check in point to begin each day.

Enrichment Activity This time may be used in myriad ways that support the school’s mission. It may include career or college activities, leadership or peer mediation training, guest presentations, service opportunities, or supplemental support instruction for special learners. Interest groups may also be offered during these slots. Different Enrichment Activity sessions may be led by teachers, veteran students (as school grows to capacity), AIC faculty and interns, community members, guest presenters, or family members.

School Improvement Committees (SIC’s) As part of their service leadership requirement, students join or form SIC’s, which may take many shapes: advisory; curricular; social; environmental; school culture; mentoring; fund raising; community outreach; public relations and communications, and the likes.

Achievement Center Because gains made during the day can be lost if students do not have an appropriate environment in which to complete their assignments and prepare for demonstrations of learning, CCS extends its day to include home work assistance, tutoring and mentoring.

Below is a sample schedule for a student or teacher. While Core Group, Achievement Center, Enrichment, and SIC’s are held during common times for all, Primary Discipline Courses (math, history, ethics, science, writing and reading workshop and college courses) will differ among students and teachers. As the school expands in size, there will most likely need to be multiple lunch/recess sessions.

Monday Tuesday Wednesday Thursday Friday 8:00- Core Group Core Group Core Group Core Group Core Group 8:20 8:20- Writing & Reading Writing & Reading Writing & Reading Writing & Reading Writing and Reading 9:50 Workshop Workshop Workshop Workshop Workshop 9:50- Math Math Math Math Math 10:50 10:50- Lunch and Recess Lunch and Recess Lunch and Recess Lunch and Recess Lunch and Recess 11:50 11:50- Science Science Science Science Science 12:50 12:50- History History History History History 1:50

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1:50- Enrichment Activity SIC Enrichment Activity SIC Enrichment Activity 2:30

2:30- Enrichment Activity Enrichment Activity Enrichment Activity Enrichment Activity Enrichment Activity 3:50 3:40- Achievement Center Achievement Center Achievement Center Achievement Center Achievement Center 5:00 Below, one will find a schedule for an advanced junior, who is able to take advantage of AIC on-line college courses, as well as a community-based internship. Monday Tuesday Wednesday Thursday Friday 8:00- Core Group Core Group Core Group Core Group Core Group 8:20 8:20- Time is spent working same same same same 9:50 on on-line courses through AIC (ENG 101, HST 101, BIO 100). These courses fulfill General Education requirements at AIC, as well as high school requirements at CCS. 9:50- same same same same same 10:50 10:50- Lunch Lunch Lunch Lunch Lunch 11:50 11:50- Algebra I Algebra I Algebra I Algebra I Algebra I 12:50 12:50- 1:50 1:50- Enrichment Activity SIC Enrichment Activity SIC Enrichment Activity 2:30

2:30- Enrichment Activity Enrichment Activity Enrichment Activity Enrichment Activity Enrichment Activity 3:50 3:40- Internship Internship shipIntern Internship Internship 5:00

Implementation of Educational Program The CCS Middle School will contain grades 6-8, while the High School contains grades 9-12. CCS will begin its first year of operation with grades 6-8 and add at least one more grade level each subsequent year to come to full enrollment.

Students Students will follow a schedule that includes all of the aforementioned components. As juniors and seniors, qualified students may enroll in online college courses through American International College at no cost. They also may use the afternoon Enrichment and Achievement Center time for those courses and/or for community service, internships, or job-shadowing experiences approved by CCS.

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All students will receive direct instruction in leadership skills, mediation skills, and mentoring; Enrichment Activity time will be devoted to these key skill areas so that all students have access to training. Students in SIC’s that play the major roles in these areas will get additional training, as needed. The school will pay particular attention to students’ developmental needs at the key transitional points during their schooling. There will be a family orientation for families of all students newly entering CCS. Additionally, after the start-up year, eighth graders will be responsible for developing and running an orientation for entering sixth graders on an annual basis. The first week of school each year will be devoted to team building, goal setting, developing/revising learning profiles, and getting oriented to the new grade; this also is the time in which students will choose SIC’s, receive initial training relative to those committees, and take part in family-centered events and workshops designed to focus on the year’s specific goals and vision. Each year, students and their families will sign the CCS Pledge that promises their engagement and cooperation in the articulated philosophy and practices of the school. AIC partners and community members will be welcomed into a number of the events and will be given opportunities to offer their talents to school activities throughout the year. As CCS grows to capacity, veteran students will step into greater leadership roles during First Week events. Because these events are seen as critical vehicles for establishing and enhancing school culture, time is intentionally allocated to activities that are culture-building in nature.

As ninth grade is the year in which most students drop out of school or are forced to repeat (thus raising the chances that they will not graduate high school), particular attention is paid to the orientation to ninth grade. Again, the same model is followed, with time devoted to community building, setting expectations and personal goals, understanding the learning community’s code of conduct, forming interest groups, and being mentored by older students who have developed the orientation program. In both schools, family activities will kick off the new school year. In the future, we hope to seek funding for a summer transitional academy prior to ninth grade enrollment, as well as other summer offerings to complement the traditional calendar year.

As students enter their senior year, they will take part in College 101—a preparatory experience to ease transition into college. While it is true that many students will have earned up to 30 college credits or one year of college while at CCS, those credits are earned on line. Preparing to enter residential colleges, which some students may choose to do, can be daunting, so this course will assist them in feeling ready. Additionally, students will be assisted in transferring their credits to AIC or elsewhere, applying for scholarships and financial aid, and polish their Post- secondary Portfolio, which is a showcase of their accomplishments in high school. Prospective employers also will be invited to address the students about how to present themselves in job interviews and resumes.

All students will take part in a developmentally-sequenced College and Career Awareness program that prepares them with early post-secondary and career knowledge, as well as giving them skills to succeed in middle and high school.

College and Career Awareness Sequence at CCS Core Group will serve as one vehicle for activities promoting College and Career Awareness; while there will be materials to be covered by all groups, teachers and students will have flexibility in scheduling and designing materials to meet their interests and needs. Enrichment Activity sessions also may focus on these topics, and in-school programming will be supplemented by college campus visits at various times during the year. Additionally, all teachers, in dedication to the mission of CCS, continuously will look at regular curricular assignments as ways to strengthen the college and career message. All students will experience the following curriculum:

Sixth Grade: “Who am I?” Students will take inventories of their interests, strengths, values, and heritage. They also will engage in assignments that ask significant others in their lives to speak to their individual talents and areas for growth. Students will discuss various styles and venues for leadership expression and select what fits and interests them most. Seventh Grade: “What are my career and personal goals?” Students will explore individual career interests, “goodness of fit” with particular careers, preparation needed for their careers, and colleges/post-secondary

Collegiate Charter School institutions that provide specialized training in their area of interests. Each student will present a power point on his/her proposed career path. Eighth Grade: “How will I prepare to achieve my goals?” Students plan their paths after high school and link those to curriculum, work experiences, community service, and leadership activities that they will need to engage in during high school in order to achieve their goals. Students are prepped on the key differences between middle school and high school. In High School, students will focus on: Ninth Grade: Academic Boot Camp; Because the first year of high school can be such a difficult transition, freshmen focus on essential skills for success: public speaking; test-taking; critical thinking; research; note-taking; reading in the content area. Tenth Grade: College and Career Connections: Advanced exploration and articulation of a career focus and college majors, as well as colleges and other post-secondary institutions that would fit each student’s plan. Eleventh Grade: Junior Seminar All students have begun refining their Personal Portfolios, have completed at least one college application, and have prepared for SAT’s, where appropriate. Twelfth Grade: College 101 Students will prepare to transition to settings beyond CCS—on traditional campuses or other institutions of post-secondary learning. Basic young adult life skills, such as health and wellness, time management, fiscal literacy, and stress reduction will be emphasized as well.

Student/Family College Access Opportunities Students and their families are oriented to expect to access and succeed in the post-secondary setting that fits each student, but knowing that many, if not the majority, of the population at CCS may potentially be those students who will be the first in their family to attend college, intentional programming that engages both groups will be an on-going part of the CCS co-curriculum. Among those programs will be: College vists and workshops on campus for students and their families; Financial aid support through workshops, family meetings, and one-to-one assistance from the School-College Liaison; Alumni panels in which alumni answer questions from students about their college experiences; Family panels in which parents/family members of currently- enrolled and recently-graduated college students counsel family about what to expect when their children are in college; Prep days in which students may take practice tests related to college acceptance; College fairs; Cultural, athletic, and other events on a college campus. Teachers Teachers will teach two to three core classes per day as well as facilitate two SIC’s per week. Teachers will also rotate their participation in the Achievement Center and Enrichment Activities. In addition, teachers will begin the day with their Core Group, have dedicated planning and preparation time during the week, and communicate with parents at least bi-monthly. Para-professionals will supervise recess, so that teachers may use this daily block of time to plan, problem solve, or prepare for lessons, individually, or as teams. On each Wednesday afternoon, teachers will be freed from the two periods of Enrichment Activity in order to have common planning time, faculty meeting time, and/or special professional development activities. Interns As CCS forges its relationship with AIC, the school will serve as a site for supervised internships, tutoring, teaching practica, and field experiences that will benefit both parties.

Snapshot of a Student’s Day in Eighth Grade “When I arrive at CCS, I greet my friends and head over to the place where I start every school day: at my Core Group. Core Group is a group of us students who are assigned to one student advisor who meets with us daily all year to make sure that we get a good start to the day, stay on track, and succeed in meeting our goals. I think of Core Group as a little family and it makes me feel good to know that there are people who know me really well and care about what happens to me during the day. Sometimes in core group we may listen to someone’s problem or get our questions answered. Other times, we might talk about an event that’s happening at school. Frequently our advisor will ask us to share our personal goals and how we are progressing towards those goals; if anyone’s having troubles, we help brainstorm a way to overcome them. All week, our core group has been planning an orientation program that we will give for new students coming into sixth grade next year. All of the eighth graders are

Collegiate Charter School responsible for making that program and being the hosts and presenters. We’re all thinking about what we wish we knew before we came to this school and what kinds of information would be helpful to the new kids.

My morning and the periods right after lunch are my core courses—stuff like math, language arts, social studies and science. But each class is different and there are lots of ways that teachers teach or let us teach ourselves. Sometimes we’ll work in groups on a project, and other times, we will study something that we are really interested in and make a powerpoint or other kind of way to show our classmates what we are learning. This week, each of us is giving a presentation about a career that we think we’d like to pursue. We’ve made a powerpoint that shows the career, what kind of training and education you need, what you can make for a salary, and where some good colleges are to major in that career. That’s actually a project for my language arts class because it helps us with research, writing and public speaking. Getting less afraid to speak in public is one of the goals that I set for myself in my SGP, and I think I’m making some progress! I also have some good ideas about what I might want to do for a career and what it takes to get there. I have always wanted to do something in law enforcement and now I understand what a criminal justice major is and all of the different kinds of jobs that can go with that.

We do get an hour’s break for lunch and some free time. I like that our teachers eat lunch with us because we get to know each other more as people. After lunch today, I hang out with my mentee from sixth grade and see what’s up with him. Even though it is not a formal mentoring session, I know that he’s excited to see me and catch me up on what he’s been doing.

The part of the day at CCS that is most different from other schools is the afternoon period from when we finish our core courses until five o’clock---yeah, we are here till five. Today during Enrichment Period we had a group of college students from AIC come in to talk to us about high school and how what you do there relates to being a college student. They talked about how to pick courses and how to excel so that you can take college courses on line right while we’re in high school. They answered our questions about how they chose their majors, what college life is really like, and how to get along with room mates! One of the students, DJ, is on the basketball team, and we’re going to get to see him play at AIC in a week.

After Enrichment, today is a day in which we have SIC’s. These are part of our service to the school and community. I chose to be on the Environmental Committee and today we are talking about how to cut down on waste in our school cafeteria by not having so many foam trays for our food and other ways to be more “green” at CCS.

Finally, I head to Achievement Center. You might think that it’s a drag to have to be in school till 5, but I really don’t mind. Before, I wouldn’t always get my home work finished each day because stuff might be going on at home or in my neighborhood. If I needed help, my mom or dad couldn’t always help me, and we don’t have a computer at home so it’s great to be able to use one here to do my reports and look up information. For a lot of kids, the snacks that we get during this time make up for not having much for dinner at home. But for me, the big thing is to go home knowing that all, or the most confusing parts of my homework, are all finished.”

Snapshot of a Eleventh Grade Student’s Day at CCS “This is a very busy year for me, since I decided to enroll in two college on-line courses through AIC. Even though this makes for a heavy schedule, I know that I am doing a great thing by earning my high school English and History credits at the same time that I am getting college credits to help lighten my load and shorten my enrollment in the future. My day starts today with Core Group, but it’s different today because several other juniors and I are going to talk with an 8th Grade Core Group about some of the differences between middle school and high school. I think that kids will listen to us more because they see us as someone like them who was in middle school not that long ago, and who will tell them the straight story.

I go to Core subject blocks, like regular classes, in the morning. Then I work on my on-line courses in the computer lab until it’s time for SIC, which is held today. I chose to be part of the Mentoring Committee, and today a group of us are doing a mentoring activity with our middle school mentees around brainstorming ideas for a service project for

Collegiate Charter School our community during the holidays. By the way we act as role models for the younger kids, we help them learn leadership and collaboration skills, and they see that it’s cool to be involved with projects to help others. On another mentoring day, I might work one to one or one to two or three with some kids who need academic help. After this block, because I am a junior in good standing, I have been given permission to do an internship this term. So I head to a local pre-school nearby to work with young children; this has given me a chance to carefully discover if I want to follow a track in early childhood education or work with a slightly older population. “School” ends for me when the pre-school closes, although there’s always homework to be finished later on!”

Snapshot of a Teacher’s Day in CCS Eighth Grade “I have taught at other middle schools, but I chose to come to CCS after learning of the school’s mission. As someone who was a first-generation college student myself, I wish that there had been a school like CCS for me! I begin everyday with my Core Group of students, who really are my advisees. I think of Core Group as both an advisory and a family group, where students have peers who get to know them well, and also a mentor/advisor who can follow their progress, help them navigate their school year, and serve as a trusted sounding board if they have issues that are personal in nature. As a Social Studies teacher, I have two block periods of teaching in the morning; we’re working on a unit on the Civil War, but my teaching is augmented by literature that they are reading in their Language Arts class. As one of our goals in this thematic teaching, we want the students to “feel” what the experience was like for the young men who went off to fight, so in addition to reading Craig Crist-Evans’ powerful young adult novel A Moon Over Tennessee: A Boy’s Civil War, we will have students choose some creative medium (collage, journal, poem, powerpoint) as one of their demonstrations of learning for this unit. My lunch period allows me more socializing with my students, as teachers are expected to eat with them, rather than isolated in a faculty lounge. After lunch, I have one of my two prep periods during the week; this time coincides with that of some of the other eighth grade teachers, so that we can plan together, as well as share notes on students’ progress.

After this, I move into another teaching period, before beginning the Enrichment portion of the day. Today, we are having a school-wide career fair for two periods to showcase different local careers and let students know what kinds of experience and education they would need for those careers. I have worked with other teachers and students to invite a diverse group of presenters, including many of the students’ family members, to take part in this event. Along with computer research on various careers, students will draw on this experience to help them put together a powerpoint presentation on a career of interest that they will share with classmates. This type of activity held at school ensures that all of our students get a head start on preparing for their future, and the family members enjoy coming in to school to present.

My final activity of the day at school is to take part in the Achievement Center, and today is one of my days there. While I can connect with and work with any of the students who need assistance, today I am seeking out a few of the students in my class who have struggled with the work recently; I can give them one-to-one or small group attention during the time we have and go home feeling assured that they have successfully completed their assignments with understanding. In a few down moments, I also check in with a young teacher to see how his classes have been going. I enjoy serving as a mentor to those who are less experienced, while at the same time learning from some of the techniques and approaches that he brings to his classroom so enthusiastically!”

CCS Culture The culture of CCS is described in detail on pages 8 and 9.

Orientation to CCS Culture The most important aspect of cultural orientation at CCS will be First Week—the entire first week of the school calendar—that is devoted to activities that promote the cultural values of the school. This will involve students and staff, Board, community members, and families, as well as college and other partners. Among events will be First Night’s Eve (a barbecue and celebration), an Opening Day Ceremony, signing of the Pledge and Code of Conduct, motivational speakers, Core Group team building activities, choosing SIC’s and individual goal setting. Opening Day

Collegiate Charter School will be open to family and community and will be ceremonial. There will be an SIC devoted to Culture Building, and as more upper school students become part of the school, they will take a lead role in designing First Week.

Student Code of Conduct The school’s Student Code of Conduct can be found in attachment 3. The philosophy at CCS is centered on meeting students’ needs and challenging them to grow into their potential through rigorous academics, early college and career awareness, involvement in key roles in the educational process, and leadership through serving others. To support this philosophy, the school climate must be one in which every individual has the right to learn, feel safe and included in the community, express his/her opinions, and exhibit leadership and creativity. To do this, we need commonly-held beliefs about how a true community operates, what each member’s responsibilities are, and what can be expected in the cases in which an individual or individuals infringe on others’ rights. All students and parents will sign the Pledge of Community during First Week, to stress its importance as the guiding document for behavior from the first day of school. The Student Code of Conduct, which also is reviewed during First Week, explicates the consequences for behavior that falls outside of articulated school norms. The same rules will be applied to all students who misbehave, unless the misbehavior can be shown to be clearly related to the disability of the student. There will be an SIC devoted to conduct and discipline, with an eye towards improving school climate, teaching peer mediation and other interventions, and reducing stress through offering such as martial arts during Enrichment.

Families as Partners The culture developed within CCS must be derived from and sustained by the community surrounding the school. While each year will feature many activities and events aimed at developing a school culture of achievement, caring, leadership and service, CCS also will reach out to its surrounding community. Invitations to events such as First Night’s Eve, Recognition Breakfasts, Enrichment Activities, and participation on school committees will establish CCS as community-centered. The Family Resource Center, workshops, and meeting space provided free for community events will be available. The connection with AIC and access to some campus-based events, in addition to establishing a culture of college for students, may do the same for family and community members who wish to further their own education.

CCS will hold quarterly, student-led meetings to review progress in curricular and co-curricular areas. Teachers will post daily homework assignments, attendance, grades, and homework on the web site, which parents can access through a password. This is also a place where teachers can give a positive “shout out” when individual students make gains or contribute to the school community.

Gauging Family Satisfaction Parents’/families’ satisfaction with the charter will be evaluated formally each year with a questionnaire; a parent committee will help to draft that evaluation. Results will be shared with families and the committee will solicit ideas for improvement. Parents informally may request meetings with administrator to give feedback or ideas; the school web site also will allow family members to email suggestions and feedback whenever they wish. Additionally, after the school has been in operation for a few years, an outside researcher will be hired to conduct qualitative interviews with selected parents to ascertain what factors they feel are influencing student success and in what ways the school can grow. All results of satisfaction surveys will be published in the newsletter, on the web site, and in appropriate local media.

Relationships with Other Agencies and Organizations The Founding Board/team proposes to enter into partnership agreements with American International College (AIC) and Futures Collegiate Education, Inc., as well as potentially other institutions of higher education going forward. AIC and Futures currently collaborate to design, promote and staff undergraduate courses delivered to eligible non- traditional and traditional college-age students. AIC and Futures Education, Inc. each have a lengthy track record in the educational arena. AIC has been in operation since 1865 and, amongst its many accomplishments, has the distinction of serving the largest percentage of minority students of any high education institution in New England. Futures Education, Inc. also provides educational services, particularly special education-related services (i.e.,

Collegiate Charter School contracted OT, PT, speech therapy), to more than 200 schools and similar institutions across the country to include several in the Commonwealth of Massachusetts. Futures Education will work directly with AIC for the development of online courses that can be accessed by CCS students at no additional cost.

The CCS Board of Trustees proposed to partner with AIC/Futures Education, Inc. to provide New England Association of Schools and Colleges accredited undergraduate courses to advanced secondary students in grades 11 and 12. The goal of this early college arrangement will be to provide capable high school students the opportunity to earn up to 30 college credits, when appropriate. Additionally, the partnership with Futures Education, Inc. will enable the CCS Board to be in the position to immediately address staffing considerations and special education programming requirements that tend to be challenging for new charter schools to resolve on their own in a timely manner. It is also noteworthy that the CCS Founding Board/team is currently in discussions with other area institutions of higher learning, such as Springfield Technical Community College, to expand opportunities to pursue college level courses and experiences beyond AIC.

Beyond these partnerships, CCS will reach out to community agencies and other institutions to form partnerships, seek speakers, secure job-shadow and internship experiences, and provide other resources that will enrich the school community. F. Special Student Populations and Student Services Fundamental Orientation CCS welcomes and is designed to serve a diverse population: students with cultural, ethnic, physical, religious, and learning differences. Our inclusive approach—which includes tailored and personalized instruction, modifying curriculum and instruction to best suit students’ varied intelligences, tutoring, mentoring, and core group advising— is aimed at reducing the number of problems that atypical learners might encounter in a more traditional learning environment.

However, no matter how well designed and inclusive CCS may be, some students will need additional supports in order to achieve academic success: More specifically, English Language Learners and students with educational disabilities. In order to address their unique needs, CCS will be fully compliant with state and federal regulations for special student populations and, endemic in the instructional practices and culture of the school, programming will exceed what is required by law. The Least Restrictive Environment (LRE) paradigm, in which students’ instructional needs are met within the regular classroom, will always be used when appropriate and will be the default mode. In some cases, pull out from the classroom for more intensive support will be deemed the best course of action. However, our emphasis is upon the special needs staff (comprising both special education teachers and all related service providers) working within the regular classroom, using well-trained peer mentors and college interns to augment staff work, and engaging the family support structure of each student to provide out-of-school follow through. In this regard, these strategy experts will also be available to typical learners as well, assuring their expertise is optimized for the entire student body. In effect, their presence also provides a logistical platform for an embedded Response to Intervention model, whereby struggling learners not as identified as needing special education supports may have their needs met in real time.

Special education staff and general education teachers are partners who collaborate to design, implement, and assess effective strategies that best meet the needs of all students. The special education staff will train all general education teachers in identifying and implementing instructional strategies for special needs students, as well as typical learners. These teaching teams will also have regularly scheduled common planning sessions to provide ongoing support for students needing modifications. Family members and upper grades peer mentors, who are identified as especially skilled at working with special needs populations, also will be able to receive education and training, and are valued as important components of a high-functioning team.

To ensure CSS fully meets the needs of its special education students, several important processes will be followed. Once the admission list is finalized for each incoming class, specific written requests for the IEP for each student with a disability will be sent to the student's sending school district, in accordance with the established process. This will 28

Collegiate Charter School allow the CSS staff to anticipate and plan for the needs of incoming special needs students along the continuum of services, including making any necessary changes to staffing needs.

Procedural Considerations: Limited English Proficient Students CCS can expect to see a continued growth in its cultural diversity, given both national trends and the continued influx of an immigrant population; this means that the school also can expect an increase in students identified as Limited English Proficient (LEP). Upon enrollment, the school will identify whether a student is a LEP learner by first checking the students’ registration information regarding non-English home language, identifying the family’s primary language, and assessing other essential information.

For those students who have a language other than English spoken at home, the ESL teacher will administer the Massachusetts English Proficiency Assessment (MEPA) to determine if a student is in need of specialized English instruction or other services.

If evaluation determines that a student is Limited English Proficient, the ESL teacher will consult with the Director of Support Services to develop a personalized instructional plan that best meets the student’s needs. When that student’s English Language Development Level (ELDL) has been determined, a multi-faceted strategy can be developed and implemented. The strategic plan will be monitored and modified, if necessary, if the student’s progress is not satisfactory.

CCS will follow a plan of structured English language immersion, ensuring the students are receiving the same academic curriculum as other students. They will be instructed in English, but modifications in the level of English will be made if needed. The Enrichment periods may also be used for additional instruction or club activities, and the Achievement Center time each day will be critical as a vehicle for more intensive English language instruction.

As part of a more comprehensive approach to the inclusion of LEP students and their families, core advisors and other members of the school community will devise methods to determine if there are other levels of social support that may be beneficial. For example, there may be upper grades peer mentors who speak the same language, or come from the same culture, who can act as tutors or guides; similarly, there may be parents and community members who can act as resources. Students themselves may wish to form interest groups or host programming during some of the enrichment periods, and college students from various cultural clubs may be invited to augment the more formal intervention programs.

The entire staff will be trained to work with English language-learners using the Sheltered Instruction Observation Protocol (SIOP). This protocol is a nationally recognized strategy for supporting limited English proficient (LEP) and non English Proficient (NEP) learners in accessing core content. Using this instrument, content specialist teachers not trained in English as a Second Language instruction (ESL) adapt curriculum to increase comprehension and access for LEP students (38). This instructional approach will likely benefit all students having difficulty with content because it stresses previewing, adapting, and modifying, strategies that can be successful with all learners. The school will also employ a part time English as a Second Language (ESL) specialist to work with LEP students as necessary in pullout environments as well as in their Academic Core classes.

CCS will use the Sheltered Instruction Observation Protocol’s 8 principles of lesson preparation (language objectives, content objectives); building background, comprehensive input; strategies, interaction; practice/application; lesson delivery and indicators of review and assessment to maximize student learning. ELL teachers will be hired with category training already complete and they will have an opportunity at faculty meetings to discuss best practices in instructing ELL (39) Whenever possible, multi-lingual teachers will be hired and students will be taught to read in their home language because it promotes reading achievement in their second language, English (40). Teachers will make instructional modifications when ELLs are taught in English, primarily because of the students’ language limitations. As needed, students will be helped to transfer what they know in their first language to learning tasks 29

Collegiate Charter School presented in English; CCS teachers will not assume that transfer is automatic. Teaching in the first and second languages will be approached similarly with the knowledge that more complex learning might require more instructional adjustments. CCS staff will know that ELL students need intensive oral English language development (ELD), especially vocabulary and academic English instruction knowing that effective ELD provides both explicit teaching of features of English (such as syntax, grammar, vocabulary, pronunciation, and norms of social usage) and ample, meaningful opportunities to use English. Also CCS staff know that support is needed for the academic content instruction.

Students with Educational Disabilities Operations: From a procedural standpoint, CSS plans to initiate its operations by hiring a minimum of two special education teachers and a Director of Student Services, the latter position being responsible for contracting supplemental services indicated on each student's Individualized Education Program (IEP) with appropriately certified/licensed professionals. The Director of Student Services will ensure that special education services are designed, implemented, and monitored appropriately to each student's disabilities. Based upon historic data, the percentage of special needs students in Springfield is approximately 20%; thus this proposal is assuming that CSS will attract a similar percentage of students within this category for planning purposes. With this percentage assumed, CSS plans to have 2 special needs teachers in Year 1, adding an additional special needs teacher in Year 2, 3, 4 and possibly 5. Additional staffing in the areas of psychology, speech-language pathology, physical therapy, occupational therapy, and counseling are also immediately available to comply with existing IEPs.

Assessment and Monitoring: The Director of Student Services will be responsible for ongoing classroom observations and for identifying students who may, for academic or non-academic concerns, need special education services. He/she will work directly with the faculty and administration to meet the needs of at-risk students in the least restrictive environment, often in the regular education classroom. Parents and teachers will be engaged in conversations about the needs of at-risk students. When a teacher, parent, administrator, or another other source believes that regular education classroom accommodations are insufficient to address the identified academic or non-academic concern, and the pre- established Response to Intervention process has proven to be ineffective, a referral will be made to special education.

Once a special education referral has been made the special education team, under the direction of the Director of Student Services, will take charge and implement the process. At CSS the special education team will include the Director of Student Services, assigned principal, teachers, parents and outside evaluators if needed. A student suspected to have a special education disability will be referred in writing to Director of Student Services for a determination of eligibility for special education programming and/or services. All referrals will include the reason(s) for the referral and include any reports, records or previous test results upon which the referral is based. The referral will need to describe any prior attempts or interventions used to address the student concern (i.e., the Response to Intervention process), prior to the referral, including any supplementary aids or support services provided for this purpose, as well as describe the extent of parent/guardian involvement prior to the referral. A copy of the referral accompanied by the procedural safeguards notice mandated by state and federal law, will be mailed to the student's parents within five working days of receipt.

CSS emphasizes the critical role of parents in the education of their student, so school personnel will remain available to discuss the special education procedures throughout this process. The procedural notice required by 603 CMR 28.04 (1) will: (1) ensure compliance with all content requirements established by federal law and M.G.L. c. 71B (3); (2) seek required parent consent for a special education evaluation to occur; and (3) provide an opportunity for the parents to raise questions, offer concerns or to provide additional information regarding the identified referral concerns. Parents will be afforded the right to be active participants in all meetings that involve the identification, evaluation, IEP development, and educational placement of their student and will be notified at least five school days

Collegiate Charter School before the IEP team meeting. The school will make reasonable efforts to make IEP meetings convenient for parents and school staff alike.

Assuming a student is identified as meeting special education classification criteria through the evaluation process, the IEP team will develop an individualized education program to address the student's specific needs. The IEP will contain annual goals in each identified need as well as specific measurable objectives to meet those goals. The IEP will state the special education and related services that CSS will provide as well as where and when those services will be provided. Ensuring that proper procedures are followed for initial evaluations, re-evaluations, and revisions to the IEP will all be the responsibility of the Director of Student Services. The IEP for each eligible student will be formally reviewed in an IEP meeting at least once annually. Additionally, the school, with parental consent, will conduct a full re-evaluation once every three years, or sooner if necessary.

In some instances, the IEP team may determine that a particular student with disabilities should not participate in standard state assessments. In such instances, the State Alternative Assessment will be administered in accordance with state law. Ongoing assessment of the effectiveness of IEP services and programs may reveal additional weaknesses that will then be addressed in small or large group instruction, through the use of parent volunteers, or peer teaching. CSS special education staff will provide parents with a monthly progress report on each student who is receiving IEP services. Progress reports and standard quarterly report cards will be mailed home to the parents. Parents will be informed of all of these practices through the parent-student handbook, the school website, and in IEP meetings and in meetings with individual parents with their child.

The Director of Support Services will be responsible for gathering information (e.g., cumulative records, special education reports, referrals, individual testing, Individual Educational Plans) from the student’s sending schools and from information included on the CCS Home Survey in order to identify students who have already been found eligible for special education support services. In addition, all teachers will receive training from the Director and the special education teachers to recognize signs of processing weaknesses, speech/language deficits, behavioral issues that contribute to learning difficulties. Staff will receive dedicated training to ensure that all special needs students are able to be academically successful.

In planning time and other scheduled meetings, teachers, core advisors, and Special Education staff will identify students whom they feel might require additional support. For students experiencing difficulty and suspected of needing special education, the first step will be to follow the required Response to Intervention (RTI) model. In the RTI model, classroom teachers and special education teachers design and apply research-based interventions to help student meet classroom goals. In order to have all members of the student’s “team” working together, appropriate faculty and family will be notified. Intervention plans will include additional support, personalized approaches and materials, and additional time to complete tasks, or other strategies deemed viable in assisting the student achieve without further, more formal intervention.

If the plan that was developed does not prove satisfactory in terms of student progress, the Director of Support Services will request permission from the parents to formally evaluate the student. A multi-faceted evaluation plan will be developed by the teaching staff and the parents’/guardians’ permission will be secured. The plan includes specific areas that will guide the types of assessments (e.g. language assessment, behavioral checklists, classroom/home observations, student work samples, and formal/informal academic assessments) that will provide a complete profile of the student, as articulated by multiple evaluators, such as classroom teachers, a psychologist, or a speech and language therapist.

When evaluations are completed, the school team and parents/guardians will meet to discuss the results of evaluations and to determine whether or not a student is eligible for special services. If so, an IEP will be developed. The IEP will include information about how the student’s disability affects his/her performance in the classroom, classroom adaptations, measurable goals, and supports and services. When it is determined that a student needs specialized support services from a speech/language pathologist or an occupational therapist, these will be

Collegiate Charter School contracted by CCS from qualified staff in the community. School staff, parents, and students, when appropriate, will formally meet twice annually for a review of each student’s IEP, evaluate his/her progress, and modify if necessary. The school also will invite qualified members of the AIC faculty and staff who specialize in education, human development and other related topics to provide education for staff, family and community members, and students on topics related to learning differences of both typical and atypical learners.

Addressing Social Needs Although a vast majority of the protocol for addressing special needs is legally mandated, it is important to note that even when special students’ academic needs are being addressed, they can be socially isolated or marginalized. At CCS, core group advisors and the students’ support team will work with students to integrate them into the essential elements of the school’s social web. That may mean having a peer mentor, or actually mentoring another student; serving on a CIC; having a college student as a “best buddy”; and taking part in service activities. CCS cannot function as an inclusive school community without recognizing the need to find a place of value for all of its constituents.

Teacher Training To ensure the compliance with all IEPs, and adherence with the CSS's broader philosophy on building personnel capacity, teachers will be required to attend professional development on appropriate classroom modifications, effective instructional needs practices for special and general education students, and their roles and responsibilities when implementing IEPs. The Director of Student Services and the special education staff will also be available to provide ongoing consultation and support to regular education teachers regarding best practices in modifying classroom instruction for at-risk students as well as their role in offering effective IEP delineated instructional services and supports.

III. How Will the School Demonstrate Organizational Viability?

A. Enrollment and Recruitment CCS Enrollment Projections: As indicated earlier in the document, grades 6-8 will be enrolled for the first year of CCS. There will be 100 students in each grade and the enrollment size will be 300 maximum for the first year. We believe that small class size set to a maximum of 25 in the middle school and 15 in the high school are important to each student’s success. Each subsequent year, a new grade will be added; each new grade will be 100 students. We expect to reach our full capacity (grades 6-12, 100 students per grade for a total population in the two levels of 700 students) by our fifth year of existence. Parental Demand: We have surveyed the demand for an early college charter school in the target geographical area and the results indicated that an overwhelming majority of respondents felt that there was a need for such a school and that they would be interested in sending their own children to such a school (see data in attachment 1). Publicizing the School: CCS will establish a website, which will be one of the key vehicles for publicizing the school, and where contact information will be provided to inform the public. Information sessions will be publicized in local newspapers and advertised on the radio and held in the target school districts. A school brochure will be mailed to households in the target districts, and flyers will be posted in local community centers, churches, supermarkets, and other public places that are well frequented. All publications will be in both English and Spanish. There will be an option for translation for all informational and promotional services. We intend to network with local youth organizations and also will rely on our college partners to help us recruit for the school. Enrollment Process: Enrolling students will be conducted in accordance with CCS’s enrollment policy (see attachment 5). Application forms will be distributed at key sessions mentioned above, as well as mailed; they can be filled out on line at the

Collegiate Charter School school’s website, too. We will have a rolling enrollment process throughout the year, and students on the waiting list will be enrolled in case of vacancies. B. Capacity The CCS founding group was initially assembled in the October 2009 and is comprised of a group of highly educated and experienced public education and business professionals including seasoned superintendents, corporation executives, teachers, professors and parents. Collectively, this group has been extremely concerned about the high student dropout rate, poor graduation rate, and lack of college entrance and success of students in the Springfield area, especially students from underprivileged backgrounds. Founding group members have a substantial amount of experience working in or with public schools or the proposed college partner, with many having strong ties to both. Many of the group members have relationships that date back a number of years, most notably in superintendents’ organizations, professional development associations, and a variety of roles in the Massachusetts educational system. Other members know each other through academic relationships. Those who have served in the public school capacity have a solid track record of meeting the challenges inherent in running school districts: budgeting; fiscal management; human resources management; building community partnerships; school-family relations; academics; and development.

The founding group has met at least one time per month for the past ten months to discuss the need, applicable research and data, and ideas on how to craft the various sections of this prospectus. Data and trends considered included both outcomes specific to the low performance of Springfield-area students; their college aspirations, attendance, and retention; and national data on college access and persistence from sources such as CFES. Members also read research and case studies involving post-secondary paths for first-generation and low- income students, as well as profiles of successful urban charter schools. This research led to the identification of some common characteristics that were incorporated into the school’s philosophy, values, and practices. We met a number of times in June and July and several of our members have remained in contact with our lead writer--Christine Michael--on a near daily basis during the past four weeks via phone and or email to provide input on the final prospectus.

After contacting professional colleagues and educational networks, the founding group proposed Dr. Suzanne Marotta as the CSS Executive Director. Her experience in leading an urban public high school, as well as her familiarity with the Springfield area impressed members. Additionally, she would bring vast higher educational experience—fitting for a leader of a collegiate school. As the proposed school leader, the Board of Trustees will carefully consider Dr. Marotta’s qualifications and experiences before a final appointment determination is made. The Board would, depending upon the outcomes from that process, take a confirmation vote or opt to advertise the position more widely. It should be noted that several Board members have met on a monthly basis to plan for and develop this Charter Application.

The following are the CCS founding board members:

Mark Berman is currently Interim Vice President for Institutional Advancement and Vice President for Educational Enterprise at American International College. He holds a B.A., M.B.A. and a J.D. all from Syracuse University. Mr. Berman is a proposed member of the Board of Trustees for the Collegiate Charter School.

A. Craig Brown is currently a member of the law firm of Doherty, Wallace, Pillsbury and Murphy, P.C. Mr. Brown has more than three decades of commitment to community not for profit and public service in Springfield, Massachusetts. He has been a leader who has worked on complex projects in the community and has served many beginning agencies with distinction including his work on the board of trustees of New Leadership Charter School in Springfield.

Andrew Cade is currently Senior Vice President of Productive Aging. Mr. Cade has more than two decades of experience in community not for profit activities in Springfield with considerable background in community organizing and volunteerism. In his work with the Urban League of Springfield he has assisted in growing the agency in western

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Massachusetts as well as securing state and federal funds. Mr. Cade holds a bachelor’s and a master’s degree from AIC.

Eduardo Carballo is currently the retired Superintendent of Schools from the Holyoke Public Schools. Dr. Carballo has more than four decades in education, having served as a teacher, guidance counselor and superintendent of schools. He also held project director and education specialist positions at the Massachusetts Department of Education. He holds a B.A. in Sociology/Education/Foreign Language and an Ed.D. in Curriculum/Teaching, Multicultural Education. Dr. Carballo is a proposed member of the Board of Trustees for the Collegiate Charter School.

Kamari Collins is currently an Academic Counselor at Springfield Technical College. Mr. Collins has considerable experience with urban youth in Springfield and currently serves on the board of directors of the New Leadership Academy Charter School. Mr. Collins has significant experience with students in Springfield as both a teacher and volunteer and hold bachelor’s and master’s degrees from Springfield College.

Christine Michael is currently the National Program Director for the College For Every Student (CFES) (formerly known as the Foundation for Excellence Schools—a non-profit urban and schools of poverty national initiative that has sought school improvement in more than 700 locations across the country). She has more than thirty years of experience working in or with public schools, especially with low income and underprivileged students at the middle and secondary level. Dr. Michael worked as a secondary teacher and school leader before joining CFES a decade ago. She holds an AB in English and a M.A.T. in English from Brown University, a M.Ed. in Reading from Rhode Island College, an M.A. in Counseling Psychology from Union University, and a Ph.D. in Human Development and Learning from the University of Connecticut. Dr. Michael is a proposed member of the Board of Trustees for the Collegiate Charter School.

Cory James Mickens is currently a teacher in the Hartford, CT Public Schools. Mr. Mickens holds a master’s in education, an MBA and is completing his doctorate in education in addition to significant educational and community experience in Springfield. Mr. Mickens has considerable experience in middle school and high school programs.

Michael Neiman is currently Senior Vice President of Futures Education a subdivision of The Futures HealthCore, LLC, a professor of speech language pathology at American International Education and a practicing speech language pathologist. Dr. Neiman has nearly twenty years of experience working in the public schools as a speech language pathologist and has managed over 100 consultation projects on related services in public schools. He holds B.A. in English Literature, M.A. in Speech Language Pathology and a Ph.D. in Speech Language Pathology. Dr. Neiman is a proposed member of the Board of Trustees for the Collegiate Charter School.

Gregory Schmutte is currently Executive Vice President for Academics and a professor of psychology at American International College. Dr. Schmutte has over three decades of experience in education at the collegial level, having served as professor, director of student development and dean. He holds a B.A. in Psychology, M.A. in Psychology and a Ph.D. in Psychology. Dr. Schmutte a proposed member of the Board of Trustees for the Collegiate Charter School.

Henry Thomas, III is currently President and Chief Executive Officer of the Urban League of Springfield, Inc and the Chief Executive Officer of Camp Atwater. He holds a B.A. in Psychology, M.A. in Human Resource Development from American International College and a J.D. from Western New England College, School of Law. Mr. Thomas is a proposed member of the Board of Trustees for the Collegiate Charter School.

Frank Vargo is currently Director of The Fireside Center-Psychological and Educational Services and a School Psychologist at the Ashburnham/Westminster Regional School District. Dr. Fargo has over three decades of experience working in public schools, having served as a permanent substitute teacher, special needs counselor/case manager and school psychologist. He holds a B.M. in Music Education, M. Ed in Guidance and

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Counseling, M.A. in Clinical Psychology and an Ed.D. in Educational Psychology. He is currently completing a Ph.D. in Educational Studies. Dr. Vargo is a proposed member of the Board of Trustees for the Collegiate Charter School.

Dominick Vita has more than three decades in education, having served as a teacher, school counselor, director of pupil services and superintendent of schools. He holds a B.A. in History with a minor in Psychology and Education, M.A. in Counseling and a Ph.D. in Counseling Psychology. Dr. Vita is a proposed member of the Board of Trustees for the Collegiate Charter School.

Nicholas D. Young is currently the Superintendent of Schools for the Hadley Public Schools located in Hadley, MA. Dr. Young has more than two decades of experience in K-12 and higher education, having served as a special education teacher, principal, director of student services, college faculty member, college administrator, and superintendent of schools for many years. He holds fifteen academic degrees including, but not limited to, a Ph.D. in Educational Administration and an Ed.D. in Psychology. Additionally, Dr. Young has authored numerous publications in education and psychology and completed a distinguished Fulbright Program. He is a proposed member of the Board of Trustees for the Collegiate Charter School.

The following are CCS staff:

Jack Kelley has more than thirty years experience in special education in both Massachusetts public and charter schools. He has worked with Futures Education as a special education leader in Martin Luther King, Hampden Academy of Science and the Chinese Immersion Charter Schools.

Suzanne Marotta is the recent retired Superintendent of Schools of the West Springfield Public Schools. Dr. Marotta has more than four decades in education, having served as a teacher, elementary principal, middle school principal, high school principal, assistant superintendent and superintendent of schools. She holds a B.S. in Education, M.A. in Educational Administration and an Ed.D. in Educational Administration.

The Board of Trustees of the Collegiate Charter School has assembled themselves with the clear view that change in education is not for the faint of heart. There are significant challenges in any community to such change that range from acceptance, fear of doing things differently to the start up organizational difficulties.

The Board has great authenticity in the Springfield community because this leadership group has diverse experiential background and a significant history with such efforts in Springfield. There are parents, educators, charter school leaders and institutional pillars of support all captured on a single board with the focus to open access to higher education for our students. All board members have a history of work and living in Springfield and are well recognized within our community. C. School Governance Governance Structure: The CCS Board of Trustees will be the legal holder of the Commonwealth Charter and will provide ultimate governance of the school. The Board will ensure that CCS is fiscally sound, educationally successful, organizationally viable, and consonant with the school’s mission and vision. The Board will appoint the principals of the middle and high schools and will receive monthly reports from them as to all major functions of the school. Principals are considered non-voting members of the Board and are responsible for implementing and supervising the day-to-day educational, managerial, personnel and fiscal operations of the school. They report directly to the Executive Director (ED), as does the Administrative Assistant. Each Curriculum Coordinator reports directly to the appropriate-level principal, as do the Directors of Support Services and the School- Family Coordinators. The School- College Liaison is supervised by the Secondary Principal. Positions such as the second Curriculum Coordinator, School- Family Coordinator, and the School-College Liaison may be phased in incrementally as grades are added each year.

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The school will operate on an inclusive leadership model in which teachers and student leaders will have major roles in decision-making. The two levels of the school will have their own administrative leaders, teaching and support staff, school-family coordinators, directors of support services and curriculum coordinators. When the high school is established, a School-College Liaison also will be hired; s/he will coordinate with AIC and other higher education partners, as well as develop and offer post-secondary workshops for students and families and serve as point person for all activities related to college enrollment. Below is the organizational chart (please note that this configuration represents CCS when at full capacity, when the high school principal and staff will be added).

Roles and Responsibilities The roles and responsibilities of the Board of Trustees include: 1. Review and act upon Federal and State Laws policies for the operation of the charter school. 2. Establish and monitor the mission, vision, goals, and objectives of the school. 3. Monitor the needs of the students; ensure that the goals are aligned. 4. Conduct, manage, and control the affairs and the activities of the school, and make rules and regulations. 5. Employ the Director in accordance with the mission of the charter school and support and evaluate him/her. 6. Review and act upon administrative recommendations for hiring and non-renewal of faculty and staff. 7. Review and act upon the budget and fiscal operations of the school. 8. Manage the property and affairs of the school according to the authority vested in the annual meeting. 9. Promote clear, effective communication between and among community members, Board, and CCS. 10. Perform other such duties as required by state law.

Criteria and Process for Selection of the Executive Director The Board of Trustees will hire an Executive] Director who: 1. is enthusiastically embraces the CCS mission, values and philosophy 2. has outstanding organizational skills and experience in an urban setting 3. can communicate effectively with CCS stakeholders 4. is knowledgeable about the early college mission and can work effectively with college partners 5. has a strong background in curriculum and instruction, financial management, assessment, and school-community relations 6. is committed to implementing duties determined by the Board of Trustees

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Criteria and Process for Evaluating the Executive Director The Board of Trustees will evaluate the Director annually; a subcommittee of the Board will be created for performance evaluation. If appropriate, an outside expert and/or other key individuals such as a parent, may be included in the evaluation process. An independent consultant also may be hired. The subcommittee is responsible for articulating clearly the criteria for evaluation, but among those will be such performance indicators as fiscal success; results of internal and external student assessments; high level of professionalism and accomplishment; organizational viability; recruitment, retention, and professional development of highly skilled personnel; and level of satisfaction of CCS stakeholders. The full Board will be notifed of the evaluation according to procedure and performance expectations set by the evaluation subcommittee.

Role Distinctions between Board and School Administration The principals, under the guidence of the ED, will work with teachers to collectively assess the effectiveness of curriculum and instruction; the administrators then will make recommendations for any changes in curriculum and instruction to the Board, and the Board will have the authority to approve those recommended changes. Personnel decisions are recommended to the Board by the ED. All recommendations regarding instructional needs and costs in the annual budget, as well as budget allocations and vendor selections, will be made by the ED to the Board, which will have final decision-making power.

Ex-Officio Board Members The principals of the middle and secondary school are ex-officio members of the Board. As the high school expands to full capacity, we will consider adding at least one student member ex-officio. These members are non-voting members.

Job Description for the Board of Trustees Chairperson The role of the Chairperson is to oversee the integrity of Board processes, ensure the alignment of all CCS activities with its stated mission, and represent the Board to outside parties. The general role of the Chairperson, as well as the process for his/her selection and term of office, is outlined in the Bylaws (see attachment 2). S/he will: 1. ensure that the Board behaves in a manner consistent with its own policies and enforce the Board’s Code of Conduct 2. preside at Board meetings in an efficient and effective manner, and set the tone for each meeting through positive leadership 3. assign Trustees to committees and monitor their functions 4. attempt to arrive at consensus on Board decisions 5. be authorized to speak officially for the Board 6. promote CCS publically 7. raise funds 8. call special meetings, if needed 9. inform the full Board of current and pending Board issues and procedures 10. ensure that all Board members spend at least one day per term at CCS in order to become more familiar with the workings of the school.

Policy Development Bylaws Complete Bylaws are presented in attachment 2. The bylaws will be reviewed and revised, as necessary, by a task force headed by the Board Chairperson. Any revisions will be reviewed and voted upon by the full Board. Policy Development and Decision Making The Board will hold at least nine regular meetings during the year, and more, if necessary. The Board and each of its component committees will develop a set of goals and objectives that will guide their work during the year. Issues for consideration may be raised by members at the meetings, and, depending on the nature of the issues, standing committees or an ad hoc committee appointed by the Board will consider the issues. Committees will meet to pursue

Collegiate Charter School their goals, develop policies, and articulate recommendations for the Board to consider at its regular meetings; policies are adopted with a majority vote of members present in a legal Board session.

In developing operating policies and procedures, the Board will use the following steps in policy-making: 1. A need is identified by a member of the Board or CCS community. 2. A task force is assigned by the Board. The Board will consider the policy need and articulate general considerations for the policy before assigning the task force to draftr a new policy. The task force may include any member of the school, including parents and students, community members, college partners, and/or outside consultants. In any case involving operating policies or procedures, the ED will head the task force. The Board will articulate a timeframe for the task force’s work. 3. The task force will draft the policy, calling upon appropriate legal and/or expert advice if necessary. 4. The task force will present its work to the Board for approval. The Board will review the draft policy and either approve it or ask for revisions to be reviewed at a later date. 5. The Board will conduct periodic reviews of all policies, revising when needed.

All personnel will refer to the Personnel Handbook for administrative procedures governing hiring; evaluation; promotion; separation policies; salaries, payroll, workers compensation and benefits; vacations, holidays, sick and personal days, and work day and hours; health and safety issues; sexual harrassment; snow and other emergency procedures; conflict resolution; arbitration; and all other policies. Solicitation of Feedback from Stakeholders in Policy Decision Making Parents are invited to be active members of the school community in a number of ways outlined elsewhere in this document; these include, but are not limited to: serving on formal committees; attending monthly educational sessions; volunteering in school programs; serving as a community mentor or internship supervisor; attending college visits and campus-based activities; and taking part in other college/career-access programs. Community members will be invited into the school periodically, as well as being recruited to serve the school as their interests and talents permit. The ED and school staff are available to meet with parents and community members, as needed; the ED will hold a monthly coffee/light breakfast refreshment hour, inviting parents and community members to share their perspectives with him/her. Formal data gathering will involve an annual survey given to parents to allow them to comment on school policies; the ED will be responsible for gathering and analyzing these data. The ED also will be responsible for feedback collection through: 1. the website, which will have an option for community members to submit comments and suggestions through email. 2. the Family Council, which will meet regularly and serve as a vehicle of communications between parents/families and the administration. 3. staff discussions at full-staff meetings; 4. the student SIC that will serve as the liaison between students and the administration. The aforementioned data will be organized and analyzed by the ED, reported to the Board during regular meetings, and acted upon, if the Board decides to do so.

Legal and Auditing Counsel Board Development Orientation to the Board

The Trusteeship Committee is tasked with primary responsibility for orientation to the Board. Their generation responsibilities relative to orientation are to: 1. Ensure introductions to all members. 2. Provide adequate time for questions and answers. 3. Review the: mission, values, and philosophy of CCS; provide an historical overview; delineate the major roles and responsibilities of staff and Board members; review organizational charts and committee structure; review meeting procedures; review annual Board calendar; and review calendar of major school events throughout the year.

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4. Suggestion involvement in a relevant Board committee or ongoing activity. 5. Consider assigning a mentor to help orient the new member.

Board Evaluation and Development The Board will be evaluated in two ways. First, it will use a self-generated, internal evaluation that will ask each member to self-assess against each item of the Board’s roles/responsibilities; a Likert-type scale, with room for comments from the members. Results will be considered from both an individual and full-board perspective. The external evaluation will lbe conducted by a consultant hired by the Board. All members will receive reports that summarize and analyze the internal and external evaluations; these reports will be the basis for further Board development. Recruitment, Selection, and Development Plans for Board Members. Founding Board members will be responsible for identifying and recruiting additional Board members during the charter application process. The Founding Board also will write up a Board member job description detailing qualifications and responsibilities; further, they will establish a standing Committee on Trusteeship (see By-Laws in appendices section for description of duties). This committee’s primary job will be to identify potential candidates, contact them, and, if they are interested, arrange an interview based on an interview guide with questions they have articulated. (See Section 3, Article VII of the Bylaws for a description.) Names of candidates deemed suitable, who are interested in assuming the responsibilities of being a Board member will be forwarded to the full Board, which will consist of nine to fifteen members. The full Board then will schedule an additional interview and will have the final say in determining new members. Board members will be actively solicited when numbers drop below 8, or a specific expertise is needed. All prospective members should have expertise in at least one of the following: finance; education; business; human resources; law; non-profit management; fundraising; real estate; public/community relations; or research.

The Committee on Trusteeship is responsible for the “provision of ongoing orientation to the Trustees. New Board members will receive a copy of the CCS Charter Application, the Massachusetts Charter School Guide for Trustees, minutes from previous meetings, and a CCS informational packet with relevant enrollment and performance data. Each new Board member will volunteer at least one day per semester to attain a more comprehensive understanding of the school’s culture and operations. Board members will be invited to all major school-community events during the year. D. Management Structure CCS is governed by a Board of Trustees who work with the Executive Director to achieve the school’s mission. The Director will report directly to the Board and will be a vital link between the Board and the school staff to create cohesive relations. The Principals will report directly to the Executive Director and will run the day-to-day operations of their respective school levels. The Secondary Principal will supervise the secondary teaching and non-teaching staff, secondary Director of Support Services, secondary Curriculum Coordinator, secondary School-Family Coordinator, and School-College Liaison. There are parallel supervisory duties for the Middle School Principal, minus the School-College Liaison position. The Administrative Assistant reports directly to the Executive Director. Organizational Decision Making Under the guidance of the ED and the principals, teachers collectively will assess the effectiveness of curriculum, instruction, student progress towards co-curricular goals, and school climate/culture. They will make recommendations for improvements in the above based on indicators of student success in each domain. The ED and principals will ensure that teachers’ expressed needs for professional development to help them become more effective in all domains are met. The Board will approve the curriculum and changes to the curriculum.

The principals will supervise individual student performance assessment at their respective school levels and will discuss the results of all assessment data with staff. The principals also will report data to families through standards-based report cards delineating student success. The principals will meet together with key eighth and ninth grade teachers to discuss ways to ensure a smooth transition from middle to secondary school.

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The ED, principals and respective School-Family Coordinators will work closely with families to promote family engagement in all aspects of students’ education. They collectively will identify family needs in the areas of family education in order to support curricular and co-curricular goals, especially in the areas of high academic achievement, discipline, and leadership development, and provide on-going programming for families. The School- College Liaison will work with families of all students to provide early college and career awareness, and at the secondary level, direct information and support for post-secondary planning, access, and success.

The ED will develop the school’s annual draft operating budget, and the Board will finalize and approve it at the end of each fiscal year; the Board must approve any amendments.

Roles and Responsibilities The roles and responsibilities of the key school personnel are explicated in attachment 8 and reporting lines are indicated on page 36. As a brief overview of roles and responsibilities, the following is illustrative of the oversight of primary areas of school operation:

Executive functions of the school will be overseen by the Executive Director, who runs the daily operations of CCS and serves as a vital link to the BOT. In conjunction with a Business Manager (contracted), s/he is responsible for drafting and overseeing the annual budget.

Educational leadership is provided by the principals, who work with the teachers, staff and Coordinators to ensure the academic success of all students. The principals also work with teachers and staff to develop co-curricular experiences that are essential to the positive development of students.

Instruction and curriculum will be overseen by the Curriculum Coordinators and the principals. They will supervise curriculum development and implementation.

Family and community outreach and education will be overseen by the School-Family Coordinators. They will develop and implement family education programs, organize family/community/school social events, oversee the Family Resource Center, publish a family/community newsletter on a regular basis, identify community resources for volunteering, service leadership, job shadowing and internships, and ensure that family and community are provided with necessary information to keep them fully abreast of school activities and policies.

Services and learning supports for students will be provided by the Directors of Support Services. They will supervise the internal and outsourced learning supports specialists, work with teachers to implement Universal Design principles in all curriculum, oversee all processes for Special Education and ELL, and work closely with the families of students with special needs.

Post-secondary preparation and access is facilitated by the School-College Liaison, who works with students, families, teachers and college partners to provide workshops, college vists, school-based programs, financial aid and college knowledge programs to ensure that all students have a viable post-secondary plan and the skills and knowledge to attain their goals.

Policy Development and Implentation The school’s draft Student Enrollment Policy and Code of Conduct can be found in attachments 5 and 3. In the spring and early summer of 2011, the ED and a design team will develop the school’s Employee Manual and Policies and Procedures manuals, which will explicate legal employment issues and day-to-day school activities respectively. The Board will approve the documents, and staff will have annual opportunities to give input as to any needed revisions.

Policies will be implemented by the ED and principals; all prospective hires will receive copies prior to interviews so

Collegiate Charter School that they will be familiar with expectations. The Board, ED, and educational leaders will ensure that their decisions are made in compliance with the policies; any policy changes required Board approval.

Educational Leadership CCS’ educational content and instructional approach are developed based upon the needs of the target student population, and the mission and vision of the school. As preparation for post-secondary access and success is the primary mission, the school emphasizes rigorous academics, individualized learning plans, student leadership, service to others, and college-access programming, including the opportunity for qualified secondary students to earn college credits on-line. Students play major roles in the construction of their own learning profiles, IEP’s, and Post- secondary Portfolios, as well as leading conferences on a quarterly basis. Family members are asked to engage in all of these processes and are afforded opportunities to attend workshops, college events, and conferences as key partners. In order to meet state and federal performance targets, all students will have IEP’s based upon their performance results, teacher evaluations, and student/family input.

Assessment of students’ academic success will be performed by teachers; the ED and principals are responsible for monitoring these results. From the results, educational leaders will seek out evidence-based best practices to implement at CCS, will provide targeted professional development, and will assist individual staff in meeting their own professional development needs and goals, as articulated in their annual Professional Development Plans. With Wednesday afternoons designated for regular meeting time, teacher groups, whole faculty, and/or administrators and specific faculty or faculty teams can gather to facilitate the alignment process.

Human Resources Staffing Chart and Five-Year Staffing Plan: 5 Year Projection: Administrative Positions Title Year 1 Year 2 Year 3 Year 4 Year 5 Administrative Professionals Executive Director 1 1 1 1 1 Curriculum Coordinator 1 1 2 2 2 School/Family Liaison .5 .5 .5 1 1 Middle School Principal 1 1 1 1 1 High School Principal .5 1 1 1 Payroll Support * * * * * Grant Writer * * * * *

Administrative Support Administrative Support/Clerical * * * * * Recruiter .2 .2 1 1 1

Instructional Staff SPED Director * * * * * ELL Coordinator * * * * *

Student Services School Nurse ^ ^ ^ ^ ^ Athletic Director ^ ^ ^ ^ ^

Property Maintenance Janitor/Groundskeeper ^ ^ ^ ^ ^ Totals: * Futures Contract ^ AIC Contract 41

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Determining Administrative positions, roles and responsibilities defined by contract Administration and all teachers for CCS will be staffed and managed by the board of trustees and this board will also subcontract specific ancillary areas of school operations to Futures Education and the American International College.

Administrative positions to be filled in the first five years The student population of CCS is projected to grow from 300 to 700 students within five years. The Administrative staff, both professional and supportive, will increase as appropriate in order to manage the population’s growth. There will be one Executive Director working directly with the Board to oversee the management of both the Middle School and, with the start of the second year of operation, the High School. Initially one Curriculum Coordinator will be sufficient and, as numbers increase, this position will transition into two; one Coordinator for the Middle school Curriculum and one for the High School. Recruitment of staff, faculty and eligible students will increase with time and, as the CCS community grows, the School/Family Liaison position will become full-time.

Faculty/Instructional positions to be filled in the first five years The number of teachers needed with the opening of the school is based upon an estimated twelve General Education and two Special Education classes. In year two the number of General Education classes offerred will increase to sixteen and in year three to twenty. Special Education classes will increase to three and four respectively as a reflection of roughly twenty percent of the student population.

Administrators to be hired/managed by Futures and AIC Futures Education (a division of The Futures HealthCore, LLC) has provided staffing and management in schools all over the country. Employing hundreds of clinicians and management staff in their daily operations, Futures will maintain a contract with CCS that includes staffing the positions of Payroll Support, Grant Writers and Clerical staff. Futures management also includes ELL services, all SPED management, all related services and all psychological testing, counseling and professional development. American International College is a well respected higher learning institution with a wealth of resources. The AIC service contract will include I.T., health services, plant maintenance, tutoring and the school’s athletic department.

Recruitment, Advancement, and Retention of Staff: Recruitment: CCS will conduct candidate searches using advertising in newspapers, web and professional journals, publishing on our school web site, attending job fairs and word of mouth. If necessary, a recruitment agency might be utilized to fill a difficult position. Phone interviews will be conducted prior to deciding upon finalists for in-person interviews. All finalists will receive school publications in order to familiarize themselves and prepare questions for the interviews.

Faculty recruitment will be conducted by Principals and the Curriculum Coordinator, as well as appropriate grade-level and content faculty. As the secondary school is established, a student or students may be invited to participate. Personal interviews and teaching a model lesson will be required of finalists; they also will be asked to share a written Personal Teaching Philosophy. These will help the interviewers see if there is “goodness of fit” between the candidate and the school. Background checks and detailed reference checks will be conducted by the ED. An interview rubric will be developed and used. All recommendations for potential hires will be submitted to the ED for approval.

Administrative/Staff recruitment will be conducted by the appropriate principals based upon the above factors and processes. In these determinations, expertise in role performance expectations will replace teaching and curriculum competence, but other factors are important in finding the right administrators to fit the school. The ED will receive all recommendations for hire for his/her approval.

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Personnel Advancement All personnel will be encouraged to exercise initiative in program development, leadership, and service to school and community. Great value will be placed upon individuals’ seeking out additional professional development and education relevant to their work and the school’s mission. Leaders of school task teams will be selected or may self- nominate for roles. If a position within the school becomes open, the leadership team will seek qualified candidates from among current staff and qualified internal candidates will be given preference over outside applicants.

Personnel Retention CCS will strive to retain quality personnel using a variety of incentives:

Working condition: Though challenging, staff will have the opportunity for genuine relationships; leadership opportunities; expression of personal interests through leading clubs, SIC’s, and other co-curricular activities; creativity; and the opportunity to mentor and be mentored.

Compensation: The school will strive to offer competitive salaries and benefit packages. See attachment 11.

Professional Development: Staff will create individual professional development goals on an annual basis, and administration will strive to provide meaningful opportunities for development through support for workshops, conferences, on-site training, research and exchanges.

Connection to AIC: The college-school partnership will provide opportunities for taking part in campus-based events and continued education.

To assist in retaining quality personnel, leadership will conduct annual job satisfaction surveys, as well as exit interviews with anyone leaving the school, and will use the results of these to rethink or refine policies and practices.

School Working Conditions and Compensation Packages:

Determination of Individual Base Salaries and Increases:

Evaluation of Faculty and Administrators: Faculty evaluation processes are described on pp. 28-9. Informal evaluations of faculty are made during family/student conferences, SIC’s, Achievement Center tutoring, staff meetings, and daily interactions with the school community. Formal evaluations are performed by the Principals, as mentioned in Section B and involve both self- evaluation and administrative evaluation.

The BT evaluates the Executive Director annually based on the criteria and process described on p.52.

The Administrative Assistant is evaluated by the Executive Director annually based on the performance requirements articulated in the CCS Job Descriptions (attachment 8).

The principals are evaluated annually by the Executive Director based on the performance requirements articulated in the CCS Job Descriptions (attachment 8).

The professional staff are evaluated annually by their respective principals based on the performance requirements articulated in the CCS Job Descriptions (attachment 8).

In all evaluations: a performance requirements rubric will be developed by the supervisor and shared with the employee at the time of hire; all procedures and policies for evaluation will be articulated in appropriate handbooks, given to employees at the time of hire; self-evaluation and personal goal-setting will be incorporated as part of the process; and evaluation forms will be housed in permanent personnel files at CCS.

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Professional Development Activities: As mentioned in previous sections of this document, there will be multiple levels (individual, whole school, subject or grade level) of professional development opportunities for faculty, staff and administration. All members of the CCS staff will be afforded professional development as a school community during the year (see school Calendar, attachment 6). Teachers will take part in the professional development activities outlined on pp. 24-5, 43-5. Principals will meet with their respective staff early each spring to determine needs for the upcoming year, and all individuals, including administration and staff, will set individual professional goals that will be revisited three times a year in meetings of staff and their direct supervisors.

Qualifications and Attributes of an Ideal CCS Teacher: The qualifications and attributes of an idea CCS teacher are based on the job description provided in attachment 8. Such attributes include: commitment to the School’s mission and vision; expertise in subject area; ability to challenge and support diverse learners; superb classroom management skills; instructional expertise; commitment to the principles of Universal Design for Learning; willingness to integrate reading, writing and other communication skills into content area; enthusiasm for contributing to school life outside of the classroom; willingness to integrate early college and career awareness activities into content area; active involvement in professional development; willingness to assume leadership roles, as well as be a team player; willingness to mentor new faculty, as required; ability to serve as a positive and inspiring Core advisor to students; and excellent relational and communication skills when working with families and community members.

Teaching Program of Typical Teacher: A snapshot of a teacher’s day appears earlier in the document. A typical schedule for one week might look like this:

Core Group advising---2 hours/week Content area teaching—10-14 hours/week Enrichment activities/SIC’s—8 hours/week Achievement Center—7 hours/week Lunch with students—2 and a half hours/week Team, faculty, or other professional meetings—2 hours/week Lesson prep, grading, posting materials on web—7-10/hours/week Special needs meetings—2 hours/week Parents, family, community meetings/events—3-4 hours/week E. Facilities and Student Transportation CCS proposes a rental space at 503 State Street, Springfield, MA owned by the Colvest Group. CCS anticipates using this approximate 20,000 square feet for the first two years of operation. CCS anticipates a move to a permanent newly built school facility for the school year 2013. It is anticipated that this school site will be associated with a lease agreement to be negotiated with the American International College. For transparency, it should be noted that Mr. Frank Colaccino is the owner of The Colvest Group and also currently serves as the President of the Board of Trustees of the American International College. Additionally, CCS will be securing a bus to transport students between the 503 State Street campus and access to AIC campus for use of the athletic field, gym and library. F. School Finances Operating Budget The CCS budget covers the first three years of the school’s operations. The budget for FY12 was estimated based on current prevailing figures for tuition, salaries, equipment and materials costs. Figures for FY13 and FY14 were estimated assuming appropriate cost of living increase (3% salaries) and tuition growth (4% tuition). Details of the budget are shown in the last column of the budget table.

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Operating Revenues Per pupil tuition was estimated based on available data on FY11 tuitions. The first year tuition was estimated based on the tuition rates of Springfield, West Springfield and Chicopee schools according to the projected percent of enrollment from each district, 70%, 15%, 15% respectively with an additional $897 per student for transportation costs. The second and third years reflects 4% annual increase in tuition. For the purpose of the tuition calculations, we assumed a minimum of 90% of student capacity.

FY12 Springfield: $9503 + $897 ($10,400) x 189 = $1,965,600 West Springfield: $9852 + $897 ($10,749) x 40 = $429,960 Chicopee: $9392 + $897 ($10,289) x 41 = $421,849 Total for year 1: $2,817,409

FY13 Springfield: $9883 + $897 ($10,780) x 252 = $2,716,560 West Springfield: $10,247 + $897 ($11,144) x 60 = $668,640 Chicopee: $9767 + $897 ($10,664) x 60 = $639,840 Total for year 2: $4,025,040

FY14 Springfield: $10,278 + $897 ($11,175) x 315 = $3,520,125 West Springfield: $10,656 + $897 ($11,553) x 67 = $774,051 Chicopee: $10,157 + $897 ($11,054) x 68 = $751,672 Total for year 3: $5,045,848

Grant revenue of $100,000, $200,000 and $300,000 each of years 1, 2 and 3 will come from a combination of state, federal and private sources. Nutritional funding from state and federal sources is included assuming $2.6225 per free lunch and $2.225 for reduced fee lunches at 2/3 of census. Program fees of $400/year for paid lunches and after school program fees based on 90% of student capacity census as noted above.

Contributions in kind of donated furniture, electronic equipment and materials are budgeted at $50,000 per year. Contributions in cash from parent and community fund raising sources are budgeted at $25,000, $50.000 and $75,000 for years 1, 2 and 3, respectively.

Operating Expenditures Administration Administration expenses include administrative professional salaries estimated based on prevailing salaries in the Springfield area with an assumed 3% annual cost of living increase each subsequent year.

Professional services costs (accounting, legal, etc.), office supplies, and other expenses shown on the budget sheet are estimated based on current market rates. Recruitment/advertising expenses include development of professionally designed flyers and folders. Advertising for open staff positions and for student enrollment includes posting of ads on the internet (e.g. monster.com, schoolspring.com) and in local newspapers as well as direct mailing to the appropriate population groups in the first year. Dues and subscriptions include Mass Charter School Membership fees. Fundraising dollars will be used to defray costs of fundraising events. A short term revolving credit line will be used to manage the above expenditures. Moving expenses have been added in year three for costs of moving to the permanent facility at end of year two.

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Instructional Services The salaries of instructional personnel as shown on the budget sheet constitute the biggest part of the instructional services. Salaries are based on prevailing rates in the Springfield area with an assumed 3% cost of living increase each subsequent year.

Instructional Technology in Classrooms includes computer supplies and repair, software and other technology for instructional use. Instructional Supplies and Materials include science lab materials and supplies and textbooks for teacher use ($300 per teacher in Y1, $150 following years, $150/student/yr). Testing and Assessment expenses of $30 per student will cover the cost of administration of standardized assessments. Dues and Subscriptions will pay for educational newspapers and journals. Staff Stipends in addition to base salary are funds intended to be a performance based bonus pool for CCS staff.

Other Student Services Student transportation to and from school: CCS will have 4 bus runs: 1 in Chicopee, 1 in West Springfield and 2 in Springfield at a cost of $56,700 per run, as well as mi-day transport for a total cost of $237,600 per year. CCS will also purchase and operate a bus for students to move from 503 State Street to the AIC campus for gym, library, athletics, etc. CCS assumes that 60% of students will be transported by parents. There is also a line item for each year to cover the cost of transportation for 2 field trips per year and transportation to and from the AIC campus for library, gymnasium and athletic field access. The Food services budget will cover school lunches and snacks as well as nutritional support.

AIC Service Contract The AIC Service Contract will include full responsibility for information management and technology, health services, plant maintenance, and athletics, billed at a per capita rate of $1200, including all payroll, taxes and benefits. The contract total cost is estimated using the same census numbers as used in the operating budget at 90% of capacity. Tutoring cost is also included in the AIC Service Contract. AIC anticipates using some of their own college students as tutors, at prevailing wage rates.

Futures Education Management Contract The Futures Education Management Contract will include ELL services, all SPED management, related services (Physical, Occupational, and Speech therapies), psychological testing, counseling, professional development, paraprofessionals, administrative and instructional clerical staff including payroll, taxes and benefits for all positions. This contract includes oversight of regulatory compliance, as well as grant writing. Futures' fee, all inclusive of the above services, is calculated as $2475 per student per year with an estimated census in year one of 270 students, year two 360 students, year three 450 students (90% of capacity).

Operation and Maintenance of Plant The Utilities budget includes costs for heat, electricity and telephone services. Maintenance of equipment will cover costs of maintaining printers, projectors, laptops, etc. A copier will be acquired using a Rental/Lease with maintenance costs included.

Renovation/Construction costs of $300,000 in the pre-operational stage will prepare the temporary building for years one and two. We have also included a budget item for these years for additional renovations to be made as needed. The year three budget of $100,000 will prepare the permanent building for the start of year three. There is a lease proposal for space for years one and two. At the end of year two CCS will move to its permanent building.

Acquisition of Capital Equipment line item will pay for the cost of lab, electronic, network and facilities equipment as well as debt service for same.

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Fixed Charges Payroll taxes and the fringe benefits for CCS employees only will be paid by this line item. All other taxes and fringe are paid by Futures Education and AIC as part of their service contracts. Insurance costs include property, fire, liability, and workers comp costs.

Community Services A small budget has been included for community meetings, parent meetings and student government meetings.

Contingency Fund A Contingency Fund is reserved at 2.5% of total revenue in each year.

Surplus/ (Deficit) Pre-operational costs include renovation of space, building lease payments, utilities, and purchase of capital equipment. Year one shows a deficit due to start-up costs and low tuition revenue for first year student enrollment for grades 6, 7 and 8 only. Subsequent years show a surplus as start-up costs stabilize and student enrollment/revenue increases.

G. Action Plan

Assignment Designated Mar Nov Jan Mar May Jul Person Oct Dec Feb Apr Jun Aug ‘10 ’10 ‘11 ‘11 ‘11 ‘11 Student Recruitment Develop a strategy for BT recruitment x x x Prepare and translate flyers BT and informative handouts x x x x Publish ads in local and in BT state media x x x Introduce the school to the BT community via open houses x x x x Inform the community BT organizations about the school’s mission and vision x x x x x Admissions Distribute application forms and flyers via mail in the target area BT x x Gather application forms BT x x Conduct admissions lottery MC x Establish wait list ED/AA x Inform students and families and confirm acceptances AA x x Send DOE the enrollment report ED x

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Request student records AA x x Receive student records AA x x Prepare and give out CCS handbook to the students and parents during first week ED x Organize first week for the ED/SFC/ parents, students AA x BM: Business Manager; CP: College Partners; BT: Board of Trustees; ED: Executive Director; MSP: Middle School Principal; CC: Curriculum Coordinator; AA: Administrative Assistant; DSS: Director of Support Services; SFC: School Family Coordinator; MC: Member of Community

Assignment Designated Mar Nov Jan Mar May Jul Person Oct Dec Feb Apr Jun Aug ‘10 ’10 ‘11 ‘11 ‘11 ‘11 Board Organization Develop roles and responsibilities BT x x x Develop bylaws and submit to the state BT x Transition from founding group to the Board of Trustees BT x Recruit new board members and submit any changes to the state BT x x x x x Design a board calendar for meetings, orientations and conferences BT x Prepare evaluation mechanism for the board BT x Staff Develop hiring policies and contracts BT x x x Place job description on the local bulletin boards and newspapers for staff BT/ED x x x x x Hire director and the administrative assistant BT x Hire Middle School Principal ED/MC x Hire School-Family Coordinator ED/MC x Hire Curriculum Coordinator ED/MC x Hire Director of Support Services ED/MC x Hire Faculty ED/MSP x x Staff orientation and

Collegiate Charter School professional development ED/MSP x Prepare staff handbook ED/MSP x Define the evaluation mechanisms for all the staff ED x x Prepare schedule for staff meetings ED x x

Assignment Designated Mar Nov Jan Mar May Jul Person Oct Dec Feb Apr Jun Aug ‘10 ’10 ‘11 ‘11 ‘11 ‘11 Curriculum Develop goals and standards for each department MSP x x Develop curriculum outline and identify the standards MSP x x Develop assessment system MSP x x Develop daily schedules MSP x Purchase assessment systems BM/ED x x Purchase curriculum programs BM/ED x x Purchase textbooks and the other required materials BM/ED x x Organize annual planning meetings ED x x Finalize school calendar (i.e. daily, weekly programs, routines) ED x Special Education Employ the special education faculty ED x x Identify SPED population; get the records of SPED students SPED Faculty x x Develop IEPS SPED Faculty x Purchase the textbooks and the materials required for SPED students BM x Hire and contract with providers ED x

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Assignment Designated Mar Nov Jan Mar May Jul Person Oct Dec Feb Apr Jun Aug ‘10 ’10 ‘11 ‘11 ‘11 ‘11 Financial Development Develop strategy for fund BT raising x x Establish 501(c) 3 ED x Apply to public and ED private organizations for funding x x Seek the individual BT supporters x x x x x x Financial Management Develop banking and BT check writing policies and procedures x Develop and revise budget; attain approval BM x x Set up software system for accounting; set up bank accounts BM x Establish payroll ED/BM x x Contract annual auditor ED/BM x Contract insurance ED/BM x Develop cash flow x projection BM Relations with the Community Initiate and maintain close parent relationship ED/SFC x Organize community events and establish BT/ED/ community partnerships SFC x x x x x x Develop and secure partnership agreements and develop collaborations (i.e. university outreach program) BT/ED/ SFC x x x x x x

Assignment Designated Mar Nov Jan Mar May Jul Person Oct Dec Feb Apr Jun Aug ‘10 ’10 ‘11 ‘11 ‘11 ‘11 Health and Safety Develop emergency policy and procedures x x Secure medical records x x Complete state reporting requirements x Purchase medical supplies x

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Pass safety inspections x Transportation Determine transportation x need Arrange transportation service x Notify the parents about transportation routes and schedules x Food Services Identify fee/reduced breakfast/lunch students and make contact with DOE x x Arrange the food service x Accept the proposals from the vendors; choose the good vendor; sign the contract x College Partnership Develop calendar of campus visits and events x x x Establish contacts for internships, student placements x x x Presentations on college campus to disseminate information and recruit potential volunteers x x x

Assignment Designated Mar Nov Jan Mar May Jul Person Oct Dec Feb Apr Jun Aug ‘10 ’10 ‘11 ‘11 ‘11 ‘11 Administrators Purchase software to keep students’ records BM x x Set-up web based network system DS x x Retain legal services BT x Contract custodial services BM/ED x x Contract security services BM/ED x Arrange non-profit status with post office AA x x x Develop filing system AA x x x Facilities Identify and select potential sites BT x x Sign lease or purchase BT x 51

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Hire a contractor BT x Renovation BT x Final inspection and obtain the certificate of occupancy BT x Purchase furniture and equipment ED/BM x Prepare phone system, internet... etc ED/BM x

IV: How will the school demonstrate that it is faithful to the term of its charter? A. Process During the first year, the Executive Director will create an Accountability Task Force of teachers, administrators, and board members; the group will collect and analyze baseline and quarterly data on student achievement to develop Accountability Goals. They will utilize Guidelines for Writing Charter School Accountability Plans as their guide for creating a clearly-articulated, realistic set of goals that are consistent with CCS’s mission. There will be opportunities for all stakeholders to give input before the Task Force presents the plan to the Board for approval. When approved, the plan will be submitted to the Charter School Office. The plan will be reviewed annually by the Task Force to ensure its viability. B. Accountability Plan Objectives Academic Success: CCS will administer several performance evaluation exams to demonstrate that the school is meeting its annual academic goals. These will include: the MCAS; the PSAT and SAT (when the school has advanced students to high school level); and the Iowa Test of Basic Skills. In addition to standardized tests, assessment of academic success will include increasing numbers of students being deemed ready to take college-level classes, increasing numbers of students taking college classes, and other academic achievements such as competitions and college placements. Organizational Viability: The key objectives related to organizational viability are: sufficient support for the school; financial stability and sound fiscal management; and sound governance and management. The primary indicator of financial stability will be the annual budget. Data indicating success will include: a balanced annual budget; increased fund-raising each year of operation through grants and gifts; positive annual evaluations of the Board Fundraising and Finance Committees; positive annual evaluations of the Business Manager, Executive Director, and Principals in relation to budget and finances; and annual evaluations by the Board and an independent financial auditor ascertaining that the school’s finances are sound and that basic needs are being met. Sound governance and management structure Will be measured by stakeholder satisfaction; enrollment and retention of students; staff retention; family involvement; community involvement; and positive evaluations by school leadership and Board members. Data indicating success will include: student, staff, family, and Board satisfaction survey results; high volume of applications and enrollment to meet annual projected goals; retention of enrolled students in good standing, with a waiting list to fill any vacancies; raw numbers and percentages of family members participating in school-based activities, including volunteering and serving on committees; raw numbers of community members participating in school-community activities, including volunteering and offering job-shadowing and internship opportunities; high teacher/staff retention rates; and positive evaluation by Board members and school leadership. The ability to open CCS on time, fully-staffed for its initial cohort, in a safe, spacious, well-equipped facility will be another sign of sound governance and management. Faithfulness to Charter: Faithfulness to Charter will be indicated by the following data: percentage of students who have a Post-secondary plan that has goodness of fit for them; percentage of students who have an IEP and have developed ILP’s and SGP’s; percentage of students who have met service leadership annual goals; percentage of students who have been on a college campus; percentage of family members who have actively engaged in supporting their children’s

Collegiate Charter School educational goals and post-secondary goals; percentage of faculty who have met their individual professional development goals each year; percentage of performance objectives articulated in the Accountability Plan (after year 1) that are met or exceeded on an annual basis. Examples of Accountability Goals Academic Success Goal: Students will make academic progress, as measured by external assessment. 1. CCS will make AYP in the aggregate and for all statistically significant subgroups. 2. CCS will not be identified for Needs Improvement, Corrective Action or Restructuring. 3. At least 70% of students enrolled for two or more years will score in the Advanced or Proficient categories on MCAS sub-tests. 4. After CCS has been in existence for two years, the 7th and 8th grade cohorts, on average, will achieve at least two National Curve Equivalent points on the annually administered IOWA Test. Goal: Students will make academic progress, as measured by internal assessment. 1. Every year, there will be an increase in the number of students who are honored at Recognition Breakfasts for their academic achievements. 2. Each year, there will be an increase in the number of students who are named to the various levels of Honor Roll. Preparation for College and Career Goal: Students will be familiar with post-secondary options and will be able to articulate a pathway for their own success. 1. 90% of students who have been enrolled for 2 or more years will have visited at least one college campus. 2. 100% of students who have been enrolled for 2 or more years will be able to articulate a career goal for themselves. 3. 100% of students who have been enrolled for 2 or more years will be able to articulate some possible post- secondary paths to attain their career goal. Organizational Viability Goal: The school will demonstrate sound fiscal practices. 1. The Board approves a balanced budget each year. 2. An external audit demonstrates that CCS is managing its public funds responsibly. Goal: The BOT will provide sound, engaged, and effective governance. 1. 100% of the Board will contribute to the school annually, through financial and/or in-kind contributions. 2. 100% of Board will spend at least one day per term in school to become familiar with and support the CCS culture. 3. At least 90% of Board meetings will have a quorum. 4. The Board will maintain membership of at least 8 annually. Goal: The school will develop and maintain strong parental/family support and commitment to the school. 1. There will be parent/family representation on all appropriate committees. 2. CCS will fill all available slots for enrollment and will maintain a waiting list of at least 20. 3. At least 75% of returned family surveys will indicate satisfaction with the school’s performance. 4. At least 75% of families will attend at least one event on the school campus or at a college event. Faithfulness to the Charter Goal: Students will demonstrate service leadership, engagement in their own learning process, and citizenship within the school community. 1. 100% of students will serve their school community through participation in an SIC. 2. 90% of students will be able to lead their own family conferences, articulate personal goals and assess their academic progress. 3. 85% of students will have no disciplinary issues. 4. Every year, there will be in increase in student-generated or student-led activities at CCS. C. Narrative In the school’s fourth or fifth year, a renewal inspection team should see and experience the following: 1. A physical environment that supports the CCS mission

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2. A school community in which the constituent members can articulate the mission, values, and key practices of the school 3. A network of community and higher education partners who can articulate their role in contributing to the school’s mission and the benefits that they derive or expect to derive from the school’s contributions to the community 4. A Board of Trustees that is knowledgeable, engaged, and committed to its role in promoting and supporting the CCS mission 5. An expansion of programming based upon the school’s ability to secure additional resources beyond those projected in initial years’ budgets 6. A high level of satisfaction among stakeholders that the school is holding true to its mission and that students are meeting the goals outlined in their IEP’s. The team’s assessment of success in the aforementioned could be grounded in document examination(portfolios, IEP’s, learning profiles, SGP’s, syllabi, website, handbooks); data analysis (test scores, college acceptance, college class enrollments); observation(classrooms, SIC’s, Enrichment Activities, Achievement Center); interviews( students, staff, Board, college and community partners, family members); and physical plant inspection. D. Dissemination A plan for dissemination CCS’s best practices will be articulated in detail by the Board and administration after the first year of operation and will be reviewed regularly and refined as needed. The plan will include: 1. A review of other charter schools’ dissemination practices and the selection of ones best suited for CCS. 2. The publication of school success stories and the analysis of practices leading to success on the school web site, community newsletter, and local press. 3. Solicitation of partnerships in the district with other public schools, colleges and universities, and community organizations with the goal of contributing to the success of all Springfield area students. 4. Once established, the hosting of a Best Practices Conference on the AIC campus, with opportunities for the aforementioned to share practices and for appropriate parties to gain professional development credits. 5. Once established, an open response to others’ requests to visit CCS, examine materials, exchange teachers, and the likes. 6. An outreach to area businesses, organizations and institutions to establish mutually-beneficial job shadowing, internship, and career mentoring situations.

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ATTACHMENT 1 SURVEY SAMPLES AND RESULTS FOR 2010

OBJECTIVE OF THE SURVEY: The aim of our surveys was to understand whether or not there was an identified need for the proposed charter school (CSS at AIC) in the Springfield, West Springfield, Chicopee and surrounding communities. To investigate this need, we talked with a number of local educators (administrators and teachers) and followed up those discussions by completing a large-scale phone interview of citizens in the region.

METHODOLOGY: Members of the founding group and volunteers completed phone interviews in June and July 2010. Although the charter school is likely to draw participants from various surrounding communities, the group specifically targeted the largest of the potential communities--Springfield, West Springfield and Chicopee--as survey locations. A phone interview approach was used with forty participant names randomly pulled from each of the three respective city reports (120 in total).

THE ANALYSIS: The phone survey consisted of three essential questions: (1) Do you believe there is a need for an early college charter school designed to offer college preparation courses as well as college classes in the Springfield region spanning grades 6-12? (2) Would you have an interest in sending your children to the proposed charter school? (3) If yes, how many children would you be potentially interested in sending by grade? The answers to each question were then tabulated and conclusions drawn based upon those results. The total number of responses was 97 (Springfield 33, West Springfield 32, Chicopee 35).

SURVEY ANALYSIS: SPRINGFIELD

1. NEED FOR AN EARLY COLLEGE CHARTER SCHOOL OFFERING COLLEGE PREPARATION AND COLLEGE COURSES TO STUDENTS IN GRADES 6-12

Of the respondents, 89% of the respondents saw a need for an early college charter school with college preparatory/college course offerings, while the remaining 11% did not see the need or had no opinion on the topic.

Is there a need for Colleg e Prep. Charter School?

90% 80% 70% 60% 50% Is there a need for Col lege Pr e p . 40% Charter School? 30% 20% 10% 0% Yes No/No Opinion

Response Percentage of Respondents

Yes 89%

No/No Opinion 11%

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2. INTEREST IN SENDING YOUR CHILDREN TO THE PROPOSED CHARTER SCHOOL Respondents were asked about whether or not they had a potential interest in sending their child or children to the proposed charter school. Of the respondents, 79% were interested and 9% were not interested in sending their children. The remaining 12% either had no opinion or did not have a child to send.

Would you send your children to the proposed

charter school?

80% 70% 60% 50% 40% 30% Would you send your children to the 20% proposed charter school 10% 0% Yes No No opinion/no child

Response Percentage of Respondents Yes 79% No 9% No Opinion/No Child 12%

3. NUMBER OF STUDENTS POTENTIALLY INTERESTED IN ATTENDING CSS at AIC

Number of students potentially interested in attending CSS at AIC 7 6 5

4 # of students potentially interested in attending CSS 3 at AIC 2 1

0 6th 7th 8th 9th 10th 11th 12th

Grade Number of Children 6th 4 7th 4 8th 6 9th 2 10th 7 11th 3 12th 2

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SURVEY ANALYSIS: WEST SPRINGFIELD

1. NEED FOR AN EARLY COLLEGE CHARTER SCHOOL OFFERING COLLEGE PREPARATION AND COLLEGE COURSES TO STUDENTS IN GRADES 6-12

Of the respondents, 94% of the respondents saw a need for an early college charter school with college preparatory/college course offerings, while the remaining 6% did not see the need or had no opinion on the topic.

Is there a need for a College Prep. Charter School?

100% 50% Is there a need for 0% College Prep. Charter School Yes No/No Opinion

Response Percentage of Respondents

Yes 94%

No/No Opinion 6%

2. INTEREST IN SENDING YOUR CHILDREN TO THE PROPOSED CHARTER SCHOOL Respondents were asked about whether or not they had a potential interest in sending their child or children to the proposed charter school. Of the respondents, 72% were interested and 4% were not interested in sending their children. The remaining 24% either had no opinion or did not have a child to send. Would you send your children to the proposed charter school?

100% Would you send 50% your children to the 0% proposed charter school?

Response Percentage of Respondents Yes 72% No 4%

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3. NUMBER OF STUDENTS POTENTIALLY INTERESTED IN ATTENDING CSS at AIC

Number of students potentially interested in attending CSS at AIC

6 5 4 3 # of students potentially interested in attending CSS at AIC 2 1 0 6th 7th 8th 9th 10th 11th 12th

Grade Number of Children 6th 2 7th 5 8th 4 9th 6 10th 3 11th 3 12th 4

SURVEY ANALYSIS: CHICOPEE

1. NEED FOR AN EARLY COLLEGE CHARTER SCHOOL OFFERING COLLEGE PREPARATION AND COLLEGE COURSES TO STUDENTS IN GRADES 6-12 Of the respondents, 92% of the respondents saw a need for an early college charter school with college preparatory/college course offerings, while the remaining 8% did not see the need or had no opinion. Is there a need for College Prep. Charter School?

100% Is there a need for 50% College Prep. Charter School? 0% Yes No

Response Percentage of Respondents Yes 92% No/No Opinion 8%

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2. INTEREST IN SENDING YOUR CHILDREN TO THE PROPOSED CHARTER SCHOOL Respondents were asked about whether or not they had a potential interest in sending their child or children to the proposed charter school. Of the respondents, 82% were interested and 6% were not interested in sending their children. The remaining 12% either had no opinion or did not have a child to send.

Would you send your children to the proposed charter school?

100% Would you send 50% your children to the 0% proposed charter school?

Response Percentage of Respondents Yes 82% No 6% 12% No Opinion/No child

3. NUMBER OF STUDENTS POTENTIALLY INTERESTED IN ATTENDING CSS at AIC Number of students potentially interested in attending CSS at AIC

10 Number of students 5 potentially 0 interested in attending CSS at 6th 7th 8th 9th

10th 11th 12th AIC

Grade Number of Children 6th 8 7th 2 8th 4 9th 5 10th 3 11th 5 12th 5

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ADDITIONAL DATA

In addition, the authors re-iterate the aforementioned data pertaining to the percentage of the constituent district’s population with a Bachelor’s degree or higher. As presented graphically below, these (rounded) percentages are 22%, 17%, and 29% for Springfield, Chicopee, and West Springfield, respectively indicate the paucity of citizens in the constituent districts that hold post-secondary degrees.

Percentage of the Population with Bachelor's Degree of Higher

30 20 10 0 Springfield Chicopee West Springfield

One of the most compelling and uniform results of the surveys is the response to the question: Is there a need for an early college charter school offering college preparation and college courses to students in grades 6-12? Consider that the “Yes” response to this question from the towns of Springfield, West Springfield, and Chicopee were 89%, 94%, and 92% for an average “Yes” response of 91.6%. The authors deem this figure compelling in consideration of the pool of first generation college students in the constituent districts; despite the paucity of parents with post- secondary degrees, the vast majority demonstrate extreme enthusiasm for their children to have this opportunity.

CONCLUSIONS

Based upon the outcomes of the surveys representing the views of the citizens in the three largest communities in our proposed charter region, the following conclusions can be made:

 The substantial majority of the respondents across the board believed that there is a strong need for a new charter school in the Springfield region whose mission is to offer college preparatory/college courses to middle and secondary students representing grades 6-12.  The majority of the respondents with school-aged children expressed an interest in enrolling their child (ren) in a charter school designed to offer college preparatory/college courses in the Springfield region.  Based upon the results, there is a potential student population that would be interested in, and eligible to, enroll in this proposed charter school.

PRIOR RELEVANT DATA

Our research team wishes to acknowledge that we employed similar methodology to determine the need for a charter school that emphasizes college preparatory/college courses as was employed by the Hampden Charter School of Science in 2007. Our results showed some similarity in that the results from the Hampden Charter School founding members three years ago also demonstrated a substantial need for a charter school focused on college preparatory courses. The 2007 data was, then, confirmed in our follow-up surveys employed three years later. And although not quantifiable, there were numerous anecdotal comments reinforcing a real excitement about the prospect of a new charter school that would not only offer college preparatory courses but that would college credit bearing classes for high achieving students as well. 60

Collegiate Charter School

ATTACHMENT 2 BYLAWS OF THE COLLEGIATE CHARTER SCHOOL

ARTICLE I Purposes

The purposes for which the Collegiate Charter School (the “School”) is organized are: to organize and operate a charter school in Springfield, Massachusetts and to engage in any other activity permissible. The School is a subdivision of the Commonwealth of Massachusetts created and operated pursuant to Massachusetts General Laws Chapter 71, Section 89, as the same may be amended. The governing Board of Trustees represent a public entity and the individual board members are considered special state employees.

ARTICLE II Board of Trustees

Section 1: The Board of Trustees (“the Board”) shall have an odd number of trustees consisting of at least 9 Trustees and no more than 15 Trustees. All Trustees shall have identical rights and responsibilities.

Section 2: Board members shall be sought who reflect the qualities, qualifications and diversity determined by the Board.

Section 3: The School nominating committee, known as the Committee on Trusteeship, shall present a slate of potential Trustees for election by the Board of Trustees. This slate shall be presented at the annual meeting of the Board.

Section 4: Except as provided for the initial Trustees, Trustees shall serve a term of three (3) years from the date of their appointments, or until their successors are seated. A full three-year term shall be considered to have been served upon the passage of three (3) annual meetings. After election, the term of a Trustee may not be reduced, except for cause as specified in these bylaws. No Trustee shall serve more than two (2) consecutive, three- year terms. Trustees shall take office on January 1 following the annual meeting at which their appointment is announced. Fulfilling an incomplete term is not considered part of the term limit. Trustees shall serve staggered terms to balance continuity with new perspective. One third of the initial Trustees shall serve initial terms of three (3) years; one third shall serve initial terms of two (2) years and one third shall serve initial terms of one (1) year. Subject to the foregoing provisions, the Chair shall assign the term limits of the initial Trustees.

Section 5: Any vacancy occurring in the Board of Trustees and any position to be filled by reason of an increase in the number of Trustees may be filled, upon recommendation of a qualified candidate by the Committee on Trusteeship, by the affirmative vote of the majority of the seated Trustees. A Trustee elected to fill the vacancy shall be elected for the unexpired term of his/her predecessor in office. At no time, shall the Board allow membership of a majority of the board of trustees to be bound or affected by any other entity

Section 6: A Trustee may resign at any time by filing a written resignation with the Chair of the Board.

Section 7: The Board may remove any Officer or Trustee with or without cause by two-thirds (2/3) vote of the entire Board of Trustees at any regular or special meeting of the Board, provided that a statement of the reason or reasons shall have been mailed by Registered Mail to the Officer or Trustee proposed for removal at least thirty (30) days before any final action is taken by the Board. This statement shall be accompanied by a notice of the time when, and the place where, the Board is to take action on the removal. The Officer or Trustee shall be given an opportunity to be heard and the matter considered by the Board at the time and place mentioned in the notice. No entity other than the Board shall select or remove trustees.

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Section 8: Members of the Board of Trustees:

(a) Shall receive no payment of honoraria, excepting, subject to applicable law, reimbursement for expenses incurred in performance of voluntary activities on behalf of the School in accordance with the School’s policies. (b) Shall serve the School with the highest degree of undivided duty, loyalty, and care and shall undertake no enterprise to profit personally from their position with the School. (c) Shall have no direct or indirect financial interest in the assets or leases of the School; any Trustee who individually or as part of a business or professional firm is involved in the business transactions or current professional services of the School shall disclose this relationship and shall not participate in any vote taken with respect to such transactions or services.

The Board of Trustees holds the charter from the state and is therefore responsible for ensuring that Collegiate Charter School complies with all applicable laws and regulations, as well as ensuring that the school is an academic success, organizationally viable, faithful to the terms of its charter, and earns charter renewal.

All participants in Board work shall comply with all laws and regulations, will be bound by the Code of Conduct, Conflict of Interest and Confidentiality policy statements, if any, adopted by the Board. Unless determined to be inadvisable in any given year by vote of the Trustees, every fiscal year, the Board shall take a retreat, planned by the Committee on Trusteeship, to evaluate Board progress and enhance Board performance.

Section 9: The Board of Trustees shall: (a) Have authority to adopt, amend, or repeal the bylaws, with the approval of the Massachusetts Department of Elementary and Secondary Education; (b) Amend the material terms of the school's charter, with the approval of the Massachusetts Department of Elementary and Secondary Education; (c) Submit charter amendments to the Commonwealth of Massachusetts; (d) Determine general school policies, in compliance with state and federal law; (e) Manage the financial affairs of the school and approve the annual budget;

ARTICLE III Officers

Section 1: There shall be four (4) elective Officers of the Board: a Chair, a Vice Chair, a Secretary, and a Treasurer.

(a) Board Chair: Is elected by the Board of Trustees to Chair meetings of the Board of Trustees and to formally communicate positions voted by the Board of Trustees. He or she shall set the agenda for and make regular reports on the status of the School to the Board of Trustees. The Board Chair shall nominate Committee Chairs and memberships subject to confirmation votes by the Board of Trustees. (b) Vice Chair: May be elected by the Board of Trustees to exercise all of the duties of the Board Chair in his or her absence. The Vice Chair shall undertake such other duties as voted by the Board of Trustees. (c) Treasurer: Is elected by the Board of Trustees and is responsible for the general financial affairs of the School and shall keep full and accurate records thereof which shall always be open to inspection by the Board Chair or other Trustees. The Treasurer shall render to the Board Chair or other Trustees whenever they require it, a statement of the accounts of transactions made as Treasurer and of the financial condition of the School.

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(d) Secretary: Is elected by the Board of Trustees and is responsible for the record of the proceedings of all meetings of the Members and of the Board of Trustees. The Secretary shall notify the Members and Trustees of all regular meetings in accordance with these by-laws.

Section 2: The Trusteeship Committee shall present a slate of Officers to the Board of Trustees. The nominated Officers shall be drawn from among the members of the Board of Trustees. The election of Officers initially shall be held at the first public meeting of the School and thereafter at the annual meeting of the Board.

Section 3: The newly elected Officers shall take office on January 1 following the close of the meeting at which they are elected and the term of office shall be one year, or until respective successors assume office. A Trustee may serve more than one (1) term in the same office, but not more than two consecutive terms in the same office.

Section 4: In the event that the office of the Chair becomes vacant, the Vice-Chair shall become Chair for the unexpired portion of the term. In the event that the office of Vice-Chair or Secretary-Treasurer becomes vacant, the Chair shall appoint interim Officers to fill such vacant offices until a scheduled meeting of the Board can be held.

ARTICLE IV Meetings

Section 1: Notice shall be given of the date, time, and location of all meetings (regular, special, or annual) in accordance with open meeting law (MGL c.30a, sec.11a 1, 2). The annual meeting of the Board of Trustees shall occur in the first Tuesday of December. There shall be at least 9 other regular meetings of the Board held on the first Tuesday of the month. Notice shall be given to each Trustee and ten (10) days prior to the date of every regular meeting of the Board and shall include the meeting agenda, the time and place of the meeting and any other information as the Chair may deem appropriate. To the extent required by law, public notice of meetings shall also be given. A record of every meeting will be adopted and kept, including the date, time, and location of the meeting, the members present or absent, and all action taken at the meeting, including formal votes taken in compliance with open meeting law (MGL c.30a, sec.11a 1,2).

Section 2: Special meetings of the Board of Trustees may be called by the Chair or by a majority of the Board filing a written request for such a meeting with the Chair and stating the object, date, and hour therefore, due notice having been given each Trustee five (5) calendar days prior to the meeting.

Section 3: One-half of the Trustees then in office shall constitute a quorum for the transaction of business at any regular or special meeting of the Board of Trustees, except where otherwise required by these Bylaws. A majority of those assembled is required to take action.

Section 4: The Board shall select its own meeting format in any method allowed by the laws of the Commonwealth of Massachusetts. Any such meeting, whether regular or special, complying with Sections 1 or 2 of Article IV shall constitute a meeting of the Board of Trustees and shall subscribe to the policies, procedures, and rules adopted by the Board.

Section 5: Notice of all regular and special meetings of the Board, an agenda of all items to be discussed at such meetings, and agenda support materials shall be circulated to all Trustees prior to the meeting. Any Trustee may waive notice of any meeting. The attendance of a Trustee at any meeting also shall constitute a waiver of notice of such meeting, except where a Trustee attends a meeting for the express purpose of objecting to the transaction of any business because the meeting is not lawfully called or convened. Notices shall comply with all applicable pubic meeting and other laws.

Section 6: Voting by Trustees by proxies or email shall not be permitted.

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Section 7: An absentee Board member may not designate an alternate to represent him or her at a Board meeting. ARTICLE V Staff

The Board of Trustees shall have the discretion to appoint a chief staff person, who shall be responsible for carrying out the work of School in accordance with the policies established from time to time by the Board of Trustees. The Board shall not select, appoint, evaluate, and/or remove staff other than the chief staff person.

ARTICLE VI Executive Committee Section 1: There shall be an Executive Committee comprised of the officers of the School Board. The Executive Committee shall be convened by the Chair when it is not possible to convene the Board in a timely fashion, or shall be authorized to act on behalf of the Board by action of the Board. Actions of the Executive Committee shall require ratification by the full Board of Trustees at its next meeting.

Section 2: The Executive Committee shall not serve as an intermediary between the Board and its committees or task forces. The Board of Trustees may delegate to the Executive Committee, to the extent provided in a specific resolution, any of the Board’s powers and authority, except with respect to:

(a) the filling of vacancies on the Board of Trustees or in any committee which has the authority of the Board; (b) the amendment or repeal of Bylaws or the adoption of new Bylaws; (c) the amendment or repeal of any resolution of the Board of Trustees which provides that such resolution may not be amendable or repealable by the Executive Committee; (d) the approval of any self-dealing transactions; (e) the sale, transfer, or distribution of all or substantially all of the assets of the School;

(f) the sale, transfer, or purchase of real property; (g) the merger or dissolution of the School; (h) the appointment of committees of the Board of Trustees or the members thereof; (i) the setting of the budget or approval of audits; and (j) any action prohibited by the Corporate Charter, these Bylaws, or the laws of the Commonwealth of Massachusetts. ARTICLE VII Other Committees and Task Forces

Section 1: The Chair shall appoint all committees or task forces of the Board except the Trusteeship Committee. Committees may be composed of Trustees and community members. Committees composed of community members must have at least one member who is also a member of the Board of Trustees. The Board may prescribe the responsibilities and the composition of such committees. Except as otherwise provided in Section 3 of this Article VII, the Chair shall appoint the chair of each committee.

Section 2: There shall be four (4) standing committees. These shall include: (1) the Trusteeship Committee; (2) the Finance Committee; (3) the Fundraising Committee; and (4) the Outcomes Committee.

Section 3: The Trusteeship Committee shall be composed of five (5) persons recommended by the Chair and elected by the Board of Trustees at its annual meeting. The Trustees shall also elect the chair for the Committee on Trusteeship. Each committee member shall serve a term of one (1) year, and these terms shall be staggered to ensure continuity of committee membership.

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The duties of the Committee on Trusteeship shall be conducted consistently with the section of the School’s Charter Application entitled “Board Development” and shall include:

(a) review of the qualifications of candidates and presentation of a slate of the best qualified nominees for the vacant Trustee positions on the Board; (b) recommendation of candidates to the Board to fill vacancies that arise outside the regular nominating process; (c) provision of ongoing orientation to Trustees; (d) oversight of the Trustee assessment process to ensure optimum performance; (e) creation of Trustee and Officer position descriptions to be submitted to the Board for approval; and (f) recommendations with respect to the annual retreat of the Board and planning of said retreat consistent with board directives.

ARTICLE VIII Fiscal Year

The fiscal year of the School shall begin on July 1st and terminate on June 30th of the following year.

ARTICLE IX Rules of Order

Except where they may be in conflict with the Charter or Bylaws of the School, the rules of order in the current edition of Robert’s Rules of Order shall govern the conduct of all meetings of the School.

ARTICLE X Indemnification

The School shall, to the extent legally permissible, indemnify each person who may serve or who has served at any time as an Officer or Trustee of the School, against all expenses and liabilities (including counsel fees, judgments, fines, excise taxes, penalties and amounts payable in settlements) reasonably incurred by or imposed upon such person in connection with any threatened, pending or completed action, suit or other proceeding, whether civil, criminal, administrative, or investigative, in which such person may become involved by reason of such person's serving or having served in such capacity (other than a proceeding voluntarily initiated by such person unless such person is successful on the merits, the proceeding was authorized by the School or the proceeding seeks a declaratory judgment regarding such person's own conduct); provided that no indemnification shall be provided for any such person with respect to any matter as to which such person shall have been finally adjudicated in any proceeding as not having acted in good faith in the reasonable belief that his or her action was in the best interests of the School. Further, such indemnification shall extend to any matter disposed of by a compromise payment by such person, pursuant to a consent decree or otherwise, so long as the payment and indemnification thereof have been approved by the School, which approval shall not unreasonably be withheld, or by a court of competent jurisdiction. Such indemnification shall include payment by the School of expenses incurred in defending a civil or criminal action or proceeding in advance of the final disposition of such action or proceeding, upon receipt of an undertaking by the person indemnified to repay such payment if such person shall be adjudicated to be not entitled to indemnification under this article, which undertaking may be accepted without regard to the financial ability of such person to make repayment.

Where indemnification hereunder requires authorization or approval by the School, such authorization or approval shall be conclusively deemed to have been obtained and each Trustee of the School approving such indemnification shall be wholly protected if:

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i) the payment has been approved or ratified (1) by a majority vote of a quorum of the Trustees consisting of persons who are not at that time parties to the proceeding, (2) by a majority vote of a committee of two or more Trustees who are not at that time parties to the proceeding and are selected for this purpose by the full Board of Trustees (in which selection Trustees who are parties may participate), or (3) by a majority vote of a quorum of the Members of the School Community, which quorum shall consist of Members who are not at that time parties to the proceeding; or

ii) the action is taken in reliance upon the opinion or independent legal counsel (who may be counsel to the School) appointed for the purpose by vote of the Trustees or in the manner specified in clauses (1), (2) or (3) of subparagraph (i); or

iii) the payment is approved by a court of competent jurisdiction; or

iv) the Trustees have otherwise acted in accordance with the standard of conduct set forth in Chapter 180 of the General Laws of Massachusetts.

Any indemnification or advance of expenses under this article shall be paid promptly and in any event within 30 days, after the receipt by the School of a written request therefore from the person to be indemnified, unless with respect to a claim for indemnification the School shall have determined that the person is not entitled to indemnification. Unless otherwise provided by law, the burden of proving that such person is not entitled to indemnification shall be on the School.

The right to indemnification under this article shall be a contract right inuring to the benefit of the Officers and Trustees and no amendment or repeal of this article shall adversely affect any right of such Officer or Trustee existing at the time of such amendment or repeal.

The indemnification provided hereunder shall inure to the benefit of the heirs, executors and administrators of an Officer or Trustee.

The School shall maintain adequate insurance to cover the obligation to provide indemnification as enumerated above.

ARTICLE XIII Amendments

These Bylaws may be amended at a regular meeting by a two-thirds vote of all Trustees then in office; provided that notice of the proposed amendment, together with a copy thereof, is mailed to each Trustee at least fifteen (15) days prior to the meeting at which the amendment is to be considered. All amendments are subject to the approval of the Massachusetts Department of Elementary and Secondary Education.

CERTIFICATE OF SECRETARY

The undersigned does hereby certify that the undersigned is the Secretary of the Collegiate Charter School, an educational organization duly organized and existing under the laws of the State of Massachusetts; that the foregoing Bylaws of said School were duly and regularly adopted as such by the Board of Trustees of said School; and that the above and foregoing Bylaws are now in full forces and effect.

______, Secretary ______Date

Collegiate Charter School

ATTACHMENT 3 STUDENT CODE OF CONDUCT

The CCS is aimed to provide a solid education in a safe and orderly learning environment in which all the students can learn effectively to reinforce their social and physical potential. For this reason the administrators and the teachers of CCS determined the misbehaviors and their corresponding disciplinary conclusions (code of conduct). We will strictly follow the code of conduct to provide a safe and orderly educational environment. Therefore the misbehaviors mentioned below shall not be allowed (i) during school, (ii) during any school-sponsored activities. These rules and penalties are not to be considered exclusive or to preclude in any way the prosecution and conviction of any person for the violation of any federal, state or local law, rule, regulation or ordinance, or the imposition of a fine or penalty provided for therein. Additionally, these rules and regulations should not be construed to limit, but rather exist in conjunction with any other codes of conduct established for the school, such as a disciplinary code and/or a bill of student rights and responsibilities.

Misbehaviors and Consequences Students of the CCS are responsible to be respectful for all individuals, their rights and their belongings in school. The students are considered to be subject to the school authority:  while the students are on school property;  during school-sponsored activity on school property and/or out of the school property;  waiting for or riding on school-provided transportation and/or public transportation when they are en route or from the school.

We categorized the misbehaviors in three (3) different levels. All the misbehaviors in each level and the corresponding disciplinary consequences are listed in Table A5.1 Due Processes All students of the CSS are entitled to the rights guaranteed by the United States Constitution and Bill of Rights, and their rights will not knowingly be denied by the required code of conduct or by any disciplinary actions by the school. There will be a continuum of consequences for misconduct ranging from verbal warnings and calls home, to detention and parent conferences, to suspension and ultimately expulsion.

Detention: The parent(s)/guardian(s) and the students will get at least one (1) day notice before the detention day. The detentions will be held twice a week after school for 45 minutes. The parents may request a delay of detention. The request for the delay should be in person. Phone calls, notes or e-mails will not be accepted.

Suspensions: The Dean of Students is responsible to inform the parent(s)/guardian(s) and the student with a letter including reason for the suspension, hearing date, number of dates of suspension and the reinstatement date. All disciplinary board hearings will be held within two (2) school days of the appeal being made. The parent(s)/guardian(s) appeal will be made to the Director and heard by a disciplinary board made up of three (3) administrators. The student may not attend classes until the appeal is heard, but the student will be responsible and must complete work for the missed classes.

Expulsion: The Director is responsible to inform the parent(s)/guardian(s) and the student with a letter including the reason for the expulsion, hearing date, number of days of expulsion and the reinstatement date. All disciplinary board hearings will be held within four (4) school days of an appeal being made. The parent(s)/guardian(s) appeal will be made to the Director and heard by a disciplinary board made up of three (3) administrators. The student may not attend classes until the appeal is heard, but the student will be responsible in work for the missed classes.

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Misbehaviors Disciplinary Consequence LEVEL 1: Using or possessing tobacco; possessing LEVEL 1: a) teacher conference with student alone or electronic devices in school (i.e. beepers, pagers, with parent(s)/guardian(s); b) dean of student conference cellular phones); cheating on exams; plagiarism on a with student alone or with parent(s)/guardian(s); c) school assignment; forgery of signature (i.e. a parent’s parent(s)/guardian(s) contact by phone; d) detention signature); being habitually tardy; coming to school without uniform. LEVEL 2: Leaving the class, school floor, school building LEVEL 2: a) teacher conference with student alone or or school events without permission; gambling; using with parent(s)/guardian(s); b) dean of student conference abusive or profane language; using or possessing drugs with student alone or with parent(s)/guardian(s); c) or alcohol; vandalism of the property; fighting or parent(s)/guardian(s) contact by phone; d) suspension unwanted physical contact; appealing in a sexual up to five (5) days. conduct with or without mutual consent (i.e. kissing, excessive displays of physical affection); intentionally participating any action that may damage to the school property; showing inappropriate behavior or being disrespectful to the teachers or staff; intentionally disrupting education in class; entering the school without permission during suspension period; verbally or physically threatening to harm another person; chronic violation of level one (1) misbehaviors. Three (3) level two (2) misbehaviors with suspension will result in a behavioral contract. If the student violates any level two (2) misbehaviors while on a contract it will result in expulsion. LEVEL 3: Using or possessing weapons, explosives, Level 3: Expulsion* firearms or knives in school; sexual or racial harassment; verbally or physically threatening to harm another person; engage in drug activities (i.e. selling or distributing drugs at school); setting off false alarms; damaging any school property; theft; hate crimes; habitual tardiness Table A5.1 * The director of the school is responsible for putting the student in expulsion processes. The parent(s)/guardian(s) will be informed immediately by the administration of the school.

 The student who showed any level three (3) offense will be expelled immediately after required due process  The students who use or possess weapons, explosives, firearms or knives in school and the students who engage in drug related activities on any school property shall be expelled for one (1) calendar year. In addition the student may be permanently expelled from the school if the student is sixteen (16) years old or older.

DISCIPLINE PROCEDURE FOR SPECIAL EDUCATION STUDENTS The CCS will obey the Code of Federal Regulations (CFR §§ 300.519-300.529) to the students with disabilities. If the school district or charter school has identified the student as having a disability before the misbehavior, the student may be subjected to the same discipline procedure for the students with disabilities in accordance with 34 CFR 300.527(b). In the case of disciplinary action, the written notice will be sent to the district of residence, the student and the parent(s)/guardian(s). In addition the procedural safeguards notice described in 34 CFR §§ 300.504 will also be provided. The personal delivery and/or express mail delivery shall be used to assure receipt of the delivery within 24 hours of the disciplinary action. Then the Individual Education Program (IEP) committee shall meet no later than 10 school days after the date on which such a decision is made. The committee shall review the student’s disability and 68

Collegiate Charter School the disciplinary action in the meeting. If the district of residence decided that the student’s misbehavior is not related to the student’s disability, the student maybe disciplined in the same manner as a student without disability.

Special Conditions If the misbehavior is related to the student’s disability or inappropriate special education program, no penalty may be obliged. Instead the IEP committee will work with the student to adapt the IEP according to the student’s special condition. After parental approval the new program must be implemented immediately. If there is a disagreement about the new program, the parent(s)/ guardian(s) may request a hearing. Until the conflict about the new program is solved the student must continue the previous IEP. If the student with a disability is suspended for a total of eight (8) days during the course of the school year, the IEP committee shall be informed immediately. In this case the IEP committee may consider modifying the student’s program. If the total suspension period is more than ten (10) days during the course of the school year, the IEP committee may change the student’s placement. For this reason the student’s with a disability shall not be suspended more than ten (10) days without the specific involvement of IEP committee.

STUDENT RIGHTS AND RESPONSIBILITIES 1. Student participation in school activities Each student of CCS has the opportunity to participate in all school activities regardless of race, sex, ethnicity, faith and disability. In addition, all the students are bound by the same rules for exclusion from the school activities. 2. Student Privacy  The CCS will not reveal the student’s permanent records. The student’s records can be disclosed if: o There is subpoena as required by law o There is authorization pursuant to The Family Education Rights and Privacy Act of 1974 (FERPA) 3. Freedom of Expression All the students have equal rights to express their personal opinions verbally, in writing and by speech unless there is no restriction of the freedom of others. Any form of expression that involves slander, personal attacks or causes interruption of the education process is forbidden. The students with such kind of expression cause suspension or detention of the students according to the code of conduct. The students will be encouraged to participate in the school sponsored publications (i.e. newsletters, literary magazines). The faculty will control the content of the publications in order to maintain the consistency with the educational standards of the school. In addition the faculty will supervise the students who participate in the school sponsored publications. 4. Search and Seizure In the case of a school rule violation and/or violation of a law, a school official may search the belongings of the student. The school property (locker or desk) assigned to a specific student shall be searched by a school official if the student keeps an item which is prohibited on school property or the item interfere the education process. Searches shall be conducted under the authorization of the school director. The prohibited item may be removed from the school property by school authorities. 5. Off-campus Events Off-campus events shall be governed by the guidelines of the school. The students must obey the instructions of the school authorities during these events, Failure to obey these rules may result in loss of eligibility or may result in disciplinary process according to the code of conduct. 6. Discipline All the students must obey the rules of the school. In the case of the misbehavior the students shall have opportunity to present their version of the fact. If there is a reasonable student’s explanation to the disciplinary action, school administrators may suspend the student from the code of conduct.

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ATTACHMENT 4 CCS STUDENT PLEDGE

Collegiate Charter School is dedicated to creating and maintaining an environment that supports learning, leadership and service for all members.

As a member of the Collegiate Charter School community, I pledge the following:

To treat all members of the community with respect

To stand up as a friend and advocate if I witness any member of the student body being treated unfairly or disrespectfully

To become a positive leader in a way that makes use of my unique talents and interests to serve others

To contribute to the school environment in ways that help teachers teach and students learn

To be a scholar who comes prepared to work at learning every day

To be an active participant in my own education through setting goals and achieving them.

Signed:

Student: ______Parent/Guardian: ______

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ATTACHMENT 5 ENROLLMENT POLICY

The first education year of Collegiate Charter School, 300 students will be enrolled in grades 6, 7, 8. There will be 4 classes for each grade with 25 students per class. Each year we plan to enroll 100 more students.

The application deadlines for CCS will be announced four months before the last day of enrollment. The students can be enrolled in CCS until the application deadline. CCS does not discriminate students according to race, ethnicity and proficiency in English, color, national origin, academic background and special need. The process of enrollment will be conducted according to the laws and the regulations of Massachusetts (specifically the state law MGL Ch. 71 89 (l), (m), (n) regarding the school enrollment policies.

Distribution of information: The information about the enrollment process to CCS will be distributed in the district using flyers (in two major languages spoken in the district; English and Spanish), and announcements in the local Newspapers. We propose to organize workshops and open houses, where we can give information about the mission, the vision and the education philosophy of the school.

The application process: The application forms must be submitted by April 15th of the previous academic year for the following education year. The application forms include information about the student, such as name, age, previous school attended and the grade, special needs and the name of the siblings applying for the other grades at CCS. The list of student names will be announced on June 1st and the official list after the final approval of the parents will be mailed to the students’ addresses on June 20th with the handbook of the CCS, including the code of conduct, orientation week program, school’s mission statement for the coming academic year.

The eligibility criteria to be enrolled: There is no entrance exam for students to be enrolled in CCS. The students should be living with Springfield, Chicopee and West Springfield districts. The application forms must be filled out completely and the agreement forms for the Code of Conduct should be signed by the parents. If the students want to be enrolled in a grade higher than the student’s approved grade the parents should provide documents showing reason to support this request.

The enrollment policy in case of an overload in the number of the applicants: Lottery and waiting list: In case the number of applicants is more than the space available space in CCS, we will plan a lottery. The lottery will be organized by a member of the community who is not working at school or who is not directly related to the students in the school. The lottery date will be announced 3 weeks before the lottery. The students list will be final once the lottery results are evaluated. There will be a waiting list as well with the names of students who are not enrolled after the lottery. The evaluation of the lottery: The students in the district and the students with sibling who are already registered at CCS will have higher priority in the waiting list. Once they are placed in CCS, the students (on the waiting list) from the other districts will be able to register as soon as space become available.

The enrollment requirements: The following documents should be submitted to CCS before July 30 of the academic year. a) Transcript of the students showing the previous education b) The medical record of the student (requirement of the state), including immunizations, vision hearing test results, physical exam test results. If the student is on medication for a health reason (example: diabetes), emergency medical treatment release forms, authorization letter by a physician. c) Any documents that show residency within the district.

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d) A survey that will be available at the Information Desk in the school. An example of the survey is shown below. The survey will include student’s background information, contact information of the parents and their occupation.

An example of the survey:

Collegiate Charter School Application Form 2011 – 2012 School Year Please provide student’s birth certificate and the proof of residency in the district

The grade the student is applying to______

Child’s Name: ______Date of Birth: ______Sex: M/F ______Child’s Address______Mother’s Name: ______Mother’s Address: ______Mother’s Home Phone: ( ) ______Mother’s Work Phone: ( ) ______Mother’s Occupation______Name of Employer: ______Father’s Name: ______Father’s Address: ______Father’s Home Phone: ( ) ______Father’s Work Phone: ( ) ______Father’s Occupation: ______Name of Employer: ______Other children in family: Name of the sibling: ______Date of Birth: ______Is the sibling registered at CCS? Yes______No______Child’s Primary Language______Parent’s Primary Language______Name of the school or any day care or after school program child has attended (Please state the grade your child is currently attending):______

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ATTACHMENT 6 TENTATIVE CALENDAR FOR THE EDUCATION YEAR 2011 – 2012

August 15 – 19 Staff Orientation August 22 – 26 First Week of Classes August 29 Opening Ceremony September 5 Labor Day October 5 Staff Development (full day) October 12 Columbus Day November 11 Veteran’s Day November 16 Staff Development (full day) November 24 – 25 Thanksgiving Break December 24 – January 2 Winter Holiday January 16 Martin Luther King Day January 25 Staff Development (full day) February 20 – 24 Mid-Winter Recess March 14 Staff Development (full day) April 9 – 13 Spring Break April 22 Earth Day Activities May 28 Memorial Day June 22 School Closing June 25 – 27 Staff Development

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ATTACHMENT 7 RECRUITMENT AND RETENTION PLAN

Commonwealth of Massachusetts Charter School Recruitment and Retention Plan – Proven Provider Name of School COLLEGIATE CHARTER SCHOOL______As defined in MGL c. 71 § 89 and 603 CMR 1.00, Massachusetts charter schools must receive approval from the Department of Elementary and Secondary Education for a Recruitment and Retention Plan which is updated annually. “The student recruitment and retention plan shall be updated annually and shall include annual goals for: (i) recruitment activities; (ii) student retention activities; and (iii) student retention” (Chapter 71, § 89(f)). The plan must list deliberate, specific strategies the school will use to attract, enroll, and retain a student population that, when compared to students in similar grades in schools from which the charter school enrolls students, contains a comparable demographic profile, including limited English proficient, special education, free lunch, and reduced-price lunch students, as well as those who are sub-proficient on the MCAS, at risk of dropping out of school, have dropped out of school, or other at-risk students who should be targeted to eliminate achievement gaps. The Board of Elementary and Secondary Education will consider the extent to which the school has followed and updated its recruitment and retention plan as one of the factors in making a renewal decision.

Use of Third Party Mail House Use of a third party mail house is required if the proposed school will serve a lowest 10 percent district for MCAS performance in two consecutive years, or if a lowest 10 percent district is included in the school’s proposed region (603 CMR 1.06 (4)(vi)).

Limited English Proficient Students in Lowest 10 Percent If the school is located in a district with 10 percent or more of students who are limited English proficient, communications with families must be in the most prevalent languages of the district. Data on the percentage of limited English students can be obtained from the Department of Elementary and Secondary Education website: http://www.doe.mass.edu/.

I. Recruitment Plan List the strategies the proven provider school will use during the upcoming school year to attract and enroll a student population that reflects the demographics of the school’s sending district(s), using comparison data provided by the Department. Include plans for a minimum of three specific subgroups.

1. Choose one group from the following list: A. Special education students or B. Limited English-proficient students

2. Choose a minimum of two groups from the following list: C. Students eligible for free lunch D. Students eligible for reduced price lunch E. Students who are sub-proficient (as determined by a previous score of “needs improvement”, “warning”, or “failing” categories on the mathematics or English language arts examinations of the MCAS for the previous two years) F. Students at risk of dropping out of school G. Students who have dropped out of school H. Other subgroups of students who should be targeted to eliminate the achievement gap

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Student Recruitment Plan List goals for recruitment activities for each demographic group Demographic Group #1 Choose A or B from the list  Reach out to Special Education Advisory Council in above: A Special Education Students each district.  Hold information parent information sessions in each district.  Within information sessions and promotional literature, focus on processes and supports for Special Education Students at CCS.  Create print and other media campaign to stress philosophy of supporting diverse learners at CCS  Invite college students with special needs to talk with parents at information sessions about their pathways to college Demographic Group #2 Choose C through G from  Reach out to the Urban League, area churches, the list above: C Students eligible for free lunch soup kitchens, homeless shelters and other community organizations that support low income families.  In literature and information sessions, highlight the schools policies and practices related to heath, nutrition, academic support and co-curriculum. Demographic Group #3 Choose C through G from  Hold informational sessions in each district, the list above: H First generation students (would be stressing the supports for families and their children first in their family to attend college in preparing for, accessing, paying for and succeeding in college.  Create Literature and media presentations highlighting the early college and career focus at CCS  Invite first-generation college students to present at informational sessions. * For all groups above: Hold a spring and early summer family fun event in conjunction with AIC to recruit students

II. Retention Plan Student Retention Plan Goal for student retention: In its first year of existence, CCS will strive to ensure that 90% of its students successfully complete all school requirements and that there are no drop outs during the school year. Retention Activity 1 All students will be assigned to a Core Group Advisor and Core Group. The Advisor will act as a daily check in and will track student progress of his/her advisees to ensure that all advisees are on track for academic success. Retention Activity 2 The school will maintain low student-teacher ratios to ensure that all students are known and that their learning needs are met with tailored instruction. Retention Activity 3 All students will attend daily Achievement Center, where they will have access to homework help and tutoring. Retention Activity 4 All students will be part of a team that creates and oversees their Individual Education Plans. Because the 75

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plans are unique to each student, they articulate personal academic goals and the ways in which those goals will be met. Frequent review of IEP’s will permit teachers and students to adjust instruction, curriculum or other learning processes to achieve success. Retention Activity 5 Teachers will work according to the principles of Universal Design for Learning, which aims to tailor teaching and assessment to students’ learning styles, cultures, interests and strengths. Retention Activity 6 College students will work with CCS to serve as role models, mentors and academic tutors. Through their assistance and the sharing of their own stories, they will inspire young students to strive for post-secondary success. Retention Activity 7 If students fall behind in their academics, CCS will create a School Goal Plan for getting them back on track. Retention Activity 8 Family members will have access to their children’s current academic status on a daily basis, will have opportunities to conference with their children and their teachers, and will be able to attend presentations and workshops that increase their skills and confidence in supporting their children through homework monitoring and other interventions. Retention Activity 9 All students will be integrated into leadership and service activities, giving them equal access to roles that can increase self esteem and sense of belonging to the school community.

Collegiate Charter School

ATTACHMENT 8 JOB DESCRIPTIONS

Position: Director of Student Services

Job Goal: To provide sound educational programs for children who require at least a partially different program from a regular classroom setting.

Supervision: Reports to Executive Director. As determined by the Executive Director supervises all subordinate student support personnel.

Education, Work Experience, and Licensure: Required: Department of Elementary and Secondary Education Certification as an Administrator of Special Education or Director of Pupil Personnel Services Preferred: Prior work experience as a Director of Student Services and special needs teacher or service provider (speech and language therapist, school psychologist, etc).

Performance Responsibilities: 1. Contributes to the development of the total school philosophy of education. 2. Assists in the adaptation of school policies to include special education needs. 3. Recommends policies and programs essential to the needs of exceptional children. 4. Keeps informed of all legal requirements governing special education. 5. Provides leadership in establishing new programs and developing improved understanding of existing programs. 6. Develops and initiates survey programs for continuous identification of exceptional children. 7. Supervises and coordinates special education classroom programs that include special classes for students who have specific learning disabilities; who are emotionally handicapped; who have severe auditory handicaps; and who have orthopedic or neuromuscular handicaps. 8. Evaluates existing programs on an ongoing responsibility, and recommends changes and additions as needed. 9. Establishes procedures for placement, evaluation, assignment, and reappraisal of students with regard to the special education services program. 10. Develops procedures for referral, securing medical reports, psychological examination, and placement. 11. Supervises and coordinates home instruction for homebound or hospitalized students. 12. Evaluates, determines tenure, and recommends for promotion any personnel serving in the special education area. 13. Assists in recruitment, selection, and recommendation for hiring of special education personnel. 14. Assumes responsibility for compiling, maintaining, and filing all reports, records, and other documents legally required or administratively useful. 15. Develops and maintains complete and cumulative individual records of all children receiving special services or enrolled in special classes. 16. Supervises preparation of attendance reports and similar data necessary to reimbursement of funds, collecting of tuition for out-of-district students, and similar uses. 17. Assists in assigning faculty to supervision of co-curricular activities. 18. Supervises development, maintenance, and distribution 19. Assumes responsibility for his or her own professional growth and development through membership and participation in the affairs of professional organizations; attendance at regional, state, and national meetings; and enrollment in advanced courses.

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20. Keeps abreast of changes and developments in the profession by attending professional meetings, reading professional journals and other publications, and discussing problems of mutual interest with others in the field. 21. Supervises all professional, paraprofessional, and support personnel assigned to student services as determined by the executive director. 22. Assists in the recruiting, screening, hiring, training, assigning, and evaluating of the school’s student services professional staff. 23. Orients newly assigned staff members and assists in their development, as appropriate. 24. Evaluates and counsels all assigned student services staff members regarding their individual and group performance. 25. Participates in meetings with the staff as necessary for the proper functioning of the school. 26. Recommends, according to established procedures, the removal of a student services teacher whose work is unsatisfactory. 27. Makes arrangements for special conferences between parents and teachers as requested or required. 28. Performs all other duties as may be assigned by the executive director.

Physical Requirements: The position requires a moderate amount of walking, standing, sitting and climbing stairs and step stool whenever necessary. Activities also include moderate physical exertion in body movement such as reaching, bending, twisting, grasping, pushing, and pulling of objects. The position requires lifting objects of 20 pounds on a frequent basis, and over 20 pounds occasionally. There is a frequent requirement of fine manipulation associated with the required use of a computer, typewriter, keyboard, calculator, and other business machines.

Environmental Conditions: The occupant is required to work indoors. The regular chemical solvents are toners and cleaning fluids.

Position: Executive Director

Job Goal: To provide leadership in developing and maintaining the best possible educational programs and services.

Supervision: Reports to the Board of Trustees (BOT). Supervises all personnel within the charter school either directly or through support personnel.

Education, Work Experience, and Licensure: Required: Graduate degree in education, leadership or related field with substantial prior leadership experience, preferably in a charter, private or public school setting deemed adequate preparation by the Board of Trustees. Preferred: Prior work experience as a school administrator and Department of Elementary and Secondary Education Certification as a Superintendent or Principal

Performance Responsibilities: 1. Attends and participates in all meetings of the BOT and its sub-committees, except when own employment or salary is under consideration. 2. Serves as ex officio member of the BOT. 3. Administers as chief school executive, the development and maintenance of a positive educational program designed to meet the needs of the community and to carry out the policies of the BOT. 4. Advises the BOT on the need for new or revised policies and sees that all policies of the BOT are implemented. 5. Prepares and submits to the BOT recommendations relative to all matters requiring BOT action, placing before the BOT such necessary and helpful facts, information, and reports as are needed to ensure the making of informed decisions.

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6. Acts on own discretion if emergency action is necessary in any matter not covered by BOT policy, reports such action to the BOT as soon as practicable, and recommends policy in order to provide guidance in the future. 7. Reports to the BOT such matters as deemed material to the understanding and proper management of the charter school, or as the BOT may request. 8. Supervises the implementation of all laws, regulations, and BOT policies. 9. Makes all administrative decisions within the charter school necessary to the proper function of the charter school. 10. Makes such rules and gives such instructions to school employees and students as may be necessary to implement BOT policy. 11. Delegates at own discretion to other employees of the BOT the exercise of any powers or the discharge of any duties with the knowledge that the delegation of power or duty does not relieve the executive director of final responsibility for the action taken under such delegation. 12. Formulates school objectives, policies, plans, and programs; prepares (or causes to be prepared) and presents facts and explanations necessary to assist the BOT in its duty of legislation for the charter school. 13. Conducts a periodic audit of the total school program, and advises the BOT on recommendations for the educational advancement of the charter school. 14. Recommends to the BOT for its adoption all courses of study, curriculum guides, and major changes in texts and time schedules to be used in the charter school. 15. Oversees the timely revisions of all curriculum guides and courses of study. 16. Prescribes rules for the classification and advancement of students, and for the transfer of students from one grade to another in accordance with published policies. 17. Communicates directly or through delegation all actions of the BOT relating to personnel matters to all employees and receives communications from employees to be made to the BOT. 18. Participates in salary negotiations with professional and nonprofessional personnel. 19. Reviews and approves/rejects recommendations by the principal(s) regarding hiring and firing of employees who work only within one level, within the limits of budgetary provisions. 20. Employs such personnel, who work within more than one level, as may be necessary, within the limits of budgetary provisions. 21. Assigns and transfers employees as the interest of the charter school may dictate and reports such action to the BOT for information and record. 22. Holds such meetings of teachers and other employees as necessary for the discussion of matters concerning the improvement and welfare of the charter school. 23. Supervises methods of teaching, supervision, and administration in effect in the charter school. 24. Approves vacation schedules for school employees under direct supervision. 25. Suspends employees in accordance with applicable State Law. 26. Determines promotion, salary change, demotion, or dismissal of any employee in accordance with applicable State Law. 27. Submits to the BOT a clear and detailed explanation of any proposed procedure that would involve either departure from established policy or the expenditure of substantial sums. 28. Assumes responsibility for the overall financial planning of the charter school and for the preparation of the annual budget and submits it to the BOT for review and approval. 29. Establishes and maintains efficient procedures and effective controls for all expenditures of school funds in accordance with the adopted budget. 30. Acts as purchasing agent for the BOT, and establishes procedures for the purchase of books, materials, and supplies, consistent with the Uniform Procurement Act. 31. Provides suitable instructions and regulations to govern the use and care of school properties. 32. Recommends to the BOT sales of all property no longer required by the BOT and supervises the proper execution of such sales. 33. Maintains directly or through delegation such personnel records, pupil accounting records, business records, and other records that are required by law and by BOT policy.

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34. Files, or causes to be filed, all reports required by the state and the school code. 35. Makes recommendations to the BOT concerning the transportation of pupils in accordance with the law and the requirements of safety. 36. Makes recommendations with reference to the location and size of new school sites and of additions to existing sites; the location and size of new buildings on school sites; the plans for new school buildings; all appropriations for sites and buildings; and improvements, alterations, and changes to the building(s) and equipment of the charter school. 37. Represents the charter school in its dealings with other charter schools, school systems, institutions, agencies, and community organizations. 38. Attends such conventions and conferences as are necessary to keep abreast of latest educational trends. 39. Represents the BOT as liaison between the charter school and the communities it serves. 40. Establishes and maintains a program of public relations to keep the public well-informed of the activities and needs of the charter school, effecting a wholesome and cooperative working relationship between the charter school and the community. 41. Keeps the public informed about modern educational practices, educational trends, and the policies, practices, and problems in the charter school. 42. Confers periodically with professional and lay groups concerning the charter school program and transmits to the BOT suggestions gained from such conferences. 43. Performs such other tasks as may, from time to time, be assigned by the BOT.

Environmental Conditions: The occupant is required to work indoors. The regular chemical solvents are toners and cleaning fluids.

Position: Middle School Principal

Job Goal: To use leadership, supervisory, and administrative skills to promote the educational development of each student.

Supervision: Reports to Executive Director. Supervises all personnel within the Middle School Level.

Education, Work Experience, and Licensure: Required: Graduate degree in education and prior experience as an educator applicable to the middle school position. Preferred: Department of Elementary and Secondary Education Certification as a school principal and prior work experience as a school administrator in a charter, private or public school setting.

Performance Responsibilities: 1. Establishes and maintains an effective learning climate in the middle school level. 2. Plans, organizes, and directs implementation of all middle school level activities. 3. Keeps the executive director informed of the middle school level’s activities and problems. 4. Makes recommendations concerning the middle school level's administration and instruction. 5. Assists in the management and preparation of the middle school level budget. 6. Supervises the maintenance of all required building records and reports. 7. Prepares or supervises the preparation of reports, records, lists, and all other paperwork required or appropriate to the middle school level’s administration.

Collegiate Charter School

8. Works with the executive director on school problems of more than in-school import, such as transportation and special services. 9. Keeps executive director informed of events and activities of an unusual nature as well as routine matters related to the executive director's accountability. 10. Assumes responsibility for the implementation and observance of all Board of Trustees (BOT) policies and regulations by the middle school level’s staff and students. 11. Maintains active relationships with students and parents. 12. Budgets school time to provide for the efficient conduct of middle school level instruction and business. 13. Leads in the development, determination of appropriateness, and monitoring of the instructional program. 14. Schedules classes within established guidelines to meet student needs. 15. Assists in the development, revision, and evaluation of the curriculum. 16. Supervises the counseling program to enhance individual student education and development. 17. Maintains high standards of student conduct and enforces discipline as necessary, according to due process rights of students. 18. Establishes guides for proper student conduct and maintaining student discipline. 19. Attends special events held to recognize student achievement, and attends school-sponsored activities and functions. 20. Maintains and controls the various school funds generated by student activities. 21. Supervises the maintenance of accurate records on the progress and attendance of students. 22. Assumes responsibility for the attendance, conduct, and maintenance of health of students. 23. Assumes responsibility for his or her own professional growth and development through membership and participation in the affairs of professional organizations; attendance at regional, state, and national meetings; and enrollment in advanced courses. 24. Keeps abreast of changes and developments in the profession by attending professional meetings, reading professional journals and other publications, and discussing problems of mutual interest with others in the field. 25. Supervises all professional, paraprofessional, administrative, and support personnel attached to the school. 26. Assists in the recruiting, screening, hiring, training, assigning, and evaluating of the middle school level’s professional staff. 27. Supervises the middle school level’s teaching process. 28. Approves the master teaching schedule and any special assignments. 29. Orients newly assigned staff members and assists in their development, as appropriate. 30. Evaluates and counsels all staff members regarding their individual and group performance. 31. Conducts meetings of the staff as necessary for the proper functioning of the middle school. 32. Assists in the in-service orientation and training of teachers, with special responsibility for staff administrative procedures and instructions. 33. Recommends, according to established procedures, the removal of a teacher whose work is unsatisfactory. 34. Makes arrangements for special conferences between parents and teachers. 35. Assumes responsibility for the safety and administration of the school plant. 36. Supervises the daily use of the school facilities for both academic and nonacademic purposes. 37. Plans and supervises fire drills and an emergency preparedness program. 38. Asserts leadership in times of civil disobedience in school in accordance with established Board policy. 39. Assumes responsibility for co-chairing parent council.

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Environmental Conditions: The occupant is required to work indoors. The regular chemical solvents are toners and cleaning fluids.

Position: Middle/ Secondary Teacher

Job Goal: To help students learn subject matter and skills that will contribute to their development as mature, able, and responsible young men and women.

Supervision: Reports to the Assigned Principal. Supervises paraprofessionals as designated by the Principal, Director of Student Services or Executive Director.

Education, Work Experience, and Licensure: Required: College degree with relevant coursework in content area assigned to teach. Preferred: Massachusetts Department of Elementary and Secondary Certification applicable to assigned teaching responsibilities and prior relevant work experience as a teacher in a private, charter, or public school setting.

Performance Responsibilities: 1. Meets and instructs assigned classes in the locations and at the times designated. 2. Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students. 3. Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students. 4. Prepares for classes assigned and shows written evidence of preparation upon request of immediate superior. 5. Encourages students to set and maintain standards of classroom behavior. 6. Guides the learning process toward the achievement of curriculum goals and, in harmony with the goals, establishes clear objectives for all lessons, units, and projects to communicate these objectives to students. 7. Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved. 8. Strives to implement by instruction and action the school’s philosophy of education and instructional goals and objectives. 9. Assesses the accomplishments of students on a regular basis and provides progress reports as required. 10. Diagnoses the learning disabilities of students on a regular basis, seeking the assistance of school specialists as required. 11. Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities. 12. Maintains accurate, complete, and correct records as required by law, school policy, and administrative regulation.

Environmental Conditions: The occupant is required to work indoors. The regular chemical solvents are toners and cleaning fluids.

Position: High School Principal

Job Goal: To use leadership, supervisory, and administrative skills to promote the educational development of each student.

Collegiate Charter School

Supervision: Reports to Executive Director. Supervises all personnel within the High School Level.

Education, Work Experience, and Licensure: Required: Graduate degree in education and prior experience as an educator applicable to the high school position. Preferred: Department of Elementary and Secondary Education Certification as a school principal and prior work experience as a school administrator in a charter, private or public school setting.

Performance Responsibilities: 1. Establishes and maintains an effective learning climate in the high school level. 2. Plans, organizes, and directs implementation of all high school level activities. 3. Keeps the executive director informed of the high school level’s activities and problems. 4. Makes recommendations concerning the high school level’s administration and instruction. 5. Assists in the management and preparation of the high school level budget. 6. Supervises the maintenance of all required high school level records and reports. 7. Prepares or supervises the preparation of reports, records, lists, and all other paperwork required or appropriate to the high school level’s administration. 8. Works with the executive director on school problems of more than in-school import, such as transportation and special services. 9. Keeps executive director informed of events and activities of an unusual nature as well as routine matters related to the director's accountability. 10. Assumes responsibility for the implementation and observance of all Board policies and regulations by the high school level’s staff and students. 11. Maintains active relationships with students and parents. 12. Budgets school time to provide for the efficient conduct of school instruction and business. 13. Leads in the development, determination of appropriateness, and monitoring of the instructional program. 14. Schedules classes within established guidelines to meet student needs. 15. Assists in the development, revision, and evaluation of the curriculum. 16. Supervises the school counseling program to enhance individual student education and development. 17. Maintains high standards of student conduct and enforces discipline as necessary, according to due process rights of students. 18. Establishes guides for proper student conduct and maintaining student discipline. 19. Attends special events held to recognize student achievement, and attends school-sponsored activities and functions. 20. Maintains and controls the various funds generated by student activities. 21. Supervises the maintenance of accurate records on the progress and attendance of students. 22. Assumes responsibility for the attendance, conduct, and maintenance of health of students. 23. Assumes responsibility for his or her own professional growth and development through membership and participation in the affairs of professional organizations; attendance at regional, state, and national meetings; and enrollment in advanced courses. 24. Keeps abreast of changes and developments in the profession by attending professional meetings, reading professional journals and other publications, and discussing problems of mutual interest with others in the field. 25. Supervises all professional, paraprofessional, administrative, and support personnel attached to the high school level. 26. Assists in the recruiting, screening, hiring, training, assigning, and evaluating of the school’s professional staff. 27. Supervises the school’s teaching process. 28. Approves the master teaching schedule and any special assignments. 29. Orients newly assigned staff members and assists in their development, as appropriate. 30. Evaluates and counsels all staff members regarding their individual and group performance.

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31. Conducts meetings of the staff as necessary for the proper functioning of the school. 32. Assists in the in-service orientation and training of teachers, with special responsibility for staff administrative procedures and instructions. 33. Recommends, according to established procedures, the removal of a teacher whose work is unsatisfactory. 34. Makes arrangements for special conferences between parents and teachers. 35. Assumes responsibility for the safety and administration of the school plant. 36. Supervises the daily use of the school facilities for both academic and nonacademic purposes. 37. Plans and supervises fire drills and an emergency preparedness program. 38. Asserts leadership in times of civil disobedience in school in accordance with established Board policy. 39. Assumes responsibility for co-chairing secondary parent council.

Environmental Conditions: The occupant is required to work indoors. The regular chemical solvents are toners and cleaning fluids.

Position: School-College Liaison

Job Goal: To provide collaborations between the school and college/university partners that help students and their families access, pay for, and succeed in post-secondary education.

Supervision: Reports to Secondary Principal.

Education, Work Experience, and Licensure: Required: College degree with relevant coursework and/or experience related to the Performance Requirements. Preferred: Massachusetts Department of Secondary Certification and prior relevant work in a private, charter, or public school setting.

Performance Responsibilities: 1. Contributes to the development of the total school philosophy of education. 2. Develops partnerships with colleges, universities, and other post-secondary institutions. 3. Assists students in developing Post-secondary Portfolios. 4. Arranges college visits and campus-based activities for students and families. 5. Arranges college representative visits to CCS. 6. Plans and implements post-secondary awareness activities that support the school’s mission. 7. Works with teaching staff to develop curricular activities that integrate early college and career awareness. 8. Serves as school’s liaison to colleges and universities in arranging school-based mentoring, guest presentations, and other activities. 9. Maintains post-secondary plans file for each secondary student. 10. Assists students and families with college applications, scholarship applications, financial aid applications, and other relevant documents pertaining to post-secondary access. 11. Coordinates college mentoring and other placements at the school 12. As funding permits, works to develop additional programs leading to college access, such as a summer Bridge program.

Collegiate Charter School reaching, bending, twisting, grasping, pushing, and pulling of objects. The position requires lifting objects of 20 pounds on a frequent basis, and over 20 pounds occasionally. There is a frequent requirement of fine manipulation associated with the required use of a computer, typewriter, keyboard, calculator, and other business machines.

Environmental Conditions: The occupant is required to work indoors. The regular chemical solvents are toners and cleaning fluids.

Position: Curriculum Coordinator

Job Goal: To provide curriculum coordination at either the middle school or secondary school level.

Supervision: Reports to the Middle School or Secondary School Principal

Education, Work Experience, and Licensure: 1. Minimum of five year’s experience as a teacher or certified equivalent in a school district. 2. Minimum five year’s experience as a school administrator. 3. Experience, training, and demonstrated competency in instructional program development, curriculum writing, and assessment. 4. Demonstrated competency in providing workshops in one or more instructional areas. 5. Advanced graduate level training with a minimum of a master’s degree. 6. Eligible for supervisor/director certification in Massachusetts. 7. Experience and/or training in planning and budgeting. 8. Knowledge of alternative instructional programs to meet the instructional needs of the entire student population. 9. Such alternatives to the above qualifications as may be approved by the superintendent and/or school committee.

Performance Responsibilities: A. Management 1. Programs: The Director of Curriculum and Instructions shall: a. under the direct supervision of the superintendent, direct, coordinate, and supervise the preparation, dissemination, implementation, and evaluation of all instructional programs, including special programs such as Title I, Special Education, TBE/ESL, etc. b. prepare reports for the superintendent regarding the status and effectiveness of all instruction programs PK-12 c. be responsible for the implementation of the district’s instructional goals and objectives as they pertain to all instructional programs PK-12. d. be responsible for reporting to the superintendent and school committee the results of all system- wide testing and evaluations, PK-12. e. be responsible for making specific recommendations to the superintendent in all matters relating to curriculum and instruction, PK-12 f. prepare, submit, and maintain all appropriate reports required by the state and/or federal government g. prepare, disseminate, and maintain reports and information relating to achievement results in all instruction programs, PK-12 h. develop short and long range plans for instructional program development, PK-12, and shall assist principals in the continual evaluation and modification of such programs on the basis of their findings.

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B. Fiscal Operations The Director of Curriculum and Instruction shall: a. review and make recommendations to the superintendent on local budgets including funds allocated through state and federal programs as they relate to curriculum, staff development, and program evaluation.

2. Personnel The Director of Curriculum and Instruction shall: a. work closely with staff and administration and assist in planning staff development activities based upon identified curriculum and instructional development, implementation, and assessment needs. b. where and when appropriate, lead staff development workshops based upon identified curriculum development, implementation, assessment and instructional needs.

C. Leadership and Consultation The Director of Curriculum and Instruction shall: a. be available to staff for consultation in all matters relating to curriculum, instruction and evaluation as assigned by the superintendent. b. be available to building administrators for consultation on their functions related to curriculum implementation, instruction and evaluation, including all special programs such as Title I, Special Education, TBE/ESL etc. c. consult with all staff on matters related to curriculum, instruction and assessment.

Environmental Conditions: The occupant is required to work indoors. The regular chemical solvents are toners and cleaning fluids.

Position: School-Family Coordinator

Job Goal: To provide collaborations between the school and families to promote positive student development

Supervision: Reports to Middle School or Secondary Principal.

Education, Work Experience, and Licensure: Required: College degree with relevant coursework and/or experience related to the Performance Requirements. Preferred: Massachusetts Department of Elementary or Secondary Certification and prior experience in a similar professional role.

Performance Responsibilities: 1. Contributes to the development of the total school philosophy of education. 2. Provides outreach to families of students at CCS 3. Establishes and maintains the Family Resource Center 4. Sits (ex-officio) on all committees involving family-school relations 5. With principal and faculty, develops First Week and other orientation activities, as well as events during the school year 6. Meets with parents, as necessary, to assess and locate resources to meet their needs 7. Devises calendar of school-based workshops, speakers and other events for families

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8. Assists in development and dissemination of family satisfaction surveys 9. Assists in preparation of materials for the newsletter and website 10. Works with college partners to plan campus-based events for students and families 11. Advises the SIC on strengthening school-family partnerships

Environmental Conditions: The occupant is required to work indoors. The regular chemical solvents are toners and cleaning fluids.

Position: Administration Assistant

Reports To: Executive Director

Job Goal: To use administrative skills to organize the central office and to assist the Superintendent and School Committee with tasks necessary for the efficient operation of the school system.

Qualifications: 1. Strong secretarial and office organization capabilities and skills. 2. Ability to supervise clerical and bookkeeping staff. 3. Five plus years experience working in a school or closely-related setting. 4. Such alternatives to the above qualifications as the Executive Director may find appropriate and acceptable.

Performance Responsibilities: 1. Assists the Executive Director in general administrative operations. 2. Compiles operational statistics and gathers such other data as the Executive Director may require. 3. Maintains the district policy manual, employment contracts and job descriptions. 4. Assumes such scheduling, coordinating, budget development, and office manager functions as the Executive Director may assign. 5. Prepares and reviews reports as the Executive Director may assign. 6. Supervises all office personnel as assigned by the Executive Director. 7. Reports to the Executive Director any developments or problems requiring his/her awareness or action. 8. Attends school meetings and serves as the secretary to the school at various meetings. 9. Maintains accurate records of meeting minutes. 10. Performs such other tasks and assumes such other responsibilities as the Executive Director may from time to time assign or delegate.

Collegiate Charter School

Environmental Conditions: The occupant is required to work indoors. The regular chemical solvents are toners and cleaning fluids.

Collegiate Charter School

ATTACHMENT 9 OPERATING BUDGET: PROJECTED REVENUES AND EXPENDITURES

Operating Budget: Projected Revenues and Expenditures

Charter School: Collegiate Charter School Pre-Operational Period Year 1 Year 2 Year 3 FY2011 FY2012 FY2013 FY2014

MAJOR ASSUMPTIONS Assumes initial census of 300 children in grades 6, 7 and 8 and addition of 100 children in grade 9 in year 2 and one hundred children in grade 10 in year 3 for a total of 300 in year 1, 400 in year 2 and 500 in year 3

A Per Pupil Tuition 10,435 10,821 11,213 B Student Enrollment 300 400 500 C Facility Size (square footage) 20,000 20,000 45,000 D Cost per square foot 13 13 18 E Staff FTE: (1.0 FTE = XX hours) E1. Administrative (Professional) 6440.0 7360.0 10120.0 E2. Administrative (Support/Clerical) 2500.0 4200.0 5258.0 E3. Instructional: Teachers 23520.0 31920.0 40320.0 E4. Instructional: Other (Professional) 900.0 1200.0 1680.0 E5. Instructional: Paraprofessionals 5040.0 6720.0 8400.0 E6. Instructional: Salaries - Support/Clerical 2520.0 4200.0 5880.0 E7. Other Student Services - Counselling, SPED, ELL 7500.0 8500.0 9500.0 E7a. Tutoring 3000.0 4000.0 5000.0 E8. Operation and Maintenance of Plant 1500.0 1750.0 3000.0 F Staff FTE: Subtotal: 0.0 52920.0 69850.0 89158.0

Instructions/Notes A Enrollment will be 70% from Springfield, 15% from West Springfield and 15% from Chicopee. Rates from each district + $897 for space are formulated B See Note 1 C Y1,Y2: temporary space at 503 State Street; Y3: permanent space on AIC campus D calculated on space proposal E E1. See Notes 2, 3, 4 E2. assumes 1.5 Y1, 2.5 Y 2 and 3.13 Y3 E3. assumes 12 gen ed + 2 sped Y1, 16 gen ed + 3 sped Y 2 and 20 gen ed+ 4 sped Y 3. E4. assumes .75 IT in Y 1, .75 IT in Y 2 and 1 IT in Y 3 E5. assumes 3 paras in Y1; 4 paras in Y2 and 5 paras in Y3 E6. assumes 1.5 in Y 1, 2.5 in Y 2 and 3.5 in Y 3 E7. assumes all sped services except teachers, assumes counsellors, related services, ELL, all professional development assumes 3 tutors @ 25 hours/wk in Y 1, 4 tutors in Y2 and 5 tutors in Y 3 E8. F assumes average hours worked as 1,700

Collegiate Charter School

OPERATING REVENUES 1 Tuition (90% of projected) 2,817,4093,895,680 5,045,848 2 Grants 100,000 200,000 400,000 3 Grants 4 Grants 5 Nutrition Funding - State & Federal 78,925 94,710 118,447 6 Program Fees 100,000 150,000 200,000 7 Contributions, in-kind 50,000 50,000 50,000 8 Contributions, in-cash 25,000 50,000 75,000 9 Investment Income 10 Transportation Reimbursements 11 Other: 12 Other: 13 TOTAL OPERATING REVENUES 0 3,171,334 4,440,390 5,889,295

Instructions/Notes 1 See Note 1 2 assumes a combination of federal, state and private grants 3 4 5 assumes 2.6225 per free lunch and 2.225 for reduced @ 2/3 census, no paid lunch noted 6 assumes paid lunchs and after school program fees of $ 400/year 7 assumes donated furniture, electronic equipment and materials 8 parent and community fund raising 9 10 included in tuition calculation 11 12 13

OPERATING EXPENDITURES Administration 14 Salaries - Administrative (Professional) 50,000 270,000 298,700 413,715 15 Salaries - Administrative (Support/Clerical) 20,000 16 Accounting-Reviewed Audit 10,000 15,000 15,000 17 Legal - Retainer 10,000 10,000 25,000 18 Payroll 19 Other Professional Services 20 Information Management and Technology 21 Office Supplies and Materials 17,100 18,900 26,500 22 Professional Development, Administrative/Board 23 Dues, Licenses, and Subscriptions 2,500 7,500 10,000 24 Fundraising 1,000 1,000 1,000 1,000 25 Recruitment/Advertising 10,000 15,000 20,000 25,000 26 Travel expenses for staff/Board 300 300 300 500 27 Bank Charges - Current (Short Term) 2,500 3,000 5,000 28 Purchased Management Services 29 Other: 30 Other: moving expenses 25,000 31 Subtotal: 81,300 328,400 399,400 521,715

Instructions/Notes 14 see note 2, 3 ,4 15 included in Futures Education Management Contract - see Note 5 16 audit/accounting services to be competively bid 17 legal services to be competitively bid 18 included in Futures Education Management Contract - see Note 5 19 N/A 20 included in AIC service contract - see Note 6 21 office supplies est @ $ 900 per staff; other staff costs in Futures' contract 22 inlcuded in Futures' management contract 23 Mass Charter School Membership, other subscriptions 24 cost of fundraising events 25 recruiting/advertising for students/staff in print and web 26 local travel to meetings and conferences ( mileage, tolls, parking) 27 short-term revolving credit line and bank charges 28 29 30 moving to permanent facility at end of Y2 31

Collegiate Charter School

Ge ne r a l Special Ge ne r a l Special Ge ne r a l Special Instructional Services Education Education Education Education Education Education 32 Salaries - Teachers 480,000 80,000 640,000 120,000 800,000 160,000 33 Salaries - Other (Professional) 34 Salaries - Paraprofessionals 35 Salaries - Support/Clerical 36 Contracted Services, Instructional 37 Instructional Technology in Classrooms 25,000 40,000 65,000 38 Instructional Supplies & Materials 50,000 62,520 78,000 39 Testing & Assessment 9,000 12,000 15,000 40 Professional Development, Instructional 41 Dues, Licenses, and Subscriptions 500 500 500 42 Staff Stipends in addition to base salary 43,500 3,000 55,500 4,500 69,000 6,000 43 Purchased Management Services 668,250 incl 891,000 incl 1,113,750 incl 44 Other: tutors 45 Other: 46 Subtotal: 0 1,276,250 83,000 1,701,520 124,500 2,141,250 166,000

Instructions/Notes 32 assumes 12 gen ed + 2 sped Y1, 16 gen ed + 3 sped Y2, 20 gen ed+ 4 sped Y3 33 included in Futures Education Management Contract - see Note 5 34 included in Futures Education Management Contract - see Note 5 35 included in Futures Education Management Contract - see Note 5 36 included in Futures Education Management Contract - see Note 5 37 computer supplies and repair, software and other technology for instructional use 38 science lab materials and supplies, textbooks for teacher use ($ 300 per teacher in Y1, $ 150 following years), $150/student/yr). 39 cost of administration of standardized assessments, $ 30/student 40 included in Futures Education Management Contract - see Note 5 41 educational newspapers and journals 42 intended to be a performance bonus pool for CCS staff 43 Futures Education Management Contract - see Note 5 44 included in AIC service contract 45 46

Other Student Services 47 Salaries - Other Student Services 48 Health Services 49 Student Transportation (to and from school) 124,200 244,728 252,070 50 Food Services 78,925 94,710 118,447 51 Athletic Services 52 Purchased Management Services 53 Other: transport to AIC, field trips 12,000 15,000 17,000 54 Other: 55 Subtotal: 0 215,125 354,438 387,517

Instructions/Notes 47 custodial services in AIC service contract 48 included in AIC service contract - see Note 6 49 see Note 7 50 lunches thru nutrition support, others paid N/A 51 included in AIC service contract - see Note 6 52 inlcuded in AIC service contract - see Note 6 53 2 field trips per year, transport to AIC campus, see Note 7, 8 54 55

Collegiate Charter School

Operation and Maintenance of Plant 56 Salaries - Operation and Maintenance of Plant 57 Utilities 25,000 50,000 50,000 75,000 58 Maintenance of Buildings & Grounds 59 Maintenance of Equipment 3,000 4,000 5,000 60 Rental/Lease of Buildings & Grounds 87,000 260,000 260,000 675,000 61 Rental/Lease of Equipment 7,000 7,000 9,500 62 Capital Debt Service 150,000 63 Renovation/Construction 300,000 55,000 10,000 100,000 64 Acquisition of Capital Equipment 25,000 250,000 300,000 350,000 68 Purchased Management Services 324,000 432,000 540,000 66 Other: Rental of Library, athletic space 65,000 65,000 67 Other: 68 Subtotal: 437,000 1,014,000 1,128,000 1,904,500

Instructions/Notes 56 included in AIC service contract - see Note 6 57 heat, electric, phone 58 included in AIC service contract - see Note 6 59 maintenance of printers, projectors, laptops etc 60 per lease proposal in Y 1 and Y2; Y 3 in new space 61 copier lease to be put to bid 62 63 64 Cost Y 1, 2 , 3 plus debt service in Y2, 3 for lab, electronic, network, facilities equipment 68 AIC service contract - see Note 6 66 included in AIC rental agreement- see Note 8 67 68

Fixed Charges 69 Payroll taxes 75,000 95,000 125,000 70 Fringe Benefits 65,000 85,000 100,000 71 Insurance (non-employee) 25,000 25,000 35,000 72 Purchased Management Services 73 Other: 74 Other: 75 Subtotal: 0 165,000 205,000 260,000

Instructions/Notes 69 for CCS employees, all other staff taxes included in Futures and AIC contracts 70 for CCS employees, all other staff taxes included in Futures and AIC contracts 71 insurance for property, fire, laibility, directors and officers, worker's comp 72 73 74 75

Community Services (Including Dissemination) 76 Dissemination Activities 500 1,000 1,000 77 Civic Activities 500 1,000 1,000 78 Subtotal: 0 1,000 2,000 2,000

Instructions/Notes 76 community meetings 77 parent meetings, student government 78

79 Contingency Fund 79,283 111,010 147,232

80 TOTAL OPERATING EXPENDITURES 518,300 3,162,058 4,025,868 5,530,214

Instructions/Notes 79 Funds set aside as a contingency at 2.5% of revenue

81 SURPLUS/(DEFICIT) (518,300) 9,276 414,522 359,080

Collegiate Charter School

Notes

Note 1 Year 1: Springfield: $9503 + $897 ($10,400) x 189 = $1,965,600 West Springfield: $9852 + $897 ($10,749) x 40 = $429,960 Chicopee $9392 + $897 (10,289) x 41 = $421,849 Total for year 1: $2,817,409

Year 2: Springfield: $9883 + $897 ($10,780) x 240 = $2,587,200 West Springfield: $10,247 + $897 ($11,144) x 60 = $668,640 Chicopee: $9767 + $897 ($10,664) x 60 = $639,840 Total for year 2: $3,895,680

Year 3: Springfield: $10,278 + $897 ($11,175) x 315 = $3,520,125 West Springfield: $10,656 + $897 ($11,553) x 67 = $774,051 Chicopee: $10,157 + $897 ($11,054) x 68 = $751,672 Total for year 3: $5,045,848

Note 2 Year 1: Assumes one executive director and one curriculum coordinator, Middle School Principal, 1/2 time School/Family Liason

Note 3 Year 2: Assumes one executive director and one curriculum coordinator, Middle School Principal, 1/2 time School/Family Liason, 1/2 time High School Principal

Note 4 Year 3: Assumes one executive director and two curriculum coordinators, Middle School Principal, 1/2 time School/Family Liason, Full time High School Principal

Note 5 Futures management includes ELL services, includes all sped management, all related services, all psychological testing, all counselling, all professional development, all regulatory compliance, all grant writing, all paraprofessionals, all administrative and instructional clerical staff, all payroll support, and taxes and benefits associated with these positions. Futures' fee, all inclusive of the above services, is calculated as $2475 per student per year with an estimated census in year one of 270 students, year two 360 students, year three 450 students.

Note 6 AIC Service Contract with full responsibility for IT, health services, plant maintenance, tutoring, and athletics billed at a per capita rate of $1200, includes all taxes and benefits. The contract rate is estimated with the same census as mentioned in note 5.

Note 7 In year 1 CCS will have 2 bus runs: 1 for Chicopee and West Springfield, and 1 for Springfield at a cost of $56,700 per run, as well as mid-day transport for a total cost of $124,200. In years 2 and 3 CCS will have 4 bus runs: 1 in Chicopee, 1 in West Springfield, and 2 in Springfield at a cost of $56,700 per run (plus 3% increase each year), as well as mid-day transport for a total cost of $244,728 in year 2 and $252,070 in year 3. CCS will also purchase and operate a bus for 60 students to move from 503 State Street to the AIC campus for gym, library, athletics, etc. CCS assumes that 60% of students will be transported by parents.

Note 8 AIC lease agreement will allow CCS students the use of AIC facilties such as library, gymnasium, athletic fields

Collegiate Charter School

ATTACHMENT 10 PROVEN PROVIDER INFORMATION

INTRODUCTORY COMMENTARY

The areas that, in the authors view, present a strong case for our collective expertise and logistical capacity to be deemed as proven providers are discussed in detail below. Although these areas have an implicit connectivity to each other, for ease of presentation this section is divided into the following areas: Prospective School Leadership and Organizational Support.

PROSPECTIVE SCHOOL LEADERSHIP

Suzanne Marotta, Ed.D.: Former Superintendent of the West Springfield Public Schools from 1997-2010.

During her tenure as the Superintendent of the West Springfield Public Schools (WSPS) from 1997 through 2010, Dr. Suzanne Marotta was a visionary and innovative leader who realized the value and need for 21st Century Skills and she began laying the ground work in the late 1990’s. With the turn of the new Century, WSPS was aligned to thrive. Her thoughts were that “In ten years, students will think about getting better at what they do, rather than what grade they receive. When you see students satisfied, it raises the bar for everybody. Teaching is more than liking kids; you have to be savvy in so many ways. You have to look at the data, analyze the data, get more data, and address the whole piece.”

Dr. Marotta carefully chose initiatives for WSPS that delivered improved education, teacher organization, and student access to learning across the district. These initiatives were:

1. Classroom Assessment 2. Differentiated Instruction 3. Balanced Literacy 4. Wildly Successful Teaching: A Seminar for teachers, administrators, and staff new to teaching and new to the district

Demographic Profile and Comparison of West Springfield and its Student Population

The town of West Springfield, Massachusetts is home to 27,899 residents, of which the median age is 38 years. As of 2000, the median household income was $40,266, the median income for a family was $50,282, and the per capita income was $20,982; 8.7% of families, and 11.9% of the total population, were below the poverty line, including 20% of those under age 18 and 7.3% of those aged 65 or over (US Census Bureau, 2000).

As of the year ending 2009-2010, there were 3,954 students enrolled in the eight district schools. Of the total school enrollment, 734 were classified as special education, which equates to approximately 19% of the student population. With respect to ethnicity, the school population is currently comprised of 24.5% of students who are identified as African American, Asian, Hispanic, Native American, Native Hawaiian-Pacific Island, or Multi-Racial. Furthermore, the percentages of students identified as English as not first language, limited English proficient, and low income were 22.9%, 7%, and 43%, respectively (Massachusetts Department of Elementary and Secondary Education, 2010).

With respect to fiscal and student demographics, it is notable that across several salient parameters West Springfield is similar to Chicopee or Springfield, which are the other two towns from which the Collegiate Charter School seeks to draw students. Consider that the median income for a household in Chicopee was $35,672 (as compared to $40,266 in West Springfield), and the median income for a family was $44,136 (as compared to $50,282). The per

Collegiate Charter School capita income for the city was $18,646 (as compared to $20,982). Approximately 9.6% of families and 12.3% of the population were below the poverty line, including 19.5% of those under age 18 and 9.3% of those age 65 or over as compared to 8.7%, 11.9%, and 20% in West Springfield (US Census Bureau, 2000). Similarly, the student make-up of Chicopee is currently comprised of 34.5% (as compared to 24.5%) of students who are identified as African American, Asian, Hispanic, Native American, Native Hawaiian-Pacific Island, or Multi-Racial. The percentages of students identified as English as not first language, limited English proficient, and low income were 22.9%, 7%, and 43%, respectively.

In the city of Springfield, the percentage of students identified as English as not First Language was 24.1% and compares to 22% in West Springfield.

Classroom Assessment When choosing a professional development provider for classroom assessment, Dr. Marotta carefully vetted several providers including Ribas and Associates, Measured Progress, etc. Measured Progress was the hands-down winner. Besides their immediate level of professionalism other determining factors were that Measured Progress:

 Expertise in psychometrics, alternate assessment, and universal design applications  Current contracts in 17 states; experience working in 30 states  Innovative testing approaches include performance assessment, alternate assessment, and testing for the 2 percent population  Customized professional development programs for states and districts In fact, West Springfield Public Schools is featured on their website (http://www.measuredprogress.org/pd/clients/west_springfield.aspx) because “West Springfield School District educators had a clear vision: to create a balanced assessment system and improve student achievement at the summative and formative levels. They knew they needed a unifying initiative to get teachers and administrators at all grade levels on board.” All 3,983 students in WSPS benefited from Classroom Assessment

Attendance:  In 2000 the average attendance rate was 91% and has increased to 95.1% in 2009, which has surpassed the state average of 94.6%. The improvement in attendance was a result of a concerted effort on the part of the High School administration and oversight of the central administration.

 Tardy rate dropped from an all time high of 122 in 2000 to double digit numbers in subsequent years.

Differentiated Instruction

Dr. Marotta partnered with Education Performance, Inc. (www.epsi-wus.com) from whom administrators learned “how to engage and support struggling learners while challenging advanced learners in the general education classroom,” “to implement multilevel reading, writing, and math strategies immediately,” and they received “tools and models for building collaborative teaching relationships in inclusive settings.”

Instruction included: . Assessing Comprehension in Content Texts . Scaffolding Instruction . Compacting Curriculum . Multilevel Instruction & Tiered Assignments

Collegiate Charter School

. Collaborative Teaching Models and Strategies . Using the Unit Planner . Flexible Grouping and Assessment Strategies

Dr. Marotta had all administrators trained in DI so that they could provide low-cost, effective DI training to administrators who then provided PD to their respective buildings. This was an innovative way to provide low-cost PD in which administrators had to collaborate with their teachers.

Balanced Literacy

Under Dr. Marotta’s supervision, West Springfield Public Schools worked to develop direct, systemic literacy instruction in a balanced literacy program for all students at the elementary level. The Houghton Mifflin Elementary reading program and professional development by consultant, Dr. Sanford Roth, drove the momentum for student improvement in the area of literacy. Every elementary teacher was trained in using reading/writing groups and maintaining accurate data in reading notebooks. Sandy Shea, WSPS director of reading, met regularly with groups of teachers at each elementary school. She furthered professional development by bringing models of reading notebooks and conducting lesson studies with teachers’ notebooks.

The balanced literacy program improved MCAS scores, adhered to NCLB, and provided professional development for all elementary teachers.

Successful Teaching

WSPS has approximately 30 new and/or new to WSPS teachers each year. Because of the number of new teachers each fall, Dr. Marotta established this program that she personally directed in which participants were introduced to WSPS and offered professional development opportunities. Meeting each week for 5 weeks, the group discussed current research and active pedagogy. They were introduced to brain-based learning and each participant participated in exercises that were self-studies.

Over the 8 years that this program was offered, nearly 250 teachers, staff members, and administrators participated.

Initiatives

The District’s track record in promoting consistent, systemic, and sustainable achievement may be attributable to several initiatives spearheaded by Dr. Marotta, which are deemed replicable to a charter school. These included, but were not limited to: (1) When schools faltered, the District provided an internal PIMs (performance improvement mapping) process to bring the school back to passing scores in MCAS; (2) The District’s commitment to hiring and retaining highly qualified teachers, which 95.8% in 2009, with the introduction of programs (e.g., the Gallup Teacher Insight)2; (3) the implementation of programs, such as internal Literacy Teams through the Hampshire Collaborative, that has allowed the District to excel as well as an all day Kindergarten; and (4) proactive interventions (e.g., the Positive Behavior Intervention System) to benefit all students by minimizing the rates of suspension to less than .5 percent in all schools during the past 3 years.

Additional Data

 Since 2005, the District’s High School students improved each year by 2%, despite the increasing poverty and minority population

2 The Gallup Organization’s Teacher Insight© instrument is a unique diagnostic tool that measures the presence of natural talents in developing strengths, which places children first, and enables the teacher to outperform counterparts 10-1. 96

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 WSPS was able to continue to maintain AYP in all schools through 2009  The MCAS performance rate for the district is on target in ELA and no status for Math.  DRA and overall benchmark reading scores have improved by 5% for all students in the elementary schools.  The state’s Coordinated Program Review team gave near perfect scores in all areas of the review in 2009: Special Education, ELL, and Health  From 1997-2010 student attendance improved each year by 2%, with an increase of over 30% over the last 13 years in the ELL population

Eduardo Carballo, Ph.D.: Former Superintendent of the Holyoke Public Schools from 2002-2010.

Demographic Profile and Comparison of Holyoke and its Student Population

As of the 2000 census, the town of Holyoke had 39,838 residents. The median household income was $30,441, the median income for a family was $36,130, and the per capita income was $15,913; approximately 22.6% of families, and 26.4% of the total population, were below the poverty line, including 41.7% of those under age 18 and 13.2% of those aged 65 or over (US Census Bureau, 2000).

As of the year ending 2009-2010, the eleven District schools served 5,901 (25% of which were classified as special education) students. With respect to ethnicity, the school population is currently comprised of 77% of students who are identified as Hispanic, 18.8% as white, and 3.3% as African American. The percentages of students identified as English as not first language, limited English proficient, and low income were 50.9%, 23.3%, and 74.3%, respectively (Massachusetts Department of Elementary and Secondary Education, 2010).3

As with the town of West Springfield, there are similarities in many respects to Holyoke and Chicopee or Springfield. The median income for a household in Springfield was $30,417 (as compared to $30,441 in Holyoke), and the median income for a family was $36,285 (as compared to $36,130). The per capita income for the city was $15,232 (as compared to $15,913 in Holyoke). 23.1% of Springfield’s population were below the poverty line as compared to 26.4% in Holyoke.

In the city of Springfield, the percentage of students identified as low income was 81.4% compared to 74.3% in Holyoke.

Educational Accomplishments: Performance

As indicated in a recently published report, Holyoke, during Dr. Carballo’s tenure, exhibited significant growth in student achievement in comparison to similar districts (Gaudet, 2010). These accomplishments, presented verbatim from that report, included the following:

 While five districts posted solid gains in ELA, two led the field in CPI improvement. Holyoke posted a 14.9-point improvement between 2004and 2008 in CPI and Worcester’s CPI increased 14 points. Other cities showing solid gains were Springfield (11.9 points); Lynn (12.0 points); and Taunton (12.2 points).  In math, four districts showed strong improvement with the best being Worcester (14.9-point improvement), with Lynn close behind with a 14.7 gain. Fitchburg with a 12.8-point gain and Holyoke with a12.6-point gain rounded out the field.

3 All statistics going forward pertaining to student demographics in West Springfield, Chicopee, Holyoke, and Springfield have been acquired from the most recent data posted on the DESE website. 97

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 Another way to identify positive performance trends is to calculate the total improvement in CPI in both ELA and math over time. The following chart shows the points gained in combined ELA and math CPI between 2004 and 2008 on the Grade 10 MCAS with the strongest performers on the right side of the chart. The strongest performers in terms of total improvement were Worcester, Holyoke, Lynn, Fitchburg, Taunton, and Springfield.

 Improved MCAS scores over time (listed largest to smallest gain over time):

ELA – Holyoke (14.9 CPI points between 2004 and 2008); Worcester (14 points); Taunton (12.2 points); and Springfield (11.9 points).

Math – Worcester (14.9 points); Lynn (14.7 points); Fitchburg (12.8 points); and Holyoke (12.6 points).

As indicated in the report entitled Student Mobility and the Impact on Student Assessment Scores, the students that had been in HPS for at least five years (i.e., the Stable Cohort) significantly outperformed students in HPS that had been there less than five years (i.e., the Mobile Cohort) across a myriad of grades and MCAS measures. For example, by the tenth grade, the percentage of students in the Stable cohort passing the MCAS in ELA and math was 87% and 75%; this equated to an increase of 19% and 22% in performance over the Mobile cohort in ELA and math, respectively. It is notable that the 10th grade Stable cohort surpassed the State Composite Performance Index (CPI) of 85.4% in ELA; its score of 76.5% in math fell just below the State CPI. In a more global manner, under Dr. Carballo’s tenure, 70% of high school students have recently passed the MCAS as compared to 30% five years ago.

In order to address the increasing mobility rates within HPS, and allow these students the same consistent exposure to the instructional practices4 that the Stable cohort represented, Dr. Carballo and his leadership team restructured the District to create K-8 schools. As excerpted in the report: This initiative not only provided smaller learning and teaching communities for students and staff, but also helped provide access to educational programs at their attendance zone schools. Prior to reorganizing the grade levels and creating attendance zones, many families had children attending sometimes as many as three different schools.

Educational Accomplishments: Discipline and Attendance

 The District’s in-house suspension rate declined from 22% in 2005 to 12.9% in 2009.

 Dr. Carballo created the Transient Opportunity Program (TOP). As described in the attached report: This program serves to provide meaningful and effective learning experiences for students using a standards-based curriculum while assisting families in their efforts to reduce transiency and create a stable home environment. Through intake assessments (including performance and home assessments), the needs of children and families are identified and appropriate services are put in place with the assistance of HPS staff. These needs include, but are not limited to: intensive small group instruction for students, interventions to support students with gaps in knowledge, and coordinated case services with families and organizations geared at stabilization (mental health services, language acquisition, job training, etc.). While TOP’s primary goal is to stabilize students and families with high mobility, it also serves a secondary goal…. providing for a more stable classroom working environment by reducing the frequency of interruptions during the school year.

4 Including curriculum alignment, creation of curricular maps, embedding of ELA and math programs into the middle school workshops, and the institution of an alternative school 98

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Organizational Support

Futures Education

The staff of Futures Education proposes to become the organizational entity that will provide the requisite administrative support from which the Collegiate Charter School will be established, and maintained. The global function and purpose of Futures Education is to provide oversight, management, and guidance of specific functions that will enhance quantifiable and authentic student growth.

Futures Education has numerous partnerships with other organizational entities, both within Massachusetts and across the country to which we are entirely accountable for both financial and performance perspectives. Consequently, our staff expertise and culture necessitate that we are extremely well-versed in providing requisite support, data management systems information, and requisite communication to the communities and their requisite stakeholders from which the students at the charter school will be sent. It is understood that the types and forums of communication between the school personnel and the communities will need to be determined; however, the staff of Futures Education is committed to availing themselves to all necessary transparent accountability needs in public forums that the participating Districts, stakeholders, and the Department of Public and Secondary Education may require.

Because Futures is incorporated, it by necessity has the established back office infrastructure including Human Resources, financial, clerical and physical plant in order to provide the administrative and instructional support to the Collegiate Charter School personnel within the framework of adhering to the labor laws in the state of Massachusetts. Furthermore, it cannot be overstated that the Future Education offices, being in such close proximity to the Collegiate Charter School, will be promoted as an additional practical resource for all staff to take advantage of.

Futures Education is located in Springfield, Massachusetts and has the important experience of being both an independent business entity and in establishing the fiscal, educational, and programmatic viability with partnering districts. Moreover, Futures Education has been involved in over 100 start up contracts by providing community- based programs and schools (including charters) mandated services such as speech-language pathologists, occupational therapists, and nurses across four states and the District of Columbia.

In addition, given its foundation in special education, there are many core values and competencies inherent in Futures Education that will be available to all staff in order to maximize student achievement; that is, the following represent an essential “value added” component given staff members’ unique skills regarding the education of students with IEPs that are readily transferrable to the general student population, which will likely constitute at least 83% of the population (i.e., the general education population in Massachusetts). These robust and transferrable skills include: differentiated instruction, the generation of specific and quantifiable goals, the use of single-subject design, the establishment of a pre-referral process to address the needs of struggling learners, and the continual assessment of intervention strategies.

It is noted that Dr. Peter Bittel, CEO of The Futures HealthCore, LLC is on the Board of Trustees of the American International College.

American International College

As indicated on its website: American International College was founded on July 18, 1885. It was chartered by the Commonwealth of Massachusetts on September 18, 1885 with the purpose of educating international immigrants who were coming to America through New York. That’s where our commitment to diversity, flexibility, and understanding began. They came to America to pursue a dream and AIC was founded to ensure their success.

Collegiate Charter School

Today, AIC is a private, coeducational, four-year comprehensive institution located in the geographic center of Springfield, Massachusetts. We are interracial, interfaith, and international. Liberal arts serves as the core in all our academic offerings. The college is organized into schools of Arts, Education and Sciences; Business Administration; Health Sciences (Nursing, Occupational Therapy and Physical Therapy); and Continuing and Extended Studies. AIC is accredited by the New England Association of Schools and Colleges; the National Association of State Directors of Teacher Education and Certification; the National League for Nursing; the American Physical Therapy Association; the Accreditation Council for Occupational Therapy Education; and Business Accreditation with the International Assembly for Collegiate Business Education. In conjunction with Futures Education, the staff of American International College (AIC) has historical and current capacities with which to support the students and faculty of CCS. More specifically, AIC has a well-established tutoring program throughout its campus, and has a particular capacity in its ability to address the learning needs of students with learning disabilities through the expertise of its own faculty. Additionally, AIC is able to provide CCS with immediate and ongoing physical plant support, in the areas of property management, information technology, and facilities.

In reference to the issue of first-generation college students mentioned previously in this document, the staff at AIC have particular sensitivity and capacity to address the needs of these students. In fact, AIC leadership has instituted a formal program on the campus, the ACE program, to help this specific student population. As described on AIC’s website: AIC Core Education, what we call the ACE Program, is a federally-funded program for first generation college students, as well as those with limited financial means. It's part of the TRIO programs sponsored by the U.S. Department of Education. We are here to help you get whatever you need to succeed in college, and to plan for success after graduation.

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ATTACHMENT 11 PERSONNEL HANDBOOK

Equal Opportunity Employer: It is the policy of CCS to offer equal employment opportunity to all persons without regard to race, color, religion, gender, age, national origin ancestry, marital status, disability or any other status protected by law. No job applicant is to be discriminated against because of these factors. This policy is intended to apply to recruiting, hiring, promotions, layoffs, compensation, benefits, termination, and all other privileges, terms, and conditions of employment.

Reasonable Accommodation If an employee believes that they have a disability that affects their ability to perform their essential job functions and they believe that a reasonable accommodation is required so as to permit them to perform their job, that employee must advise their direct supervisor in writing of this.

Hiring: Recruitment: Recruitment will be on the basis of qualifications only, without regard to race, color, religion, gender, age, national origin, ancestry, marital status, disability or any other status protected by law. All employment sources including private employment agencies, state employment services, etc., shall be advised of our nondiscriminatory policy.

Placement: There shall be no discrimination because of race, color, religion, gender, age, national origin, ancestry, marital status, disability or any other status protected by law at any time.

Employment Positions: In general, hiring decisions are the responsibility of the managers of CCS, or designated supervisors. Each person vested with this responsibility will make such decisions in accordance with the policies established herein.

Interviewing: Interviewing of prospective employees may involve several CCS staff, may include Board members, and/or others who will be working with the new staff.

Work Requirements:

Licenses and Certification: It is the responsibility of each educator to maintain their license and or/certification current, and to provide updated copies of such licensure and/or certification to the CCS business office on an annual basis or at such other times, as requested by CCS.

Criminal Background Checks: A criminal background check will be completed for all employees as part of the hiring process and may be periodically updated.

References: References from previous employers will be requested as part of the hiring process to verify the stated work record and to provide information on past performance as it relates to the position applied for.

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Immunizations:

Hepatitis B Vaccine: Upon hire, each educator will receive information regarding the Hepatitis B vaccine. This form must be completed prior to an employee’s start date.

Mantoux Tuberculosis Test Upon hire, each educator will be asked to provide results of a Mantoux Tuberculosis test or chest x-ray performed within the preceding 12 months or to make an appointment to receive one at no charge.

Full-Time and Part-Time Employment Defined: An Employee of CCS working more than 30 hours per week is considered Full-Time and will be eligible for the benefits provided for Full-Time Employees. Any Employee working less than 30 hours is considered part-time.

Promotion/Demotion: CCS will provide promotional opportunities to all qualified employees pursuant to the following processes and procedures: A. Criteria shall be based on the employee’s ability and length of continuous service, without regard to race, color, religion, gender, age, national origin, ancestry, marital status, disability or any other status protected by law. B. During performance reviews, managers and supervisors shall communicate the School’s policy of promoting qualified employees from within. C. The qualification of all candidates for promotions shall be objectively reviewed. D. Employees failing to qualify for promotion shall be encouraged to improve their development by taking advantage of any training programs made available to them by CCS and/or government and community agencies specifically geared to improving skill level and education.

Layoffs and Terminations: When necessary to reduce our work force, layoffs or recalls will be made without regard to race, color, religion, gender, age, national origin, ancestry, marital status, disability or any other status protected by law. When it becomes necessary to terminate any employee, such termination will be without unlawful discrimination. It is expected that each educator will practice in accordance with their professional code of ethics, and within their scope of practice. If an employee is not practicing accordingly, CCS has the right to investigate, to provide disciplinary action, and/or to terminate the employee as deemed appropriate. The school will contribute to the Unemployment Compensation plan administered by the State of Massachusetts and will adhere to state guidelines regarding this service.

Separations/Leaving the Organization: Upon voluntary resignation from CCS, employees are expected to give notice. Employees should provide at least four (4) weeks’ notice. Paid Time Off may not be used as part of the notice period. The notice should be given in writing to the employee’s supervisor. Employees are also encouraged to contact the human resources manager to schedule an exit interview. The exit interview is an opportunity for employees to provide CCS with valuable information regarding their employment experience.

Absences: In the case of illness or unavoidable absence from work, it is the responsibility of the employee to notify his/her immediate supervisor and to contact the site(s) affected by the absence on any given day. Planned time off must be approved by the employee’s supervisor (see section titled “Paid Time Off”).

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Bereavement: CCS will provide three (3) days of bereavement pay relative to any immediate family member. Regular full-time employees are granted up to three (3) workdays per occurrence, with pay, in the event of a death in the immediate family. Immediate family members are defined as parents, siblings, step/half siblings, grandparents, spouse/partner, child, mother/father-in-law, sister/brother-in-law, grandparent-in-law, step-child or any relative residing in your household. If you have a question about another significant other, please speak with your supervisor. You are to notify your supervisor immediately to make any arrangements for scheduling purposes. In the event you require time off for a non-immediate family member, contact your supervisor immediately for scheduling purposes. If available, you may use PTO.

Family and Medical Leave (FMLA): The Company will allow leave in accordance with the Family and Medical Leave Act of 1993. Eligible employees will be provided up to 12 weeks of unpaid leave per year for certain family and medical reasons. To be eligible an employee must have worked for CCS for at least one year, and for 1250 hours over the previous 12 months. FMLA will be granted for any of the following reasons: . to care for the employee’s child after birth, or placement for adoption or foster care . to care for the employee’s spouse, son or daughter, or parent who has a serious health condition . for a serious health condition that makes the employee unable to perform the employee’s job The employee is required to provide advanced leave notice and medical certification. The Company reserves the right to deny or postpone leave for failure to provide appropriate notice, when such denial/postponement would be permitted under federal or state law.

Jury and Witness Duty: When an employee is summoned to serve on Jury or Witness Duty, they must notify their manager immediately. If summoned, an employee will be allowed time off for Jury Duty according to federal and state regulations.

Military Service: A military leave of absence will be granted to any/all employees who are inducted into the Military Service according to federal regulations.

Compensation: CCS will pay staff fairly according to their job classification. Company-supported benefit programs for employees will be made equally available to all personnel without unlawful discrimination. CCS will conduct annual salary studies for charter schools in Massachusetts as well as receive data from the Charter School Association to determine usual and customary salaries for its employees. Cost of Living increases will be announced in the spring of each year for inclusion in the following academic year.

Pay Periods: CCS compensates its employees on a semi-monthly basis (15th and 30th or 31st)

Vacation Time: Vacation Time shall be accrued as follows: Each employee is granted up to ten days of paid Vacation Time per year, with one day of Vacation Time accrued at the end of each of the first ten calendar months during each year of employment. No accrual of Vacation Time will occur for a new employee before that employee has completed five full calendar months of employment at which time such employee will be granted five days of Vacation Time, and then will begin the stated pattern of accrual. Unused vacation time may be rolled-over from year to year, with a maximum accumulation of twenty days. Administrative Staff: Unless otherwise provided for or as approved by the director, Vacation Time is to be used by regular, full-time administrative employees in accordance with the following provisions:

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Vacation Time may be used for any purpose of an employee’s choosing. Vacation Time is time off of work with pay. Unless an exception is made by the director, all employees must request of the director the use of accrued Vacation Time, and the granting of such leave is conditional upon the approval of the director or his or her designee. Denial of a time-off request may be due to the fact that school is in session for the time period requested. Vacation Time is to be used in increments of one-half work day, except as provided below. Any employee whom the director has determined to be eligible to accrue “Comp” Time Leave may use accrued Vacation Time in increments of one-half hour.

Instructional Staff: Vacation Time for regular, full-time instructional employees (includes all classroom teaching staff and aides) shall be provided only when classes are not in session, and is time off work with pay. The director will annually prepare the school session calendar, noting which days instructional staff is not expected to report to school.

Holidays: In addition to the Vacation Time provided as noted, the school shall observe official government holidays, and school will be closed and all staff will not be expected to report to work. This includes the following nine Holidays: Labor Day, New Year’s Day, Martin Luther King Day, Columbus Day, Veterans Day, Presidents Day, Thanksgiving, Memorial Day, Independence Day. Any staff member is free to choose to work on any of these Holidays, conditional upon prior approval of the director. Only employees determined to be eligible to accrue “Comp” Time shall be able to receive any compensation for this extra work, and such compensation shall be in the form of accrued Comp Time.

Personal Time: Personal Time shall be accrued as follows: Full-time employees shall be granted three days of Personal Time on September 1st of each year to be available for use over the following 12 months. Employees hired after September 1st during any given year are granted a prorate portion of the three days of Personal Time for that 12-month period immediately upon the first day of employment, rounded up to the next highest ½ day increment. Unused Personal Time may not be rolled-over from year to year.

Personal Time may be used for purposes determined by the employee (appointments, errands, etc.) but is not to be used as a substitute for or as a supplement to Vacation Time. Personal Time is time off work with pay. Unless an exception is made, all administrative employees must request of the director the use of Personal Time, and the granting or such time-off is conditional upon the approval of the director or his or her designee. Instructional employees shall make every reasonable attempt to use Personal Time only when the use of such time- off would not conflict with classroom instruction time. Personal Time is to be used in increments of one-half work day. Any employee whom the director has determined to be eligible to accrue “Comp” time may use accrued Personal Time in increments of one-half hour.

Sick Time: Each regular, full-time employee is granted five days of Sick Time on September 1 of each year. Employees hired after September 1st in any given year are granted immediately upon the first day of employment a pro rate portion of the five days of sick leave for that school year, rounded up to the next highest ½ day increment. Unused sick time may not be rolled-over from year to year. In the case of extended illness or justifiable depletion of available accrued sick time, additional sick time may be granted at the discretion of the director. The director retains the right to require the use of other accumulated leave time, the enactment of Medical Leave, and/or the granting of time-off without pay prior to the granting of additional sick time.

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Sick Time is to be used only in the event of illness of the employee, or of the employee’s immediate family, and for no other purpose. Misuse of Sick Time is cause for termination of employment Sick Time shall be used in increments of one-half work day.

Overtime: In accordance with State and Federal wage and hour laws (Fair Labor Standards Act), non-exempt employees are compensated for actual hours worked in excess of the allotted hours within the pay period, at the rate of one and one-half (1 ½) times their base rate of pay. Exempt employees are not entitled to overtime compensation. All overtime must be Manager approved prior to working.

Any employee paid on an hourly basis is allowed to flex their hours within a defined 7-day period. CCS is defining the 7 day period to begin at 12 midnight on Sunday and end at 11:59 the following Saturday. An employee is not to exceed 40 hours within this defined period.

School Closures: If it is necessary to close the school prior to the start of the school day due to inclement weather or other unforeseen situations the public media will be notified. If a school closure becomes necessary during the school day, parents/guardians will be notified by previously determined methods. At the discretion of the director, any school days lost to closure due to inclement weather or other reasons may be made up by adding an equal number of days to what was scheduled to be the end of the school year.

Travel: A mileage reimbursement form must be submitted and approved by an employee’s supervisor prior to reimbursement. Mileage reimbursement forms must be submitted to the business office no later than the 10th of the month following the travel (i.e. the January mileage form is due no later than February 10).

Health and Dental Insurance: Insurance benefits, if elected, will begin on the first of the month following the first full month of employment. If an employee leaves the employ of CCS, insurance coverage will be terminated as of the last day at work. Health and dental insurance, if elected, will continue to be offered to the terminating employee through COBRA coverage for 18 months, at his/her own expense.

Employees MUST maintain an average of at least 30 hours per week in order to remain eligible for all company insurance benefits. Hours for eligibility will be calculated by averaging total number of hours worked and PTO taken over each 13-week calendar quarter (January to March; April to June; July to September; and October to December). Calculations will occur after the end of each quarter; therefore, each employee is responsible for ensuring they meet their hourly requirement throughout the quarter. . The first quarter that an employee does not average at least 30 hours per week, their status will change to part-time and they will have the option to continue coverage through COBRA, at their own expense, effective the first day of the quarter following the quarter in which full-time hours were not achieved. Should the employee subsequently average at least 30 hours per week in one full quarter, their status will change to full-time and they will again be eligible for company insurance benefits, effective the first day of the quarter following the quarter in which full-time hours were achieved. . Should the employee elect not to continue coverage, they may re-enroll in the insurance plan(s) during the next open enrollment period(s) if they average at least 30 hours per week for one full quarter immediately preceding the open enrollment period(s). At this time, they will again be eligible for company insurance benefits. . School-based educators who do not work during the summer months, will be responsible for 100% of their health premiums for those months should they elect to continue coverage. An invoice will be sent prior to the start of each summer. If the employee elects to discontinue coverage, they may re-enroll in

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accordance with the company waiting period. Employees may also set up a payment plan throughout the academic year to pre-pay for the following summer.

Other Benefits: Other benefits will be offered in accordance with CCS benefits program such as Health Care and Dependent Care Flexible Spending Account (FSA), short term disability insurance, long term disability insurance, life insurance and accidental death and dismemberment insurance.

401(k): CCS offers a 401(k) plan to all employees. Employees become eligible for participation three (3) months following their employment commencement date. After the conditions of eligibility are met, an employee may enter the plan during our two open enrollment periods per year, January 1 or July 1, following the date of eligibility. Existing plans may be rolled in to the plan offered by CCS, but additional contributions may not be made prior to the time constraints specified above.

Worker’s Compensation: In accordance with Federal and State laws, employees are protected under Worker’s Compensation Insurance Program in the event they sustain a work-related injury or illness while employed by CCS.

If an employee sustains a work related injury or illness, they are required to report it to their supervisor immediately and complete the Work Related Injury Report form if possible. Medical treatment will be provided in the event the employee needs or requests medical attention.

Lost wages may be compensated through the Worker’s Compensation Insurance Program in accordance with the applicable state law.

Declination of Insurance Benefits: If you do not wish to participate in Health or Dental insurance plans through CCS, a waiver must be signed and submitted for your personnel file.

Deferred Compensation: The School may, subject to approval by the Board of Trustees, offer a deferred compensation program either just to employees who are not eligible to join the Teachers Retirement System or to all employees. Under such program, employees may opt to defer a portion of their current gross pay, having that portion of pay invested in accordance with applicable federal and state guidelines governing deferred compensation programs and with procedures established by the director. Employees may join the deferred compensation program only on the first pay day in September or on the first pay day in March, and the amount of income to be deferred must be the same for each pay period throughout that half school year. Employees may opt out of the program at any time, subject to sufficient notification to the director or his or her designee. In accordance with federal guidelines, employees are subject to a maximum limit per year on deferred compensation. Employees shall take every reasonable precaution to ensure that the per-paycheck amount of income requested to be deferred will not cause such limits to be exceeded in any given year.

Continuing Education: Continuing education benefits are available to full-time employees and to part-time employees as follows:

Full-time employee $500 per year Part-time employee $250 per year

These funds are available for employee’s use each year expiring on the employees’ employment anniversary date. Employees may not rollover funds from year to year. The actual cost of the continuing education activity will be

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It is the responsibility of each educator to ensure that adequate continuing education units are obtained in order to maintain licensure and/or certification. Additional requirements may apply due to conditions of various contracts. Failure to maintain required continuing education may result in the employee’s inability to work.

Sexual Harassment: Title VII of the Civil Rights Act of 1964 prohibits employment discrimination on the basis of race, color, religion, sex, gender, age, or national origin. Sexual harassment is a form of sex discrimination that is prohibited by Title VII. Sexual harassment, according to the EEOC, consists of unwelcome sexual advances, requests for sexual favors, or other verbal or physical acts of a sexual or sex-based nature where (1) submission to such conduct is made either explicitly or implicitly a term or a condition of an individual’s employment; (2) an employment decision is based on an individual’s acceptance or rejections of such conduct, or (3) such conduct interferes with an individual’s work performance or creates an intimidating, hostile, or offensive working environment. It is also unlawful to retaliate or take reprisal in any way against anyone who has articulated any concern about sexual harassment or discrimination against the individual raising the concern or against another individual. Examples of conduct that would be considered sexual harassment or rate retaliation are set forth in the Statement of Prohibited Conduct that follows. These examples are provided to illustrate the kind of conduct proscribed by this policy; the list is not exhaustive. Sexual harassment is unlawful, and such prohibited conduct exposes not only the CCS but individuals involved in such conduct to significant liability under the law. Employees at all times should treat other employees respectfully and with dignity in a manner so as not to offend the sensibilities of a co-worker. Accordingly, CCS’ management is committed to vigorously enforcing its sexual harassment policy at all levels within the company.

Statement of Prohibited Conduct: CCS considers the following conduct to represent some of the types of acts that violate its sexual harassment policy:

A. Physical assaults of a sexual nature, such as: 1. Rape, sexual battery, molestation, or attempts to commit these assaults. 2. Intentional physical conduct that is sexual in nature, such as touching, pinching, patting grabbing, brushing against another employee’s body, or poking another employee’s body. B. Unwanted sexual advances, propositions, or other sexual comments such as: 1. Sexually oriented gestures, noises, remarks, jokes, or comments about a person’s sexuality or sexual experience directed at or made in the presence of any employee who indicates or has indicated in any way that such conduct in his or her presence is unwelcome. 2. Preferential treatment or promises of preferential treatment to an employee for submitting to sexual conduct, including soliciting or attempting to solicit an employee to engage in sexual activity for compensation or reward. 3. Subjecting, or threats of subjecting, an employee to unwelcome sexual attention or conduct or intentionally making performance of the employee’s job more difficult because of that employee’s gender. C. Sexual or discriminatory displays or publications anywhere in the workplace to employees, such as: 1. Displaying pictures, posters, calendars, graffiti, objects, promotional materials reading materials, or other materials that are sexually suggestive, sexually demeaning, or pornographic or bringing into the work environment or possessing any such material to read, display, or view at work. 2. Reading or otherwise publicizing in the work environment materials that are in any way sexually revealing, sexually suggestive, sexually demeaning, or pornographic.

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3. Displaying signs or other materials purporting to segregate an employee by gender in any area of the workplace (other than rest rooms). D. Retaliation for sexual harassment complaints, such as: 1. Disciplining, changing work assignments of, providing inaccurate work information to, or refusing to cooperate or discuss work-related matters with any employee because that employee has complained about or resisted harassment or discrimination, or retaliation. 2. Intentionally pressuring, falsely denying lying about, or otherwise covering up or attempting to cover up conduct such as that described in any item above. E. Other acts: 1. The above is not be construed as an all-inclusive list of prohibited acts under this policy. 2. Sexual harassment is unlawful and hurts other employees. Any of the prohibited conduct described here is sexual harassment of anyone at whom it is directed or who is otherwise subjected to it. Each incident of harassment, moreover, contributes to a general atmosphere in which all persons who share the victim’s gender suffer the consequences. Sexually oriented acts or sex-based conduct have no legitimate business purposes; accordingly, the employee who engages in such conduct should be and will be made to bear the full responsibility for such unlawful conduct.

Schedule of Penalties for Misconduct Persons who violate the Sexual Harassment Policy are subject to discipline up to and including discharge. Procedure for Making Complaints CCS will attempt to investigate and keep confidential all complaints of sexual harassment. The complainant should report the incident(s) to his/her immediate supervisor. However, if this is not practical because the employee is faced with complaining to the person, or a close associate of the person, who would be the subject of the complaint, the employee should contact the Human Resources Coordinator.

Confidential Information: In the course of his/her employment, the employee may have access to CCS confidential records, data, formulas, specification, customer lists, secret information, and secret inventions and processes owned by CCS and used in the course of its business or owned by sponsors of CCS research. During his/her employment by CCS and thereafter, the employee will not, directly or indirectly, disclose or use any such information except as required in the course of such employment and approved in advance by CCS. All records, files, drawings, documents, equipment, and the like related to CCS business which the employee shall prepare or use or come into contact with, shall remain the sole property of CCS.

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ATTACHMENT 12 CURRICULUM

Grade 6 Mathematic Content: exponents, place values, expanded notation, mean, median, mode, graphing, probability, number line, solve distance on number lines, number theory, order of operation, inverse operations, division, coordinate geometry, algebraic concepts, measurement, fractions, mixed numbers, inverse operations, equality, models, circles, surface area, volume, dimensional shapes, geometric relationships, transformation, symmetry, congruence, 3 dimensional solids, angles, triangles, quadrilaterals, area, polygons, angle sums, patterns, algebraic concepts, probability, integers, and percents. Mathematic Skills: perform all operations using whole numbers, exponents, place values, mean, median, mode, graphing, probability, number line, fractions, mixed numbers, measurement, percents; solve basic linear equations, distance on number lines, number theory, order of operation, inverse operations, division, coordinate geometry, algebraic problems, equality, models; find surface area, volume, dimensional shapes, geometric relationships, transformation, symmetry, congruence, 3 dimensional solids, angles, triangles, quadrilaterals, area, polygons, angle sums, patterns, algebraic concepts, integers. English Content: structure of modern English, origins of modern English, formal English, informal English, similes, metaphors, hyperbole, personification, guided reading, read interdisciplinary titles, analyze literary work including fiction, nonfiction, poetry, style, language, myth, narrative, classical literature, dramatic literature, writing, performance, audience purpose, revising, standard English conventions. English Skills: questioning, listening, contributing, oral presentation, vocabulary, syllabication, guided reading, develop chronological order, identify main idea, analyze literary work, write and read; fiction, nonfiction, poetry, style, language, myth, narrative, understand audience purpose, classical literature, dramatic literature, original; writing, performance, revising, use standard English conventions, develop organizing ideas in writing, evaluating writing, analysis of media, discussion. Science Content: properties of matter, elements, compounds, mixtures, earth processes, soil formation, water, classification of organisms, structure and function of cells, reproduction, heredity, evolution, biodiversity, atoms, earthquakes, volcanic eruptions, glaciers, rock layers, fossils,, rivers, and living things and their environment. Science Skills: provide examples of ecosystems, organisms function, biological evolution, and diversity of species; explain evolution using comparative anatomy; define cells, plants, animals, and geology; understand extinction, mismatch of adaptation and environment; differentiate between weight and mass, density and volume and use of measurement systems; identify atoms, give examples of elements and compounds; understand physical and chemical changes; describe plate tectonics, explain causes of earthquakes and volcanic action; classify organisms; and explain heredity. History and Social Science Content: History: Human origins in Africa through the Neolithic Age, Mesopotamia: site of several ancient river civilization, Phoenicia, c1000-300BC/BCE, the roots of Western civilizations: ancient Israel, c 2000BC/BCE-70 AD/CE; Geography: Egypt: An Ancient River Civilization, c 3000-1200BC/BCE, the roots of Western Civilizations; Civics and Government: Mesopotamia: site of several ancient river civilization, c. 3500- 1200 BC/BCE; Economics: Human origins in Africa through the Neolithic Age, Mesopotamia: site of several ancient river civilizations, Phoenicia, c1000-300BC/BCE, Egypt: An Ancient River Civilization, c 3000-1200BC/BCE, the roots of Western Civilizations. History and Social Science Skills: Ability to make connections between topic and world events, read and use a map, study religions, governments, identify sites, explain importance of ancient achievements, compare information with modern civilizations, define and use words, terms relating to these civilizations, understanding the economy of the times and region, and government and civic connections. Grade 7 Mathematic Content: exponents, ordering, problem solving, scientific notation, number theory, order of operations, measurement, solving equations, ratios, proportions, rates, percents, decimals, fractions, geometric shapes, lines, segments and rays.

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Mathematic Skills: define base 10 system, apply concept with exponents; identify any nonzero number, compare mixed numbers; analyze PI; create equations, use scientific notation; create number lines; solve real life problems; use order of operations; list and interchange metric units; understand and use the metric system, use proportions, rates, percentages, decimals and fractions; define multi-sided objects, line, segment, ray, and proportions. Pre-Algebra Mathematic Content: variables, coordinates, analyzing graphs and tables, patterns and rules, ratio, proportions, percents, integers, linear relationships, equations, inequalities, geometry, 3D measurement, probability, expected values. Mathematic Skills: define variables; solve using concrete, formal and informal methods; making comparisons; finding percents; estimating populations, extending the number line; adding, subtraction, multiplying, and dividing integers; coordinating graphs; predicting from patterns; writing an equation for a line; exploring graphing calculators; solving algebraic equations and inequalities; identify, classify, solve and find lines, angles, planes, bisectors, circles, volume, surface area, irrational numbers, square roots, circles, congruent figures, quadrilaterals and polygons, triangles; build boxes; design packages; find volume of cylinders, cones, spheres, irregular shapes; evaluate games of chance; analyze number cubes and sequence of outcomes. English Content: grammar, literacy elements and devices, writing, short stories and drama, mythology, and poetry. English Skills: apply rules of English usage; identify parts of speech; recognize and correct mistakes in subject, verb agreement and tense; identify genre, elements of fiction, nonfiction, poetry and drama; identify terminology of literary elements; write a 5 paragraph essay; use graphic organizers; organize an essay; use complex sentences; identify characteristics of Science Fiction and Fantasy; compare and contrast Science Fiction and Fantasy; recognize historical perspective, plot, setting, character, development, conflict and resolution; use analytical skills to make predictions, character analysis and summaries; identify literary elements and devices; recognize common themes; analyze author's intent; demonstrate increased awareness of cultural differences and social issues exponents. Life Science/Biological Science Science Content: Introduction and Scientific Investigations, Living Things, What is life?, Viruses, Bacteria, and Your Health, Protist and Fungi, Cells, Introduction to Plants, Seed Plants, Animals, Populations and Communities, Ecosystems and Biomes, Living Resources, Human Systems. Science Skills: Explain, Why scientists organize living things and the relationship between classification and evolution, the danger of red tides, what happens when light strikes a green leaf, overall photosynthesis; Describe, classification system, ways bacteria cells are different from all other cells, how infectious diseases spread and how they are treated, how red tides occur, rapid growth of algae in ponds or lakes, prototype, characteristics shared by vertebrates, what you can learn from studying fossils, energy roles of organisms, means of dispersing and identifying factors that limit the species, difference between primary and secondary succession, management of forests and fisheries, body systems; Identify, general functions of the major systems of the human body, effects of biodiversity. World Geography History and Social Science Content: Africa, Western Asia, Southeastern Asia and Oceania, Northern and Eastern Asia, Europe and Russia, South America. History and Social Science Skills: use maps, globes, terms; explain difference between a continent and a country, absolute and relative locations, exact locations, factors that influence a region, desertification, uniqueness of locations; describe how and why of locations, population growth, cultural achievement, ethnic and religious groups, economic systems, political and social status of women, general level of education, major obstacles to growth. Grade 8 Mathematic Content: number sense, operations, measurement, problem solving, fractions, percents, order of operation, scientific notation, inverse relationships, integers, mixed numbers, formulas, area, volume, algebraic equations. Mathematic Skills: solve 2 step equations and inequalities; solve with parentheses; identify 3D figures with physical and distinguishing features; determine surface area; compare, order, estimate fractions and mixed numbers; apply order of operations, estimate and compute with fractions, decimals, integers and percents; select, convert and use measurement; determine when to estimate; apply inverse operations.

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8th grade Pre-Algebra Mathematic Content: variables, coordinates, analyzing graphs and tables, patterns and rules, ratio, proportions, percents, integers, linear relationships, equations, inequalities, geometry, 3D measurement, probability, expected values, slope, transformations, data displays, mean, median, mode and range. Mathematic Skills: define variables; solve using concrete, formal and informal methods; making comparisons; finding percents; estimating populations, extending the number line; adding, subtraction, multiplying, and dividing integers; coordinating graphs; predicting from patterns; writing an equation for a line; exploring graphing calculators; solving algebraic equations and inequalities; identify, classify, solve and find lines, angles, planes, bisectors, circles, volume, surface area, irrational numbers, square roots, circles, congruent figures, quadrilaterals and polygons, triangles; build boxes; design packages; find volume of cylinders, cones, spheres, irregular shapes; evaluate games of chance; analyze number cubes and sequence of outcomes; define and solve for slope; translate tessellate, rotate and reflect points lines and objects; design a quilt; graph data using frequency tables, histograms, scatter plots, stem and leaf plots and box and whiskers plots; find mean, median, mode and range; identify and solve pemutations and combinations. 8th grade Algebra Mathematic Content: variables, coordinates, analyzing graphs and tables, patterns and rules, ratio, proportions, percents, integers, linear relationships, equations, inequalities, geometry, 3D measurement, probability, expected values, slope, transformations, data displays, mean, median, mode and range, factoring, statistics. Mathematic Skills: define variables; solve using concrete, formal and informal methods; making comparisons; finding percents; estimating populations, extending the number line; adding, subtraction, multiplying, and dividing integers; coordinating graphs; predicting from patterns; writing an equation for a line; exploring graphing calculators; solving algebraic equations and inequalities; identify, classify, solve and find lines, angles, planes, bisectors, circles, volume, surface area, irrational numbers, square roots, circles, congruent figures, quadrilaterals and polygons, triangles; build boxes; design packages; find volume of cylinders, cones, spheres, irregular shapes; evaluate games of chance; analyze number cubes and sequence of outcomes; define and solve for slope; translate tessellate, rotate and reflect points lines and objects; design a quilt; graph data using frequency tables, histograms, scatter plots, stem and leaf plots and box and whiskers plots; find mean, median, mode and range; identify and solve pemutations and combinations; find GCF of integers and monomials, polynomials; perfect square trinomials; create bar, line, circle graphs and scatter, stem, leaf plots. English Content: grammar, literacy elements and devices, writing, short stories, poetry, folklore, historical fiction, science fiction, introduction to Shakespeare. English Skills: apply rules of English usage; identify parts of speech; recognize correct sentence structure, verb agreement and tense; identify mistakes in commas, pronouns, clauses, prepositional phrases, predicate object, nominative adjective; identify types of genre, elements of fiction, nonfiction, poetry, drama, personification, point of view; identify terminology of literary elements; write a 5 paragraph essay and formulate a thesis; use graphic organizers; organize an essay; use complex sentences; identify elements of plot, exposition conflict, rising action and resolution; understand literary terms: plot, setting, mood, character; use rhyme, rhythm, alliteration, assonance and onomatopoeia; recognize vivid language and word choice as well as sensory images; identify lyrical, narrative and epic writing; recognize folklore, folk motifs; demonstrate increased awareness of cultural differences and similarities; recognize the importance of oral history and traditions; common themes; analyze author's intent; demonstrate increased awareness of cultural differences and social issues; recognize Shakespearean themes. Physical Science Science Content: What is science?, The Scientific Method, Science, Discovery & Safety, in the Science Lab, The Metric System & Measurement Tools, Tools & the Sciences. Science Skills: explain the nature and purpose of science, how scientific inquiry can solve problems, safety rules, give examples of how mass is conserved in a closed system, identify steps in scientific method, safety symbols, convert between measurement systems, differentiate between weights, explain and give examples of how mass is conserved in a closed system, recognize that mass, volume and weight require and understanding of the sensitivity of tools.

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Collegiate Charter School

Physical Science Technology subsection Science Content: Building Materials, Construction Technologies, Engineering Design, Manufacturing Technologies, Transportation Technologies, Communication Technologies, Bioengineering Technologies. Science Skills: Identify, appropriate materials, paper, plastic, aggregated, ceramics, metals, solvents, measuring tools, power, hand, lift, fasten, carry, drill, screws, hammer, tape measure, major types of bridges, arch, beam, suspension, design features as size, shape, weight, function, cost limitations, 5 elements of a universal systems, example of transportation system, devices that operate on land, air, sea, space, lift, drag, friction, thrust, gravity, symbols and icons. World History I History and Social Science Content: roots of Western Civilization: Ancient Israel, c. 2000BC/BCE-70 AD/CE, roots of Western Civilization: Ancient Greece, c 800-300 BC/BCE, Indian History to 500 AD/CE, roots of Western Civilization: Ancient Rome, c 500 BC/CE, the Emergence and Expansion of Islam to 1500 and the Growth and Decline of Islamic Empires to 1800, the Medieval Period in Europe to 1500, the encounters between Christianity and Islam to 1500, the Origins of Europe and Wes term Expansion and Civilizations of Central and South America, African History to 1800, Optional Standards for the history of China, Japan and Korea to 1800, Renaissance and Reformation in Europe, Scientific Revolution and the Enlightenment in Europe, Growth and Decline of the Islamic empires. History and Social Science Skills: Identify, ancient Israelites, multiple ways to express time relationships and dares, selected vocabulary, people and documents, the major accomplishments of the ancient Greeks including science, math, medicine, philosophy, history, poetry, drama, architecture and the alphabet, artistic and intellectual developments of the Mauryan and Grupta empires including the development of a decimal system, the location of the three major pre-Columbian civilization that existed in Central America (Maya, Aztec, Inca), locations and time periods of the empires of Ghana, Mali, and Songhai; Describe, rise and achievements of the Byzantine Empire, major economic, social, legal and political developments in Medieval Europe, growing influence of Christianity, orders of Medieval society, growth and development of English and French nations, the religious and political origins of conflict between Christians and Muslims, rise of the Ottoman Empire, decline of the Muslim rule in the Iberian Peninsula, the rise of Spain and Portugal, the art, architecture of Maya, Aztec and Inca civilizations, indigenous practice of early Africans, connections between indigenous practices and Christians and Muslims, development of trans-Africa slave trade, political order of China, growth of commerce in China, Japan’s cultural and economic relations with China and Korea, influence of isolationism to 1800, origin of Renaissance, effects of Protestant Reformation, accomplishments of the scientific revolution including Bacon, Copernicus, Descartes, Galileo, Kepler and Newton, concept of Enlightenment, expansion of the Ottoman Empire, Islam into India, failed siege of Vienna; Analyze, causes of Persian wars, origin of marathons, reasons for growth of the Roman Empire, causes of Islamic expansion throughout North Africa, the Iberian Peninsula, and Central Asia, including the strength of the Islamic world’s economy and culture, the training of Muslim soldiers and the use of advanced military techniques, the disorganization and internal divisions of Islam’s enemies, and the resistance and/or assimilation of Christianized people around the Mediterranean, the influence and achievements of Islamic civilization during the Golden Age. Grade 9 Geometry A Mathematic Content: vocabulary, segment and angle bisectors, construction, angle pair relationships, reasoning and proof, conditional statements, deductive reasoning, lines and angles, perpendicular lines, parallel lines and transversals, triangles, congruence, isosceles, equilateral, bisectors, medians, mid-segment theorem, inequalities, polygons, rhombuses, rectangles, trapezoids, kites, area, frieze patterns, ratio, proportion, dilations, Pythagorean Theorem, vectors, tangents to circles, arcs to chords, locus, solids, volume, pyramids, cones, solids, spheres. Mathematic Skills: proof of perpendicular, parallel, indirect and transversals; find area of triangles, quadrilaterals, trapezoid, kites, rhombuses; use properties of triangles, quadrilaterals, trapezoid, kites; find the surface area and volume of spheres, cones, solids, prisms, pyramids, polyhedral, cylinders; draw loci in a plane, use properties of arcs, chords, inscribed angles; find the magnitude of a vector; solve a right triangle; find trigonometric ratios of an acute angle, use the Pythagorean Theorem; use side lengths to classify triangles; use proportionality theorems to calculate segments; use properties of proportions and dilations; use vectors, rotational symmetry, use reflection,

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Collegiate Charter School transformations; find the areas of trapezoids, kites, quadrilaterals, parallelogram, mid-segments, altitudes, angle bisectors; use Hinge Theorem; use slope; recognize and analyze conditional statements; write postulates. English Content: short story, classical epic: The Odyssey, modern drama: A Raisin in the Sun, composition: the essay from planning to final draft, grammar and style. Mathematic vocabulary English Skills: understand and articulate how narrative point of view contributes to meaning; identify method, and types of characterization; identify elements of plot, themes, setting, foreshadowing, irony; develop a simple method for annotating a text; develop vocabulary for acquiring new words through context clues, dictionary use and supplemental vocabulary text; identify epic conventions, important themes, how characters are developed and the context of The Odyssey; identify the connection with Langston Hughes' poem "Dream Deferred"; identify similarities and differences between this play and Shakespearean drama; write an interpretation of Raisin in the Sun, use research and critical commentary to extend understanding of the play. US History I History and Social Science Content: Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1745-1789, Formulation and Frameworks of American Democracy, Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1825, Economic Growth in the North and South, 1800- 1825, Political Democratization Westward Expansion, and Diplomatic Developments 1820-1860; Social, Political and Religious Change, 1800-1860. History and Social Science Skills: Identify causes of French and Indian War, new colonial leaders and conflict with Britain, key battles on a map, traditions of leading delegations to the Constitutional Convention, freedoms that American inherited from Britain, role of the President, all key people, arguments against Hamilton's plan, purpose of Judiciary Act, role of Congress in the election of 1800, role of African American soldiers, Industrial Revolution, main parts of the Monroe Doctrine, economic problems for Van Buren, Lone Star State Challenges, impact of the textile industry, causes and results of the United States war in Mexico, role of slavery, difficulties of railroads, educational opportunities for women, themes of American poets, painters, novelists, storytellers, events behind Lincoln's emergence, Missouri Compromise, states of the Confederacy, victories of the Union, Lincoln's primary goal in the war, women's role in the war, events that led to Reconstruction, Civil War amendments; Explain, strategic mistakes of the British, how the war was fought, Battle of Saratoga, how the Continental Army gained control of Boston, why Americans won the war, differences between rival plans for the new Constitution, ratification of the Constitution, state governments constitution, Elastic Clause, branches of government, forms of governments, major components of Massachusetts' state government, evolution of political parties, Hamilton's plan, Alien and Sedition acts raised the issue of states, principles behind the Louisiana Purchase, Jefferson's decision to impose embargo, why New Englander's protest again the war, why Lowell Massachusetts was called a model factory town, why the Industrial Revolution began, how the Supreme Court gave more powers to the federal government, why the British support the Monroe Doctrine, why it was difficult for Latin American nations to win independence and maintain republican governments, how steamboats and canals improved transportation, the spoils system, why settlers and trappers were attracted to Oregon and the Far West, the use of propaganda, why American settlers in Texas came into conflict with Mexico, why Americans took an interest in the New Mexico territory, why the Mormons moved to Utah, why the US made the Gadsden Purchase, why California became so diverse, why inventions and innovations changed manufacturing, changes in factory conditions between 1820-1840, the importance of cotton, how free African Americans were treated in the North, how the South became and agricultural economy, why some women called for women's rights, how American painters developed their own style, how the antislavery began and grew, why the Republican party came into being, how the election of 1860 reflected sectional divisions, why the Free Soil party was founded, why slavery debate erupted again in 1850, why conflict arose over slavery in the western territories, issues that will divide the nation when war began, the purpose of the Emancipation Proclamation, why the Union was victorious at Gettysburg and Vicksburg, how southerners became locked into a cycle of poverty, how the rights of African Americans were restricted in the South after Reconstruction; Discuss how British troops brought about the fall of New France, hardships of Continental Army suffered at Valley Forge, the role of women in the war, how the American and French defeated the British at Yorktown, how and why the Bill of Rights was added to the Constitution, the service provided by state government, how Americans develop democratic values, the steps Washington took to make the new government work, the constitutionality of the Sedition Act, why political parties developed, how the US was unprepared early in the war, role of sectionalism, why Native American were forced off

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Collegiate Charter School of their land, hardship of settlers, the cotton gin improved cotton production in the South and its impact on slavery, why Dorothea Dix sought to reform the treatment of prisoners and the mentally ill, Transcendentalism and explain its impact on Ralph Waldo Emerson and Henry David Thoreau, how Uncle Tom's Cabin affected attitudes toward slavery, why President Johnston was impeached, the challenges that Reconstruction governments faced. Grade 10 Geometry B Mathematic Content: vocabulary, segment and angle bisectors, construction, angle pair relationships, reasoning and proof, conditional statements, deductive reasoning, lines and angles, perpendicular lines, parallel lines and transversals, triangles, congruence, isosceles, equilateral, bisectors, medians, mid-segment theorem, inequalities, polygons, rhombuses, rectangles, trapezoids, kites, area, frieze patterns, ratio, proportion, dilations, Pythagorean Theorem, vectors, tangents to circles, arcs to chords, locus, solids, volume, pyramids, cones, solids, spheres. Mathematic Skills: proof of perpendicular, parallel, indirect and transversals; find area of triangles, quadrilaterals, trapezoid, kites, rhombuses; use properties of triangles, quadrilaterals, trapezoid, kites; find the surface area and volume of spheres, cones, solids, prisms, pyramids, polyhedral, cylinders; draw loci in a plane, use properties of arcs, chords, inscribed angles; find the magnitude of a vector; solve a right triangle; find trigonometric ratios of an acute angle, use the Pythagorean Theorem; use side lengths to classify triangles; use proportionality theorems to calculate segments; use properties of proportions and dilations; use vectors, rotational symmetry, use reflection, transformations; find the areas of trapezoids, kites, quadrilaterals, parallelogram, mid-segments, altitudes, angle bisectors; use Hinge Theorem; use slope; recognize and analyze conditional statements; write postulates. Algebra IB Mathematic Content: variables, exponents, powers, functions, equations, inequalities, linear equations, rates, ratios, percents, multi-step equations, odds, probability, distributive property, graphing linear equations and functions, writing linear equations, solving and graphing linear inequalities, systems of linear equations, exponents, radicals. Mathematic Skills: evaluate variables; use mental math to solve and check equations; graph and compare absolute value; organize data into a matrix; add and subtract matrices; simply by combining like terms; solve multi-step equations; use ratios rates, and percents; graph horizontal and vertical lines, identify a function; use function notation; use slope-interception; determine correlation in data sets; solve and graph absolute value, compound inequalities; use the properties of exponents to multiply and divide; simplify radical expressions involving addition, subtraction, multiplication and division; add, subtract and multiply polynomials. Algebra II A Mathematic Content: equations, inequalities, linear equations and functions, systems of linear equations and inequalities, matrices and determinants, quadratic functions, powers, roots and radicals, polynomials and polynomial functions, exponential and logarithmic functions, rational equations and functions, quadratic relations and conic sections. Mathematic Skills: rewrite equations with more than one variable; determine the domain and range of relations; graph and write piecewise and absolute values functions; use graphing to solve systems of linear equations with 2 variables; use inverse matrices and Cramer’s rule; graph quadratic functions; solve quadratic equations using square roots, completing the square and using the quadratic formula; solve quadratic equations with complex solutions; solve equations that have nth roots, rational components, and radical notation; function notation; graph polynomials, exponential growth, logarithmic expressions, decay functions; find rational zeros of a polynomial function; evaluate logarithmic expressions; solve rational equations; graph and write equations of parabolas, circles, ellipses, hyperbolas. Algebra II B Mathematic Content: equations, inequalities, linear equations and functions, systems of linear equations and inequalities, matrices and determinants, quadratic functions, powers, roots and radicals, polynomials and polynomial functions, exponential and logarithmic functions Mathematic Skills: rewrite equations with more than one variable; determine the domain and range of relations; graph and write piecewise and absolute values functions; use graphing to solve systems of linear equations with 2 variables; use inverse matrices and Cramer’s rule; graph quadratic functions; solve quadratic equations using square roots, completing the square and using the quadratic formula; solve quadratic equations with complex solutions; solve equations that have nth roots, rational components, and radical notation; function notation; graph polynomials,

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Collegiate Charter School exponential growth, logarithmic expressions, decay functions; find rational zeros of a polynomial function; evaluate logarithmic expressions; solve rational equations; graph and write equations of parabolas, circles, ellipses, hyperbolas. English Content: introduction to World Literature, poetry, mythology, drama, survey of European classics in poetry and drama, African Literature, Latin American literature, English Skills: understand and articulate how literature reflects values and philosophies of a culture; identify universal themes; recognize characteristics of a cultural hero, archetypes; develop vocabulary from context clues; recognize Greek roots in formation of words; compare and contrast the story elements in myths; paraphrase sections of readings to illustrate comprehension; articulate the structure and elements of early theatre; identify elements of poetry, tragedy; recognize the distinction between connotative and denotative language, principles of oration, forms and strategies of propaganda; articulate social issues evident in the readings; identify primary element in short stories; identify elements of fiction in novels; recognize themes that make a comment on life, opinions implicit in a passage, relationship or origin of words and historical events and social customs; evaluate the universality of writing Environmental Science Science Content: Science and the Environment Prescribes Content, Scientist, The Dynamic Earth, The Organization of Life, How Ecosystems Work, Biomes, Understanding Populations, the Human Population, Biodiversity, Water, Air, Land, Atmosphere and Climate Changes, Food and Agriculture, Mining and Mineral Resources, Renewable Energy, Waste, The Environment and Human Health. Science Skills: Explain, law of supply and demand, sustainability, use of statistics, importance of conceptual mathematics, the main cause of earthquakes, greenhouse effect, difference between open and closed systems, habitats and niche differences, process of evolution, importance of bacteria, energy transfers, role of a pioneer species, excess fertilizer effects, old field succession, latitude and altitude effects on plants, temperature and precipitation, parasitism and predation, advantages of ecosystems, how water is treated, groundwater pollution, causes of indoor air pollution, forms of acid precipitation and the effects on plants, soil, and aquatic systems, weather and climate, how greenhouse effects work, carbon dioxide in atmosphere appears to be increasing, how food is distributed, pest management, Describe, tragedy of the commons, major environmental effects of hunter-gatherers, composition of Earth, the layers of the Earth, main causes of earthquakes, size of a statistical sample, insect resistance, ways consumers depend on producers. Biology Science Content: Lab Safety, The Laboratory, Hierarchy of Matter, Scientific Measurement, Mathematical Skills, Problem Solving, Atomic Structure and Nuclear Chemistry, Chemical Qualities and Mole Concept, Electronic Structure of Atoms Quantum Mechanical, The Periodic Table and Periodicity, Chemical Literacy; names and formulas of compounds, Chemical Bonding, Chemical Reactions, Stoichiometry, Properties and Solutions, Rates of Reaction and Equilibrium, Acids, Bases and Oxidation-Reduction Reactions, Gases and Gas Laws, Kinetic Molecular Theory, Thermochemistry and States of Matter. Science Skills: recognize the common elements found in organic compounds, compare the structures and functions of carbohydrates, lipids, and proteins, identify cell parts, explain how prokaryotic and eukaryotic cells differ, explain cell theory and roles of the cell membranes, discuss level of organization in organisms, explain how ATP links endergonic and exergonic reactions, identify reactants and products in Light and Dark reactions of Photosynthesis, explain the fossil record, comparative anatomy and other evidence of the theory of evolution, describe how the taxonomic system classifies living things into domains, identify how cellular respiration is important to produce ATP. Identify fermentation as another source of ATP, describe and compare the processes of mitosis and meiosis and their role in the cell cycle, describe the structure and function of nucleic acids and distinguished among replication, translation and transcription, explain how mutations can cause variations in organisms, use punnet squares to determine genotypes, phenotypes of monohybrid to poly hybrid crosses and to determine probabilities, explain how zygotes are produced in the fertilization process, explain the various functions of the organ systems in humans, describe the interrelationship of all organ systems of humans to help explain homeostasis. World History I History and Social Science Content: roots of Western Civilization: Ancient Israel, c. 2000BC/BCE-70 AD/CE, roots of Western Civilization: Ancient Greece, c 800-300 BC/BCE, Indian History to 500 AD/CE, roots of Western Civilization: Ancient Rome, c 500 BC/CE, the Emergence and Expansion of Islam to 1500 and the Growth and

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Collegiate Charter School

Decline of Islamic Empires to 1800, the Medieval Period in Europe to 1500, the encounters between Christianity and Islam to 1500, the Origins of Europe and Western Expansion and Civilizations of Central and South America, African History to 1800, Optional Standards for the history of China, Japan and Korea to 1800, Renaissance and Reformation in Europe, Scientific Revolution and the Enlightenment in Europe, Growth and Decline of the Islamic empires. History and Social Science Skills: Identify Describe,, ancient Israelites, multiple ways to express time relationships and dares, selected vocabulary, people and documents, the major accomplishments of the ancient Greeks including science, math, medicine, philosophy, history, poetry, drama, architecture and the alphabet, artistic and intellectual developments of the Mauryan and Grupta empires including the development of a decimal system, the location of the three major pre-Columbian civilization that existed in Central America (Maya, Aztec, Inca), locations and time periods of the empires of Ghana, Mali, and Songhai; DescribeAnalyze.,, rise and achievements of the Byzantine Empire, major economic, social, legal and political developments in Medieval Europe, growing influence of Christianity, orders of Medieval society, growth and development of English and French nations, the religious and political origins of conflict between Christians and Muslims, rise of the Ottoman Empire, decline of the Muslim rule in the Iberian Peninsula, the rise of Spain and Portugal, the art, architecture of Maya, Aztec and Inca civilizations, indigenous practice of early Africans, connections between indigenous practices and Christians and Muslims, development of trans-Africa slave trade, political order of China, growth of commerce in China, Japan’s cultural and economic relations with China and Korea, influence of isolationism to 1800, origin of Renaissance, effects of Protestant Reformation, accomplishments of the scientific revolution including Bacon, Copernicus, Descartes, Galileo, Kepler and Newton, concept of Enlightenment, expansion of the Ottoman Empire, Islam into India, failed siege of Vienna; Analyze, causes of Persian wars, origin of marathons, reasons for growth of the Roman Empire, causes of Islamic expansion throughout North Africa, the Iberian Peninsula, and Central Asia, including the strength of the Islamic world’s economy and culture, the training of Muslim soldiers and the use of advanced military techniques, the disorganization and internal divisions of Islam’s enemies, and the resistance and/or assimilation of Christianized people around the Mediterranean, the influence and achievements of Islamic civilization during the Golden Age. US History II History and Social Science Content: reconstruction, industrial America and its emerging roles in International Affairs, Progressivism and the New Deal, 1900-1940, World War II, 1939-1945, The Cold War Abroad, 1945-1989, Cold War at America at Home; Economic Growth and Optimism Anticommunism and Reform, 1945-1980, Contemporary America, 1980-2010, Purposes, Principles, and Institutions of Government in the US, Role of Citizens in the United States, The Nature of citizenship, Politics and Government, Foundations of Government in the United States, Purpose, Principles and Institutions of Government in the US, The Relationship of the United States to other nations in world affairs. History and Social Science Skills: Identify, key terms, people associated with Reconstruction, key innovations, inventions and people associated with industrialization, the Allied and Axis powers and the flow of the war's major campaigns, specific ways to monitor, influence and participate in local, state and federal political processes; Evaluate, multiple perspectives on Reconstruction, roles of US judges, US participation in International Organization such as the UN, NATO, World Bank; Analyze, the post Civil War struggles of African Americans and women to gain basic civil right, how the German and Japanese aggression contributed to the start of WW11, the factors that contributed to the cold war, how the failure of the communists economic policies as well as the UD sponsored resistance to the soviet diplomatic military initiatives contributed to the ending of the Cold War, the causes and consequences of the domestic Cold War trends, economic growth, declining poverty, baby boom, suburban growth, educational gains, mass media, consumerism, domestic policies of Truman, Eisenhower, Fair Deal, Taft Hartley, Sputnik, roots of domestic anticommunism origins of McCarthyism, origins and goals of civil rights, course and causes of woman's rights, domestic policies of Nixon, Kennedy, Johnson, Great Society, New Frontier, Ronald Reagan, importance of domestic policies, Clinton white house, Supreme Court decisions and their impact of key Constitutional principles, course and consequence of America's recent diplomatic and military initiatives; Explain, causes of America growing in world affairs, importance of President Wilson's wartime diplomacy including the 14 points, League of nations and failures of the Versailles Treaty, how the Great Depression and New Deal affected American society, the strength of American isolationism after WWI and its impact on US foreign policy, the reasoning

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Collegiate Charter School behind the dropping of the atomic bombs and their short and long impacts, the causes, course and consequences of the Vietnam War, the importance of the 2000 Presidential election, the concept of citizenship, the elements of the social contract and natural rights theory, federalism, separation of powers, checks and balances, popular sovereignty. Grade 11 Integrated Mathematics I Mathematic Content: problem solving, number relationships, fractions, fractions and their operations, algebra, integers, data analysis, statistics, ratio, proportions, percents, decimals. Mathematic Skills: use patterns, diagrams, experiments, simulations, logic, Venn diagrams; write whole numbers as products of prime number, fractions in simplest form, fractions as division and decimals, find the least common multiple; apply the distributive property; write mixed numbers as fractions; use and write expressions to make table of values; use integers and equations to solve real problems; find mean, median, mode; make a frequency table; draw a histogram; find the probability of an event; decide whether 2 ratios are equivalent; find a rate; decide if polygons are similar; use percent, decimals; find percents, simple interest, percent increase. Algebra II A Mathematic Content: equations, inequalities, linear equations and functions, systems of linear equations and inequalities, matrices and determinants, quadratic functions, powers, roots and radicals, polynomials and polynomial functions, exponential and logarithmic functions, rational equations and functions, quadratic relations and conic sections. Mathematic Skills: rewrite equations with more than one variable; determine the domain and range of relations; graph and write piecewise and absolute values functions; use graphing to solve systems of linear equations with 2 variables; use inverse matrices and Cramer’s rule; graph quadratic functions; solve quadratic equations using square roots, completing the square and using the quadratic formula; solve quadratic equations with complex solutions; solve equations that have nth roots, rational components, and radical notation; function notation; graph polynomials, exponential growth, logarithmic expressions, decay functions; find rational zeros of a polynomial function; evaluate logarithmic expressions; solve rational equations; graph and write equations of parabolas, circles, ellipses, hyperbolas. Algebra II B Mathematic Content: equations, inequalities, linear equations and functions, systems of linear equations and inequalities, matrices and determinants, quadratic functions, powers, roots and radicals, polynomials and polynomial functions, exponential and logarithmic functions Mathematic Skills: rewrite equations with more than one variable; determine the domain and range of relations; graph and write piecewise and absolute values functions; use graphing to solve systems of linear equations with 2 variables; use inverse matrices and Cramer’s rule; graph quadratic functions; solve quadratic equations using square roots, completing the square and using the quadratic formula; solve quadratic equations with complex solutions; solve equations that have nth roots, rational components, and radical notation; function notation; graph polynomials, exponential growth, logarithmic expressions, decay functions; find rational zeros of a polynomial function; evaluate logarithmic expressions; solve rational equations; graph and write equations of parabolas, circles, ellipses, hyperbolas. Advanced Algebra and Trig Mathematic Content: quadric equations, powers, roots and radicals, polynomials and polynomial functions, exponential and logarithmic functions, rational equations and functions, quadratic relations and conic sections, trigonometric rations and functions, trigonometric graphs, identities and equators, sequence and series, probability and statistics. Mathematic Skills: graphing quadric equations; perform operations with power functions; use finite differences and cube regression; find rational zeros; determine the domain and range of relations; graph and write absolute values functions; use properties of logarithms; solve exponential logarithmic and logical equations; solve rational equations; graphing to solve systems of linear equations with 2 variables; use inverse matrices and Cramer’s rule; graph quadratic functions; solve quadratic equations using square roots, completing the square and using the quadratic formula; solve quadratic equations with complex solutions; solve equations that have nth roots, rational components, and radical notation; function notation; graph polynomials, exponential growth, logarithmic expressions, decay

117

Collegiate Charter School functions; find rational zeros of a polynomial function; evaluate logarithmic expressions; solve rational equations; graph and write equations of parabolas, circles, ellipses, hyperbolas; use trigonometric relationship to evaluate trigonometric functions; use the laws of sines and cosines to find the sides and angles of a triangle; use Heron’s formula to find the area of a triangle; use trigonometry and inverse trigonometry functions; graph sines, cosines and tangent functions, tanslations and reflections; use and write sequences, summations notation to write a series and find sums of series, classify sequences and find sums in a arithmetic sequence; find sums of infinite series; use functions counting principle to count the number of ways an event can happen; use binomial theorem to expand binomial that is raised to a power; find probability of independent and depended events, binomial probability and analyze distributions; use normal distributions to calculate probabilities and to approximate binomial distributions. AP Calculus Mathematic Content: limits and continuity, differentiation, applications of differentiation, differentiations of logarithmic, exponential, other transcendental functions, integration, integration of logarithmic, exponential, other transcendental functions, application of integration, AP test preparation. Mathematic Skills: calculate limits algebraically, numerically, graphically; apply properties, understand the use of intermediate value theorem; apply squeeze theorem; sketch graphs of functions using knowledge of continuity, asymptotes and end behaviors; explain the concept of derivative function, graphically, numerically and using limits; find the slope of the tangent line to a curve at a point; derive and apply the constant power, constant multiple and sum and different rules; find the derive and apply product and quotient, find the derivatives of six trigonometric functions; use derivatives to find rate of change; find the derivatives of a function using the chain rule; use implicit differentiation of a function; find the linearization of a function at a given point; use differentials to estimate the relative change in a value of a function; use relative rates to solve problem; find extrema, relative and absolute, on an interval; use Rolle’s Theorem and the Mean Value Theorem; determine intervals on which a function is increasing or decreasing, concave up or concave down; apply derivative tests; use Newton’s Method to estimate roots of a function; differentiate natural exponential functions with all bases including “e”; define and graph inverse trigonometric functions; estimate area under a curve using rectangles; evaluate a definite integral using geometry formulas, and Functional Theorems of Calculus; use natural log to integrate rational functions; solve differential equations which model exponential growth; use integrals to find the area between 2 curves; find the volume of a solid using cross sections. Integrated Mathematics II Math Content: numbers, operations, patterns, relations, function, statistics, and probability. Math Skills: understand and use numbers, functions, inverse relationships, factors, multiples, percents, properties, prime numbers; explore relationships between symbolic expressions, algebraic expressions, graphs; formulate questions, design studies, collect data, measurement; understand measurable attributes, relationship among angles, side lengths, perimeter, area, volume, triangle, parallelograms, trapezoids, circles, circumference. English Content: Modern and Contemporary Voices in fiction, drama and nonfiction, poetry, the Harlem renaissance through modern writers, independent research paper, Longfellow, Lowell, Poe, Dickinson, Whitman, Dunbar, Robinson, Masters, Literature Circle Reading: The Novel, development of the short story, Colonial Literature, Freedom and Individualism: the Transcendentalist, Tom Paine, Martin Luther King, close study of an American Novel, writing process English Skills: relate themes, identify purposes, develop vocabulary, make connections among works, identify traditional poetic forms and conventions; develop timelines, inquiry questions; read actively; compare texts; apply terminology, biographical and style research; identify major characteristics of various literacy periods, romanticism, realism, local color, and social realism; traces the expressions of Puritan idea' identify the roots of the American Dream and self-made man; write analytically, imaginatively in response to core readings; character diaries, dramatic monologues, poems; World History I History and Social Science Content: roots of Western Civilization: Ancient Israel, c. 2000BC/BCE-70 AD/CE, roots of Western Civilization: Ancient Greece, c 800-300 BC/BCE, Indian History to 500 AD/CE, roots of Western Civilization: Ancient Rome, c 500 BC/CE, the Emergence and Expansion of Islam to 1500 and the Growth and Decline of Islamic Empires to 1800, the Medieval Period in Europe to 1500, the encounters between Christianity and Islam to 1500, the Origins of Europe and Wes term Expansion and Civilizations of Central and South America,

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Collegiate Charter School

African History to 1800, Optional Standards for the history of China, Japan and Korea to 1800, Renaissance and Reformation in Europe, Scientific Revolution and the Enlightenment in Europe, Growth and Decline of the Islamic empires. History and Social Science Skills: Identify, ancient Israelites, multiple ways to express time relationships and dares, selected vocabulary, people and documents, the major accomplishments of the ancient Greeks including science, math, medicine, philosophy, history, poetry, drama, architecture and the alphabet, artistic and intellectual developments of the Mauryan and Grupta empires including the development of a decimal system, the location of the three major pre-Columbian civilization that existed in Central America (Maya, Aztec, Inca), locations and time periods of the empires of Ghana, Mali, and Songhai; Describe, rise and achievements of the Byzantine Empire, major economic, social, legal and political developments in Medieval Europe, growing influence of Christianity, orders of Medieval society, growth and development of English and French nations, the religious and political origins of conflict between Christians and Muslims, rise of the Ottoman Empire, decline of the Muslim rule in the Iberian Peninsula, the rise of Spain and Portugal, the art, architecture of Maya, Aztec and Inca civilizations, indigenous practice of early Africans, connections between indigenous practices and Christians and Muslims, development of trans-Africa slave trade, political order of China, growth of commerce in China, Japan’s cultural and economic relations with China and Korea, influence of isolationism to 1800, origin of Renaissance, effects of Protestant Reformation, accomplishments of the scientific revolution including Bacon, Copernicus, Descartes, Galileo, Kepler and Newton, concept of Enlightenment, expansion of the Ottoman Empire, Islam into India, failed siege of Vienna; Analyze, causes of Persian wars, origin of marathons, reasons for growth of the Roman Empire, causes of Islamic expansion throughout North Africa, the Iberian Peninsula, and Central Asia, including the strength of the Islamic world’s economy and culture, the training of Muslim soldiers and the use of advanced military techniques, the disorganization and internal divisions of Islam’s enemies, and the resistance and/or assimilation of Christianized people around the Mediterranean, the influence and achievements of Islamic civilization during the Golden Age. Physics Science Content: Introduction to Physics, One Dimensional Kinematics, Two Dimensional Kinematics: Vectors, Motion, Force, Dynamics, Work and Energy, Linear Momentum, Uniform Circular Motion and Gravity, Rotational Motion, Equilibrium, Fluids, Vibrations and Waves, Sounds, Electromagnetic Waves, Geometric Optics, Wave Nature of Light, Temperature & Kinetic Theory, Heat, Laws of Thermodynamics, Electric Charge and Fields, Electrical Potential Energy and Capacitance. Science Skills: understand the nature of physics as a science, distinguish between vector and scalar quantities and solve problems involving displacement velocity, speed and acceleration, create and interpret graphs of motion, distinguish between vector and scalar quantities, illustrate how to recognize vectors graphically and be able to add them, distinguish between and solve problem involving displacement, velocity, speed and acceleration, create and interpret graphs of motion, explain the relationship between mass and inertia, interpret and apply Newton’s first law of motion, use a free-body diagram to show the forces acting on object and determine the net force, distinguish between static and kinetic friction, explain what they depend on and their effects on the motion of objects, interpret and provide examples that illustrate the law of conservation of energy, apply quantitatively law of conservation of mechanical energy to simple system, describe the relationship among energy, work, and power both conceptually and quantitatively, identify appropriate standard international units of measurement for energy, work, power and momentum, interpret the law of conservation, calculate the momentum of an object, understand Newton’s law of Universal Gravitation, create and interpret graphs of motion, identify SI units, use free body diagram to show forces, apply the second law of Newton, recognize the measurable properties of waves, distinguish between transverse and longitudinal waves, explain the relationship between the speed of a wave and the medium, interpret and apply the laws of reflection, recognize the effects of polarization, explain, graph and interpret graphs of constrictive and destructive interference of waves, recognize the characteristic of standing waves, calculate the frequency and energy of an electromagnetic wave, relate thermal energy to molecular motion, understand heat and heat capacity, explain the difference between electrical forces and electrical fields, develop a qualitative and quantitative understanding of current, voltage, resistance and the connections between them, identify units of measurement for current, voltage, and resistance, analyze currents using Kirchoff’s and Ohm’s laws, identify units of magnetic forces and fields, understand induced EMF, understand and apply Lenz’s laws and electric generators, DeBroglies hypothesis, Bohr’s

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Collegiate Charter School model of atoms, photon theory, forces, radioactivity, decay, nuclear conservation laws, transmutation of elements, fusion, fission. Grade 12 Advanced Algebra and Trig Mathematic Content: quadric equations, powers, roots and radicals, polynomials and polynomial functions, exponential and logarithmic functions, rational equations and functions, quadratic relations and conic sections, trigonometric rations and functions, trigonometric graphs, identities and equators, sequence and series, probability and statistics. Mathematic Skills: graphing quadric equations; perform operations with power functions; use finite differences and cube regression; find rational zeros; determine the domain and range of relations; graph and write absolute values functions; use properties of logarithms; solve exponential logarithmic and logical equations; solve rational equations; graphing to solve systems of linear equations with 2 variables; use inverse matrices and Cramer’s rule; graph quadratic functions; solve quadratic equations using square roots, completing the square and using the quadratic formula; solve quadratic equations with complex solutions; solve equations that have nth roots, rational components, and radical notation; function notation; graph polynomials, exponential growth, logarithmic expressions, decay functions; find rational zeros of a polynomial function; evaluate logarithmic expressions; solve rational equations; graph and write equations of parabolas, circles, ellipses, hyperbolas; use trigonometric relationship to evaluate trigonometric functions; use the laws of sines and cosines to find the sides and angles of a triangle; use Heron’s formula to find the area of a triangle; use trigonometry and inverse trigonometry functions; graph sines, cosines and tangent functions, tanslations and reflections; use and write sequences, summations notation to write a series and find sums of series, classify sequences and find sums in a arithmetic sequence; find sums of infinite series; use functions counting principle to count the number of ways an event can happen; use binomial theorem to expand binomial that is raised to a power; find probability of independent and depended events, binomial probability and analyze distributions; use normal distributions to calculate probabilities and to approximate binomial distributions. AP Calculus Mathematic Content: limits and continuity, differentiation, applications of differentiation, differentiations of logarithmic, exponential, other transcendental functions, integration, integration of logarithmic, exponential, other transcendental functions, application of integration, AP test preparation. Mathematic Skills: calculate limits algebraically, numerically, graphically; apply properties, understand the use of intermediate value theorem; apply squeeze theorem; sketch graphs of functions using knowledge of continuity, asymptotes and end behaviors; explain the concept of derivative function, graphically, numerically and using limits; find the slope of the tangent line to a curve at a point; derive and apply the constant power, constant multiple and sum and different rules; find the derive and apply product and quotient, find the derivatives of six trigonometric functions; use derivatives to find rate of change; find the derivatives of a function using the chain rule; use implicit differentiation of a function; find the linearization of a function at a given point; use differentials to estimate the relative change in a value of a function; use relative rates to solve problem; find extrema, relative and absolute, on an interval; use Rolle’s Theorem and the Mean Value Theorem; determine intervals on which a function is increasing or decreasing, concave up or concave down; apply derivative tests; use Newton’s Method to estimate roots of a function; differentiate natural exponential functions with all bases including “e”; define and graph inverse trigonometric functions; estimate area under a curve using rectangles; evaluate a definite integral using geometry formulas, and Functional Theorems of Calculus; use natural log to integrate rational functions; solve differential equations which model exponential growth; use integrals to find the area between 2 curves; find the volume of a solid using cross sections. Statistics and Probability Mathematic Content: sequence, series, statistics, descriptive statistics, probability, discrete probability, distributions, normal probability distributions, confidence intervals. Mathematic Skills: identify arithmetic and geometric sequences and series; use appropriate formulas for nth; find infinitive geometric series and express repeating decimals; write sigma notation in expanded form; define statistics; distinguish between population and sample of parameter and statistic, descriptive and inferential statistics, qualitative and quantitative data; classify data with respect to four measures, nominal, ordinal, interval, ratio; identify a biased sample, create a sample using random sample, stratified sampling, simple sampling; construct a frequency

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Collegiate Charter School distribution inclining limits, boundaries, midpoints, relative frequencies, frequency histograms, polygon, oglives; graph and interpret data sets, scatter plots, Pareto charts, series charts, paired sets; use Empirical Rule and Chebychev's Theorem to interpret standard deviations; find the quartile and interquartile range, z-score, range of data set, mean, median, mode, frequency distribution; use Fundamental Counting Principle. Addition; find a way to group and choose objects; distinguish between random variables, continuous; construct discrete probability distribution; find variance, standard deviation, geometric, Poisson distributions, binomial probability; transform a z-score to and x value; interpret Central Limit Theorem; use chi square distribution; interpret the t-distribution and use t-distribution. Chemistry Science Content: safety rules and equipment, laboratory apparatus, laboratory burner, safety information and storage of chemicals, hierarchy of matter, scientific measurement and mathematical skills, problem solving, atomic structure and nuclear chemistry, chemical quantities and mole concept, electronic structure of atoms and quantum mechanicals, the periodic table and periodicy, chemical literacy, names and formulas of compounds, chemical bonding, chemical reactions, stoichionetry, properties of solutions, rate of reaction, and equilibrium, acids, bases, oxidation, reactions, reductions, gases and gas laws, kinetic molecular theory, themochemistry, states of matter. Science Skills: use of laboratory apparatus, how to light, operate and extinguish a laboratory burner, know where to find hot plate and how to use it, know safety information and storage of chemicals, know distribution, explain diagrams and charts, identify physical changes, examine credibility, read, interpret, examine credibility and validity of sources, distinguish between physical and chemical changes, identify element, compounds, mixtures, the phases that change matter, analyze the energy changes involved in physical and chemical processes using colorimetry, measure using the appropriate measuring device, number of significant figures in measurements, know the metric symbols and values for each prefix, write numbers in scientific notation, construct and use tables and graphs to interpret data sets, conversion factors in problem solving, used dimensional analysis when converting within units, know the basic properties of fundamental particles and properties of an atom, proton, neutron, ions, isotopes, use periodic tables, raw correct dot diagram representing atoms or ions, calculate atomic mass of an element based upon the percent abundance of the naturally occurring, compare and contrast the 4 basic types of nuclear radiation, manipulate and solve nuclear equations, explain structures and function on nuclear power plant, understand the mole is as a counting unit, calculate the formula or molecular mass of any compound, understand that the molar mass is the formula mass expressed in grams, know Avogadro’s number, perform conversions between moles, mass and number of particulars, calculate density of a gas at STP, calculate percent composition by mass, empirical formula of a compound, use periodic table to predict electron and configuration of the elements, apply principals in writing electron configuration in atoms, distinguish among principal, energy sublevel, atomic orbital, understand visible light, explain the relationship between energy and the atomic spectra, wave particle, calculate the frequency and wavelength of light, explain the origin of the atomic emission spectrum of an element, the energy of a photon, categorize elements by group, period, phase under ordinary conditions, metallic properties, natural and man made, identify the alkali metals, alkaline earth elements, transitional metals, nonmetals, chalcogens, halogens, inert gases, lanthanide and actinide series of elements and the transuranium elements, recognize periodic trends in properties concerning atomic radii, ionic radii, ionization, energy, electro-negativity, electron affinity, identify elements from properties and trends in properties, define the terms cation and anion, distinguish between ion and molecular compounds, polyatomic ion, chemical and molecular formulas, know the Greek prefixes 1-10, name and write chemical formula for binary and complex compounds, alkanes, common acids, hydrated compounds, structural formulas, hydrocarbons, halogenated carbons, alcohols, acid, base, metal oxide, salt, list properties of ions, characteristics of an ionic bond, compound, covalently bonded compound, describe VSERP theory, importance of noble gas electron configurations, show the relationship between polar covalent bonds and polar molecular, identify reactants and products in a chemical reaction, write chemical equations from a description of a chemical reaction, balance chemical equations, identify synthesis reactions and predict the product of simple synthesis reactions, decomposition reactions and predict the products of simple synthesis reactions, ion exchange reactions and predict the products, write ion and net ionic equations, identify combustion reactions and predict the products, reactions as neutralization reactions and be able to predict the products, define the process of reduction, assign oxidation numbers to elements in a compound, identify reactions as oxidation reduction reactions and identify the oxidizing reactions, balance oxidation-reduction reactions using the half reaction method, define polymer an recognize a polymerization reaction, explain how the rate of reaction is influenced by temperature, concentration, particle size of

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Collegiate Charter School reactants and catalysis, using collision theory, define chemical equilibrium, predict changes in equilibrium using Le Chatelier principle, define the role of activation energy in a chemical reaction, apply Hess’s law to determine the heat reaction, interpret balanced chemical equations in terms of interacting moles, representative particles, masses and volume (gases at STP), construct mole ratios, identify limiting reactant, calculate the theoretical yield, actual yield for a chemical reaction, name and distinguish between two compounds of a solution, know agitation temperature, explain the difference among saturated and unsaturated and supersaturated solutions, understand the solution process in a state of dynamic crystallization, define the terms miscible and immiscible, list the factors affecting solubility of aqueous solutions of solids, liquids or gaseous solutes, calculate solution concentrations involving units of molarity, molality, percent by mass, percent by volume, mole fraction and ppm, explain on a particle basis why a solution has a lower vapor pressure, higher boiling point, and lower freezing point that the pure solvent of that solution, calculate the freezing point depression and boiling point elevation of aqueous solutions, list properties of acids and bases, classify a solution as neutral, acidic and basic, define and give examples of Arrhenius acids and bases, classify substances as acids or bases, identify conjugate acid-base pairs in acid-based reactions using the Bronsted definition of acids and bases, define buffer, explain the steps in acid based titration, calculate the pressure or volume from the pressure-volume relationship of a gas a constant temperature Bolye’s law, Charles’ laws, Gay Lussac’s law, explain the relationship between temperature and average kinetic theory, calculate pressure, volume, pre temperature from the pressure-volume relationship of gases, Dalton’s law of partial pressures, explain Avogadro’s hypothesis that equal volumes of gases, distinguish between real and ideal gases. Advanced Chemistry Science Content: review basic chemistry, gases, aqueous solutions, electrochemistry, thermochemistry, kinetic and equilibrium, acids and bases, solubility, spontaneity, entrophy, free energy, organic chemistry. Science Skills: define units of pressure, explain barometers, describe gas laws, ideal gas laws, calculate molar mass from gas density, list postulates of the kinetic molecular theory, understand and explain why polar nature of water make it an effective solvent, express and calculate solutions concentrations in terms of molarity, molalituy percent mass, percent volume, and mole function, characterize solutions as non-electrolytes, weak electrolytes, and strong electrolytes, recognize acid based and neutralization reactions, predict whether a solid will form in a solution using solubility rules, perform stoichiometric calculations involving precipitation reactions, recognize oxidation reduction reactions, reductions, balance redix reactions by half reduction method, determine vapor pressure of the solvent above a solution, identify the components of an electrochemical cell, compare and contrast galvanic cells and electrolytic cells, calculate cell potential by combining half-reactions, using standard reduction potentials, understand the composition and operation of commonly used batteries, discuss industrial application of electrolysis, understand and state the first law of thermodynamics, use standard enthalpies of formation of calculate AH chemical reaction, define reaction rate and show how rates can be measured from experimental data, discuss the temperature dependence of reaction rates using the collision model, define and calculate activation energy, explain how a catalyst speeds up reaction, how chemical equilibrium in terms of rates of forward and reverse reactions, understand how K and Kp are related, how condensed phases are handled when using the equilibrium expression, demonstrate how equilibrium constant is used to predict the direction a system will move to reach equilibrium, define acid, bases, understand acid strength, acid-pairs, dissociation, auto- ionization, calculate ph for basic solutions, explain bond strength and polarity affect acid-based properties, calculate ph of a buffered solution, solubility product of a salt, acid- based titration, solution containing common ion, predict the relative solubility from Ksp values, predict precipitation, define spontaneous process, free energy, use of nomenclature, carbon’s sp3amd sp2 hybrid orbit, name and write structural formulas for alkenes, alkenes, alkynes, alcohols, recognize aldehydes, ketones, ethers, amines, carboxylic, acids, esters, define macromolecule and identify 4 classes, identify a peptide bond and 20 amino acids, understand functions of proteins in the body, describe carbohydrates, how they are synthesized, know the 5 different lipids. World History II History and Social Science Content: Enlightenment and Revolutions, Industrialization and Modernization, Imperialism, World War I, Russian Revolution and the Rise of Stalin, Between the Wars, World War II and Holocaust, Post World War II Europe and USA, Post World War II Asia, Post World War II Latin America, Post World War II Africa and The Middle East. History and Social Science Skills: Identify, key philosophies, geographic locations in Napoleon's Empire, Africa, Latin America, causes of Industrialization, economic, social and political relationships between colonizing country and

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Collegiate Charter School the colonized, causes of WWI, geographic locations in Africa, Asia, and Latin America, causes of the Russian Revolution, the consequences of Stalin’s Communist rule, causes of global depression of 1930s, target groups of the Holocaust, causes and collapse of the Soviet Union and the communist regimes of Eastern Europe, Cold War conflicts in Asia, Latin America, Human Rights Violations and post WWII conflicts in Asia, multiple perspectives of policies of the WTO, World Bank and IMF; Explain, causes of French Revolution, Enlightenment, perspectives of various people impacted by the Industrial Revolution, political, social, cultural and economic impact of Imperialism, physical, economic, and geographic effects of WWI, the side and outcome of the Russian Civil War, Atturk’s policies which made Turkey a secular state, impact and actions of bystanders, rescuers and resister to Nazi policies and action, purpose of the United Nations, events and policies that led up to the Tiananmen Square Massacre, purpose of the WTO, World Bank and IMF, examples of human rights violations, Apartheid in South Africa, background for the establishment of the modern state of Israel in 1948, events and forces in the Middle East over the last several decades. Topics in American Democracy History and Social Science Content: Role of Citizens in the United State, The Nature of Citizenship, Politics and Government, Foundations of Government in the United States, Purpose, Principles and Institutions of Government in the United States, The Relationship of the United States to other Nations in World Affairs. History and Social Science Skills: Identify, ways to monitor, influence, and participate in the local, state and federal political process, elements of social contracts, natural rights theory; Explain, the concept of citizenship, federalism, separation of powers, checks and balances and popular sovereignty; Describe, ways citizens can involve themselves in the political process, differences between civic, political and private life, purpose and functions of government, connection between the Colonial and Revolutionary experience and the creation of the US Constitution and the Bill of Rights; Define, rights and responsibilities of a citizen in a democracy, how a constitutional democracy provided majority rule while protecting minority rights, key concepts including popular sovereignty, constitution, republic, federalism and individual rights. AP US History History and Social Science Content: Founding the New Nation, Building the New Nation, Testing the New Nation, Forging an Industrial Society, Path of Empire/America on the World Stage, Populism and Progressivism, World War UI and the Roaring 20s, The Depression and the New Deal, World War II and the Origins of the Cold War, The Cold War America at Home, Economic Growth, Optimism, Anti-Communism and Reform 1945-1960, Vietnam and Watergate, Contemporary America 1980 to 2010. History and Social Science Skills: Trace, the rise of Lincoln to power, course of the war on land and sea, the US involvement in Central and South America, The Spanish American War, through the Philippine insurrection and the Panama Canal episode, Roosevelt’s role in mediating the Russo Japanese War and in settling immigration and territorial issues with Japan, the causes of WWI in late 19th Century Europe, including arms race, secret treaties, racism, nationalism, US involvement in the War from 1917 to 1919, .. Explain, various causes of the Industrial Revolution including the role of the Civil War, growth in scientific and technological advances, role of leaders such as Edison, Bell, Carnegie, Rockefeller, Morgan, and Vanderbilt, consequences of the Industrial Revolution, formation and goals of labor unions, the strengths of American Isolationism after WWI, reasons for dropping the atomic bomb, the development of foreign policy from the invasions of Panama to the Persian Gulf War, Palestinian Israeli conflict 9/11 and War on Terror; Describe, first efforts to at colonial unity, the introduction of slavery, course of the French and Indian War, steps to create Articles of Confederation, contributions of Madison, Franklin, Sherman, Morris, and Patterson to the Convention, Adam’s administration, the Kentucky-Virginia Resolutions, roots of the Revolutions, including Mercantilism, tax revolts, committees of Correspondence, the struggle for Texas, process of secession, role of Bloody Kansas, Dred Scott case, Uncle Tom’s cabin, John Brown Raid, strengths and weaknesses of the North and South, causes and impact of the New Immigration from Asia and Southern/Eastern Europe.

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Collegiate Charter School

General Education Requirements- AMERICAN INTERNATIONAL COLLEGE CURRICULUM (accessible by 11th and 12th grade students with advanced standing) Orientation (1-3 credits) EDC 102, HON 101, AIC 101 Communication Skills (6 credits) ENG 101 or ENG 103 ENG 102 or ENG 104 Literature (3 credits) ENG 201, 205, 206, 210, 214, 227, 303, 304, 310, 318, 326, 330, 380, 382, 386, 388, 389 Scientific Awareness (8 credits) Any 100-level laboratory course BIO 206, 207 (Biology majors or with permission from instructor) CHE 211, 212 PHY 211, 212 Cultural Awareness (6 credits) ART 201, 202, 203, 204 HON 201 MUS 201, 208, 209, 210, 214, 221 PHI 100, 101, 102, 104, 113 THE 101 Any foreign language including SLS Social Awareness (12 credits) ANT 101 ECO 100, 201, 202 GEO 110, 120 HON 202 HRD 200 HST 101, 102, 105, 110, 120, 200, 201, 202 IBS 110, 120 POL 105, 106 PSY 101, 102 SOC 101, 205 Computer Applications (3 credits) MIS 101, 102 Quantitative Reasoning (3 credits) CHE 214 and CHE 313 CRJ 302 MAT 205, 304, 335, 336 PSY 302 STA 335, 336 Course Descriptions AIC101/EDC102 The Undergraduate Experience (1) This course is designed to teach students effective learning and study skills, to provide practice in applying those skills to their course work, and to help students make a successful adjustment to college life. Skills include time management, note taking, reading and study systems, and exam taking. Recommended for all freshmen entering college for the first time. PREREQUISITES: None

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Collegiate Charter School

ENG101 English Composition I (3) English Composition 101 is a writing-intensive course that prepares students for all levels of academic discourse. Emphasis is placed on the art of persuasion, on the development of students’ critical thinking skills, and on key rhetorical concepts such as audience, purpose, and voice. Students learn the various steps to the writing process, from brainstorming to final revision, and learn the importance of writing coherent, unified, and organized essays that are fundamentally and mechanically sound. Though primarily a writing course, English Composition 101 also helps students see the connection between reading and writing. In addition, students learn the art of academic research and documentation. PREREQUISITES: None ENG102 English Composition and Literature (3) English Composition 102 is an advanced writing course and a continuation of English Composition 101 that introduces students to the primary genres of literature: fiction, drama, and poetry. Emphasis is placed on critical and analytical writing and the analysis and interpretation of texts. Students are exposed to a variety of authors and a diversity of voices, and write essays in response to literature by formulating and defending a thesis and by keying in on such literary terms as point of view, theme, and symbolism. In addition, students demonstrate an ability to research and learn to document in the three major academic styles: MLA, Chicago, and APA. PREREQUISITES: ENG101 ENG103 Advanced First-Year Composition I (3) This course is an accelerated version of English Composition 101. Enrollment in ENG 103 is determined by high performance on a placement examination or invitation into the AIC Honors Program. PREREQUISITES: Approval of the English department as based on the results of the writing placement examination or on a student’s status in the Honors Program, or permission of the instructor. Note: No student who has received credit for ENG101 may receive credit for ENG103 ENG104 Advanced First-Year Composition and Literature (3) This course is an accelerated version of English Composition 102. PREREQUISITES: Enrollment in ENG104 is open only to those students who either have earned an A in ENG101 or have earned at least a B in ENG103. Note: No student who has received credit for ENG102 may receive credit for ENG104 ENG201 French Literature in Translation (3) This course is a one-semester survey of French literature from the beginnings through the present. It will focus on major authors from France but may also include works in French from the French diaspora as well. This course is conducted in English and will count toward the humanities distribution requirement. PREREQUISITES: ENG102 or ENG104 ENG203 American Literature I (3) This course is a historical survey of American literature and its relation to American culture, and a brief examination of early prose and poetry, followed by a more intensive study of Poe, Emerson, Thoreau, Hawthorne, Douglass, Melville, and Whitman. PREREQUISITES: ENG102 or permission of the instructor ENG204 American Literature II (3) This course is a continuation of English 203. The principal authors studied are Dickinson, Twain, Frost, Hemingway, Faulkner, O’Neil, and Williams. PREREQUISITES: ENG102 or permission of the instructor ENG205 Western World Literature I (3) This is a survey of outstanding literature of the Western World from Homer to the Renaissance. There will be selections from, as well as complete works of, such authors as Homer, the Greek dramatists, Virgil, and Dante. PREREQUISITES: ENG102 or ENG104 ENG206 Western World Literature II (3) This course surveys literature extending from Neo-Classical to modern literature. Selections include Racine, Moliere, Swift, Flaubert, Tolstoy, and Dostoyevski. PREREQUISITES: ENG102 or ENG104 ENG207 Business Communications (3) The first six weeks of this course concentrate on different forms of business writing: letters, memos, and reports. The second half of the course concentrates on job-hunting strategies: self-assessment, resumes, company, and career path research, where/how to look for openings, and interviewing skills. PREREQUISITES: Junior or senior standing or permission of the instructor

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Collegiate Charter School

ENG210 Survey of American Literature (3) This course provides a one-semester overview of American literature from the colonial period to the present. Authors studied may include Poe, Emerson, Thoreau, Hawthorne, Douglass, Melville, Whitman, Dickinson, Twain, Frost, Hemingway, Faulkner, O’Neil, and Williams. PREREQUISITES: ENG102 or ENG104. Note: This course may not be counted toward the requirements for an English major ENG213 Public Speaking (3) This course provides practice in the construction of speeches, analysis of appeals to various audiences, and development of the speaking voice. It is a practical course offered to fit the needs of students in all fields. In cases of over-enrollment, seniors will be given preference. PREREQUISITES: ENG102 or ENG104 or permission of the instructor ENG214 Literatures of the Non-Western World (3) This course includes selections of poetry, fiction, drama, and memoir – works from established and esteemed writers from around the globe: Eastern Asia, South East Asia, the Middle East, Africa, Latin America, and the Caribbean. Each piece and its author are placed within the context of his/her culture. PREREQUISITES: ENG102 or ENG104 ENG225 Native American Literature (3) This course is designed to give an historical overview of the contributions of Native American literature to American literary history. Focus will be on non-fiction and novels, primarily of the twentieth century, and how oral traditions, American history, myths, cultural legends, and contemporary literary criticism have shaped Native American writing. PREREQUISITES: ENG101 or ENG103, ENG102 or ENG104 ENG226 African American Literature (3) This course surveys highlights of African American literature. Writers include Douglass, Washington, DuBois, Hurston, Toomer, Bontemps, Hughes, Walker, Wilson, and Morrison. PREREQUISITES: ENG102 or ENG104 ENG227 Latin-American Literature in Translation (3) This course provides an overview of contemporary Spanish American writers who depict the character, philosophy, social problems, attitudes towards human dignity, and the respect for human rights in Spanish-speaking countries. Such widely known and respected writers as Jorge Luis Borges, Julio Cortazer, Juan Rulfo, Luisa Valenzuela, Rosario Ferre, Gabriel Garcia Marquez, and others are studied. PREREQUISITES: ENG102 or ENG104 ENG303 Major Authors in American Literature, 1492-1865 (3) This course is a historical survey of American literature and its relation to American culture from its beginnings in 1492 through the Civil War. Authors studied may include Bradford, Bradstreet, Edwards, Franklin, Jefferson, Poe, Emerson, Thoreau, Hawthorne, Douglass, Melville, Whitman, and Dickinson. PREREQUISITES: ENG102 or ENG104 ENG304 Major Authors in American Literature, 1865-Present (3) This course is a historical survey of American literature and its relation to American culture from the Civil War through the present. Authors studied may include Twain, Chopin, Frost, Hemingway, Faulkner, O’Neil, Williams, Updike, and Walker. PREREQUISITES: ENG102 or ENG104 ENG310 The Drama in English (3) This survey examines the genre of drama in western culture beginning with ancient Greece, followed by a study of Roman drama. The focus then moves to the morality and mystery plays of the Middle Ages. Representative plays from the Renaissance, the Neoclassical period, and the modern era including the Theater of the Absurd will complete the course, which will explore how drama shapes and is shaped by culture and how individual dramaturgy distinguishes one playwright from another. PREREQUISITES: ENG102 or ENG104 ENG326 Shakespeare (3) A study of selected plays is arranged chronologically. Representative plays from Shakespeare’s comedies, tragedies, histories, and romances are studied. PREREQUISITES: ENG102 or ENG104 ENG330 Women Writers (3) This course surveys British and American women writers from the 19th and 20th centuries. Authors will include: Jane Austen, Emily Dickinson, Willa Cather, Virginia Woolf, Toni Morrison, and Maxine Hong Kingston. PREREQUISITES: ENG102 or ENG104

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Collegiate Charter School

ENG380 The Bible as Literature (3) This course is a study of some of the literary qualities of the Old and New Testaments, with added attention given to the historical development of the English Bible. PREREQUISITES: ENG102 or ENG104 ENG382 Verbal and Visual Languages (3) This course explores the ways words and images function as symbol systems. The class will look at the illuminated poetry of William Blake as one site where words and images work both together and against one another. The class will also look at words and images in comic books, on film, and on the web. In addition to several written projects, each student will design and present either a PowerPoint slide show or a web site. PREREQUISITES: ENG102 or ENG104 ENG386 The Short Narrative (3) This course explores the short story genre through reading a wide variety of short fiction, beginning with innovators such as Edgar Allan Poe and continuing through the twentieth and twenty-first centuries with writers such as D.H. Lawrence, Joyce Carol Oates, James Baldwin, Alice Walker, and Nadine Gordimer. Short fiction from various cultures, both eastern and western, will be read. The elements, unique to the short story and the challenge the genre itself presents by virtue of its brevity will be the focus. The role of the short story within the context of the societies that produce it will be discussed. PREREQUISITES: ENG102 or ENG104 ENG388 Major British Authors from the Beowulf Poet to Samuel Johnson (3) This course studies the founders of the British Literary Tradition. Authors include Chaucer, Spenser, Jonson, Donne, Milton, Pope, Swift, and Johnson. PREREQUISITES: ENG102 or ENG104 ENG389 Major British Authors from William Blake to Harold Pinter (3) This course surveys representative authors of the Romantic, Victorian, and Early Modern Period, including authors Blake, Wordsworth, Byron, Austen, Dickens, Eliot, Browning, Conrad, Lawrence, Woolf, and Joyce. PREREQUISITES: ENG102 or ENG104 Anthropology ANT101 Introduction to Anthropology (3) This course presents the fundamentals of anthropology. Both physical and cultural anthropological perspectives will be utilized. A holistic focus will be on the intersection of these two perspectives as they attempt to explain human social behavior. Main topics related to the role and results of natural selection include: territoriality, food acquisition, aggression, gender roles, marriage, reproduction, religion, socialization strategies, and child rearing. PREREQUISITES: None Art ART201 History of Art (3) This course traces world cultural development through the arts of architecture, sculpture, and painting. The emphasis is on the social, economic, political, and geographic influences on the stylistic characteristics, subject matter, and art forms of diverse world societies and epochs, from pre-history to the present. Field trip and laboratory fee may be required. PREREQUISITES: None ART202 Aesthetic Experience in the Contemporary Visual Arts (3) The primary objective of this course is the development of sensitive taste in the comprehension of the contemporary arts for further enjoyment. The course will present an aesthetic approach to the appreciation of the visual arts of architecture, sculpture, and painting, with emphasis on the critical analysis and appraisal of art from recent and contemporary eras. Field trip and laboratory fee may be required. PREREQUISITES: None ART203 Art Appreciation Through Drawing (3) This introductory course in art appreciation examines mark making as the essential and primary means of expression. Lecture, visual aids, research, and writing explore the human creative impulse of artists like Leonardo da Vinci, Paul Klee, Pablo Picasso, and the untrained outsider artists. The student will develop a primary vocabulary of form, materials, and methods for creative expression. A unit of productive drawing exercises may be included. Laboratory fee required; field trip may be required. PREREQUISITES: None

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ART204 Art Appreciation Through Painting (3) A continuation of ART 203, this course traces the development of contemporary modes of painting from their origins in early 19th-century France, England, and America. Various modes, both realistic and abstract, are studied through illustrated lectures, readings, discussions, and writings. Productive painting exercises in watercolor mediums for both creative awareness and expression may be included. Laboratory fee required; field trip may be required. PREREQUISITES: None Biology BIO101 General Biology (3) This is a survey course of the basic physical and chemical principles essential to an understanding of molecular biology and its applications to the basic concepts of cellular morphology, physiology, cellular behavior, modern genetics, evolution, and ecology. PREREQUISITES: None BIO101L General Biology Laboratory (1) Basic laboratory techniques in biology will be stressed to illustrate chemical principles, cellular concepts, parasitism, modern genetics, and principles of plant biology and ecology. One two-hour laboratory period per week with laboratory fee. PREREQUISITES: None BIO206 Animal Biology (4) This is an introduction to molecular activity, structure, function, diversity and reproduction of the cell; it provides a basic foundation in invertebrate and vertebrate anatomy, physiology and development, with emphasis on mammalian biology. One three-hour laboratory period per week with laboratory fee. PREREQUISITES: None BIO207 Ecology (4) This course covers the fundamental concepts of how organisms interact with each other and with their environment. It is a required course for the biology major and is usually taken after having completed BIO206. One three-hour laboratory period per week with laboratory fee and one required field trip per semester. PREREQUISITES: BIO206 or permission of instructor Chemistry CHE211 General Chemistry I (4) This course presents fundamental principles of chemistry, including a study of atomic and molecular structure, stoichiometry, and the states of matter. It is an introductory course for science majors, and is the course required for admission to medical school. It may also be used to satisfy the college’s general requirement in science. Students meet for three lectures and one review session per week. PREREQUISITES: MAT140 or concurrent enrollment in MAT140 CHE211L General Chemistry Laboratory I (1) This course covers the basic laboratory techniques in chemistry and illustrates chemical principles through laboratory experiments. One three-hour laboratory session per week with a laboratory fee. Breakage charges will be assessed on an individual basis. PREREQUISITES: Concurrent enrollment in CHE211 CHE212 General Chemistry II (4) A continuation of Chemistry 211, this course includes a study of chemical kinetics, acids and bases, equilibrium, thermodynamics, electrochemistry, and the chemistry of aqueous solutions. PREREQUISITES: CHE211 Economics ECO100 Survey of Economics (3) This is a survey course developed for the non-economic and non-business school major, designed to explore in a non-technical manner economic issues of importance to both the macro and micro economy. Potential topics to be covered include: an examination of the workings of a market system, inflation, economic growth, unemployment, fiscal and monetary policy, international trade, consumer demand, market structure and firm theory, income distribution and poverty, and antitrust, agricultural, and environmental policies. PREREQUISITES: None ECO201 Principles of Economics I (3) This course is devoted to the study of the fundamental principles and processes of an economic system, with special emphasis on the coordination and control of the United States economy. Emphasis is on the macroeconomic approach. PREREQUISITES: None

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ECO202 Principles of Economics II (3) This course examines individual decision making in various applied economic environments. Areas of application include international trade, market structures, labor markets, and various U.S. institutional environments, both public and private. Basic emphasis is on the microeconomic approach. PREREQUISITES: ECO201 History HST101 Western Civilization I (to 1500) (3) An introductory survey of the historical evolution of Western civilization from its ancient origins to AD 1500. This course introduces students to methods of and issues in historical investigation. Its comprehensive approach includes the study of social and economic elements, religion, philosophy, literature, art, politics, and institutional developments. PREREQUISITES: None HST102 Western Civilization II (since 1500) (3) An introductory survey of the historical evolution of Western civilization from AD 1500 to the present. This course introduces students to methods of and issues in historical investigation. Its comprehensive approach includes the study of social and economic elements, religion, philosophy, literature, art, politics, and institutional developments. PREREQUISITES: None HST110 World Economic Geography (3) The course provides a systematic framework for understanding the contemporary world that we now live in. It is a world of interconnecting countries possessing special combinations of natural, cultural, social, political and economic environments. The course will help the student to develop an appreciation of these countries and their individual impact on the rest of the world. This will lead to a better understanding of not only the old world order but, more importantly, the new world now evolving. The course breaks the world down into 12 geographical realms, each of which will be reviewed in detail. PREREQUISITES: None HST120 Diverse Cultures of the World (3) The course provides the student with an understanding of the many cultures that make up the world we now live in. Today’s world is a global world made up of people with diverse cultural backgrounds. It is important to recognize cultural sensitivities that exist in every society. Cross-cultural awareness and understanding are critical to meaningful relationships and for success in every walk of life. The course will look at culture, verbal and non-verbal communications, religion, and roles of women, and will include a survey of geographical regions such as North America, Latin America, Asia, Europe, Middle East, and Africa. Emphasis will be placed on the contemporary issues found in today’s international environment. PREREQUISITES: None HST200 World History (3) A one-semester, sophomore-level survey of world history, comprehensive in both chronology and geography. Principal concepts in geography, political science, economics, and the history of science will be featured. Designed specifically for Massachusetts state teacher certification needs, this course will emphasize Western civilization, including United States history and Massachusetts state history. PREREQUISITES: ENG102 or ENG103 HST201 U.S. History to 1877 (3) A survey of the evolution of the United States from its colonial origins to the end of Reconstruction, this course explores the significant social, economic, intellectual, and political developments, including state history of Massachusetts. PREREQUISITES: None HST202 U.S. History since 1877 (3) A survey of the evolution of the United States from the late 19th century to the early 21st, this course explores the significant social, economic, intellectual, and political developments during “the American Age” of global history, including state history of Massachusetts. PREREQUISITES: None Honors Program HON101 First Semester Honors Seminar (1) This course introduces participants to college life, to American International College, and to the Honors Program. Issues covered include the purpose of higher education, planning a course of study, the culture and history of AIC, how to make the most of one’s time at college, as well as special topics at the instructor’s discretion. PREREQUISITES: Participation in the Honors Program

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HON 201 Honors Seminar in the Field of “Cultural Awareness” (3) This seminar explores a special topic in the humanities and liberal arts. Subjects will vary each semester. PREREQUISITES: Participation in the Honors Program or invitation from the instructor. HON 202 Honors Seminar in the Field of “Social Awareness” (3) This seminar explores a special topic in the social sciences. Subjects will vary each semester. PREREQUISITES: Participation in the Honors Program or invitation HRD200 Introduction to Human Relations (3) This course introduces students to a conceptual model and the skill techniques that characterize an effective interpersonal interaction. The course provides students with an understanding of the dimensions of individual and interpersonal functioning that contribute to constructive relationships at home, school, and work within the community. It involves brief supervised practice sessions of the research-tested interpersonal skills related to these dimensions. Students will be provided with as-assistance in understanding the application of the skills to the fulfillment of professional responsibilities in corrections, counseling, nursing, business, and management. PREREQUISITES: None International Business IBS110 World Economic Geography (3) The course provides a systematic framework for understanding the contemporary world that we now live in. It is a world of interconnecting countries possessing special combinations of natural, cultural, social, political, and economic environments. The course will help the student to develop an appreciation of these countries and their individual impact on the rest of the world. This will lead to a better understanding of not only the old world order but, more importantly, the new world now evolving. The course breaks the world down into 12 geographical realms, each of which will be reviewed in detail. PREREQUISITES: None IBS120 Diverse Cultures of the World (3) The course provides the student with an understanding of the many cultures that make up the world we now live in. Today’s world is a global world made up of people with diverse cultural backgrounds. It is important to recognize cultural sensitivities that exist in every society. Cross-cultural awareness and understanding are critical to meaningful relationships and for success in every walk of life. The course will look at culture, verbal and non-verbal communications, religion, and roles of women, and will include a survey of geographical regions such as North America, Latin America, Asia, Europe, Middle East, and Africa. Emphasis will be placed on the contemporary issues found in today’s international environment. PREREQUISITES: None Computer Applications MIS101 Concepts of Business Data Processing (3) This course provides an introduction to information systems from a business point of view. Subjects to be covered include: terminology, a survey of hardware and software, introduction to systems analysis and design, as well as an overview of the college’s computer facilities. PREREQUISITES: None MIS102 Applications of Microcomputers (3) This course is a survey of microcomputers as used in today’s environment. The student will become familiar with current trends and uses of microcomputers as well as hands-on exposure to spreadsheets, databases, word processors, and operating systems. Students will be required to develop applications in each of the software areas. PREREQUISITES: MIS101 suggested MUS208 Jazz, Its Evolution and Impact (3) This course traces the course of jazz from the African’s musical heritage to the New World through work songs, spirituals, and blues; the birth of jazz in New Orleans and its dissemination to St. Louis, Chicago, Kansas City, and New York. PREREQUISITES: None MUS209 Opera Appreciation (3) This course surveys and assesses our cultural heritage in the performing art of opera. Beginning with Mozart, the evolution of operatic expression is traced through examination of favorites in the Italian, French, and German traditions. A course requirement is the participation of students on a class trip by bus to the Metropolitan Opera House in New York City. A program fee is charged. PREREQUISITES: None

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MUS210 American Musical Theatre (3) A comprehensive overview of musical theater in America from its inception in the United States at the turn of the century, through the era of Rodgers and Hammerstein, Sondheim, Andrew Lloyd Webber and the concept musical of today. PREREQUISITES: None MUS214 Music and The Performing Arts (3) This music course will cover all phases of the performing arts including symphony orchestras, jazz, ballet, musical theatre, and opera. There will be weekly viewing of videos showing representative artists in their fields of performance. PREREQUISITES: None Philosophy PHI100 Introduction to Critical Thinking (3) This course offers a careful examination of the various standards that must be observed if one is to read, write, and think critically. It surveys common sources of confusion and error, such as ambiguity, vagueness, propaganda, political rhetoric, misleading advertising, misuse of evidence, improper reliance upon authority and tradition, and other varieties of fallacious reasoning. PREREQUISITES: None PHI101 Introduction to Philosophy (3) This course provides a critical examination of several philosophical problems, including the nature and scope of knowledge, the freedom-determinism issue, the question of the existence of a God, and the status of moral judgments.PREREQUISITES: PHI100 suggested PHI102 Philosophy through Literature (3) This course offers an introduction to, and critical analysis of, problems in philosophy, with special stress on those value aspects bearing directly upon the formulation of a philosophy of life. Selections from fiction and poetry, as well as the more traditional form of philosophic exposition, are read and discussed. PREREQUISITES: PHI100 or PHI101 PHI104 Ethics and Social Problems (3) A critical examination is made of several major social problems, with primary reference, in each case, to underlying philosophical issues and viewpoints. PREREQUISITES: PHI100 or PHI101 PHI113 Introduction to Formal Logic (3) A survey of the patterns of formal reasoning is done including an examination of classical logical forms and an introduction to modern symbolic logic. PREREQUISITES: PHI100 suggested General Physics PHY211L General Physics I Laboratory (1) This course covers basic laboratory techniques in physics and illustration of the principles of physics through laboratory experiments. Students will become familiar with the processes and nature of making scientific measurements and the analysis of relationships between physical quantities. Experiments will be selected for the study of mechanics, vibration, and thermodynamics. One three-hour laboratory session per week with laboratory and breakage fees. PREREQUISITES: Concurrent enrollment in PHY211 or PHY221, and PHY211R or PHY221R PHY212 General Physics II (4) This is a continuation of PHY211 covering the fundamental principles of electricity, magnetism, light, and modern physics. The course is taught without calculus. PREREQUISITES: PHY211 and concurrent enrollment in PHY212R and PHY212L PHY212/R General Physics II Review (0) This course is a general review session for PHY212 to review homework and exams, and answer students’ questions. PREREQUISITES: PHY212 or concurrent enrollment in PHY212 PHY212L General Physics Laboratory II (1) A continuation of PHY211L. Experiments will be selected for the study of electricity, magnetism, light, and modern physics. One three-hour laboratory session per week with laboratory and breakage fees. PREREQUISITES: PHY212 or PHY222 or concurrent enrollment in PHY212 or PHY222 Political Science POL105 Introduction to Political Science (3) This course is a survey and an analysis of the fundamental concepts and problems of political science with particular reference to the national government in the United States of America. PREREQUISITES: None

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POL106 Comparative Politics (3) A comparative examination of the concepts of political science with the European governmental systems serving as the principal frame of reference. PREREQUISITES: None Psychology PSY101 General Psychology I (3) This course covers the basic principles of behavior, that make up the foundation of psychology. Emphasis is placed on the biological basis of behavior, sensation, perception, learning, language, memory, thinking, infancy, and childhood. The methods of inquiry used in psychology are also emphasized. PREREQUISITES: None PSY102 General Psychology II (3) A continuation of Psychology 101, with an emphasis on the application of psychology to contemporary life. Topics include: motivation and emotion; social behavior; adolescence and adulthood; personality; abnormal behavior and psychotherapy; stress, health, and psychology of the workplace. PREREQUISITE: PSY 101 Theater THR101 Theater Appreciation (3) This course introduces theater as an art form, and will include elementary study of play analysis. It will focus on the art, craft, business, and historical roots of drama, as well as theater’s relationship to the fine arts. Emphasis will be on the audience’s appreciation of drama as literature and the work of the playwright, director, actor, set designer, producer, and critic. PREREQUISITES: None Sociology SOC101 Introduction to Sociology (3) This course is designed to acquaint the student with working knowledge of the concepts used by sociologists and with the well-established generalizations in the field. Topics include socialization, primary groups, stratification, population, and bureaucracy. This course is a prerequisite for all other sociology courses. PREREQUISITES: None SOC205 Social Problems (3) This course examines what makes a social problem and an analysis of present areas of tension and social maladjustment, especially those associated with recent rapid social changes. PREREQUISITES: SOC101 Quantitative Reasoning (3 credits) CHE214 Treatment of Experimental Data (1) This course is an introduction to the collection, representation, and statistical analysis of experimental data and is intended primarily for science majors. PREREQUISITES: MAT207CHE 214 and CHE 313 CHE214 Treatment of Experimental Data (1) This course is an introduction to the collection, representation, and statistical analysis of experimental data and is intended primarily for science majors. PREREQUISITES: MAT207 MAT205 Statistics in Occupational Therapy (3) This course presents the principles of statistics that are applied to the analysis of data pertinent to the field of occupational therapy. Topics include descriptive and inferential statistics, probability distributions, hypothesis testing, estimation, analysis of variance, non-parametric statistics, and linear regression analysis. The course will make active use of technology by requiring the use of computer software. PREREQUISITES: None MAT207 Calculus I (4) This course discusses limits, continuity, derivatives, maximum and minimum problems, related rates, and Mean Value Theorem. The course will make active use of technology by requiring the use of a graphing calculator and computer software. PREREQUISITES: MAT140 or permission of the instructor and the department Chair MAT304 Biostatistics (3) This course presents the principles of statistics as applied to the analysis of biological and health data. Topics include descriptive statistics, probability distributions, hypothesis testing, analysis of variance, non-parametric statistics, and regression analysis. The course will make active use of technology by requiring the use of computer software. PREREQUISITES: MAT140 MAT335 Foundations of Statistics (3) This course examines the various tools and techniques used in analyzing quantitative data; including descriptive statistics, probability and random variables, sampling design, theory of estimation and hypothesis testing for parameters of a single population, student ‘t’ and normal distributions. A year of high school algebra is

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ATTACHMENT 13 GRADING CHART

% Completed grade Proficiency level performance 90-100 A- to A+ MASTER Has a deep understanding of the subject matter and completes work independently with few mistakes. 80-89 B- to B+ PROFICIENT Has a good understanding of the subject matter and can complete their work with minimal help. 70-79 C- to C+ APPRENTICE Has a moderate understanding of the subject matter and can complete their work with substantial help. 70 is considered passing. 50-69 D- to D+ NOVICE Has very little understanding of the subject matter and can complete work only with substantial help (these are not passing grades). Below 50 F EMERGING Has demonstrated that certain percentage of material was completed.

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ATTACHMENT 14 CONDUCT AND EFFORT GRADING POLICY

All students are expected to demonstrate appropriate conduct and effort in each class. Conduct and Effort standards are based on Developmental DesignsTM skills that students need to learn for academic and social success.

Conduct:

 C = Cooperate with others.  A = Assertion (self-confidence balanced with respect toward others).  R = Responsibility (being accountable for one’s own behavior, learning, and role in a respectful classroom community).  E = Empathy (understanding and relating to others, and respecting their feelings)  S = Self-control (physical and voice control).

Effort:

 Be prepared: come with necessary materials and supplies.  Be on task: attention is focused on assigned activity.  Be productive: work is completed during assigned period.  Be engaged: collaborate with others, ask questions, actively participate in discussions, individual and group work.  Be persistent: learn from mistakes, keep trying, seek help when needed.

Students will be assessed for Conduct and Effort on a 4 to 1 scale, as follows:

4 = Meets or exceeds expectations consistently. 3 = Meets expectations most of the time. 2 = Approaches expectations. Improvement needed. 1 = Seldom meets expectations. Area of concern.

Students will be assessed in multiple formats that support diverse learning styles and needs, including group performance assessments, interviews, observations, self-evaluations, checklists, group evaluation with rubrics, written quizzes and tests, written reflections, technical drawings, Power Points, and other computer-generated work products. All assessed work is used to gauge effectiveness of instruction, to make student thinking visible, and to promote student learning. Team members and the teacher will collaboratively evaluate work products created for performance assessments. In the case of all individually assigned assessments, students may revise and re-submit the assessment as many times as they wish to improve their grade. Students are strongly encouraged to seek extra help when revising and improving assessments.

Origins 3805 Grand Avenue South Minneapolis, MN 55409

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ATTACHMENT 15 REFERENCES

1) Lieberman, J.E. (2004). The early college high school initiative: Requisites for success. Jobs for the Future. www.jff.org. 2) See, for example, Conklin, K.D., & Curran, B.K. (2005). Action agenda for improving America’s high schools. Sponsored by Achieve, Inc., and the National Governors Association. Also Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT. Yale University Press. McDonough, P.M. (1997). Choosing colleges: How social class and schools structure opportunity. Albany, NY: SUNY Press. St. John, E.P., Hu, S., & Fisher, A.S. (in press). Breaking through the access barrier: How Academic capital informs public policy. NY: Routledge. 3) Massachusetts Department of Elementary and Secondary Education website. 4) Doe.mass.edu/state_report/plansofhsgrads (2008) 5) Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. Chicago: University of Chicago Press. 6) Rodriguez, L. (2003). Positive naming. About Campus, 17-22 7) Hall, T. Strangman, N., & Meyer, A. (2009). Differentiated instruction and implications for EDL implementation. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved 10/16/10 from http://www.cast.org/publications/ncac_diffinstructudl.html 8) Ibid. 9) Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. Chicago: University of Chicago Press. Bean, J.P. (1990). Why students leave: Insights from research. In The strategic management of college enrollment. Hossler, D., & Bean, J.P. (Eds.). Jossey-Bass Publishers. 10) Merseth, K., Cooper, K, Roberts, J., Tieken, M.C., Valant, J., & Wynne, C. (2010). Inside urban charter schools: Promising practices from five high-performing schools. Cambridge, MA: Harvard University Press. 11) Winfield, L.F. (1994). Developing resilience in urban youth. Monograph published by NCREL’s Urban Education Program as part of its Urban Education Monograph Series. 12) Allen, D., Nichols, P., Tocci, C., Hochman, D., & Gross, K. (2006). Supporting student success through distributive counseling: A core principle for small schools. ERIC. 13) See Winfield, L.F. (1994), cited above. Also Mulkana, A.J., Hopper, P.F., & Jaroe, T. School success for at- risk students. Schooling, V1, Number 1, 2010, pp. 1-4; Bempechat, J. (2010). Learning from poor and minority students. Harvard Education Letter Research Online. Retrieved 10/16/10 from http://www.happinessonline.org/Love and Help Children/p.16.htm. 14) Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. Chicago: University of Chicago Press. Bean, J.P. (1990). Why students leave: Insights from research. In The strategic management of college enrollment. Hossler, D., & Bean, J.P. (Eds.). Jossey-Bass Publishers. 15) Michael, C. (2010). Leadership through service: Our time to serve, our turn to lead. New York Life Foundation. 16) Henderson, N., & Milstein, M. (1996). Resiliency in schools: Making it happen for students and educators. Corwin Press. 17) Haycock, K. (2002). “Closing the achievement gap”. Educational Leadership 58, no.6:28-31 18) Trochim, W., Milstein, B. Wood, B., Jackson, S. and Pressler, V. (2004). Setting Objectives for Community and Systems Change: An Application of Concept Mapping for Planning a Statewide Health Improvement Initiative, Health Promotion Practice, 5, 1, 8-19 19) Tomlinson, C. (1999). How to differentiate instruction in mixed ability classrooms. ASCD. 20) Ibid. 21) Bransford, J., Brown, A., & Cocking, R., (2000). How people learn: Brain, mind, experience, and school. National Academies Press. 22) Joyce, B., Weil, M., (2000). Models of teaching. Needham Heights, MA.: Allyn & Bacon.

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23) Polamn, J. L. (2000), Designing PROJECT-BASED SCIENCE: Connecting learners through guided inquiry. New York: Teachers College Press. 24) See In our voice: How peer mentoring is changing lives. College for Every Student. www.collegefes.org. 25) Jones, B.F., Valdez, G., Nowakowski, J., & Rasmussen, C. (1995). Plugging in: Choosing and using educational technology. Washington, DC: Council for Educational Development and Research, and North Central Regional Educational Laboratory. Available online: http://www.ncrel.org/sdrs/edtalk/toc.htm 26) Strand, Marullo, Cutforth, Stoecker and Donohue (2003), Community-Based Research: Principles for Higher Education, May. 27) Wiggins, G.P., McTighe, J., (1998).Understanding by design. San Francisco, CA: Jossey-Bass 28) Vella, J. (2002). Learning to listen, learning to teach: The power of dialogue in adult education. San Francisco, CA: John Wiley & Sons 29) DuFour, R. DuFour Rebecca, Eaker, R, (2006). Revisiting Professional Learning Communities at Work ™: New insights for improving schools. Solution Tree, Bloomington, IN. 30) Meier, W. (2006) Coaching for impact. Manchester, CT. www.paulmeier.com 31) Saphier, J, Haley-Speca, M. & Gower, R., (2008). The Skillful Teacher, Research for Better Teaching, Carlisle, MA. 32) Weiner, B. (1986). An attributional theory of motivation and emotion. New York: Springer-Verlag. 33) Garrison, K., (May, 2009). Assessment workshop for administrators, Symposium conducted in the West Springfield Public Schools, West Springfield, MA. 34) Marzano, R.J., (2000). Transforming classroom grading. Alexandria, VA: Association for Supervision and Curriculum Development 35) Saphier, J, Haley-Speca, M. & Gower, R., (2008). The Skillful Teacher, Research for Better Teaching, Carlisle, MA. 36) Wiggins, G.P., McTighe, J., (1998).Understanding by design. San Francisco, CA: Jossey-Bass 37) Stiggins, R. (2007). Assessment through student eyes. Educational Leadership, 64(8), 22-26. 38) Echevarria, J., Vogt, M., and Short, D. (2004). Making content comprehensible for English learners. The SIOP model. Needham Heights, MA: Allyn & Bacon. 39) Ibid.

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ATTACHMENT 16 LETTERS OF SUPPORT

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ATTACHMENT 17 LETTERS OF COMMITMENT

 Mark Berman

 A. Craig Brown

 Andrew R. Cade

 Eduardo Carballo, Ed.D

 Kamari A. Collins

 Suzanne Marotta, Ed.D.

 Christine Michael, Ph.D.

 Cory James Mickens, MBA, MED, CAGS

 Michael Neiman, Ph.D.

 Gregory Schmutte, Ph.D.

 Henry M. Thomas III

 Frank Vargo, Ed.D.

 Dominick Vita, Ph.D.

 Nicholas Young, Ph.D., Ed.D.

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November 2, 2010

Dr. Mitchell Chester, Commissioner Department of Elementary and Secondary Education 75 Pleasant Street Malden, Massachusetts 02148 Attention: Charter School Office

Re: The Collegiate Charter School Springfield, Massachusetts

Dear Commissioner Chester: It is with great pleasure that I write in support of the founding of The Collegiate Charter School. As the Executive Vice President for Administration at American International College I see daily the transformative difference education makes in the lives of individual students and in the collective lives of the citizens of our community. I am enthusiastic about the opportunity the Collegiate Charter School offers for new innovative academic experiences for middle and secondary students in the Greater Springfield region. I view the Collegiate Charter School as an inventive educational collaboration between a post secondary academic institution, a group of highly competent and dedicated middle and secondary school educators and the Greater Springfield community at large. I am confident that the Collegiate Charter School will become an institution of which we all will be proud. For my part I am committed to making this a reality. Please accept my endorsement of the Collegiate Charter School.

Sincerely,

Mark Berman

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Dr. Suzanne Marotta 69 Sherwood Ave. West Springfield, MA 01089 Home (413) 737‐9849 Cell (413) 221‐5847 E‐mail address: [email protected]

October 17, 2010

Letter of Commitment:

The Collegiate Charter School is an exciting opportunity to provide Springfield area students with Early College prospects. As a founding member I am delighted that CCS is included in the next round for consideration and look forward to final approval. The passion and commitment brought to this project by various members is overwhelming. The teachers, administrators, and community partners who are attracted to this kind of school are a skilled and dedicated working group.

Additional research has helped to adequately prepare the final proposal for submission. Now CCS has integrated more key elements for success into its design. The fact that it will be a small school will enable it to be refined over time using data to make adjustments. Mentoring, opportunities for leadership and service, early college and career exposure, and high academic expectations, coupled with necessary support, are key components of the proposed design and are backed by research that proves their effectiveness in educating a first generation population.

I urge you to grant the charter to Collegiate Charter School and state my commitment to use my expertise and experience to the initiative during its early years. I am happy to serve the new charter as the Executive Director as it moves towards opening its doors, and eventually growing into a 700‐ student institution that will employ best practices in early college awareness, college access, and college success. Our research proves that Springfield area students and their families need such a school, and I am happy support the Collegiate Charter School.

Sincerely,

Dr. Suzanne Marotta

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Cory James Mickens 116 Pheasant Drive Springfield MA, 01119 Home (413) 783‐9651 Cell (413) 504‐3320 E‐mail address: [email protected]

October 26, 2010

Letter of Commitment:

Thank you for the opportunity to present my letter of Commitment for the Collegiate Charter School. I am very excited for the parents and students in the City of Springfield that will benefit from the opportunity that CCS has to offer. The vision of the Collegiate Charter School is to provide students with Early College prospects. As a board member of the CCS charter school I am thrilled that CCS has progressed to the next round of the rigorous application process that groups must go through in order to receive a charter. We look forward to final approval.

I believe it is important that education leaders of today possess greater knowledge and skills than ever before; this is the most powerful point of leverage to bring good teaching and learning to scale. The stakeholders who have assembled to advance the Collegiate Charter Schools mission are skilled and caring teachers, administrators, and community partners. The final proposal for submission has been prepared incorporating best practices from additional research to ensure a successful school design. This design includes small learning communities, coordinated mentoring, opportunities for leadership and service, early college and career exposure, and high academic expectations. Best practices combined with a plan of accountability will serve as important tools to guide the use of data and policy decisions regarding the school's program.

I am vested in the City of Springfield. I have served in Springfield as an educator, a coach, mentor, parent of five school aged children and the husband of a fellow educator. I am a strong advocate for Springfield area students and their families. The community will be served well by the Collegiate Charter School. I am ecstatic to serve on the Board of Directors of the new charter because CCS will provide a first class education, early college awareness, a gateway to college and the educational tools needed to achieve. I state my commitment and I am thankful for the opportunity to monitor the implementation and progress of the schools vision. I thank the Board of Education in advance for awarding a charter.

Sincerely,

Cory J. Mickens MBA, Med, CAGS

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Dr. Michael Neiman

Letter of Commitment

I was heartened to learn of the decision to advance the Collegiate Charter School (CCS) for further consideration into the next round. I believe that the reality of having this unique and innovative program one step closer to fruition is, indeed, an exciting prospect for the districts CCS will serve, its prospective students, and the Springfield community in particular, given that it will both house and send many of its own students to CCS.

Moreover, if the final hurdle of this application can be cleared, it would appear self-evident that CCS would infuse Springfield with so much metaphorical light: a singular educational entity that the city can call its very own, an institution that will allow students from three communities a practical head start in the acquisition of post-secondary education that is all the more important in the face of uncertain social and economic times, and a clearinghouse of best practices from which all educators in the surrounding areas may gain.

This unique institution is committed to serving typical students, students with special needs, and other diverse populations within a culture that features mentoring, rigorous learning, accountability, achievement, and college credits within a framework that promotes research- based instructional practices. As such, I can think of no other educational entity in the greater Springfield area can than can realistically compare, and therefore cannot think of another that will afford its students with a comparable program.

For my part, I assert that I will lend my personal and professional support and stewardship in any manner deemed necessary by the requisite stakeholders in order to establish, promote, and maintain CCS as an institution of meaningful, sustainable, and authentic learning. In this regard, I believe that I can facilitate the logistical, legal, and compliance requirements needed to maintain CCS as a viable educational entity that may serve its primary stakeholders to which it is inherently accountable: the constituent communities, the students, its own personnel, the taxpayer, the Department of Elementary and Secondary Education, and the Commonwealth as a whole.

Sincerely,

Michael Neiman, Ph.D. Longmeadow, MA October 24, 2010

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DOMINICK C. VITA, PH.D. 7 Shelbourne Drive Goshen, CT 06756

Letter of Commitment

October 2010

To Whom It May Concern:

I am pleased to write this letter of commitment for the Collegiate Charter School (CCS). The fact that the proposal has moved into the next round attests to the value of this project for Springfield area students.

The CCS represents an opportunity to provide a high quality educational experience in a smaller setting with the specific focus on the Early College High School model. This model has the essential ingredients to promote a successful high school experience with a seamless transition to college. The implementation of the CCS will certainly enhance the lives of those students who participate in the school. I am convinced the CCS will meet a substantial need in the Springfield area and redefine best practices in secondary education.

As an educator for the past thirty seven years, I am very enthusiastic about the development of the CCS. I have served in numerous administrative, pupil services and instructional capacities at the K‐12 and university levels. Based upon my long term experience as a superintendent of schools and special education director and board of education member in Connecticut, I appreciate and support solid educational options for students. I am convinced the CCS will provide a wonderful educational opportunity for many students.

Through this letter, I restate my continued support for the approval of the Collegiate Charter School. I further indicate my commitment to devote my time and talents to the CCS if this project is approved. Although I currently reside in Florida, my consulting work is nationwide. I do considerable consulting work in New England and continue to have strong connections in Massachusetts. I am willing to support and serve the Collegiate Charter School and look forward to the approval and opening of the school.

Sincerely,

Dominick C. Vita, Ph.D. Educational Consultant October 25, 2010

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ATTACHMENT 18 BOARD of TRUSTEES RESUMES

 Mark Berman J.D., MBA

 A. Craig Brown, J.D.

 Andrew R. Cade, M.A.

 Eduardo Carballo, Ed.D.

 Kamari A.Collins, M.S.

 Christine Michael, Ph.D.

 Cory James Mickens, MBA, MED, CAGS

 Michael Neiman, Ph.D

 Gregory Schmutte, Ph.D.

 Henry M. Thomas III

 Frank Vargo, Ed.D.

 Dominick Vita, Ph.D.

 Nicholas Young, Ph.D., Ed.D.

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Mark R. Berman P. O. Box 164 413-530-7374 cell Williamsburg, MA. 01096 413-268-9382 home [email protected] Summary of Qualifications  College Administrator with experience in new program development, logistics, multi- campus educational models, faculty recruitment, student retention, and assessment  Experience in the areas of nonprofit governance and board development, assisted in the development of American International College’s policy on Shared Governance and its Faculty Senate Charter  Proven fund raiser with knowledge of all aspects of Development and Alumni Relations  Strong organizational, analytical and management skills including budgeting, resource allocation, facilities management, contract negotiations, vendor relations, human resources management, and event planning  Strategic thinker, excellent judgment, capable of independent decision making coupled with the ability to work cooperatively with diverse groups  International business experience

Professional Experience American International College, Springfield, MA 2008 to Present

Executive Vice President for Administration 2010 to Present  Oversight and responsibility for the departments of Finance, Bursar, Human Resources, Financial Aid, IT, Building & Grounds, and Educational Enterprise  Supervise a staff of over 80 with 6 direct reports

Interim Vice President for Institutional Advancement 2010  Oversight and responsibility for the College’s integrated advancement program, including Development, Alumni Relations, Grant Development and Management, Marketing, and Public Relations  Supervise a staff of 11 with 4 direct reports

Vice President for Educational Enterprise 2009 to 2010  Responsible for the entrepreneurial educational activities of the College, including identifying, exploring, assessing, recommending, and developing new program and project opportunities for the College

 Responsible for the initial oversight and management of new entrepreneurial activities

 Supervise a staff of 14 with 2 direct reports

Associate Vice President for Educational Enterprise 2008 to 2009  Managed the Office of Educational Enterprise and coordinate the work activity of support staff

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 Manage new educational programs and projects prior to transfer to the appropriate academic unit

 Oversee processing of legal documents, track expenditures against approved budgets, and ensure Project Management resources are effectively deployed.

Adjunct Faculty Member School of Business Administration Fall 2009

Guest Lecturer in the areas of Business Communication and Image 1994 to 2006  College of Natural Resources and the Environment, University of Massachusetts  Springfield College  Western New England College  Western New England College, School of Law  The Elms College  Westfield State College  Isenberg School of Management, University of Massachusetts

Yale Genton, Inc., West Springfield, MA 1977 to 2007 President

Yale Genton, Inc. a nationally recognized retailer of better men’s and women’s apparel offered a wide array of fine clothing from both domestic and international manufacturers. As President I was responsible for all major corporate functions including strategic planning, budgeting, operations, finance, sales, merchandising, marketing, and personnel.  Led in the formulation of 5 year strategic plans. Provided the creative vision and leadership in positioning the company in the marketplace  Developed and managed an annual budget in excess of $5,000,000  Oversaw all corporate operations. Experienced in facilities management, payroll and benefits administration, contracts and union negotiations, vendor relationships, accounts receivable, accounts payable, and cash management  Handled complicated financial relationships with secured lenders, third party providers, asset based lessors, and international manufacturers. Experienced with import/export and international monetary instruments  Created and managed an annual advertising and public relations budget in excess of $400,000. Knowledgeable in direct mail, radio, TV, print, and internet based advertising  Supervised a staff of 37 including 8 direct reports encompassing both union and non union employees  Responsible for the training and development of the sales force. Effective team leader and proven sales manager

Education J.D. Syracuse University, School of Law 1976 M.B.A. Syracuse University 1976 B.A. Syracuse University 1973

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Public Service

Bay State Health System, Inc. 1993 to Present  Board of Overseers, BMC Division

American International College 1992 to 2007  Trustee  Member Executive Committee  Chairman Academic Affairs and Honorary Degree Committee  Chairman Ad Hoc Committee on Governance  Co-Chairman Student Life and Enrollment Management Committee

Clarke School for the Deaf 1996 to 2007  Trustee  Member Executive Committee  Chairman Development Committee  Chairman National Development Council 1994 to 1996

University Fine Arts Center, University of Massachusetts 2004 to 2007  Board of Trustees  Development and Public Relations Committee

Springfield Library and Museums 2005 to 2007  Corporator

Jewish Geriatric Services, Inc. 2002 to 2004  Ethics Committee

Academy of Music 1994 to 1995  Board of Advisors

Awards

Recognized as a Partner in Philanthropy by the National Society of Fund Raising Executives of Western Massachusetts

References Available Upon Request

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Andrew R. Cade 18 Wildwood Avenue Springfield, MA 01118 (413) 262-1429 [email protected]

Experienced and goal oriented social services professional with a proven track record of consistently meeting and exceeding established goals and objectives related to management, training and customer relations. Skilled in building long term relationships with constituents, organizations and the community.

EDUCATION: AMERICAN INTERNATIONAL COLLEGE, 1000 State Street, Springfield, MA Master of Human Technology and Bachelor in Liberal Studies

PROFESSIONAL EXPERIENCES: The Urban League of Springfield, 765 State Street, Springfield, MA 01109 1982 - Present

Position: Senior Vice President of Productive Aging Foster Grandparent and The Retired Senior Volunteer Programs

Duties: Manage and coordinate over 500 senior volunteers with volunteer opportunities through Hampden, Hampshire, Berkshire and Franklin Counties. Design marketing tools and coordinate monthly in-service trainings. Collaborate with coordinators and administrative staff in the implementation and evaluation process. Create management tools for presentations and recruitment. Write annual grants for both (RSVP and FGP) programs. Adhere to all policies and procedures of the Corporation for National and Community Service (federal agency).

PROFESSIONAL BOARDS AND ORGANIZATIONS:  Corporation for National and Community Service – Director’s Assoc.  Mason Square Health Management Task Force  NES – Northern Educational Services  5A – Academics, Athletics, Arts, Achievement Association  Stone Soul Festival  WTCC Advisory Council  Ujima Productions  Omega Psi Phi Fraternity, Inc.  St. John’s Congregational Church

RERFERENCES UPON REQUEST

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Eduardo Carballo, Ed.D 20 Labrie Lane Holyoke, MA 01040

Professional Experience

January 2002 - June 2010 Superintendent of Schools, Holyoke Public Schools

1998 – 2001 Assistant Superintendent, Lawrence Public Schools

1997 – 1998 Supervisor of Language Development Education, Methuen Public Schools

1996 – 1998 Director of Bilingual Education and English as a Second Language Programs, Methuen Public Schools.

1993 – 1996 Assistant Professor, Graduate School of Education, University of Massachusetts Lowell Language Arts & Literacy Program

1989 Director, College Prep Program University of Massachusetts Lowell College of Education Center for Field Services and Studies

1979 1989 Project Director, Massachusetts Department of Education ES IV, title VII Education of Language Minority Students Bureau

1974 – 1979 Education Specialist III, Massachusetts Department of Education Southeast Regional Office

1972 – 1974 Guidance Counselor/Community Liaison, New Bedford Public Schools

Responsible for the teaching of English to 123 students in the seventh grade.

PERSONAL STRENGTHS

Organized, dependable, enthusiastic and confident.....highly motivated, self-starter....team player who also works well independently....high energy level....conscientious with attention to detail....enjoys challenges and performs well under pressure.

PROFESSIONAL SKILLS

• Effective communicator with excellent interpersonal skills • Cooperativeandflexible,adaptingeasilytochange

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• Creative, resourceful and persistent approach to problem resolution • Able tohandle multiple task and set sensible priorities • Excellent organization, administrative and time management skills • Accurate documentation, record-keeping and computational skills

Education

1972 BA Sociology/Education/Foreign Language Bridgewater State College

1993 Ed.D Curriculum/Teaching, Multicultural Education, University of Massachusetts

Related Experience

1987 – 1993 Adjunct Professor, University of Massachusetts Lowell

1982 – 1995 Consultant to the Federal Department of Education Office of OBEMLA (Office of Bilingual Education and Minority Language Affairs).

1979 – 1980 Part Time Adjunct Professor, Boston State College

Awards and Fellowships

Council on Diversity and Pluralism Award for Contributions to the mission of University of Massachusetts Lowell (1996), Regents Grand Award (1991), Citation by Massachusetts House of Representatives for service on the Achushnet School Committee (1989), Citation by District Attorney of Bristol County for services for this office (1987), Title VII Graduate Assistantship, Boston University (1981-1982), Citation for Outstanding Performance by Governor and Commissioner of Education (1984), Education Policy Fellowship Program, George Washington University (1978-1979), Certificate of recognition for volunteer services to Correctional Institution at Bridgewater (1971), Sporting award from Council 151 Knights ofColumbus, Basketball Team State Champions (1967).

Professional Organizations

NABE (National Association of Bilingual Education), Phi Delta Kappa, Harvard Chapter, Treasurer and Board of Directors of National Association of Bilingual State Directors, MASC (Massachusetts Association of School Committee), AERA (American Educational Research Association), NEA (National Education Association), MTA (Massachusetts Teachers Association), MEA (Methuen Educational Administrators Association), MASS (Massachusetts Association of School Superintendents), ASCD (Association for Supervision and Curriculum Development).

Publications

Developed and published an annual report entitled: The Status of Transitional Bilingual Education in Massachusetts, Book reviewer for the NABE News (National Association of Bilingual Education)

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Kamari A. Collins 30 Eckington St. Springfield, MA 01108 (413) 736-7274 [email protected]

Professional Experience:

Academic Counselor Jan. 2007-present Springfield Technical Community College Springfield, MA

Responsible for teaching, counseling and registering incoming college students. Other responsibilities include but are not limited to personal, career, and academic advising, conducting life skills, study skills, and financial aid workshops.

Assistant Boys’ Varsity Basketball Coach Sept. 2004-2009 New Leadership Charter School Springfield, MA

Serve as member of the coaching team to recruit student athletes, assess academic needs and counsel students to help them achieve academic and personal success. Also involves working closely with teachers and administrators to insure student participation and to track student progress.

Director of Youth & Education Programs May 1998-2007 Urban League of Springfield Springfield, MA

Teach, supervise, counsel and assist youth and staff in planning and evaluating community, recreational, educational and leadership programming. Includes fund development and organizing nationally recognized “Do the Right Thing” annual community event to recognize students’ academic achievements as well as implementing the National Achievers’ Society Early College Awareness Program for middle school students.

Program Director June 1998-2006 Camp Atwater North Brookfield, MA.

Responsible for outreach, oversight and supervision of all camp staff, campers and camp activities including managing more than 25 different program activities, coaching more than 20 counselors and overall coordination of care, social development and education for more than 140 campers. During the 2006 summer, I was promoted to Camp Director.

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Assistant Athletic Director/Head Coach Sept. 1994-2004 Shaq Attack AAU Basketball Club Springfield, MA

Organize and coach boys’ basketball teams to develop the talents of youth between the ages of 12-17 years old; Coordinate field trips, and tournaments, including hosting the Mass. State Qualifying Tournament. More than 120 youth have been involved with the program and several teams have successfully competed in the National AAU Tournaments that are held throughout the United States.

Program Consultant Oct.-June 2004 Spanish American Union Springfield, MA

Served as outreach counselor and program manager to implement Youth Access to Tobacco Program including consulting with staff and working directly with a team of young people to monitor and educate merchants throughout Hampden County concerning the sale of tobacco products to underage youth.

Athletic Director Oct. 2000-2001 New Leadership Charter School Springfield, MA

Developed strategic plan and organized middle/high school physical education and athletic programs for new charter school including initiating and establishing membership in the Massachusetts Interscholastic Athletic Association (MIAA). Also involved working with teachers, staff and parents to develop a solid connection between the school’s academic programs and its sports programs.

Education:

Springfield College, Springfield, MA May 2005 Masters of Science in Human Services Concentration: Organizational Management and Leadership Graduate Project: Academic Achievement through Youth Development and Sports

Springfield College, Springfield, MA May 1998 Bachelor of Science in Movement and Sports Studies Teacher Preparation Program

Professional Certifications and Recognitions:

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Community College Leadership Academy Fellow 2008- Massachusetts Community Colleges Leadership Academy

Donna Blake Staff Excellence Award 2005 Urban League of Springfield, Inc.

Certified as BEST Youth Development Trainer 2000 Building Exemplary Systems for Training Youth Workers

Outstanding Youth Program Leadership Award 2000 Massachusetts Prevention Center

Community Volunteer Positions:

Board of Directors 2009-present New Leadership Charter School

Community Advisory Board Member 2008-present Springfield College School of Human Services

Community Advisory Board Member Pioneer Valley Area Health Education Center 2007-present

Advisory Board Member Western New England College School of Social Work 2006-present

References: Available Upon Request

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Professional Resume Christine Nevada Michael 78 Fleming Lane, Salem, NY 12865 (518) 854-9824 [email protected]

PROFESSIONAL BACKGROUND

Education

2006 M.A. Vermont College of Union Institute & University Counseling Psychology

1993 C.A.G.S. Castleton State College Castleton, Vermont Coursework leading to Certification as Principal/Superintendent

1981 Ph.D. University of Connecticut Storrs, Connecticut Dissertation: “A Phenomenological Study of the Age Thirty Transition in Women.” Education: Concentrations in Administration & Supervision; Adult Development and Learning, Curriculum & Instruction

1976 M. Ed. Rhode Island College Providence, Rhode Island Reading

1974 M.A.T. Brown University Providence, Rhode Island English

1973 A.B. Brown University Providence, Rhode Island British & American Literature

Professional Positions Higher Education: Teaching

December 2008-present Director, Ed.D. Program, American International College

June 2008-June 2010 Doctoral Faculty, Pre-Cohort Program, Union Institute & University

October 2000- Core Faculty, Division of Graduate Studies, First Core to learners in the June 2008 Master of Arts, Certification of Advanced Graduate Studies, Department of Graduate Psychology and Counseling Master of Arts Programs.

Faculty member on the UIU Doctoral Committee of current doctoral learners. Have served in the first core, second core, and adjunct roles. Union Institute & University Brattleboro, VT (Full Time)

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July 1998- Associate Professor of Graduate Studies (Tenured 2000) October 2000 Norwich University Brattleboro, VT (Full Time) First Core faculty to 24 learners in the Master of Arts and CAGS Program

October 1993- Assistant Professor of Graduate Studies June 1998 Norwich University Montpelier, VT (Full Time since January 1995) First Core faculty to 24 learners in the Master of Arts Program

Fall Term Adjunct Faculty 1993 Department of Education Castleton State College Castleton, VT Responsible for oversight of teaching practica for undergraduate and graduate students.

1989-1998 Adjunct Faculty Department of Applied Psychology, MACP Program Antioch/New England Graduate School Keene, NH Taught sections of lifespan psychology to graduate learners in the Master of Arts in Counseling Psychology Program

1983-1987 Faculty Member Special Services Program, National Trio Grant, Humanities Department, and Upward Bound Program Southern Vermont College Bennington, VT (Full Time) Taught courses for first-generation and learning disabled undergraduates and bridge program for Upward Bound students entering the freshman year

1981-1987 Adjunct Faculty Member North Adams State College North Adams, MA

Summer Individual Enrichment Program for Minority Students Center for Academic Advancement. Taught summer program and advised incoming minority students who were academically under-prepared and/or first- generation college students.

1977-1980 Adjunct Faculty Department of Psychology Rhode Island College Providence, RI

Higher Education: Leadership October 2001- Chair of The Weekend Option Graduate Program July 2002 Vermont College Montpelier, VT January 1994- Chair of Brattleboro Core Faculty Graduate Program December 2002 Vermont College Brattleboro, VT

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July 1998- Director of The Graduate Program April 1999 Vermont College Montpelier, VT

January 1998- Co-Director of The Graduate Program June 1998 Vermont College Montpelier, VT

October 1997- Director of The Certificate of Advanced Graduate Study Program present Vermont College Brattleboro, VT

July 1996- Associate Director of The Graduate Program December 1997 Vermont College Montpelier, VT

January 1994- Graduate Program Teacher Licensure Coordinator December 1995 Vermont College, Montpelier, VT

July 1988- Academic Dean and Dean of Faculty December 1992 Southern Vermont College Bennington, VT

Helped to lead college through successful NEASC accreditation after the College had been on probation. Served on Board of Trustees. Helped to develop the first Week End College for non-traditional learners. Oversaw federal TRIO program, including Upward Bound and Special Services, as well as developing programs for learning disabled college students.

September 1987- Academic Coordinator July 1988 Southern Vermont College Bennington, VT

Became Academic Coordinator, in the absence of an Academic Dean, after having been elected Chair of the Faculty Forum for three years. Served on the Board of Trustees. Helped to revitalize college enrollments from 200 (1983) to nearly 1000 (1992) through academic and student support program development.

Secondary Teaching

1981-1983 English Teacher Mt. Greylock Regional High School Williamstown, MA Middle School

1976-1978 English Teacher Middle & High School New England Academy of Torah Providence, RI

1974-1976 Humanities Teacher and Wilderness Expedition Leader St. Xavier Academy Providence, RI

1979-1980 Curriculum Consultant Family Learning Center Providence, RI

1979, Summer English Teacher, Gifted & Talented

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Advanced Study Program St. Paul’s School Concord, NH

PROFESSIONAL CERTIFICATIONS OR LICENSES

1994 Principal and Superintendent’s Licensure

1976 Reading Specialist

1974 Secondary Teaching

PROFESSIONAL ASSOCIATIONS

Council for Adult and Experiential Education (current member, conference presenter)

National Rural Education Association (current member, conference presenter)

Association for Supervision and Curriculum Development (current member)

Adult Higher Education Alliance (current member, conference presenter)

Society for Research on Adult Development (current member, conference presenter)

Association of Vermont Independent Colleges (past member, institutional representative)

American Men’s Studies Association (current member, conference presenter)

COMMUNITY, CIVIC AND PROFESSIONAL SERVICES NON- UNIVERSITY- RELATED

1996-present World Association for Children and Parents, Renton, Washington. Sponsor of children in South America and Thailand for agency from whom we adopted our children from Thailand, Ecuador, and Columbia.

1996-8 Salem Washington Academy, Salem, NY. Parent representative to Shared Decision Making Team for K-12 public school.

1993-8 Salem Washington Academy, Salem, NY. Facilities Planning Committee. Co-authored report that led to successful funding of facilities expansion for the local school.

1992. Salem Washington Academy, Salem, NY. Chair, Principal's Search Committee.

1988-1990. Town of Salem. Member, Land Use Committee. Co-authored report on impact of development on town and village lands.

1990-2 United Counseling Services, Bennington, VT. Board of Trustees member for local hospital and mental health services institutions.

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COMMUNITY, CIVIC AND PROFESSIONAL SERVICES UNIVERSITY- RELATED

Committee Work: Norwich University Committees:

1999-2000 NEASC Subcommittee on Programs and Evaluations, Norwich University, Montpelier, VT

April 1999-2000 Continuing Education Advisory Committee, Norwich University, Montpelier, VT

1997-1999 University Budget and Finance Committee, Norwich University, Montpelier, VT

Vermont College Committees:

Current Vermont College Academic Affairs Committee, representative for the Department of Graduate Psychology and Counseling Master of Arts Program

2005-present Union Institute & University, Academic Psychology Committee

2000-2002 Vermont College Academic Affairs Committee, Vermont College, Montpelier, VT

Spring 1998-2000 Doctoral Advisory Committee, Vermont College, Montpelier, VT

1997-2001 Vermont College Policy Group, Vermont College, Montpelier, VT

1996-2000 Vermont College Planning Group, Vermont College, Montpelier, VT

Vermont College- Master of Arts Program Committees:

1993-2003 Graduation Group member of Weekend Graduation Group, Vermont College, Montpelier, VT

1993-2002 Chair, Brattleboro Academic Committee, Vermont College, Montpelier, VT

1995-2001 Coordinating Committee, Vermont College, Montpelier, VT

1997-1998 Member, Task Force for Licensure in the State of Maine

1996-1998 Transcontinental Graduation Group, Vermont College, Montpelier, VT

1995-1997 Chair, Development Committee, Vermont College, Montpelier, VT

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AWARDS AND RECOGNITIONS

2001 Invited Keynote Address to Faculty “Staying the Course” Bellevue Community College, Bellevue, Washington

1998-9 Faculty Development Grant “Nice Guys” A qualitative study of the developmental experiences of androgynous men. Norwich University Brattleboro, VT

1997-8 Faculty Development Grant “Coming ‘Round Right” Qualitative interviews with graduate learners in a non- traditional program to determine keys to persistence to graduation. Norwich University Brattleboro, VT

1992 Outstanding Contribution to Society Award. Women's History Month. Recognized for my development of women’s history, literature, and arts courses, and for support of scholarship on women’s issues at Southern Vermont College. Southern Vermont College Bennington, VT

1989 National Identification Program: Emerging Professional Award National award recognizing the leadership accomplishments of young professionals for my work as Academic Coordinator and Faculty Forum Chair at Southern Vermont College. American Council on Education Rutland, VT

1985 Educator of the Year Award North Country Chapter of National Trio Program award for accomplishments in academic support of first generation and learning disabled college students through exemplary teaching and program development.

North Country National Trio Directors Burlington, VT

1984 Outstanding Faculty Member of the Year Southern Vermont College Bennington, VT

1980-2 Teaching Fellowship Department of Educational Psychology & School of Human Development and Family Relations University of Connecticut Storrs, CT

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1980- 1 Doctoral Research Fellowship University of Connecticut Storrs, CT

SCHOLARLY ACTIVITIES

Scholarship of Discovery

Michael, C., & Young, N. (Eds.) (in progress). School, family, and community: Collaborating to promote positive student development.

Michael, C. (August, 2010). Our time to serve, our turn to lead. Funded by New York Life Institute.

Young, N., & Michael, C. (Eds.). (August 2010). Creative solutions in small and rural schools in America. World Wide Learning Disabilities Press.

Michael, C. (2009). The leadership through service handbook. Cornwall, VT: College for Every Student Press.

“Preparing for the Pathway to College, “Kentucky State Gear Up Conference, Lexington, KY. March 4, 2010.

“Leadership through Service Institute,” College for Every Student National Conference. The Sagamore, Bolton Landing, NY. November 14, 2009.

“Leadership through Service: Successful Transitions to College,” College for Every Student National Conference. The Sagamore, Bolton Landing, NY. November 13, 2009.

Young, N., & Michael, C. (Eds.) (2009). Counseling with confidence: From pre-service to professional practice. Amherst, MA: The Psychosynthesis Press.

Book chapter: “We are human: Health and the helping professional,” Co-authored with Nicholas Young. In Counseling with confidence: From pre-service to professional practice.

“Leadership through Service,” Two hour institute for participants at College for Every Student National Conference, The Sagamore, Lake George, NY. November 15, 2008.

“Diversity: Implications for Learning and Leading,” College for Every Student National Conference, The Sagamore, Lake George, NY. November 14, 2008.

“Resiliency in practice: Promoting better health in helping professionals. (Christine Michael/Nicholas Young). Presented at the 2008 Association for the Advancement of Psychosynthesis International Conference, June 28, 2008. Brattleboro, Vermont.

Member, Conference Committee. Association for the Advancement of Psychosynthesis, International Conference, June 27-30, Brattleboro, Vermont. “Leaving the rural comfort zone: How do we prepare our students to succeed in college?” Rural Symposium, Paul Smith’s College, Saranac Lake, NY. May 29, 2008.

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“Rural Issues: College Access and Success.” Annual College Connect Conference, Lake Placid, NY. January 17, 2008.

“The Use of an Adaptive Case Consultation Model to Strengthen the IEP Team Meeting Process” (Nicholas Young/Chris Michael/Richard Judah/Frank Vargo). Presented at the 16th Annual World Congress on Learning Disabilities Conference in Marlborough, MA., November 2, 2007.

“LD: A lived perspective” (Nicholas Young/Chris Michael/Richard Judah/Frank Vargo). Presented at the 16th Annual World Congress on Learning Disabilities Conference in Marlborough, MA., November 1, 2007.

Ongoing: Small and rural schools in America: Contemporary challenges, creative solutions. Co-edited with Dr. Nicholas Young. 2009 publication.

Counseling in a complex society. Co-edited with Dr. Nicholas Young. (2007). Amherst, MA: Psychosynthesis Center Press.

Book chapter, “Toward best practice in clinical supervision: The 3-D model,” co-authored with Dr. Nicholas Young. (2007).

November 17, 2007 “Student Leadership,” College for Every Student, National Conference, The Sagamore, NY. Three hour institute on promoting leadership through service.

November 16, 2007 “Diversity: Promoting Cultural Competence,” College for Every Student National Conference, The Sagamore, NY.

November 2, 2007 “The Use of an Adaptive Case Consultation Model to Strengthen the IEP Team Meeting Process,” 16th Annual World Congress on Learning Disabilities, Marlborough, MA. Co- presentation with Dr. Nicholas Young.

November 1, 2007 “LD: A Lived Perspective,” 16th Annual World Congress on Learning Disabilities, Marlborough, MA. Co-presentation with Dr. Nicholas Young.

Invited Presentation: American Men’s Studies Association National Conference, March 31, 2007, St. Louis, Missouri. “Nice guys: The lived experience of psychologically androgynous men.

January 18, 2007 Facilitator, “Diversity,” Consortium for Educational Excellence through Partnerships, Annual Conference, Jiminy Peak Resort, MA.

Michael, C.N., & Young, N.D. (2006) Preparing the next generation of school administrators: Advice from veteran leaders. ERIC.

November 17, 2006 “Helping Young Men Succeed.” Foundation for Excellent Schools National Conference, Bolton Landing, New York.

November 5, 2005 “Leadership through Service.” Foundation for Excellent Schools National Conference, Hartford, CT.

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Michael, C.N., & Young, N.D. (2005). Seeking meaningful school reform: Characteristics of inspired schools. ERIC.

November 12, 2003 "The Inspired School.” Foundation for Excellent Schools National Conference, Bolton Landing, New York.

November 1, 2002 “Addressing College Retention.” Foundation for Excellent School National Conference, Bolton Landing, New York.

October 17, 2002 “Breathing Life into School Reform: A Case of Six ‘Inspired’ Rural Schools (Christine Michael/Nicholas D. Young). National Rural Education Association, Annual Conference, Portland Oregon.

November 12, 2001 “Staying the Course.” Keynote Address, Bellevue Community College, Bellevue, Washington.

November 9, 2001 “Discover Your Staying Power.” Foundation for Excellent Schools National Conference, Burlington, Vermont.

March 12, 2001 “The Vital Professoriate: Faculty Health and Well Being Over the University Career Cycle.” University of South Carolina’s Wellness 2001 Conference, Myrtle Beach, South Carolina.

June 24, 2000 “The Difficult Art of ‘Translation’: Bridging the Academic and Personal Worlds of Non- traditional Adult Learners” (Christine Michael/Nicholas D. Young). Annual Society for Research on Adult Development Symposium, New York, New York.

Summer 2000. Offering a vision for the journey: The case for peer mentoring. The Connecticut School Psychologist 7(9). Michael, C.N. & Young, N.

2000 Michael, C. Charting our inner courses: Developing students’ edu-autobiographies. In Taylor, K., Fiddler, M., Marieneau, C. (eds.), Developing adult learners: Strategies for teachers and trainers. San Francisco, CA: Jossey Bass.

May 28, 2000 “Finding the Great Courage to Change” (Christine Michael/Nicholas D. Young). National Conference on the Adult Learner, Atlanta, Georgia.

November 12, 1999. Michael, C.N. & Young, N. You look for meaning in the cracks. The Department Chair. 10(2).

October 21, 1999 “The Shadow of Doubt Resides Within” (Christine Michael/Nicholas D. Young). 19th Annual Alliance/American Council on Education Conference, Saratoga Springs, New York.

Fall 1999 “Seeing a Bigger Picture that Could Be Me: Educational Persistence Among Non-traditional Graduate Students“(Christine Michael/Nicholas D. Young). Council for Adult Experiential Learning (CAEL), International Conference, Seattle, Washington.

August 1999 Beyond psychometrics and behavioralism. The Connecticut School Psychologist. Michael, C.N. & Young, N.

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May 1999 New traditions for the calling. Progressive practitioner education in Vermont College’s Graduate Program. CAEL Forum. Michael, C.N. & Young, N.

Spring 1999 Like a fish in water: Meaning making and satisfaction in college level teaching. Alliance Newsletter. 11(2). Michael, C.N. & Young, N.

May 31, 1999 “Crisis in the Classroom” National Conference on the Adult Learner, Richmond, Virginia. Christine Michael/Nicholas D.Young

January 21, 1999 “Identity and Integrity: Making Meaning in the Professional Lives of University Faculty” American Association of Higher Education Conference, San Diego, California. Christine Michael/Nicholas D. Young.

October 8, 1998 “Identity and Integrity: Making Meaning in the Professional Lives of Progressive Educators” American Council on Education/Alliance Conference, San Diego, California. Christine Michael/Nicholas D.Young.

June 20, 1998 “The Shadow and the Substance” (Christine Michael/Kate Waitte). Annual Society for Research on Adult Development Symposium, Montpelier, Vermont.

May 21, 1998 “Standardization Versus Individualization: The Challenge of Creating Quality Professional Preparation Programs Within a Student-Centered, Inquiry-Based Graduate Educational Model” (Christine Michael/Nicholas D. Young). National Conference on the Adult Learner, Richmond, Virginia.

June 28, 1998 “Coming ‘Round Right: Education and Transformation in the Vermont College Graduate Program” Annual Society for the Research on Adult Development Symposium, Boston, Massachusetts. Margaret Blanchard/ Christine Michael.

1998 Coming ‘round right: Adult development and transformation. In Blanchard, M. (Ed.) Transformative learning: The Vermont College Experience. Michael, C.N. & Blanchard, M.

1998 In grave danger of growing: A developmental perspective on practitioner education. In Blanchard, M. (Ed.) Transformative learning: The Vermont College Experience. Michael, C.N. & Young, N.

1998 The shadow and the substance: Spirituality and transformation in Vermont College’s Graduate Program. In Blanchard, M. (Ed.) Transformative learning: The Vermont College Experience. Michael, C.N. & Waitte, K.

Interdisciplinary Scholarship

March 12, 2001 “The Vital Professoriate: Faculty Health and Well Being Over the University Career Cycle.” University of South Carolina’s Wellness 2001 Conference, Myrtle Beach, South Carolina. Invited presentation to college educators on original research into the factors that promote faculty longevity and work satisfaction.

1998 Co-facilitated “Teachers Teaching Teachers,” a collaborative to bring together Vermont educators from a variety of backgrounds and subject areas to explore issues of contemporary education through a variety of disciplines, and to encourage public school teachers to see themselves as mentors for each other.

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1995 Invited to lecture to BECCA (Bennington VT. Association of Early Childhood Educators) on using children’s literature to assist children and their families in dealing with psychological crises and life transitions

1992 Developed and presented “Awakenings,” a multi-part discussion program offered in public libraries integrating film, literature, and psychology depicting women’s lives. Funded by the Vermont Reading Project.

1989-98 Program development and presentation of “Mother Goose” early literacy programs. This was a joint project between the Vermont Center for the Book and the National Science Foundation, funded by NSF. The goal of the project was to increase the comfort level of elementary school teachers, newly- literate parents, and low-income families and their children when confronting daily science concepts. Using high-quality picture books and children’s literature, coupled with hands-on science experiments involving common household items, we led groups through multi-week family sessions to advance the enjoyment of science.

1985-1990 Developed, taught, and organized guest speakers and performances for “Women’s Creative Expression,” an integrated, credit-bearing course that looked at the history, cultural underpinnings, and psychology behind women’s creative contributions in the various artistic media. Taught at Southern Vermont College, the course also featured guest artists, interactive workshops, and speakers funded by the Student Association; these activities were open to the public.

Scholarship of Engagement, Service and Social Action

September 2007- Program Director Present In conjunction with Berea College, the country’s first inter-racial, co-educational institution of higher education, created a partnership with Gear Up, College for Every Student, and nine rural Kentucky schools to help underserved students succeed in high school and access post-secondary education. August 2006- Present Program Director In conjunction with Union Institute & University, sponsored a three collaborative grant with three inner city Cincinnati schools to help underserved students access post-secondary education. Funded through General Electric, Met Life and Foundation for Excellent Schools.

July 2003- Program Director Present The Century Program, Kellogg Foundation/National Foundation for Excellent Schools. Responsible for a rural schools-Mesa State College partnership in Colorado under a three-year Kellogg Foundation Grant to increase high school graduation and post-secondary educational attainment of at-risk high school students in rural Colorado public schools. Particular focus on developing mentoring programs for teens in first-generation, ESL, and homeless families.

September 2000- Engaged in collaborative research with rural Adirondack high schools and Present 12 colleges and universities to develop strategies for greater retention of college- going Adirondack students

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July 1999- Program Director Present National Foundation for Excellent Schools. Responsible for oversight and school change initiative in rural schools in the Vermont Excellent Schools Program and the Adirondacks Excellent School Program.

1994- Independent Educational Consultant Present Ongoing consultation, school-based research, and professional development programs. Recent clients include the Met School, Providence, RI, Chittenden (VT) Central Supervisory Union, Windsor Southwest (VT) Supervisory Union, Floodbrook (VT) Union School Board.

1991-1998 Educational Consultant for Teacher In-Service Programs Vermont Council on the Arts and Humanities Vermont Center for the Book Development and presentation of teacher in service program for public school teachers on topics of: developmental issues in education; diversity in learning; multiple intelligences; using children’s literature to address developmental issues; the use of literature to enhance multicultural awareness; gender issues in education.

1989-1998 Lecturing Scholar/ Program Development Vermont Council on the Arts and Humanities  Development and presentation of scholarly lectures for communities and public libraries.  “Connections” scholar for collaborative projects with Head Start, Adult Basic Education, and the Family Reading Project.  Facilitator for Teen Parent Project, which was recognized as one of nine exemplary programs by the President’s Committee on Arts and Humanities; in 1996 awarded a “Coming Up Taller” Award.  One of three scholars nationally chosen to launch the National Connections Program, 1999, in 40 sites around the country, funded by the National Endowment for the Humanities.

1989-1998 Lecturing Scholar/ Program Development Vermont Center for the Book  Have given over 100 Scholarly lectures on literature for public libraries (ranging from psychological topics to works by Jane Austen, Doris Lessing, Margaret Atwood and Zora Neale Huston.  Program development, in service training and school based programs to increase family literacy.  Program development and presentation of “Mother Goose” programs, founded by the National Science Foundation.  Presentations on family literacy at the New England Reading Association (1990) and Teachers Who Write (1999) Conferences.  The VCB was awarded the Hope S. Dean Award (1994) by the Foundation for Children’s Books for these programs.

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Scholarship of Teaching and Learner Guidance

2006-8 Developed curriculum and administrative practices, student and faculty handbooks, and supporting materials for Department of Graduate Counseling and Psychology, CAGS Program (to begin 7/2009).

2002-present Serving as doctoral committee member for learners currently enrolled in the UIU doctoral program studying in the fields of education, psychology, and human development and learning. First core faculty to learners in the Department of Graduate Psychology and Counseling. Residency presentations on topics such: Female Development; Male Development; Human Development and Diversity Over the Lifespan; Action Research; Qualitative Research Methodologies; Adult Development; Adolescent Development; Transformative Education; Educational Leadership; Reflective Practice; Meaning-making in the Workplace; Resiliency Theories; Counseling Men and Boys.

2001 Expanded CAGS program to include a concentration for learners interested in studying Human Development and Learning. Mentored all learners in this concentration as First Core Faculty.

1999-2000 Co-developed successful proposal for the current Department of Graduate Psychology and Counseling at Vermont College. The program’s mission is to provide high quality licensure-track and non-licensure track study for learners at the masters and post masters level using a mentored, learner- centered model that also meets stipulations of external credentialing agencies.

1998-2002 Using the findings from an ongoing action research project with successful Graduate Program learners, developed a workshop/presentation for orientation residencies entitled “Finding the Great Courage to Change.” The interactive workshop included verbatim quotes and strategies from students who had persisted to graduation, and focused on the inextricable link between personal and academic life in transformative education.

1996-1997 Developed successful program proposal for a post-masters Certificate of Advanced Graduate Study Program at Vermont College. The program’s mission is to provide high quality, professional study for practitioners using a mentored, learner-centered model. Wrote Student Handbook and Cooperating Practitioner’s Handbook.

1995-present Served as the only full-time Graduate Division faculty member at the Brattleboro Center, Vermont College. Was responsible for assisting Admissions with prospective student interviews; recruited, interviewing, and helped in hiring of new faculty; mentored new faculty; developed and disseminated residency schedules; planned graduation ceremonies.

1988-1992 Revamped Southern Vermont College academic offerings to provide two and four-year traditional and non-traditional students with new programs (such as Child Care Management, Resort and Hotel Management, and Social Work), with a greater multicultural emphasis in courses, minors in fields such as sociology and human development, an Honors Program, and cross-departmental courses such as “Maslow Meets McGregor.”

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1987-1988 In absence of Academic Dean and Dean of the Faculty positions, filled all academic roles in support of traditional and non-traditional learners. Chaired Curriculum Committee, Academic Excellence Committee, and Academic Standing Committee.

1986-1992 Developed and implemented a highly successful “academic probation” program for at-risk college students at Southern Vermont College which led to a dramatic decrease in students’ being placed on academic probation and increases in retention to graduation. Developed materials and educated faculty and staff mentors to oversee the program. Developed and implemented a supportive, individualized counseling and study skills program to help underprepared college students succeed.

1983-1998 For Southern Vermont College and Antioch/New England Graduate School, developed and taught the following courses to undergraduate and graduate students: Women’s Creative Expression Lifespan Development Human Development and Diversity Human Behavior in the Social Environment Research Methods for Human Behavior in the Social Environment

AREAS OF SPECIALIZATION

K-12 Education Curriculum and Instruction Educational Leadership Human Development and Learning Higher Education Administration Children’s Literature and Family Literacy Developmental Psychology Educational Psychology Counseling Psychology

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CORY JAMES MICKENS

 116 Pheasant Drive Springfield MA, 01119  (H) (413) 783-9651  (C) (413) 504-3320  [email protected]

EDUCATION

American International College  ED.D – Educational Leadership and Supervision - Doctoral Candidate, 2012  CAGS – Certificate of Advanced Graduate Studies – Educational Administration, 2009  M.ED – Master of Education - Middle and Secondary Education, 2009  MBA – Master of Business Administration, 1997  BSBA - Bachelor of Science Business Administration – Management, 1994  Certificate of Biblical Studies - International School of Ministry, 2009

PROFESSIONAL EXPERIENCE

HARTFORD PUBLIC SCHOOLS 2010-PRESENT— Hartford, CT

2009-2010 Mathematics Teacher- High School Inc. (9-12) Use assessment data to drive instruction to ensure that all students achieve at high levels. Implemented a rigorous and engaging curriculum to support school-wide accountability, school culture and school climate. Set and monitor measurable goals for student progress and improvement. Work within math department on an ongoing basis to help plan curriculum. Analyze multiple sources of assessment data in order to modify lesson plans and track student progress relative to beginning of the year goals. SPRINGFIELD PUBLIC SCHOOLS 2004-2010— Springfield, MA

2009-2010 In House Supervisor- Roger L. Putnam Vocational Technical High School (9-12)

Coordinated with administrators and deans to ensure school wide discipline is encouraged and enforced. Administrate academic interventions and support programs that function to provide continued services to students who for a short period of time require intervention in a self-contained classroom. Establishes standards and expectations for proper student conduct; supports the appropriate methods to encourage discipline and commitment to adhere to established guides; maintains high expectations and motivation for all students to engage in continuous learning and development.

2010 Administrative field-based practicum – Roger L. Putnam Vocational Technical High School (9-12)

Addressed the Professional Standards for Administrators (PSA): Leadership, Administration, Equity, Community Relationships, and Professional Responsibilities. Highlights include:

 Created, coordinated and facilitated the athletic scholars program. ASP is an after school program for student athletes involving tutoring, mentorship and SAT/ACT preparation.  Facilitated the Saturday School/Absentee Make-Up Program where students are offered the opportunity to receive tutoring and extra assistance in courses they have failed, are in danger of failing and/or for making up a specific number of class hours lost due to absences.  Edited and Revised Teacher Handbook setting school policy.  Collaborated with a leadership team on the Organization Health Inventory initiative to improve school culture.  Helped to administer and manage extra curricula activities for winter sports.  Coordinated with representatives from Smith College and the Southwest Community Center to facilitate Project Coach. Acts as a liaison between high school students serving as coaches and mentors for elementary school students. 183

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2009 Administrative field-based practicum John J. Duggan Pilot Middle School (6-8)

Addressed the Professional Standards for Administrators (PSA): Leadership, Administration, Equity, Community Relationships, and Professional Responsibilities. Highlights include:

 Standard Based Grading Task Force - drafted a standard based grading policy and planned short-term and long-term PD supports around standards-based grading.  Advisory Task Force – /crafted a yearly curriculum map, created a resource binder and electronic portfolio of resources for grades 6, 7, 8 advisory so that advisory lesson planning would be easier to plan for teachers. Academic planning integrated. Created a rubric and built a school wide system to grade advisory based on standards.  Student Support Task Force - Collaborated with assistant principals, deans, guidance counselors, and teacher representatives to revisit school-wide structures, making revisions to school-wide rituals, routines, and character targets as necessary. I communicated around individual interventions.  Interim Assessment Task Force – Revised and edited ELA, math, science, and social studies interim assessments based on feedback from staff. I helped to review and make recommendations to improve the process of data analysis of the interim assessments.  Curriculum Mapping - planned unit maps which aligned to power standards with mathematical units, zooming in one unit at a time and planning skills work in depth.  New teacher orientation - I helped facilitate orientation for first year teachers. The focus was on routines, rituals, and classroom structure expectations for classroom management, curriculum, instruction, and assessment. Overview of the teacher handbook, policies and procedures.  Handbook Preparation – revised the handbook which included a school-wide Professional Development focus, assessment and standards-based planning.  Team Leaders Preparation - Planned structures for team meetings to help strengthen facilitation skills.  Co-facilitated Special Education Teachers’ Retreat. I worked with special educators to help clarify the vision for special education and strengthen the staff’s expertise in assessment and differentiated instruction.  Administration Pre-Practicum – Served with Governing Board, Department Chairs and Team Leaders on various committees and at numerous meetings. 2004–2009 Math Teacher - John J. Duggan Pilot Middle School (6-8) Use assessment data to drive instruction to ensure that all students achieve at high levels. Implemented a rigorous and engaging curriculum organized primarily through learning expeditions that are based on learning targets and power standards. Built systems to support school-wide accountability, school culture and climate in which all stakeholders take responsibility for their learning, their actions, and their shared space. Set and monitored measurable goals for student progress and improvement.

 Worked with grade level math teachers on an ongoing basis to help plan curriculum.  Analyzed multiple sources of data including: MCAS results and interim assessment data in order to modify lesson plans and track student progress relative to beginning of the year goals.  Modeled and co-taught lessons, as well as observed teacher lessons and provided ongoing feedback.  Worked with the instructional leadership team to support professional development for math teachers.  Implemented Saturday School Math tutoring program utilizing ALEKS software program.  Alternative Intervention Classroom Teacher – Designed and Taught a Behavior Management Class for at risk youth. Incorporated character building, business and entrepreneurship utilizing the National Foundation for teaching Entrepreneurship curriculum.  Intensive summer school math teacher.  Served as an advisor, taught in a block schedule, looped with students.  School Union Representative. RELEVANT BUSINESS AND MANAGEMENT EXPERIENCE

1998 – 2003/Seasonal - 2007 - Sales Manager/ Business, Finance and Insurance Manager/ Certified Sales Consultant. Bertera Chrysler Auto Dealerships.

 Forecast goals and objectives for sales, gross, and key expenses on a monthly and annual basis. Hired, motivated, counseled, and monitored the performance of all sales employees. Direct and schedule the activities of all department employees, ensuring proper staffing at all times. Assist individual salespeople in setting aggressive yet realistic monthly goals and objectives and provide them with the support to meet these goals. Conduct daily and weekly sales and sales training meetings. Oversee the efforts of vehicle salespeople to enhance the image and customer satisfaction ratings of the dealership.

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 Ensure proper follow up of all potential buyers by developing, implementing, and monitoring a prospecting and sales control system. Develop, implement, and monitor a follow-up system for vehicle purchasers. Monitor customers' likes and dislikes lost sales, and dealership sales history and conduct local market analyses to determine which vehicles to stock. Maintain vehicle inventory. Communicate daily with the owner group regarding units needed for vehicle inventory. Ensure that salespeople are informed of all new inventory and current advertising efforts, including special sales. Appraise all incoming used vehicles. Establish and enforce product-knowledge standards. Ensure that cosmetic and mechanical reconditioning are performed within the dealership's cost and time limitations 1996-2006 – Business Owner and Operator/Consultant Street Dreams Clothing Store

 Fulfilled all management responsibilities. Opened and closed store, handled customer service complaints and cash control. Hired, trained and motivated employees. Responsible for merchandising, buying, inventory control, ordering, and facilities maintenance. Directed sales floor activities. Prepare daily sales reports. Developed local marketing and advertising strategies, community goodwill, special promotions and events. J.O.B. Janitorial Cleaning Service - Owner of the business

 Responsible for cleaning medical offices. Responsible for the hiring and training of cleaning professionals. Handled disciplinary actions of employees. Heavily involved in the financial aspects of the business, tracking all income and expenses, responsible for the profit and loss of the business as a whole. Involved in evaluating the efficiency of the staff, visiting sites where the services were being provided. Advertised and handled all functions to bring in new clients and to keep current clients happy. Hands on approach with all aspects of the business.

Springfield Housing Authority/Consultant

 Responsible for recruiting and enrolling residents of the Springfield Housing Authority into technology classes at Springfield Technical Community College. Facilitated and co taught classes with STCC staff. In charge of hiring, scheduling and payroll for Springfield Housing Authority residents to work with the authorities facilities management staff. Coordinated with senior administrators and managers at the housing authority. Helped transition residents to permanent employment. Health Pro Cleaning Services – Director of Marketing

 Direct the businesses overall marketing and strategic planning programs, and corporate communications. Facilitate client development through marketing and client services programs. Develop and administer marketing database which includes client and prospect information, mailing list applications, access to financial reports. Utilized promotion/marketing communications, including brochures and other printed material for customers and prospects, business cards, and web site. Organize and implemented client relations including client satisfaction surveys. Supervised Request for Proposal protocol process including soliciting RFPs from desirable prospective clients and writing proposals for new business; participated in planning and presentation sessions to secure new accounts. Produced $250,000 increase in revenue. Mason Square Development Corporation

 Provided technical assistance for small business owners in developing business plans, preparation of cash flow projections, financial analysis and grant writing. Pepsi Cola Bottling Company - Route sales manager.

 Successful in increasing revenues and market share exceed quota by 70%.

CERTIFICATIONS

Massachusetts Department of Elementary and Secondary Education Certification  Principal/Assistant Principal, 9-12.  Principal/Assistant Principal, 5-8.  Mathematics, 1-6.

Connecticut Department of Education  Principal/Assistant Principal, 5-12.  Business, 7-12.  Mathematics, 7-12.

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Michael Neiman, Ph.D. CCC/S-LP 61 Ellington Street Longmeadow, MA 1-413-567-7978 e-mail: [email protected]

EDUCATION: University of Connecticut Storrs, CT Ph.D. December 1997 Field of Study: Speech-Language Pathology Area of Expertise: Neurogenic Communication Disorders

Northwestern University Evanston, IL M.A. December 1990 Field of Study: Speech-Language Pathology

Boston University Boston, MA B.A., Magna Cum Lauda, May 1987 Major: English Literature

CERTIFICATION/ LICENSURE:  American Speech and Hearing Association (ASHA)-Certificate of Clinical Competence  Connecticut State Licensure  Massachusetts State Licensure  North Carolina State Licensure  Washington DC State Licensure

PROFESSIONAL EXPERIENCE: FUTURES EDUCATION Springfield, MA January 2007-Present Vice President of Clinical Programs. Responsibilities include development and oversight of numerous clinical initiatives including school program audits, Medicaid compliance, and continuing education partnerships.

FUTURES HEALTHCORE Amherst, MA September 2002-Present Speech-Language Pathologist and area manager for a variety of schools, nursing homes, and residential programs serving adults with mental retardation.

RIVERSIDE INDUSTRIES East Hampton, MA February 2001-September 2002 Speech-Language Pathologist and clinical team leader for a variety of day habilitation programs serving the adult mentally retarded. In addition, clinical responsibilities include occasional home care services and assessments for school-aged children. VENCOR, INC.

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July 1998-February 2001 Rehabilitation Program Manager for skilled nursing facilities. Responsibilities included budgeting, scheduling, development of programs, and general oversight of inpatient and outpatient operations. In addition, I provided the speech-language pathology services.

MANCHESTER MANOR Manchester, CT June 1997-June 1998 Speech-Language Pathologist in a skilled nursing facility serving subacute and chronic care patients Clinical responsibilities include evaluation and treatment of aphasia, dysarthria, dysphagia, voice, and cognitive deficits.

MASONIC GERIATRIC CARE CENTER Wallingford, CT August 1995-August 1997 Speech-Language Pathologist in a skilled nursing facility. Clinical responsibilities included evaluation and treatment of aphasia, dysarthria, dysphagia, voice, and cognitive deficits. Conducted extensive in- house Modified Barium Swallow studies. Initiated an aural rehabilitation group with staff audiologists and social workers.

MEDIPLEX OF WETHERSFIELD Wethersfield, CT November 1994-August 1995 Speech-Language Pathologist in a subacute care facility. Responsibilities included evaluation and treatment of aphasia, dysarthria, dysphagia, cognitive, alaryngeal and laryngeal voice deficits.

HARTFORD HOSPITAL September 1992-January 1994 Speech-Language Pathologist in a hospital setting. Responsibilities consisted of evaluation and treatment of acute care patients with aphasia, dysarthria, dysphagia, cognitive, and voice deficits.

REHABILITATION CENTER OF FAIRFIELD COUNTY Bridgeport, CT August 1991-August 1992 Speech-Language Pathologist in an outpatient center. Responsibilities consisted of evaluation and treatment of traumatic brain-injured (TBI) adults with an emphasis on community reintegration.

NEW BRITAIN PUBLIC SCHOOLS New Britain, CT January 1991-June 1991 (temporary position) Speech-Language Pathologist in a middle school. Responsibilities included the evaluation, treatment, and formulation of educational plans for students with language impairments, disfluency, voice disorders and phonological disorders.

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TEACHING EXPERIENCE: AMERICAN INTERNATIONAL COLLEGE Springfield, MA September 2008-Present Chief Professor and administrative head for newly created Speech- Language Pathology Assistant Minor

ELMS COLLEGE Chicopee, MA September 2000-May 2003 Taught undergraduate courses in acoustic phonetics, speech science, and anatomy and physiology.

RESEARCH: Neiman, M. R., Duffy, R. J., Belanger, S. A., & Coelho, C. A. (1994). Concurrent validity of the kaufman hand movement test as a measure of limb apraxia. Perceptual and Motor Skills, 79, 1279-1282.

Neiman, M. R., Duffy, R. J., Belanger, S. A., & Coelho, C. A. (1995). An investigation of a method of simplified scoring for the kaufman hand movement test as a measure of limb apraxia. Perceptual and Motor Skills, 82, 267-271.

Neiman, M., Robb, M., Duffy, R., & Lerman, J. (1997). An acoustic examination of modal and falsetto voice registers. Acta Otolaryngologica, 22, 135-138.

Neiman, M. R. (1997). The relationship between performance on multiple-object tasks and single-object tasks by left-hemisphere-damaged aphasic adults: Implications for the assessment of limb apraxia: Unpublished doctoral dissertation, University of Connecticut.

PRESENTATIONS:

Crean, M., Gore, D., & Neiman, M. (1996). A comprehensive dysphagia protocol in the identification and management of elders in a skilled nursing facility. Poster session presented at the 1996 ASHA Convention.

Neiman, M. R. (1995). Acoustic analysis of fundamental frequency and second harmonic of modal and falsetto registers. Poster session presented at the 1995 ASHA Convention.

Neiman, M. R., Duffy, R. J., Belanger, S. A., & Coelho, C. A. (1994). The concurrent validity of the kaufman hand movement test as a measure of limb apraxia. Presented at the 1994 ASHA convention

Neiman, M. R., Duffy, R. J., Belanger, S. A., & Coelho, C. A. (1995). Kaufman hand movement test: Simplified scoring for limb apraxia. Poster session presented at the 1995 ASHA Convention

REFERENCES: Available upon request

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GREGORY T. SCHMUTTE

Ten Tall Timber Drive Home Phone: (413) 596-3303 Wilbraham, Massachusetts 01095 Office Phone: (413) 205-3449 Email:[email protected]

EDUCATION Ph.D., Psychology (1979) M.A., Psychology (1977) Kent State University - Kent, Ohio B.A. (cum laude), Psychology (1975) University of Cincinnati - Cincinnati, Ohio

ADMINISTRATIVE EXPERIENCE Executive Vice President for Academics 7/09-Present Vice President for Academic Affairs 1/06-7/09 American International College – Springfield, Massachusetts Manage the Schools of Arts, Education & Sciences, Business Administration, Health Sciences, and Continuing and Extended Studies.

Responsibilities: provide direction and vision for the academic affairs of the College; supervise four academic deans, the librarian, registrar, academic support personnel, the office of institutional effectiveness, information technology, and 81 FT faculty and 150 adjunct faculty; manage $12m academic budget.

Dean of the School of Psychology and Education 1/02-9/07 American International College – Springfield, Massachusetts Manage the departments of Psychology, Education, Criminal Justice, and Human Resource Development. Responsibilities: provide direction and vision for the School; supervise graduate and undergraduate faculty (17 FT, 40 PT); control budget; prepare accreditation reports

Chairperson of Psychology Department 9/96-1/06 American International College - Springfield, Massachusetts Supervise and evaluate full- and part-time faculty, plan curriculum, and schedule courses

Supervisor, Standardized Testing Center 4/84-7/08 Educational Testing Service - Princeton, New Jersey American College Testing - Iowa City, Iowa The Psychological Corporation - San Antonio, Texas Applied Measurement Professionals – Lenexa, Kansas Manage all aspects of test administration Responsibilities: scheduling; hiring; securing test materials

Director of Student Development 9/85-1/02 American International College - Springfield, Massachusetts Conceptualized and developed a campus office to promote student retention. Responsibilities: created and implemented programs and workshops; provided direct student counseling; directed research on factors impacting retention; hired and supervised office personnel.

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Page 2/ GREGORY T. SCHMUTTE

TEACHING EXPERIENCE Professor of Psychology 9/96-Present Associate Professor of Psychology 9/85-9/96 Assistant Professor of Psychology 9/79-9/85 American International College - Springfield, Massachusetts Teach undergraduate and graduate psychology courses, supervise doctoral dissertations and undergraduate student research, advise and counsel psychology majors, chair and serve on various college committees

RESEARCH PUBLICATIONS/PRESENTATIONS Textbook on research methodology, Understanding Educational Research, (1990), Prentice-Hall. Seven scholarly publications in psychological and interdisciplinary journals Seven oral paper presentations at professional meetings

FUNDRAISING EXPERIENCE RFK Children’s Action Corps Board Member 1999-2006 Capital Campaign, Commemorative Breakfast, Rodman Ride for Kids United Way of Pioneer Valley volunteer 1983-2003 Catholic Stewardship Appeal volunteer 1993-2002 Minnechaug Regional High School Dugout Project 2004

OTHER PROFESSIONAL EXPERIENCE Private Research Consultant 9/79-Present Execute all aspects of research from conceptualization through final report Specific projects: Evaluation of special education, career development, and social service programs; market research; doctoral dissertations; jury selection consultation; personnel assessment for police departments

PROFESSIONAL MEMBERSHIPS American Psychological Society Eastern Psychological Association Society for the Advancement of Social Psychology Society for Personality and Social Psychology Psi Chi, Honorary Psychology Society Council of Undergraduate Research Massachusetts Association of Colleges for Teacher Education

COMMUNITY INVOLVEMENT United Way Volunteer Step Up Springfield college representative

REFERENCES Available upon request

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HENRY M. THOMAS, III

PROFESSIONAL EXPERIENCE

1974 - Present Urban League of Springfield, Inc. Springfield, MA President and Chief Executive Officer Responsibility for overall agency operations and advancement.

1980 - Present Camp Atwater North Brookfield, MA Chief Executive Officer A national summer youth residential camp. Camp Atwater is also a National Historic Place and the oldest camp of its’ kind in the country. Responsibilities include: general oversight, national and local public relations and fund development.

1985 - 1992 Beneficial Office Supplies & Services, Inc. Springfield, MA Owner/Board Chairman

1989 - Present WTCC Radio Station Springfield, MA Producer and Host (Urban League Community Focus Program) One hour, weekly community programming talk show

1995 - 1998 National Urban League, Inc. New York, NY Vice President, Youth Development Special assignment: Focusing on infrastructure development to support youth within inner city communities; worked on national public policy issues and fund development for youth initiatives in Urban League cities

1998 - 2001 University of Massachusetts Amherst, MA Visiting Professor Landscape Architecture & Regional Planning Department 1999 - 2002 Curry College Milton, MA Visiting Professor

EDUCATION

1994 Westfield State College Westfield, MA PhD Public Service - Honorary 2000 BayPath College Longmeadow, MA PhD Doctor of Letters -- Honorary

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HENRY M. THOMAS, III PAGE 2

EDUCATION

1983 Western New England College, School of Law Springfield, MA Jurisprudence Doctorate

1973 American International College Springfield, MA Master of Arts, Human Resource Development

1971 American International College Springfield, MA Bachelor of Arts, Psychology

AFFILIATIONS Member, Sigma Phi Fraternity (Boule) Member, Omega Psi Phi Fraternity, Inc. Member, Richard B. Allen Lodge #30 Masonic Order Member, Martin Luther King Community Presbyterian Church

APPOINTMENTS President/CEO Search Committee, National Urban League, Inc. – 1995 Chairman, Springfield Fire Commission – 1975 - 1979 Chairman, Springfield Police Commission – 1990 – 1996 Elected Trustee, American Camp Association, New England Section Board 1977 - 1980 Co-Founder/Vice President, National Association of African American Professionals in Camping Former, Board of Directors, Community United Way Former Trustee, UMass Extension Service, 1976-1979 Executive Committee, Hampden County Regional Employment Board Chairman, Springfield Cable Endowment Former President, National Association of Urban League Executives Former Member, Board of Directors, Springfield Library and Museum Association Former Member, Board of Trustees, Sabis International Charter School Founder & Chairman, New Leadership Charter School (middle & high schools), 1998-present Board of Directors, National Mentoring Partnership Visitor (Quality Control Reviewer), Educational Testing Service; 1994 - 1996 Founder & Chairman, Mason Square Community Development Corporation (CDC) Elected, Trustee Member, American Camp Association Springfield School Department Superintendent Search Committee 2001 Western New England College School of Law, Alumni Board of Directors 2000 - 2003 Strategic Planning Committee, Massachusetts Service Alliance 2000, 2006 Co-Chairman of City of Springfield’s Millennium Celebration, 2001 - 2005 Member and Vice Chairman, MA State Board of Education, 2001- 2007 Founder and Co-Chairman, Step Up Springfield Campaign (Academic and Character Proficiency), 2000-2008 Gubernatorial appointments: Transition Team, “Pre-K through Higher Education”, 2007 Education Readiness Taskforce, 2007 Co-Chair the Governor’s 2007 Greater Springfield Inauguration Celebration. University of Massachusetts, Board of Trustees, 2007-present MA Board of Higher Education, Trustee, 2007-present

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American International College, Board of Trustees, 2008-present University of MA Building Authority, Trustee, 2010 -present

AWARDS/RECOGNITION Massachusetts Legislative Black Caucus, “Community Service Award” National Association for the Advancement of Colored People, “Distinguished Leadership Award” National Urban League, Association of Executives, “Exemplary Ethic Awards” National Urban League, “Urban League Affiliate CEO of the Decade” 2000 Springfield Urban League, “Community Builder Award” Prince Hall Mason, Richard Allen Lodge Recognition Award (Community Service and Leadership) Western New England College, “President’s Medallion Award” (Exemplary Community Service) 2004 University of Massachusetts, Distinguished Achievement Award 2007

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RESUME

FRANK E. VARGO, Ed.D. 162 Exchange Street Leominster, MA 01453 Business # (978) 534-2930 e-mail: [email protected] web: http://www.firesidecenter.com

Education

9/89 - 5/92 Doctor of Education in Educational Psychology (Ed.D.) Primary Concentration: Learning Disabilities Secondary Concentration: Counseling Psychology Post-Doctoral Internship/Training in Clinical Psychology 6/92-6/93 Pre-Doctoral Internship in Applied Educational Psychology 1/91- 1/92 American International College Springfield, MA

9/09 – present Doctor of Education (Ed.D. candidate) Primary Concentration: Educational and Curriculum Leadership Secondary Concentrations: Organizational Management/International Education Northeastern University Boston, MA

7/86 - 6/88 Certificate of Advanced Graduate Studies (CAGS) Concentration: School Psychology Northeastern University Boston, MA

1/05 - 9/07 Master of Arts in Clinical Psychology (MA) Dual Concentrations: School Neuropsychology and Clinical Child Development Educational Leadership/Special Education Administration Union Institute & University Cincinnati, OH Brattleboro, Vermont Campus

9/80 - 5/83 Master of Education (M.Ed.) Concentration: Guidance and Counseling Fitchburg State College Fitchburg, MA

9/73 - 5/78 Bachelor of Music (BM) Concentrations: Music Education & Music Performance Berklee College of Music Boston, MA

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Current Educational and Clinical Licenses/Certifications (Massachusetts and National)

Licensed Psychologist License #6693 Registered Health Service Provider Commonwealth of Massachusetts Commonwealth of Massachusetts

Licensed Educational Psychologist Nationally Certified School Psychologist Commonwealth of Massachusetts NCSP Certification #18985

National Provider (Psychologist) Provider Number - 1174750830 National Plan and Provider Numeration System

School Superintendent (pending) Special Education Administration (pending) School Psychologist School Principal (Secondary/Elementary levels- pending) Guidance Counselor (Pre K-9) School Social Worker/School Adjustment Counselor Guidance Counselor (5-12) Music Educator (Pre K-9) (5-12)

Employment Experience

3/02 - Present Professor of Graduate Studies Department of Graduate Psychology and Counseling Union Institute and University Cincinnati, Ohio Brattleboro, Vermont Campus

1/10 - Present President & Chief Executive Officer Learning & Teaching International (LTI) Learning & Teaching International is a non-profit international educational organization that through a broad network of professional affiliations provides a range of educational, teaching and training, consultative, clinical, and research services to a diverse population of educational and clinical professionals.

6/94 - Present Executive Director The Fireside Center for Psychological and Educational Services Leominster, Massachusetts The Fireside Center is a Massachusetts/New England based clinic that provides direct psychological and educational services to school systems, mental health clinics and hospitals, social service agencies, court/legal systems, colleges/universities, and individuals.

1/99 - Present Director: The Vargo Institute of Martial Arts Science, Health, & Wellness The Vargo Institute is an international center of higher learning pertaining to professional martial artists, as well as to a diverse population of psychology, philosophy, and theology students. The Institute utilizes an independent learner model, utilizing current information technology resources, independent faculty advising, and structured seminar participation. Institute offerings include internationally recognized martial arts programs, and a range of health and wellness programs.

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9/03 - Present School Psychologist Ashburnham/Westminster Regional School District Ashburnham/Westminster, Massachusetts

9/95 - 4/04 Staff Psychologist/Clinical & Developmental Neuropsychologist North Shore Children’s Hospital Salem, Massachusetts Responsibilities include: comprehensive neuropsychological, cognitive, emotional, and educational evaluations; clinical and counseling interventions to children and adolescents; consultation to parents, school systems, and medical personnel. This position provided ongoing intensive training in pediatric/developmental and clinical neuropsychology, as well as ongoing training in the assessment and treatment of learning disabilities and neuropsychological disorders of children, adolescents, and adults.

1/96 - 12/01 Adjunct Lecturer in Psychology and Education Graduate Department of Psychology and Education Vermont College of Norwich University Brattleboro, Vermont

5/93 - 8/95 Assistant Director of Psychological Services Coordinator: Learning Assessment Clinic Co-coordinator: Attention Deficit Hyperactivity Disorder Clinic The Lipton Community Mental Health Center Fitchburg, Massachusetts Responsibilities encompassed both clinical and administrative roles, including: responsibility for direct supervision and training of professional staff, as well as psychology interns; direct involvement in budgeting processes and personnel management; contributing to ongoing services planning and program development, including marketing activities and liaison responsibilities with numerous client related organizations, school systems, colleges, businesses, and judicial systems; responsibility for directing and complete functioning of Psychological Services Program in absence of Unit Director; the creation, development, and ongoing coordination of a Learning Assessment/Learning Disabilities Clinic providing a wide range of diagnostic, consultative, and clinical services to appropriate agencies and educational systems; co-coordination of an Attention Deficit Hyperactivity Disorder Clinic, that included psycho-diagnostic, consultative and training services; individual, child, family, and group therapy; comprehensive psycho-diagnostic evaluations assessing areas of intellectual, cognitive, and emotional functioning; participation in affiliate Early Childhood Development Clinic.

3/90 - 5/93 Staff Psychologist Lipton Community Mental Health Center Fitchburg, Massachusetts 196

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Responsibilities (prior to Assistant Directorship) included: direct therapy services to children, adults, and families; psychodiagnostic services; consultation to numerous public school systems.

9/89 - 6/92 Graduate Teaching Fellowship Ethel S. Blake Teaching Fellowship Award American International College Springfield, Massachusetts Responsibilities included all aspects of teaching psychology and education courses at the graduate level, including lecturing, course preparation, and student advising.

1/87 - 8/89 Adjunct Lecturer - Social Science Department Mt. Wachusett Community College-Social Science Department Gardner, Massachusetts

4/87 - 3/90 Psychotherapist/Psychodiagnostician Human Resource Institute Lowell, Massachusetts Responsibilities included; individual, group, and family therapy; psychodiagnostic evaluations; and consultation to area school systems.

9/87 - 6/89 School Psychologist Salem School District Salem, New Hampshire Responsibilities included psychodiagnostic and educational evaluations; student counseling; and consultation to educational personnel.

6/84 - 8/86 Special Needs Counselor/Case Manager Dr. Franklin Perkins School Lancaster, Massachusetts Responsibilities included development, implementation, and monitoring of individual program plans and services for special needs students; scheduling and chairing case conferences to develop individual service plans within the guidelines of the Office for Children and Massachusetts Department of Education Special Education Laws; providing individual counseling to special needs students, as well as developing and coordinating individual behavior modification programs when appropriate; providing direct consultation, supervision, and training to staff; serving as liaison to families and to all referring agencies, including public school systems, the Department of Social Services, and the Department of Mental Health; identifying and utilizing appropriate community resources for students.

1/82 - 5/84 Program Specialist North Central Human Services Gardner, Massachusetts 197

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Responsibilities included clinical case management; individual client counseling; crisis intervention and emergency services coverage; planning and supervision of various program activities; and coordination of client transportation.

9/78 - 12/81 Permanent Substitute Teacher Elementary and Secondary Levels Leominster Public School System Leominster, Massachusetts

Internship and Professional Training Experiences

3/07 - 12/07 Internship in School Neuropsychology Vermont College of Union Institute & University with Affiliate Regional School Systems & Special Education Departments

1/06 - 6/06 Internship in School Principal/Administration (Secondary Level) Hadley, MA School Department/Office of Superintendent Academic coordination/coursework: Vermont College of Union Institute & University

11/00 – 11-01 Professional Training Program Clinical Training Program: Acquired Brain Injury: A Comprehensive Overview-Recognition, Assessment, and Clinical Management A year long training program (11/00-11/01) covering Foundations of Neuroanatomy, Neurovascular Disorders, Metabolic/Anoxic Disorders, Infectious Disorders, Traumatic Brain Injury, Neurotoxic Disorders, Neurodiagnostics, Psychopharmacology, Neuropharmacology, and Cognitive Remediation and Treatment. Program co-sponsored by the Massachusetts Executive Office of Health and Human Services, the Massachusetts Psychological Association, the Massachusetts Department of Education, and The Executive Office of Elders Affairs.

1/99 - 6/99 Internship in Special Education Administration Hadley, MA School Department/Office Special Education Academic coordination/coursework: Norwich University, Vermont

6/92 - 6/93 Post-Doctoral Fellowship in Clinical Psychology One Year Post-Doctoral Training: MA Licensure as Psychologist/Health Service Provider Lipton Community Mental Health Center Fitchburg, Massachusetts

1/91 - 1/92 Psychology Intern: Applied Educational Psychology/Learning Disabilities Blake Child Development Center Springfield, Massachusetts

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Pre-doctoral internship training focusing on advanced diagnostic procedures and related clinical and educational services for learning disabled children, adolescents, and adults.

9/86 - 5/87 Family Therapist Psychological Services/ Natick Public School System Natick, Massachusetts Responsibilities included family and individual therapy; consultation to educational personnel; and psychodiagnostic/educational assessments (Met partial requirements for Massachusetts School Psychology certification).

9/87 - 6/89 Associate School Psychologist (concurrent with contracted School Psychology position) Salem, NH School District Salem, New Hampshire Met hour requirements for both State and National School Psychology Certification and Massachusetts Educational Psychologist license.

Honors, Awards, and Appointments

Professional Affiliate & Supervising Associate Hubert Humphrey International Fellowship Program Institute of International Education Washington D.C. 2010

Appointment: Board of Directors Learning Disabilities Worldwide (October 2010 – October 2012)

National Provider (Psychologist) National Plan and Provider Numeration System Provider Number -1174750830

Appointment: President Practitioner Publications, Inc. Appointment: November 1, 2009

Appointment: Board of Directors Practitioner Publications, Inc. Appointment: April 1, 2006 Appointment: Editorial Board Journal of Practitioner Studies Appointment: April 1, 2006 Appointment: Institution Review Board Union Institute & University Cincinnati, OH (Appointment 3/06-3/07)

Consulting Editorial Board Member

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Insights on Learning Disabilities: An International Journal Appointment: August, 2004

Committee Member The Learning Disabilities Worldwide, Inc. Weston, Massachusetts Appointment: October, 2004

Consulting Editor: Learning Disabilities: A Contemporary Journal Published by: The Learning Disabilities Worldwide Organization Appointment: 2003-2005

Appointment: Fellow in Psychology Massachusetts Psychological Association: Awarded May of 1999

Recipient: Educator of the Year Award Presented by the United States Martial Arts Hall of Fame Award presented on July, 2003 in Dallas, Texas

Recipient: Humanitarian of the Year Award Presented by the United States Martial Arts Hall of Fame Award presented on July, 2003 in Dallas, Texas

Recipient: Sport Psychologist of the Year Award Presented by the World Sports Medicine Hall of Fame Award presented on March, 2001 in Akron, Ohio

Massachusetts Special Education Advisory Council Member Appointed by Office of the Massachusetts Commissioner of Education Massachusetts Department of Education: (appointments 10/00-6/03)

Committee Member: Disability Definition on Neurological Impairment for the Development of Eligibility Guidelines for Special Education Massachusetts Department of Education (October, 2002)

Recipient: Clinical Psychologist of the Year Award Presented by the World Sports Medicine Hall of Fame Award officially presented on March 25, 2000 in Akron, Ohio

School Committee Member: (elected official) City of Leominster, Massachusetts (elected terms: 12/00-12/01; 1/01-12/03; 1/4-12/6)

Five Year Service Award Recognition of Dedicated Service Neurodevelopmental Center North Shore Children’s Hospital North Shore Medical Center Salem, Massachusetts (September 2001)

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Reserve Deputy Sheriff Worcester County Deputy Sheriff’s Association Appointed 4/02-present: Sheriffs of Worcester County Commonwealth of Massachusetts

Master Freemason Fraternal Order of Freemasons Home Lodge: Wilder Lodge of Freemasons Leominster, Massachusetts

Appointment: Notary Public Commonwealth of Massachusetts: Commission appointed 9/00 - present

Appointment: Executive Vice-President: World Sports Medicine Hall of Fame Cleveland Heights, Ohio (7/99 - 7/03)

Ethel S. Blake Teaching Fellowship Award Honored recipient for three consecutive years (9/89 - 6/92) American International College Springfield, Massachusetts

Appointment: School Council Member Fitchburg School District, Fitchburg MA (9/93-6/95)

Formal Congratulations and Recognition: In regard to receival of Ethel S. Blake Scholarship American International College Congressman Richard E. Neal United States House of Representatives August 8, 1991

Recent Professional Presentation

Learning, Teaching, and Assessment: Applied Foundations, Cognitive Models, and Neurodevelopmental Functions (12 Hour Professional Training Program) Presented at: The 19th Annual World Congress on Learning Disabilities Learning Disabilities Worldwide Organization October 21-23, 2010 Fairfield, New Jersey

Neurodevelopmental Assessment: Applied Foundations and Cognitive Models (18 Hour Professional Training Program/Presentation) Presented at: The 18th Annual World Congress on Learning Disabilities Learning Disabilities Worldwide Organization October 28-30, 2009 Burlington, Massachusetts

Neurodevelopmental Assessment: Applied Foundations and Cognitive Models (18 Hour Professional Training Program/Presentation) Presented at: The 17th Annual World Congress on Learning Disabilities 201

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Learning Disabilities Worldwide Organization November 6-8, 2008 Burlington, Massachusetts

Differential Diagnosis in Special Education For Parents and Teachers: Educational Implications and Remediations Presented at: The 17th Annual World Congress on Learning Disabilities Learning Disabilities Worldwide Organization November 8, 2008 Burlington, Massachusetts

The Use of Educational Consultation Services to Enhance the Effectiveness of Special Education Interventions Presented at: The 17th Annual World Congress on Learning Disabilities Learning Disabilities Worldwide Organization November 7, 2008 Burlington, Massachusetts

The Human Side of Learning Disabilities Presented at: The 17th Annual World Congress on Learning Disabilities Learning Disabilities Worldwide Organization November 6, 2008 Burlington, Massachusetts

Foundations of Internet Counseling: Current Models and Topics Presented at: The International Psychosynthesis Association 2008 Conference June 28, 2008 Brattleboro, Vermont

Executive Function Disorder and Learning Disabilities: The Connection, Diagnosis, and Strategies for Intervention Presented at: The 16th Annual World Congress on Learning Disabilities Learning Disabilities Worldwide Organization November 3, 2007 Marlborough, Massachusetts

The Use of an Adaptive Case Consultation Model to Strengthen the IEP Team Meeting Process Presented at: The 16th Annual World Congress on Learning Disabilities Learning Disabilities Worldwide Organization November 2, 2007 Marlborough, Massachusetts

Learning Disabilities: A Lived Perspective Presented at: The 16th Annual World Congress on Learning Disabilities Learning Disabilities Worldwide Organization November 1, 2007 Marlborough, Massachusetts

Executive Function Disabilities: Educational Implications and Remedial Considerations Presented at: The 15th World Congress on Annual Learning Disabilities Learning Disabilities Worldwide Organization October 26-28, 2006 Burlington, Massachusetts

Nonverbal Learning Disability: Educational Implications and Remedial Considerations

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Presented at: The 15th Annual World Congress on Learning Disabilities October 26-28, 2006 Burlington, Massachusetts

Educational Implications of Neurodevelopmental and Child/Adolescent Psychiatric Disorders Presented at: The 13th Annual World Congress on Learning Disabilities October 16, 2004 Boston, Massachusetts

Language and Reading Disabilities Presented at: The 13th Annual World Congress on Learning Disabilities October 16, 2004 Boston, Massachusetts

Executive Function Learning Disabilities: An Overview for Educators and Parents Presented at the Learning Disabilities Association of Massachusetts Twelfth Annual Conference on “Learning Disabilities” November 1, 2003 Regis College, Weston, Massachusetts

Reading Disabilities: An Overview for Educators and Parents Presented at the Learning Disabilities Association of Massachusetts Twelfth Annual Conference on “Learning Disabilities” November 1, 2003 Regis College, Weston, Massachusetts

International Martial Arts Awards and Honors

Award and Title: Headfounder/Grandmaster and Shodai Soke 9th Degree Black Belt: Chiedo Saigo Ha Daito-Ryu Aikido AikiJujutsu 5th Degree Black Belt: Chiedo Ryu Aikido Awards presented: June of 2004 by the International Society of Headfounders and Headfamilies (ISSH) and the Saigo-Ha Daito Ryu Bujutsu Organization: Japan, Canada, United States. Ranks and titles also recognized by the Aikido Association of America and the International Aikido Association.

Award and Title: Professor of Martial Arts Presented and Acknowledged by: International Society of Headfamilies/Headfounders- The Inazuma Ryu Martial Arts Organization -The Kumiuchi Ryu International Martial Arts Federation Presented on August of 2000 Boston, Massachusetts

Recipient: Master Instructor of the Year Award Presented by the World Martial Arts Hall of Fame, Inc. Presented on March 27, 1999 Cleveland, Ohio

Recipient: Soke Dai of the Year Award Presented by the World Martial Arts Hall of Fame, Inc. Award officially presented on March 27, 1999 Cleveland, Ohio

Appointment: Executive Vice-President World Martial Arts Hall of Fame. Inc. Cleveland Heights, Ohio (7/99 - 7/03)

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Shihan Award and Title (Teacher of Teachers) Inazuma Ryu Martial Arts Organization/Kokon Ryu Bujutsu Renmei International Martial Arts Association Award presented on February 24, 1996 in Warwick, Rhode Island

Induction: World Martial Arts Hall of Fame Recipient: Associate Instructor of the Year Award Presented by the World Martial Arts Hall of Fame, Inc. Cleveland Heights, Ohio Presented on 5/6/94 in Jacksonville, Florida

Current Internationally Recognized Martial Arts Ranks and Studies 9th Degree Black Belt: Chiedo Saigo Ha Daito-Ryu Aikido AikiJujutsu 9th Degree Black Belt: Kokon Ryu Kempo Karate 6th Degree Black Belt: Kindai Inazuma Ryu TaiJutsu 5th Degree Black Belt: Chiedo Ryu Aikido 5th Degree Black Belt: Saigo Ha Daito-Ryu AikiJutsu 1st Degree Black Belt: Kindai Kumiuchi Ryu Jiu Jitsu Sifu (Instructor) Shotokan Karate Do Iaido (Japanese/Zen Sword) T’ai Chi Chuan Wing Chun Kung Fu/Sil Lum Kung Fu

PROFESSIONAL AFFILIATIONS Member: American Psychological Association Member and Fellow: Massachusetts Psychological Association Member: Massachusetts Neuropsychological Society Member: National Association of School Psychologists Member: Learning Disabilities Worldwide Member: Learning Disabilities Association of Massachusetts Member: Learning Disability Association of America Member: National School Boards Association National Affiliate Program Member: Fraternal Order of Freemasons Chief Executive Officer: Chiedo Kai International Martial Arts Association Executive Board Member: International Society of Head Families/Head Founders Member: Aikido of America Association/ Aikido International Association (Japan, United States)

Publications

Vargo, F.E., Young, N., & Vargo, C.P. (2010). Reading and Writing Disorders: Neurodevelopmental Frameworks. Practitioner Publications/Psychosynthesis Center Press, Amherst, MA (in press).

Vargo, F.E., Judah, R.D., & Young, N.D. (2010). Executive Function Disorders and Learning Disabilities: The Connection, Diagnosis, and Strategies for Intervention (Book Chapter). In Wamba, N.G., & Citro, T.A. (Eds.), Learning Differences: Research, Practice, and Advocacy. Published by Learning Disabilities Worldwide, Weston, MA. Judah, R.D., Young, N.D., & Vargo, F.E. (2010). The Human Side of Living with Learning

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Disabilities: In Search of the Shared Experience (Book Chapter). In Wamba, N.G., & Citro, T.A. (Eds.), Learning Differences: Research, Practice, and Advocacy. Published by Learning Disabilities Worldwide, Weston, MA.

Vargo, F.E. (2009). An Overview of Counseling Models and Theories: Psychoanalytic, Humanistic, and Cognitive/Behavioral Perspective (Book Chapter). In Young, N., & Michaels, C. (Eds.), Counseling: From Pre-Service to Professional Practice. Practitioner Publications/Psychosynthesis Center Press, Amherst, MA.

Vargo, F.E. (2008). Counseling Considerations and Implications for Individuals with Language Disabilities (Book Chapter). In Young, N., & Michaels, C. (Eds.), Counseling in a Complex Society. Practitioner Publications/Psychosynthesis Center Press, Amherst, MA.

Vargo, F.E., Young, N., Judah, R., Vargo, C.P., & Carlin, K. (2008). Language Disabilities and Related Dyslexic Subtypes: Assessment and Diagnosis. Insights on Learning Disabilities: From Prevailing Theories to Validated Practices. Learning Disabilities Worldwide, Inc. Weston, MA. (in print)

Vargo, F.E., Young, N., Judah, R. (2008). The Role of Word Automaticity and Reading Fluency in Reading Disorders: A Guide for Assessment, Diagnosis, and Remediation. Insights on Learning Disabilities: From Prevailing Theories to Validated Practices. Learning Disabilities Worldwide, Inc. Weston, MA.

Vargo, F.E. (2007). Diagnosis and Remediation of Early Reading Problems in Young Children: A Neurodevelopmentally Based Integrated Program. Unpublished Master’s Thesis. Union Institute & University, Cincinnati, OH/Brattleboro, VT.

Young, N., & Vargo, C.P. (2004) The Role of Phonological Processing in Reading Disorders: a Guide for Assessment, Diagnosis, and Remediation. The Journal of the Learning Disabilities Association of Massachusetts Volume 15, No.1.

Vargo, F.E. Contributing Committee Member (2001): Is Special Education the Right Service? A Technical Assistance Guide. Massachusetts Department of Education.

Vargo, F.E., & Vargo, C. P. (1999) Learning Problems and Self-Esteem. Gazette: Journal of the Learning Disabilities Association of Massachusetts. Volume 9, No.4, 10-11.

Vargo, F.E., Grosser, G.S., & Spafford, C.S. (1995). Digit Span and other WISC-R scores in the diagnosis of dyslexia in children. Perceptual and Motor Skills, 80, 1219-1229.

Vargo, F.E. (1992) Wechsler subtest profiles: Diagnostic usefulness with dyslexic children. Unpublished doctoral dissertation, American International College, Springfield, MA. Published in part in: Dyslexia: Research and Resource Guide, by Spafford, C.S. & Grosser, G.S. (1995). Allyn & Bacon, Boston, MA

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Dominick C. Vita, Ph.D. 173 Spartina Avenue St Augustine, Florida 32080 904-429-7386 / 203-228-7817 [email protected]

PROFESSIONAL RESUME

EXPERIENCE

Education Consultant July 2008 – present  Consulting related to special education, organization and management, personnel matters, professional development and related services. Worked on more than 25 projects independently and in conjunction with Futures Healthcore / Futures Education for School districts and other organizations in Arizona, Connecticut, Georgia, Idaho, Illinois, Indiana, Massachusetts, New Jersey, New York, North Carolina, Rhode Island, Texas, Virginia, Washington DC, as well as for the Connecticut State Department of Education, Connecticut Regional Education Services Centers. Participated in numerous Clinical and Educational Services Analyses (CESA) with Futures Healthcore / Futures Education as a member of the core team and Senior Special Education Consultant.

 Field Representative (consultant) for Phi Delta Kappa International for the east coast (New England to Florida) of the United States, Puerto Rico, Virgin Islands, and Central America (Panama) – Consulting related to management, organization, member services, professional development,

Interim Superintendent of Schools July 2009 - August 2009 Orange Public Schools Orange, CT Interim Superintendent of Schools July 2008 - November 2008 Litchfield Public Schools Litchfield, CT Superintendent of Schools (retired) August 2005 – July 2008 Litchfield Public Schools Litchfield, CT Superintendent of Schools July 1997 – August 2005 Bethany Public Schools Bethany, CT Director of Pupil Services and Special Education Regional Schools District #1 Falls Village, CT July 1992 – July 1997 Director of Student Services and Special Education July 1985 – June1992 Norwalk Public Schools Norwalk, CT Supervisor of Special Education July 1983 – July 1985 Assistant Supervisor of Special Education and Principal July 1979 – July 1983 Norwalk Public Schools Norwalk, CT Also Administrator (and program developer) of Special Education Alternative Middle / High School Program School Counselor September 1976 – July 1979 Brien McMahon High School and Roton Middle School, Norwalk, CT Teacher (Social Studies, Psychology, Physics, Music) September 1972 – June 1976 Cathedral High School Bridgeport, CT

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OTHER PROFESSIONAL EXPERIENCE

Adjunct Instructor College of Health Sciences 1978-1980 University of Bridgeport Adjunct Instructor Counseling and School Psychology 1980-1982 Southern Connecticut State University Acting Director of Adult Education 1979-1982 Norwalk Public Schools Norwalk, CT Geriatric Psychotherapist / Counselor 1976 -1978 Department of Health Norwalk, CT Greater Norwalk Chamber of Commerce 1976 -1979 Special Youth Projects Leader Norwalk, CT

EDUCATION

Doctor of Philosophy (Ph.D.) in Counseling Psychology 1976  Dissertation: “A Study of Aging as a Basis for Psychological Counseling”  Heed University - Florida

Advanced Graduate Study in Educational Administration 1990-1991  Fairfield University - Connecticut

Advanced Graduate Study in Special Education (Certification) 1981-1983  Southern Connecticut State University - Connecticut Sixth Year Professional Degree (CAGS / 6TH year) 1974  Counselor Education and Human Resources  University of Bridgeport – Connecticut

Master of Arts (MA) in Counseling 1973  Fairfield University – Connecticut

Bachelor of Arts (AB) 1972  Assumption College – Massachusetts

AFFILIATIONS AND PROFESSIONAL ACTIVITIES

American Association of School Administrators 1997 – present

New England Association of School Superintendents 1997 – present  Board of Directors

Connecticut Association of Public School Superintendents 1997 – present  Co-chair – Retired Member Committee (2009)  Special Education Committee Study Committee (2006)  New Superintendent Mentor (2005-2009)  Chair – South Central Superintendent’s Group (2005)

Connecticut State Department of Education 1990 - 2010

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 Comprehensive System of Professional Development for Special Education  Bureau of Certification Advisory Committee  Connecticut / Federal Self-Assessment Steering Committee – Special Education  Special Education Improvement Planning Group  Special Education Advisory Council  State Continuous Improvement Planning Team – Special Education  Suicide Prevention Guidelines – Development and Review Committee  Connecticut Administrator Test – reviewer

Phi Delta Kappa International 1978 – present  Chapter Member Liaison – Southern New England  Chapter officer and founder of Litchfield Hills Chapter  Educational travel study seminar to Russia (2004)  Educational travel study seminar to New Zealand (2008)

Curriculum Management Services Institue (CMSI) 2008-2009  Participated in 3 intensive Curriculum Audit training programs in San Antonio, TX and Tucson, AZ for certification as a Curriculum Auditor.

CERTIFICATION AND LICENSURE

Connecticut State Department of Education  Superintendent of Schools (093)  School Business Administrator – inactive  Intermediate Administrator (092)  Special Education Teacher (K-12)  History and Social Studies Teacher (7-12)  School Counselor (K-12)

NICHOLAS D. YOUNG, PH.D., ED.D. 59 Chestnut Hill Road Mobile: 413-563-6544 South Hadley, MA 01075 Home: 413-532-0970 [email protected] Office: 413-586-0822

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“I believe in collaborative leadership and the importance of engaging all stakeholders in the process of sustaining, improving, and expanding educational opportunities for all students.”

PROFILE

Creative, innovative, and visionary school leader and educator with proven track record in administration as Superintendent of Schools, Director of Student Services, Elementary Principal, Coordinator of Student Services, Secondary Dean of Students, and Higher Education Administrator; teaching and related professional responsibilities as a special education teacher, graduate professor, school psychologist, and guidance counselor; and collaborative leadership encompassing serving on the Massachusetts Commissioner of Elementary and Secondary Education's Advisory Council the "Kitchen Cabinet;" member of the MA DESE's Virtual Innovative School Advisory Council; Chair of the MA Small and Rural Schools Task Force; Vice-President, President-Elect, President and currently Past President of the Massachusetts Association of School Superintendents (MASS); member of the MASS Executive Board for three years; member of the New England Association of School Superintendents' Executive Board; member of the MASS Legislative Affairs Committee, member of the MASS Professional Development Committee; Associate Editor of the Journal of Insights in Learning Disabilities; and Past President, President, Vice President and Secretary-Treasurer of the CT Valley Superintendents' Roundtable. Furthermore, I have published and presented widely on such important topics as school regionalization, superintendent/school committee relationships, integration of technology into educational programs, best practices in small and rural schools, special education, adaptive leadership to strengthen educational organizations, and fiscal management. Additionally, I am a licensed psychologist with clinical and educational specialties.

Competencies include:

. Collaborative leadership fostering positive school/district climate/school and community relationships . Financial management and how to seek out state, federal and private grant funding . Faculty recruitment/professional development/negotiations and collective bargaining . Curriculum development and differentiated instruction (for at-risk, ELL and gifted & talented students) . New program development and procedures for evaluating extant programs . Compliance with MA DESE mandates (EPIMS, SIMS) and reporting requirements . Virtual schooling (virtual high school, virtual innovative schools, online college courses for high school students) . MSBA building project procedures and protocols/renovation processes for school facilities

CREDENTIALS / FELLOWSHIPS / CERTIFICATIONS

AMERICAN INTERNATIONAL COLLEGE - Springfield, MA; 1/08 -5/09  International Diplomate in Educational Leadership - completed 5/09  Senior Fellowship in Advanced Educational Leadership - completed 5/09  Fellowship in Advanced Educational Leadership - completed 5/09

UNION UNIVERSITY – Cincinnati, Ohio; 2001-2004  Doctor of Philosophy in Educational Administration - received 6/04

AMERICAN INTERNATIONAL COLLEGE – Springfield, MA; 1988-2006

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 Doctor of Education in Educational Psychology – received 5/93  Certificate of Advanced Graduate Studies in School Psychology – received 5/93  Master of Public Administration – received 5/06  Master of Education in Curriculum & Instruction – received 5/98  Master of Education in Educational Administration – received 5/96  Master of Arts in Clinical Psychology 5/95  Master of Arts in Human Resource Development - received 5/90  Individualized graduate certification program in teacher of moderate special needs – completed 8/94

WESTFIELD STATE COLLEGE – Westfield, MA; 1991-1994  Certificate of Advanced Graduate Study in Educational Administration – received 8/94 with highest academic honors  Individualized graduate certification program in guidance counseling (grades PreK-9 & 5- 12) – completed 12/91

WESTERN NEW ENGLAND COLLEGE – Springfield, MA; 1997- 2000  Master of Business Administration – received 5/00 (awarded the Graduate Student Award for a 4.0 G.P.A.)

AUSTIN PEAY STATE UNIVERSITY – Clarksville, TN; 1986-1989  Bachelor of Science – completed 7/88 (graduated 5/89 with Cum Laude honors)  Associate of Science - completed 7/88 (graduate 5/89 with Cum Laude honors)

JAPAN FULBRIGHT MEMORIAL FUND FELLOWSHIP - Japan; 2008 - 2009  Completed a Fulbright Memorial Fund Fellowship, which resulted in the in-depth study of the Japanese educational system in Japan (country visit ended in October 2008 with program completed officially in June 2009). The Japan-United States Education Commission and the Institute of International Education sponsored this Program.

CHILDREN’S DEFENSE FUND – Washington, D.C.; 2005  National Emerging Leaders in Education Advocacy and Policy Fellowship

LIPTON CENTER – Leominster, MA; 6/95-7/96  Post-Doctoral Fellowship in Clinical Psychology (APA Approved) – completed 7/96

SEATTLE PACIFIC UNIVERSITY - Seattle, WA; 10/08 - 5/09  Completed a 10 graduate credit study of the Japanese/Asian education system- 5/09 (with 4.0 GPA)

AIR WAR COLLEGE- Maxwell Air Force Base, Alabama - 6/10- present  Presently enrolled in the highly distinguished Air War College leading, in partnership with Norwich University, to a Masters in Diplomacy

SPRINGFIELD COLLEGE – Springfield, MA; Summer 1994  Graduate of the Substance Abuse Studies Institute for counselors & psychologists

EDUCATOR LICENSES (Commonwealth of Massachusetts issued)  Licensed Superintendent of Schools (grades ALL)

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 Licensed Administrator of Special Education (grades ALL)  Licensed Director of Pupil Personnel Services (grades ALL)  License Eligible for School Business Manager (grades ALL)  License Eligible for Vocation Superintendent of Schools (grades 7-12)  Licensed Elementary Principal (grades PreK-8)  Licensed Moderate Special Needs Teacher (grades 5-12)  Licensed School Psychologist (grades ALL)  Licensed Guidance Counselor (grades PreK-9 & 5-12)

PSYCHOLOGIST/COUNSELOR LICENSES & CERTIFICATIONS  Licensed psychologist (with clinical and educational specialties) (MA)  Board Certified Health Services Provider  Licensed Educational Psychologist (MA)  Nationally Certified School Psychologist  National Board Certified Counselor

CIVILIAN AWARDS/HONORS  Recipient of a Grinspoon Outstanding Educational Leadership Career Award from the Grinspoon Charitable Foundation (with a week in Aspen, Colorado) in April 2010  Selected to be the 2010 Commonwealth of Massachusetts Superintendent of Schools for the Year by the American Association of School Superintendents (awarded various plaques)  The Massachusetts General Court (MA Senate and MA House) awarded me a resolutions plague in March 2010 for outstanding service to public education  Received public recognition by the Hampshire Daily Gazette's editorial staff in an article written on January 18, 2010 entitled "Hadley's Super Super."  Selected by the Japan-United States Educational Commission for a Japan Fulbright Award (Teachers Program)  Awarded $15,000 from the Wallace Foundation through the Massachusetts Department of Education to study the “Challenges Confronting Small Districts in Massachusetts” in 2007-2008  Awarded a plaque by the Connecticut Valley Superintendents’ Roundtable on 6/06 that reads “ For Exemplary Leadership and Dedicated Service to Public Education as the President of CVSR”  Awarded the Distinguished Service Award from Western New England College 4/06  Received public recognition in the Daily Hampshire Gazette in an article dated 1/9/05 with the headline reading “Superman’s Van Goes to Boy in Need”  Awarded a Union Institute & University faculty research grant with Dr. Christine Michael to conduct research on Inspired Schools in 4/03  General Douglas McArthur Leadership Award (for civilian and military leadership) – awarded at the Pentagon by the Chief of Staff of the Army and the Secretary of the Army in 4/02  Received Citation from the United States Senate for Outstanding Community Leadership – 6/02  Outstanding Graduate Student Award recipient for my academic performance in Western New England College’s MBA Class of 2000 – awarded 5/00  Awarded faculty development grant with Chris Michael in 1997-1998 to study “Coming Round Right” – Qualitative interviews with graduate learners in a non-traditional program to determine keys to persistence to graduation. Norwich University  Inclusion Leadership Award – awarded by the Massachusetts Department of Mental Retardation on 9/98 for recognition of exemplary leadership as an advocate for at-risk and handicapped children

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 Dean’s Award for Excellence in Graduate Teaching & Scholarship – awarded by the Norwich Provost on 6/98  Inducted into the Phi Kappa Phi Honor Society for excellence in educational administration training – 5/95

MILITARY AWARDS  Meritorious Service Medal – awarded 6/07  Army Commendation Medal w/ Five Oak Leaf Clusters– awarded 12/02  Army Chief of Staff of the Army’s nomination for the Acclaimed General Douglas McArthur Leadership Award (received citation from the Pentagon) – 5/01  Army Achievement Medal with One Oak Leaf Cluster – awarded 1998  Air Assault Badge

Education Administration / PractiTioner Experience

HADLEY PUBLIC SCHOOLS – Hadley, MA; 1994-present

Superintendent of Schools – (Appointed 3/01/2000; served in this capacity from 6/01/2001 – present/filled in an interim basis for part of the 2000/2001 academic year)

Promoted from within the school district to provide sound fiscal and educational leadership following the transition of my predecessor. As the superintendent, I am responsible for managing and leading all district educational programs and services including, but not limited to, financial management, personnel selection and supervision, instructional programs, communicating and working with the Hadley School Committee and school community, staff development, transportation, custodial services and food services. Major accomplishment during my tenure include:

Educational Accomplishments

 Brought the Hadley Public Schools from average state (MCAS) and national test scores (IOWA Test of Basic Skills) in 2001 to always be the highest performing in Western Massachusetts and first or near tied (always in the top 1% or less) with all public schools in the Commonwealth of Massachusetts for the each of the past five years.  Personally led the creation of a comprehensive curriculum for grades PreK-12 in all subject areas that ensured we have clear performance benchmarks, standards, strands, and behavioral objectives for all courses and grades. Once completed, I instituted a five-year curriculum review cycle that ensures that one fifth of the curriculum is comprehensively reviewed annually by a team while all curriculum documents are examined annually by classroom teachers.  Developed substantive professional development opportunities for teachers, administrators and staff, including forging higher education partnerships to deliver programs that would otherwise be beyond our reach.  Brought in Virtual High School offerings to the district that has vastly expanded curriculum offerings for students in grades 9-12 by more than 200 additional courses.  Developed a credit bearing work-study program for secondary students to round out their educational experiences.

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 Brought Advanced Placement courses into the district, gradually building a to a robust set of offerings.  Initiated a gifted and talented program at our elementary school using technological mediated means.  Literally wired the school district and the school system (leading the effort to install cable between buildings to network the district) and, through numerous grants, found the resources needed to install three computer labs for our middle/secondary students and two computer labs for elementary students. Additionally, ever teacher/staff member throughout the district has their own computer and several computers are placed in every classroom (I brought the current computer/student ratio across the district to 1:2).  Initiated full-day kindergarten and full day preschool programs for all interested parents (the former without a fee and the later with a modest cost well below market value).

Finance and Facilities Accomplishments  Managed substantial building projects, including, but not limited to, wrapping up the completion of an elementary school (including working with the MSBA to complete the required audits) and renovating a secondary school (funded through MSBA, requiring leading all facets of this project including serving as the Project Manager). I also led the renovation of numerous smaller building projects in the $250,000 to $400, 000 range (we renovated major space in the secondary building each summer for seven consecutive years using grants or grant offset resources).  Developed a comprehensive capital planning process that captures the facilities needs across the district and, in a systematic manner, ensures they are brought forward to be addressed.

 Developed a strategic planning process for the district that resulted in the creation of a comprehensive strategic plan and vision for the school system to carry us through 2012. As appropriate, I work with various stakeholders to review and update this document.  Crafted a comprehensive school finance handbook, which explains all financial procedures and delineated roles and responsibilities for all when it comes to financial management.  Consistently received no improvement citations for school finance through the annual audit process meaning my financial control measures are viewed as highly successful and do not require further improvement.  Successfully pursued and received hundreds of thousands of dollars or more through numerous competitive grants over the years in such areas as technology, professional development, curricular improvements, school nursing, and small school district consolidation.  Successfully managed one of the strongest public school districts in the state on a budget that has averaged an annual increase of 1.42% (and was level funded for the initial years of my tenure) without denying teachers requests for instructional materials (proud to report that I have honored all teacher instructional material/supply requests for eight consecutive years).  Developed a stabilization fund for the school district (no funds were available when I became the superintendent) that is projected to be at or near 1.4 million by June 2011.  When I first became the superintendent the district was losing money on its school lunch program and had less than $2,000 in its preschool stabilization account. Led the school lunch program into solvency and well beyond (it has a substantial reserve account) while also managing the preschool program into the red (it now has close to $200,000 in a reserve stabilization account).

Personnel Management Accomplishments  Developed, and successfully sought by in by all parties (teachers, administrators, and school committee), a robust teacher evaluation process that has served all well.  Developed a comprehensive school administrator evaluation process that includes consideration of goals, student performance, and major accomplishments.

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 Crafted a comprehensive non-union handbook that was approved by the school community, ensuring fair procedures and treatment of all non-union personnel.  Successfully negotiated four teachers' and secretaries' contracts (three as superintendent and one as the Director of Student Services).  Developed hiring procedures to clarify roles and responsibilities for administrators, faculty, etc, when selecting school leaders, teachers and professional support staff.

During this tenure I have managed substantive school facility projects, increased student achievement to the point where the secondary school is tied for #1 in the Commonwealth of Massachusetts on the MCAS tests in 2008, successfully completed several contract negotiations, completed a significant review and updating of district curriculum in all areas, and managed the district through four years of 0% increase to the budget while creating a sizable internal stabilization account through raising a significant amount of private and grant funds.

Elementary Principal – responsible for running an elementary school with over 50 adults and 420 children grades PreK-12 (1.5 year position en route to the superintendent of schools post). This position was held concurrently with the Director of Instructional Support Services position in the school district. (Position held from 4/15/2000 – 6/1/2001)

Key Achievements:

 Brought stability to the school following the non-renewal of the former elementary principal.  Developed, with faculty, parent and community input, a comprehensive elementary discipline code where non-existed previously.  Forged a new building course scheduled to make it more responsive to student needs and teacher requests.  In collaboration with the impacted teachers, implemented an upper elementary grade teaming approach (for grades 5 & 6 that provided more opportunity for teachers to plan and address individual student needs together. Director of Instructional Support Services – (this was an Assistant Superintendent position by another name) responsible for all district-wide special education, guidance, school nursing, health, library, technology, Chapter 1, career counseling, home schooling, and preschool programs. I also served as the district’s curriculum coordinator and oversaw the district’s staff development programs. Duties included managing the personnel and services connected to the aforementioned district-wide programs as well as personnel and program evaluation. I also assisted with developing and managing the district’s budget and acted as the Superintendent of Schools in her absence. (Position held from 11/14/1994 – 6/1/2001)

Key Achievements:  Created numerous special education programs to ensure that the district was responsive to the needs of all students.  Started the process of developing technology infrastructure in the district, which I completed as the Superintendent of Schools.  Led the initiative to develop a comprehensive curriculum covering all grades and subjects in the district, which I completed as the Superintendent of Schools (and remain committed to retaining through the development of a five year review cycle).  Successfully led the district through three Coordinated Program Reviews conducted by DESE personnel. The district received literally no suggestions for improvement during my tenure.  Participated in teacher and secretary negations, to include serving as the lead for the School Committee and Superintendent in the negotiations the year prior to becoming the Superintendent of Schools.

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 Sought numerous entitled and competitive grants throughout tenure.  Oversaw the development of a full day kindergarten option for our deserving children.

Special Education Teacher --taught special education remedial courses during the summer of 1996, 1997 and 1998.

GATEWAY REGIONAL SCHOOL DISTRICT – Huntington, MA; 6/93 –11/94 Coordinator of Secondary Special Education/Dean of Students/Special Education Teacher – responsible for chairing special education meetings, coordinating special education programming at the secondary level, performing all school counselor functions, consulting on special needs issues, investigating out-of-district placements, designing mainstreaming programs and interventions, conducting psych-educational evaluations, and acting as a school disciplinarian and the secondary principal in his absence. Moreover, I taught two secondary vocationally oriented special education classes.

COMPREHENSIVE PROFESSIONAL SERVICES – Springfield, MA; 1/93 – 3/96 Clinical Director (part-time post) – responsible for coordinating, supervising and occasionally conducting psych-educational assessments as well as the delivery of direct psychological services.

PITTSFIELD PUBLIC SCHOOLS – Pittsfield, MA; 1995 Special Needs Teacher - taught secondary special education students in the summer of 1995

BRIGHTSIDE CAMPUS SCHOOL – West Springfield, MA; 1994 Special Needs Teacher – taught reading, mathematics, English, and science to emotionally and behaviorally disturbed special needs students during the summer session (middle and secondary aged students).

PRIVATE PSYCHOLOGICAL PRACTICE (p/t)– Springfield, MA; 1993 – 1998

MONSON PUBLIC SCHOOLS – Monson, MA; 3/91 – 6/93 Counselor/Psychologist – responsible for facilitating individual and group counseling sessions to address social and emotional issues for regular and special needs children; closely working with administrators, teachers and parents to address identified student issues and emotional concerns; psycho-educational testing and assessment, participation on and chairing of special education team meetings; and the scheduling of assigned students into elementary, middle and secondary school.

COMPASS PROGRAM/ SPRINGFIELD PUBLIC SCHOOLS - Springfield, MA: 9/90 – 3/91 Head Caseworker – responsible for leading individual and group counseling sessions; completing behavioral and emotional assessments on children, assignment of and chairing of treatment team meetings, and direct supervising a counseling staff of six (facility closed forcing me to find alternative work).

SPOFFORD HALL – Spofford, NH; 3/88 – 9/90 Senior Clinician – responsible for leading individual, group and family therapy sessions; conducting clinical evaluations; participation on and periodic chairing of hospital’s multi-disciplinary treatment team; and supervising the counseling staff of this inpatient setting under the direction of the clinical manager. Counselor/Case Manager – 8/88 – 4/89

HIGHER EDUCATION EXPERIENCE

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AMERICAN INTERNATIONAL COLLEGE - Springfield, MA - 11/07 - present Associate Dean of the Ed. D. Program  I co-authored and developed a Doctor of Education Program with concentrations in Educational Leadership and Supervision and Teaching and Learning from start to finish to include successfully seeking and receiving full accreditation for this new program from the New England Association of Schools and Colleges. In this role, I researched and developed the curriculum, co- authored student and faculty handbooks, and worked with the admissions, Bursar, registrar and financial aid personnel to create support systems for incoming doctoral students. I then assisted in hiring the faculty and supervising the faculty and all doctoral learners enrolled in this non- traditional, weekend doctoral program that officially began with its first cohort in November 2008. (My commitment to this Program is limited to the equivalent of five, two-day weekends annually).

UNION INSTITUTE & UNIVERSITY- Cincinnati, Ohio – 2002 –2009 Adjunct Faculty on various doctoral committees  I agreed to serve on seven different doctoral committees for learners pursuing studies in education or counseling at the Ph.D. level. Responsibilities include guiding and mentoring learners through their doctoral coursework, internships, and research culminating in highly professional dissertations of publication quality.

VERMONT COLLEGE OF UNION INSTITUTE & UNIVERSITY – Brattleboro, VT; 6/93 – 6/09 Director of the Department of Graduate Psychology and Counseling/Professor of Graduate Studies– 12/01 –6/00  With the support of the administration, I created the Department that now houses more up to 120 graduate students and employs nine faculty members (and is growing by leaps and bounds). I was responsible for all facets of the program including supervising the faculty and students and overseeing all academic matters (8 master’s degree concentrations and 11 post-master’s concentrations are offered in the broad fields of counseling, psychology & education). It is noteworthy that the Council of Applied Master’s Programs in Psychology (CAMPP) awarded our master’s programs probationary approval two year’s ago as well.

NORWICH UNIVERSITY - Northfield, VT - Co-Director of the Certificate of Advanced Graduate Studies Program/Professor of Graduate Studies – 6/97 – 12/01  With the assistance of a colleague, Dr. Christine Michael, I co-authored the CAGS Program Proposal and then, upon its approval, worked hard to implement and offer quality post-master’s programs in the areas of educational leadership, counseling, and school psychology. Upon the formation of the Department of Graduate Psychology and Counseling (DGPC), post-master’s programs in counseling and psychology were shifted over to the new academic unit. I was responsible in this assignment for securing the Vermont Department of Education’s approval and endorsement of our post-master’s programs in educational leadership and guidance counseling (which enabled our graduates to automatically receive state licensure to practice in their specialized field).

Coordinator of the Counseling Psychology Option in the Brattleboro Center – 5/95 – 12/01  Responsible for developing and delivering master’s level programming in counseling and psychology as part of The Graduate Program’s efforts to support licensure students in these academic concentrations.

Professor of Graduate Studies- 5/95 – 2009

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 Responsible for: mentoring graduate students in psychology, education and interdisciplinary studies; hiring field faculty advisors; supervising academic studies and student research; teaching process and content workshops in psychology, counseling and education; and consultation on student final study plans, final document proposals and final documents (culminating paper).

Field Faculty Advisor – served as an adjunct for students pursuing studies in psychology, counseling and education – 6/93- 5/95

Major Committee Assignments at Vermont College/Union Institute & University  CAGS/Ph.D. Advisory Committee – 7/02 –9/04  Vermont College Graduate Division’s Curriculum Committee – 2001- 2003  VC’s University Licensure Committee- 1998-2000  The Graduate Program’s Graduation Committee – 5/95-7/02  Department of Graduate Psychology and Counseling’s Admission Committee – 12/01 –present  Department of Graduate Psychology and Counseling’s Licensure Committee – 3/02 –6/08  Department of Graduate Psychology and Counseling’s Graduation Committee – 6/02 - present  Various ad hoc committee assignments and regular participation on the School of Professional Psychology’s APRC and PAC committee meetings (via conference calls)

AMERICAN INTERNATIONAL COLLEGE – Springfield, MA: 7/93 – 12/98 Adjunct Graduate Professor – assisted the graduate faculty in the School of Psychology and Education with designing a graduate program in school-educational counseling. I was the primary professor in the school counseling graduate program; and I generally taught two graduate courses per semester (to master’s, CAGS and doctoral students). Over the course of my tenure, I was assigned several different graduate courses to teach, including: Family Therapy, Counseling Theories and Practice, Psycho- educational Assessment, Principles and Practices of Guidance, Occupational Information and Vocational Counseling, Tests & Measurements, Disorders of Mathematics and Therapeutic Techniques for School Psychologists. I also assisted a minimal number of doctoral students with developing and following dissertation proposals.  Supervised Guidance Counselor internships – Spring 1993, Fall 1994 & Spring 1997  Supervised School Psychology internships – Spring, Summer and Fall 1994

WESTFIELD STATE COLLEGE – Westfield, MA; 1994  Supervised Guidance Counselor internships - Spring 1994

GREENWICH UNIVERSITY – 11/94 – 5/96 Adjunct Doctoral Faculty – served as an adjunct faculty member on the doctoral committee of a learner who pursued and completed a Ph.D. in Educational Psychology ADDITIONAL PROFESSIONAL EXPERIENCES

FUURES HEALTH CORPS Senior Educational Consultant- 2/08- present  Consults as part of a educational review team that thoroughly examines and then report back on means and methods of promoting greater efficiencies and effectiveness in public school management systems (have performed this function in a number of urban settings)

JOURNAL OF INSIGHTS IN LEARNING DISABILITIES Associate Editor – appointed 12/08 - present

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CONNECTICUT VALLEY SUPERINTENDENT’S ROUNDTABLE (Western Massachusetts Chapter of the Massachusetts Association of School Superintendents) – 6/2001 – present Member - 6/2001 – present CVSR Executive Board member (elected 6/2002) – served in this capacity from 7/1/2002 – 6/30/04 CVSR Vice-President (elected 6/2004) – term spanned the period 7/1/04 – 6/30/05 CVSR President (elected 6/2005) – term spanned the period 7/1/05 to 6/30/06

WESTERN NEW ENGLAND COLLEGE – 7/1/05- present Member-At-Large on the Alumni Board of Directors – elected by the WNEC alumni to this one year post spanning the period 7/1/05 – 6/30/05

MASSACHUSETTS ASSOCIATION OF SCHOOL SUPERINTENDENTS MASS Executive Committee Member (statewide committee) - elected to a two-year term representing Western Massachusetts effective 7/05 MASS Small and Rural Schools Task Force, Chair -(statewide committee) - appointed by membership on 12/06 to present M.A.S.S. Legislative Committee Member (statewide committee)– appointed by membership on 10/06 – present M.A.S.S. Professional Development Committee Member – appointed by membership 9/06 – present M.A.S.S. Vice-President (elected 5/07) – term spanning the period July 1, 2007 through June 30, 2008 (representing all superintendents in the Commonwealth of Massachusetts). Elected by the senior educational leaders from across the state. M.A.S.S. President-Elect - term spanned the period July 1, 2008 - June 30, 2009 M.A.S.S. President - term spanned the period July 1, 2009 - June 30, 2010 M.A.S.S. Past President - term spans the period through July 1, 2010 - June 30, 2011

MASSACHUSETTS DEPARTMENT OF EDUCATION SCHOOL PANEL REVIEW MEMBER- participated in an on-site school review panel in the Falls River School District in December 2004

COMMONWEALTH INFORMATION TECHNOLOGY INITIATIVE COMMITTEE - 12/1/04 – present (this is a statewide, higher education committee focused on integrating information technology into the public school curriculum)

HAMDEN COUNTY REGIONAL EMPLOYMENT BOARD – 1/94 – 12/95 Steering Committee Member

PRESENTATIONS

"New Developments with Regionalizing, Unionizing and Other Challenges Facing Small School Districts" (Nicholas Young/Stephen Hemman/Patrice Dardenne) on July 14, 2010 at the Massachusetts Association of School Superintendents' Annual Conference entitled "Charting a Course for the 21st Century" in Maspee, MA.

"Professional Development for Seasoned School Leaders" (Nicholas Young) on July 13, 2010 at the Massachusetts Association of School Superintendents' Annual Conference entitled "Charting a Course for the 21st Century" in Maspee, MA.

"Bullying: How Do We Respond" with District Attorney Gerry Leone, Middlesex County, Attorney Michael Long, Dr. Elizabeth Englander from the Massachusetts Aggression Reduction Center, and

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Christopher Horan, from the Horan Consulting Group (moderator) at the Massachusetts Association of School Superintendents' Annual Spring Conference on May 20, 2010.

"Education Reform Overview" (Nicholas Young/Kevin Andrews/ Anne Wass) as part of the Wheelock College Winter Policy Talks on March 4, 2010, in Brookline, MA.

“School District Regionalization, Consolidation and the State of Current Practice” (Nicholas Young) invited testimony offered to the Massachusetts Governor's Commission on Regionalization on January 29, 2010, in Boston, MA

"School Committee/Superintendent Relationships" (Nicholas Young, Suzanne Marotta, Patrice Dardenne & David Katseff) on November 19, 2009, at the Massachusetts Association of School Committees/Massachusetts Association of School Superintendents Joint Conference in Hyannis, MA

"School District Restructuring: What We Know and What We Need to Know" (Nicholas Young, Patrice Dardenne & Marcia Day) on November 19, 2009, at the Massachusetts Association of School Committees/Massachusetts Association of School Superintendents Joint Conference in Hyannis, MA

"Conversation on the State of Public Education in the Commonwealth of Massachusetts" Panel with the Secretary of Education, Paul Reville, and the Massachusetts Commissioner of Education, Mitch Chester, (served as the moderator) on November 19, 2009, at the Massachusetts Association of School Committees/Massachusetts Association of School Superintendents Joint Conference in Hyannis, MA

"Promoting High Quality Special Education Programming in a Cost Sensitive Environment" (Nicholas Young) on October 30, 2009, at the Learning Disabilities Worldwide 18th Annual World Congress on Learning Disabilities in Burlington, MA

"A Collaborative Framework for Special Education Personnel and Parents" (Nicholas Young) presented on October 29, 2009, at the Learning Disabilities Worldwide 18th Annual World Congress on Learning Disabilities in Burlington, MA.

"Neurodevelopmental Assessment: Applied Foundations and Cognitive Models" (Frank Vargo/Nicholas Young) presented on October 29, 2009, at the Learning Disabilities Worldwide 18th Annual World Congress on Learning Disabilities in Burlington, MA.

"The Educational Administrators' Role in Advancing Technology" (Nicholas Young, Patrice Dardenne & Suzanne Marotta) on October 28, 2009, at the joint Massachusetts Association of School Superintendents (MASS) and Massachusetts Computer Using Educators (MassCue) Conference at Gillette Stadium in Foxborough, MA

"The Current and Future Role Technology Will Play in Education" (Nicholas D. Young) presented as the invited opening speech on October 28, 2009, to the joint Massachusetts Association of School Superintendents (MASS) and Massachusetts Computer Using Educators (MassCue) Conference at Gillette Stadium in Foxborough, MA

"School Health Services: Are Public Schools Prepared to Address an H1N1 Outbreak" (Nicholas Young) presented as part of an invited October 21, 2009, interview for Channel TV (news) out of Springfield, MA

"How Educational Leaders at the K-20 Levels Can Advance the Educational Agenda" (Nicholas Young) presented on October 21, 2009, to a Fitchburg State College audience of graduate education students and faculty

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"Regional School District Budgeting & Finance" (Dave Tobin, Nicholas Young, Steve Hemmen & Pat Dardenne) on October 9, 2009, for the Massachusetts Association of School Superintendents in Northampton, MA

”School Consolidation Across the United States" (Nicholas Young) presented on August 30, 2009, on National Public Radio (30 minute invited presentation) out of Amherst, MA

“School Consolidation: Options and Opportunities” (Nicholas Young) presented on July 27, 2009, to the Franklin County Elected Official Caucus in Greenfield, MA.

“Regionalizing, Unionizing and Other Challenges Facing Small School Districts” (Nicholas Young/Stephen Henemen) presented on July 15, 2009, at the Massachusetts Association of School Superintendents’ Conference entitled “Leadership in Challenging Times” in Maspee, MA

“Professional Development Programming for Educational Leaders” (Nicholas Young) presented on July 14, 2009, on at the Massachusetts Association of School Superintendents’ Conference entitled “Leadership in Challenging Times” in Maspee, MA.

“School District Unions and Forced Consolidation” (Nicholas Young) invited testimony offered to the Massachusetts State Legislature’s Joint Committee on Education on June 23, 2009, in Beacon Hill in Boston, MA

“School District Consolidation in Massachusetts: Opportunities and Challenges” (Nicholas Young) invited featured speaker for this Rennie Center for Public Policy forum at American International College on May 29, 2009, in Springfield, MA.

"Rethinking Funding for Public School Systems in the Commonwealth of Massachusetts: Issues to Consider" invited testimony offered as part of a Massachusetts Association of School Superintendents panel of two (Nicholas Young/Paul Gagliarducci) to the Massachusetts House Ways and Means Committee on March 16, 2009, in Turners Falls, MA.

"Examining the Facts: the Effectiveness, Value and Importance of Small School Districts" (Nicholas D. Young/Patrice Dardenne) presented on February 19, 2009, at the National Conference on Education hosted by the American Association of School Administrators in San Francisco, CA.

"The Educational Impact of Constricting Public Resources" (Nicholas Young) presented on January 26, 2009, on Channel 22 (TV) out of Springfield, MA

"Perceived Efficiencies through Public School Regionalization" (Nicholas Young/Linda Dunlavy) presented on January 6, 2009, on Channel 3's (WHMP) TV Station (the Water Cooler Show) (this was a 30 minute TV show that was aired on several occasions) out of Springfield, MA

"An Overview of Differential Diagnosis in Special Education for Parents and Educators: Educational Implications and Remedial Considerations" (Frank Vargo, Nicholas Young & Richard Judah) presented on November 8, 2008, at the Learning Disabilities Worldwide 17th Annual World Congress on Learning Disabilities in Burlington, MA.

"The Use of Educational Consultation Services to Enhance the Effectiveness of Special Education Interventions" (Nicholas Young, Richard Judah & Frank Vargo) presented on November 7, 2008, at the

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Learning Disabilities Worldwide 17th Annual World Congress on Learning Disabilities in Burlington, MA.

"The Human Side of Learning Disabilities" (Richard Judah, Frank Vargo & Nicholas Young) presented on November 6, 2008, at the Learning Disabilities Worldwide 17th Annual World Congress on Learning Disabilities in Burlington, MA.

"Neurodevelopmental Assessment: Applied Foundations and Cognitive Models" (Frank E. Vargo, Nicholas D. Young, Richard Judah). Presented a three-part workshop from November 6-8, 2008, at the Learning Disabilities Worldwide 17th Annual World Congress on Learning Disabilities in Burlington, MA.

"Promoting Educational Collaboration Between Japan and the United States" (Nicholas Young) Speech given to the Superintendent and educational and elected officials in Sanyo Onoda City, Japan on October 21, 2008, on behalf of the Japan Fulbright Memorial Fund Program.

"A Perspective on the American Educational System" (Nicholas Young) Speech give to Mayor and an audience of public officials in Sanyo Onoda City, Japan on October 20, 2008, on behalf of the Japan Fulbright Memorial Fund Program. Published in the Sanyo Onoda City Times.

"A Review of the Literature and Facts on Small and Rural School Districts" (Nicholas D. Young) Presented on October 10, 2008, to the Franklin County Municipal Leaders and Superintendents Council Forum at Greenfield Community College in Greenfield, MA.

"An Examination of the Strengths of Small and Rural School Districts" (Nicholas D. Young) Presented on October 6, 2008, to the Franklin County Superintendents Council in Greenfield, MA

"School District Consolidation in Massachusetts: Opportunities and Challenges" (Nicholas Young, Stan Rosenberg, Pat Haddad, Glen Koocher & J.D. LaRock) Panel presentation on September 25, 2008, at the Rennie Center on Public Policy and Education in Boston, MA.

"Where School District Consolidation Goes Awry" (Nicholas D. Young) Presented on September 12, 2008, to the Franklin County Superintendents Council in Northampton, MA.

"Small School District Complexities and Practices" (Nicholas D. Young). Presented on July 16, 2008, at the Massachusetts Association of School Superintendents' Executive Institute in North Falmouth, MA.

"The Year in Review" (Thomas Scott/Nicholas D. Young/David Tobin). Presented on July 15, 2008, at the Massachusetts Association of School Superintendents' Executive Institute in North Falmouth, MA.

"Resiliency in Practice: Promoting Better Health in Helping Professionals". (Nicholas D. Young & Christine N. Michael) Presented on June 28, 2008, at the 2008 AAP Conference: Healing and Transformation in the 21st Century: Creating Personal and Global Change in Brattleboro, VT.

"Non-Traditional Professional Development for Practitioners: A Look Into the Future". (Nicholas D. Young & Christine N. Michael) Presented on June 28, 2008, at the 2008 AAP Conference: Healing and Transformation in the 21st Century: Creating Personal and Global Change in Brattleboro, VT.

"Advancing Alternatives to Consolidating Schools and Districts: Following the Data Trail" (Nicholas D. Young). Presented on May 19, 2008, at the Franklin County Meeting in Whately, MA

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“Advocating for the Future: Advancing Solutions for Small and Rural School Districts” (Nicholas Young/Peter Azar and Patrice Dardenne with Pat Stevens, Moderator). Presented at the MASS/MASC Joint Conference in Hyannis, MA on November 16, 2007.

“Learning Disabilities: A Lived Experience” (Nicholas Young/Christine Michael/Richard Judah/Frank Vargo). Presented at the 16th Annual World Congress on Learning Disabilities Conference in Marlborough, MA on November 1, 2007.

“Executive Function Disorder and Learning Disabilities: The Connection, Diagnoses, and Strategies for Intervention” (Nicholas Young/Richard Judah/Frank Vargo). Presented at the 16th Annual World Congress on Learning Disabilities Conference in Marlborough, MA on November 1, 2007.

“Challenges Associated with Small and Rural Districts.” (Nicholas Young). Presented at the Hampshire Educational Collaborative Regional Superintendent’s Steering Meeting in Northampton, MA on October 26, 2007.

“Psychology of Small and Rural Schools” (Nicholas Young/Peter Azar) Presented at the MASS Executive Institute 2007 Summer Conference in Mashpee, MA on July 19, 2007.

“Science, Technology, Engineering and Mathematics” (Nicholas Young, Moderator) Presentation at the MASS Executive Institute 2007 Summer Conference in Mashpee, MA on July 18, 2007.

‘Psychology of Gifted Students” (Nicholas Young/Diana Reeves/Susan Whettle) Presentation made at the Policies, Strategies and Programs for Advanced, Talented and Creative Learners Conference convened in Northampton, MA on April 26, 2007.

“Adaptive Leadership for Practitioners” (Nicholas Young/Ed Costa) Presented on behalf of the Connecticut Valley Regional Superintendents’ Roundtable in East Longmeadow, MA on April 12, 2007.

"Superintendents as Learners: How a Superintendent Roundtable Created a Professional Learning Community Utilizing Adaptive Leadership Case Consultation" (Nicholas Young/Michael Bouniconti/Edward Costa/Sue Gee/Fran Gougen/Pat Stevens). Presented at the National Conference on Education in New Orleans, LA on March 2, 2007.

"Adaptive Leadership Applied to Diverse Organizational Settings" (Nicholas Young/Michael Bouniconti/Edward Costa/Sue Gee/Fran Gougen/Pat Stevens). Presented at the Connecticut Valley Superintendents' Roundtable in Holyoke, MA on February 9, 2007.

"Small District Issues and Concerns" (Peter Azar/Nicholas Young/Herb Abelow). Presented at the MASC/MASS Joint Conference in Hyannis, MA on November 10, 2006.

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"Nonverbal Learning Disability Educational Implications and Remedial Considerations: An Overview for Parents and Educators." (Frank Vargo/Nicholas Young). Presented at the 15th Annual World Congress on Learning Disabilities in Burlington, MA on October 28, 2006.

"Technology Essentials for Today's Superintendent" (Ed Costa, Nicholas Young/Isa Zimmerman). Presented at the Superintendent Technology Leadership Conference in Worcester, MA on October 4, 2006.

“School Finance: Obstacles and Opportunities” (Nicholas D. Young/Alan Genovese/ Ed Costa) Presented to the Connecticut Valley Superintendents’ Roundtable, Holyoke, MA on April 16, 2004.

“Challenges to School Improvement” (Nicholas D. Young/Gus Sayer/ Joan Schuman). Presented to the annual Massachusetts Legislative Breakfast, Northampton, MA on November 15, 2002.

“Breathing Life into School Reform: A Case of Six Inspired Schools” (Nicholas D. Young/Christine N. Michael). Presentation at the 94th Annual National Rural Educators’ Conference, Portland, OR on October 17, 2002.

“The Difficult Art of ‘Translation’: Bridging the Academic and Personal Worlds of Non-Traditional Adult Learners.” (Nicholas D. Young/Christine N. Michael) Presentation at the Fifteenth Annual Adult Development Symposium, New York, NY onJune 24, 2000.

“Seeing a Bigger Picture that Could Be Me: Educational Persistence Among Non-Traditional Graduate Students”. Presentation at the CAEL International Conference, San Diego, CA on November 12, 2000.

‘Finding “The Great Courage to Change”: Factors Influencing Persistence Among Non-Traditional Students” (Nicholas D. Young/Christine N. Michael). Presented at the National Conference for the Adult Learner, Atlanta, GA on May 29, 2000.

“The Shadow of Doubt Resides Within: Educational Persistence Among Non-Traditional Graduate Students” (Nicholas D. Young/Christine N. Michael). Presented at the 19th annual Alliance/ACE Conference, Sarasota Springs, NY on October 22, 1999.

“Unique Challenges and Successes in one Small School District” (Nicholas D. Young/Elaine Mokrzycki). Presented at the Superintendents’ Technology Leadership Conference, Sturbridge, MA on October 14, 1999.

“Integrating Technology into the Contemporary Classroom: Administrative Planning Issues” (Nicholas D. Young/Elaine Mokrzycki). Presented at the 1999 Education and Technology Conference sponsored by Hampshire College, Hadley, MA on June 3, 1999.

“Crises in the Classroom” (Nicholas D. Young/Christine N. Michael). Presented at the National Conference for the Adult Learner, Richmond, VA on May 31, 1999.

“Identity and Integrity: Meaning Making in the Professional Lives of University Faculty” (Nicholas D. Young/Christine N. Michael). Presented at the American Association of Higher Education Conference, San Diego, CA on January 24, 1999.

“Identity and Integrity: Meaning Making in the Professional Lives of Progressive Educators” (Nicholas D. Young/Christine N. Michael). Presentation at the annual American Council on Education/Alliance Conference, San Diego, CA on October 8, 1998.

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Moderator for Adult Development Forum at the Annual Society for Research on Adult Development Symposium, Montpelier, VT on June 20, 1998.

“Standardization Versus Individualization: The Challenge of Creating Quality Professional Development Programs within a Student-Centered, Inquiry-Based Graduate Education Model” (Nicholas D. Young/Christine N. Michael). Presentation at the 1998 National Conference on the Adult Learner, Richmond, VA on May 25, 1998.

“Best of Both Worlds: Making Special Education Work in a Regular Education Setting” (Nicholas D. Young/Richard Weber). Presented at the Healthy Children, Health Communities Conference, Greenfield, MA on March 19, 1998.

“Regular Education Initiative” (Nicholas D. Young). Presented at the Massachusetts Special Education Directors’ Conference, Greenfield, MA on March 11, 1994.

“School-To-Career Opportunities” (Mary Beech/Nicholas Young). Presented at the Career Counselors’ Conference, Pittsfield, MA on April 12, 1995.

“Tech Prep and School-to-Work Transition Programs” (Nicholas D. Young/Mary Beech). Presented at Clark University to the Massachusetts School Counselors’ Association on May 18, 1994.

PROFESSIONAL EDUCATION/INSTRUCTIONAL VIDEOS FOR EDUCATORS

Young, N. (2010) Leadership training activities for students. Part of the Curriculum Resources Series. Filmmaker: Demand Video, Santa Barbara, CA.

Young, N. (2010) How to get organized for school. Part of the Curriculum Resources Series. Filmmaker: Demand Video, Santa Barbara, CA.

Young, N. (2010) Non-teaching jobs for education degrees. . Part of the Professional Development Series. Filmmaker: Demand Video, Santa Barbara, CA.

Young, N. (2010) Pros and cons of block scheduling. . Part of the Issues in Education Series. Filmmaker: Demand Video, Santa Barbara, CA.

Young, N. (2010) Pros and cons of school uniforms. Part of the Issues in Education Series. Filmmaker: Demand Video, Santa Barbara, CA.

Young, N. (2010) Pros and cons of assessment testing. . Part of the Issues in Education Series. Filmmaker: Demand Video, Santa Barbara, CA.

Young, N. (2010) Types of teaching degrees. Part of the Professional Development Series. Filmmaker: Demand Video, Santa Barbara, CA.

Young, N. (2010) How to teach critical thinking skills.. Part of the Learning & Perception Series. Filmmaker: Demand Video, Santa Barbara, CA.

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Young, N. (2010) How students develop online learning skills. Part of the Learning & Perception Series. Filmmaker: Demand Video, Santa Barbara, CA.

Young, N. (2010) How to create a course evaluation form. Part of the Learning & Perception Series. Filmmaker: Demand Video, Santa Barbara, CA.

Young, N. (2010) How to motive a student to learn. Part of the Learning & Perception Series. Filmmaker: Demand Video, Santa Barbara, CA.

Young, N. (2010) How to apply for student grants. Part of the Professional Development Series. Filmmaker: Demand Video, Santa Barbara, CA.

Young, N. (2010). How to identify gifted & talented students. Part of the Special Education Series. Filmmaker: Demand Video, Santa Barbara, CA.

Young, N. (2010) How to prepare your student for college. Part of the Curriculum Resources Series. Filmmaker: Demand Video, Santa Barbara, CA.

Young, N. (2010) How to teach Internet safety in secondary school. Part of the Curriculum Resources Series. Filmmaker: Demand Video, Santa Barbara, CA.

Young, N. (2010). School district regionalization and consolidation. Part of the Professional Development Series. Filmmaker: Demand Video, Santa Barbara, CA.

PUBLICATIONS

Young, N. & Hajir, F. (2010). In Consolidation Debate, Who Decides Children's Best Interests? School Administrator August, 39.

Young, N. & Michael, C. (authors/editors) (2010) "Creative solutions to contemporary problems in small and rural schools” Weston, MA: Learning Disabilities Worldwide, Inc.

Young N. & The Hopkins Academy Faculty (2010). Hadley Public Schools: Home of Hopkins Academy and a Teacher Spirit that Fosters Excellence in Education. In N.Young and C. Michael (Eds). (2010). Creative solutions to contemporary problems in small and rural schools. Weston, MA: Learning Disabilities Worldwide, Inc.

Young, N, Marotta, S. & Dardenne, P. (2010). Adopting and Promoting Technology in Schools: The Role of Educational Administrators. On Cue (Winter Edition). Pages 11, 12 & 27-28. Computer Using Educators Press, Boston, MA

Vargo, F.E., Young, N., Judah, R. (2010). The Role of Word Automaticity and Reading Fluency in Reading Disorders: A Guide for Assessment, Diagnosis, and Remediation. Insights on Learning Disabilities: From Prevailing Theories to Validated Practices. Learning Disabilities Worldwide, Inc. Weston, MA.

Judah, R. Young, N., & Vargo, F.E. (2010). Executive Function Disorder and Learning Disabilities: The Connection, Diagnosis, and Strategies for Intervention. In N.G. Wamba & T.A. Citro (Eds), Quality

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Education for All: Research, Practice, and Advocacy. Learning Disabilities Worldwide, Inc. Weston, MA.

Young, N., Judah, R., & Vargo, F.E. (2010). Learning Disabilities: A Lived Perspective.In N.G. Wamba & T.A. Citro (Eds), Quality Education for All: Research, Practice, and Advocacy. Learning Disabilities Worldwide, Inc. Weston, MA.

Young, N. (2010). Introduction written for Mondschein, K (2010). Career launcher: Education. New York: Ferguson Publishing.

Young, N. & Michael, C. (2009) (eds). Counseling with confidence: From pre-service to professional practice. Synthesis Center Press: Amherst, MA.

Young, N. (2009) Book Review on Golden, J & Citro, T.A. (eds) (2009) I am full of possibilities: Oliver gets tested . Learning Disabilities Worldwide, Inc. Weston, MA.

Young, N. (2009) "School Administrators Need to Embrace Educational Technology" (speech given at the October 2009 MASS/MassCue Conference and then subsequently published on the MassCue website (can be accessed in electronic form at www.masscue.org)

Young, N. (2009) Japan: Simple but Potent Parenting. School Administrator March 3, 66.

Young, N. (2009) What You are Not Hearing About School District Consolidation. Rennie Center for Educational Policy (can be accessed in electronic form at www.renniecenter.org)

Michael, C. & Young, N. (2009). We are Human: Collective Advice for New Practitioners. In N.Young & C. Michael (Eds) Counseling with confidence: From pre-service to professional practice. Synthesis Center Press: Amherst, MA.

Young, N. & Michael, C. (eds). (2008) Counseling in a complex society: Contemporary challenges to professional practice. Psychosynthesis Center Press; Amherst, MA.

Michael, C., Young, N & Corson, W (2008). Clinical Supervision. In N.D.Young, & C. Michaels (Eds.), Counseling in a complex society: Contemporary challenges to professional practice. Psychosynthesis Center Press, Amherst, MA.

Zimmerman, I.K., Young, N. & Costa, E. (2007). "Technology Essentials for the Superintendent." On Cue, 27, p. 2 & 37-39.

Michael, C. & Young, N. (2006) . "Preparing the Next Generation of School Leaders: Advice from Veteran Leaders." ERIC. Research Report ED491530.

Michael, C. & Young, N. (2006). "Seeking Meaning School Reform: Characteristics of Inspired Schools." ERIC. Research Report ED490677.

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Vargo, F, Young, N. & Vargo, C (2004) “The role of phonological processing in reading disorders: A guide for assessment, diagnosis, and remediation”. The Journal of the Learning Disabilities Association, 15, 13-16.

Young, N. (2004). “Primary Factors Associated with Local School Improvement: A Quantitative Study Examining the Role of Community Involvement”. Unpublished doctoral dissertation written while a doctoral student at Union Institute & University located in Cincinnati, Ohio.

Young, N. & Michael, C. (2000). “Finding the great courage to change: Factors influencing persistence among non-traditional graduate students”. National Conference on the Adult Learner Conference Proceedings. 83-84.

Michael, C. & Young, N. (2000). “Offering a Vision for the Journey: The case for peer mentoring in support of the practice of school psychology” CT School Psychologist, 7, 7-9.

Braun, C & Young, N. (1999). “Anxiety and stress disorders in school children: Assessment and treatment. NHASP Protocol, 19, 9-11.

Braun, C. & Young, N. (1999). “ Anxiety and stress disorders in school children: Recognizing the manifest behaviors and their underlying issues. NHASP Protocol, 17, 6-7.

Michael, C & Young, N. (1999). “New traditions of the calling: Progressive practitioner education in Vermont College’s graduate program. CAEL Forum. 9-10 & 24.

Young, N. & Michael, C. (1999).”The Shadow of Doubt Resides Within: Educational Persistence Among Non-Traditional Graduate Students” 19th Annual Alliance/ACE Conference Proceedings , 137-142.

Michael, C & Young, N.(1999).”Beyond Psychometrics and Behaviorism: Meaning Making in the Professional Lives of Contemporary School Psychologists” CT School Psychologist, 6, 15-16.

Michael, C. & Young, N. (1999). “You Look for Meaning in the Cracks: Faculty Meaning Making and Its Implications for Administrators”. The Department Chair, 10, 11-12.

Michael, C. & Young, N. (1999). “Like a Fish in Water: Meaning Making and Satisfaction in College Level Teaching” Alliance Newsletter, 11, 1-3.

Young, N. (1999). “The Anxiety Epidemic: Issues and Interventions”. Healthcare Review, 12, 13.

Michael, C. & Young, N. (1998). “Standardization versus individualization: The challenge of creating quality professional preparation programs within a student-centered, inquiry-based graduate educational model” The National Conference on the Adult Learner Conference Proceedings. 67.

Michael C. & Young, N. (1998). “In grave danger of growing: A developmental perspective on practitioner education” (Published in Transformational Learning: The Vermont College Experience, edited by Margaret Blanchard).

Young, N.(1993). Should Bannatyne Be Banned?: Using WISC-R Subtypes to Guide Reading Disability Assessments. Unpublished doctoral dissertation written while a doctoral student at American International College in Springfield, MA.

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PROFESSIONAL MEMBERSHIPS

 American Association of School Administrators  Massachusetts Association of School Superintendents  Connecticut Valley Superintendents' Roundtable  American Psychological Association  National Association of School Psychologists  National Association of School Counselor MILITARY SERVICE

U.S. ARMY RESERVE - 455th Medical Company, 9/10 - present Commander (LTC Command position) - serves as the commander of this medical company and is responsible for leading all facets of the unit to prepare for its combat mission to include supervising officers, non-commissioned officers and soldiers, managing administrative functions, planning and conducting quality training experiences, managing effective supply operations, and personnel evaluation. Current Rank: Lieutenant Colonel

US ARMY RESERVE- 287th Medical Company; 9/07 - 9/10 Commander (LTC Command position)– serves as the commander of this medical/dental company and is responsible for planning and executing quality training, supervising and evaluating soldiers, non- commissioned and commissioned officers, and managing all facets of the unit to include supply, administrative functions, and clinical operations.

U.S. ARMY RESERVE- 405th Combat Support Hospital; 4/05 – 9/07 S2/S3 Medical Operations Officer & S1 Adjutant – serves as the senior operations officer and adjutant for the 405th Combat Support Hospital, which is a LTC assignment in a battalion sized military unit.

US ARMY RESERVE- 287th Medical Company; 2/94 –4/05 Executive Officer – as the second in command of a medical company, responsible for planning and executing quality training and supervising and evaluating soldiers and non-commissioned and commissioned officers.

US ARMY RESERVE – 3/35th Infantry; 5/92 – 2/94 Executive Officer – served as second in command of a headquarters infantry company consisting of over 200 enlisted personnel. I was responsible for supervising all personnel and for overseeing company level training, logistics and unit administrative functions.

MASSACHUSETTS ARMY NATIONAL GUARD – 1/104th Infantry; 11/90 – 5/92 Platoon Leader – responsible for the training and supervision of an infantry rifle platoon consisting of 45 enlisted soldiers and non-commissioned officers.

NEW HAMPSHIRE ARMY NATIONAL GUARD  Served as an enlisted soldier in the field artillery from 5/84 – 4/86  Attended Officer Candidate School from 4/88 to 8/90 and received federal commission in 8/90

US ARMY, 101st Airborne (Air Assault) Division; 5/86 – 4/88  Served in the active duty infantry in several leadership roles and acquired the rank of Sergeant. Honorably discharged.

MILITARY SCHOOLS COMPLETED

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 Basic Training – Fort Sill, Oklahoma in 1984  Advanced Infantry Training – Fort Benning, Georgia in 1986  Air Assault School – Fort Campbell, Kentucky in 1987  Primary Leadership Development Course – Fort Indiantown Gap, Pennsylvania in 1988  Leadership Development Course – Center Strafford, New Hampshire in 1988/1989  Officer Candidate School – Center Strafford, New Hampshire in 1989/1990  Infantry Officer Basic Course - Fort Benning, Georgia in 1992  AMEDD Officer Basic Course – completed via a correspondence format in 1994  AMEDD Officer Advanced Course – Fort Sam, Houston in 1999  Combined Arms Services Staff School – Devens Reserve Forces Training Area/Fort Dix, New Jersey in 1999/2000 in 2006

MILITARY SCHOOLS COMPLETED (Con't)

 70H- Medical Operations, Planning, Training and Security Course – Fort Sam, Houston, completed 2006  Joint Forces Orientation Course – Naval Center and School, Besthesda, MD completed in 2006  Joint Medical Planners’ Course – Naval Center and School, Bethesda, MD, completed in 2005  Intermediate Level Education – School of Distributive Learning, (web-based), completed in 2006  Commander’s Safety Course – School of Distributive Learning (web-based), completed in 12/07  Pre-Company and Detachment Commander's Course- Fort McCoy, WI, completed in 8/08  Company Trainer and Leader Development Course - Military Training Facilities in Sturbridge, MA, completed in 8/08  Advanced Warfighter Officers' Course (AWOC) - School of Distributive Learning -completed PH1 in 05/2008  Air War College - currently enrolled (completed terms 1 & 2 of 6 in the summer of 2010)

ATTACHMENT 19 STAFF RESUMES

 Jack Kelley, M.Ed.

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 Suzanne Marotta, Ed.D.

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Dr. Suzanne Marotta 69 Sherwood Ave. West Springfield, MA 01089 Home (413) 737-9849 Cell (413) 221-5847 E-mail address: [email protected]

EDUCATION

NOVA SOUTHEASTERN UNIVERSITY– Fort Lauderdale, FL; 1988-1992  Doctor of Education– received 11/92

VILLANOVA UNIVERSITY– Villanova University, Villanova, PA; 1984-1986  Master of Arts – received 12/86

GWYNEDD MERCY COLLEGE – Gwynedd Valley, PA; 1967-1976  Bachelor of Science – received 6/76

PRACTITIONER CREDENTIALS

FELLOWSHIP, SENIOR FELLOWSHIP AND INTERNATIONAL DIPLOMATE These designations are considered a distinguished credential within our professional organization.

 All three designations were awarded May 17, 2009 from American International College and the Massachusetts Association of School superintendents

CERTIFIED READING TEACHER  Certified Level One Teacher  Linda Moodbell 5 day training

CERTIFIED YOGA INSTRUCTOR  Completed 200 hour yoga teacher training, Amherst Yoga Center, Yoga Alliance Certified (November 2008). o Enrolled in 500 hour yoga teacher training, Yoga Vermont, Yoga Alliance Certified (upon completion).

EDUCATOR LICENSES (Commonwealth of Massachusetts issued)  Licensed Superintendent of Schools (grades ALL)  Licensed Principal (N-6)  Licensed Teacher (elementary)

EDUCATOR LICENSES (State of New Hampshire issued)  Licensed Principal (K-12)  Eligible for Superintendent’s licensure

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HIGHER EDUCATION EXPERIENCE

UNIVERSITY of PHOENIX- Phoenix, AZ: 2003 - 2010 Adjunct Faculty on various administrative courses  I teach a series of administrative internship courses for students in various parts of the US as well as in foreign countries. These students are receiving Master’s Degrees in School Administration.

WESTFIELD STATE COLLEGE– Westfield, MA: 2003 - 2006 Adjunct Faculty on various administrative courses  I have taught for the graduate division of the college including a seminar for teachers in “Differentiated Instruction” and the online course “The Role of the Principal”.

AMERICAN INTERNATIONAL COLLEGE – Springfield, MA: 2007 - 2009 Adjunct Graduate Professor – 2007-2009  I assisted the graduate faculty in the School of Education with designing a graduate course for student teachers online. This is the first time this course has been taught online. I have also taught graduate classes in Curriculum and Supervision.

PRACTITIONER EXPERIENCE

MEDICAL KNOWLEDGE INSTITUTE Springfield, MA July 2010 Executive Director- Responsible for the development of all MKI operations, programs and finances in the USA. MKI is a 501c3 new non-profit corporation in the USA but has existed in the Netherlands for over 10 years. The mission of the organization is Prevention through Education, currently working in South Africa with HIV positive people to enrich their lives by providing basic education programs.

WEST SPRINGFIELD PUBLIC SCHOOLS West Springfield, MA July 1997- June 2010 Superintendent of Schools – Responsible for all district programs and services including, but not limited to, financial management of a $35million dollar budget, oversight of curriculum and instruction, personnel selection and supervision, communicating and working with the West Springfield School Committee and school community, staff development, transportation, custodial services and food services. West Springfield is a 4,000 pupil suburban school district. One high school (1,400), one middle school, (1,000), five elementary schools, one early childhood and kindergarten center and 2 alternative education programs.

NARRAGANSETT REGIONAL SCHOOL DISTRICT Baldwinville, MA July 1993 - June 1997 Assistant Superintendent - Duties in the Narragansett Regional School District include supervision and evaluation of instruction, professional development, teacher training, and grant writing.

WINCHENDON PUBLIC SCHOOLS Winchendon, MA May 1992 - July 1993 Acting Superintendent - This position in the Winchendon Public Schools was a trial collaborative superintendency. Four administrators acted as the superintendent. The Boston Globe and AASA featured articles about this innovation.

WINCHEDON PUBLIC SCHOOLS Winchendon, MA October 1989 - September 1993 Principal - Memorial School is a preK-5 elementary school. It served over 1000 students in 4 different locations.

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MOUNT SAINT MARY'S HIGH SCHOOL Nashua, NH August 1988- October 1989 Principal- An all girls high school of 300 students in financial trouble. It is now closed.

SS. PETER AND PAUL SCHOOL Easton, MD September 1985- June 1989 Principal - This is a preK-12 school with about 450 students.

VARIOUS SCHOOLS VA and PA September 1966-June 1985 Teacher - Nineteen years experience in various schools and grades ranging from pre-school to grade 12 in 3 different states.

ADDITIONAL PROFESSIONAL EXPERIENCES

CONNECTICUT VALLEY SUPERINTENDENT’S ROUNDTABLE (Western Massachusetts Chapter of the Massachusetts Association of School Superintendents) – 6/2001 – present Member - 6/1997 – present CVSR Executive Board member (elected 6/2000) – served in this capacity from 7/1/2000 – 6/30/04 CVSR Vice-President (elected 6/2002) – term spanned the period 7/1/02 – 6/30/03 CVSR President (elected 6/2003) – term spanned the period 7/1/03 to 6/30/04

EASTERN STATES EXPOSITION TRUSTEE– 7/1/1998- present Trustee from Massachusetts– (elected 1998) by the Trustees Chairperson of the Western Mass Grants Committee (elected 2003) we determine the yearly distribution of $12,500 in grant funds Vice-Chairperson of the Eastern States Foundation (elected 2007)

HARMONY HOUSE 2006-2009 Vice-Chairman of the Board (elected 12/2006) a 501(c) (3) non-profit corporation for terminally ill persons who have no caregivers

WEST SPRINGFIELD TEEN CENTER 1998-present Board Member (elected 6/1998)

WEST SPRINGFIELD BOYS AND GIRLS CLUB 1998-2003 Board Member (elected 6/1998) served as a board member

LOWER PIONEER VALLEY EDUCATIONAL COLLABORATIVE 7/1997-present Chairperson (elected yearly) to represented the member superintendents

FEMA Emergency Management Institute Introduction to the Incident Command System and National Incident Management System completed IS-00700 and IS-00100, January 2008

Middle States Association of Schools and Colleges Principal during accreditation 1985, assembly reader 1987, school visitation team leader 1988 New England Association of Schools and Colleges Superintendent during accreditation 2003, visiting team member for 2 high schools 2001 and 2002 Preventing Discrimination in the Workplace sponsored by the Massachusetts Commission Against Discrimination (MCAD) train the trainer program complete April, 2008

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PRESENTATIONS

“School Committee/Superintendent Relationships” (Suzanne Marotta). Presented at the MASC/MASS 45th Annual Joint Conference, Hyannis, MA,. November 19, 2009.

"The Educational Administrator’s Role in Advancing Technology” (Suzanne Marotta). Presented at the MASS Cue Fall Conference, Foxboro, MA, October 28, 2009.

“Transitioning Students from non-English to English Curricula" (Suzanne Marotta). Presented at an International conference in the United Arab Emirates, Abu Dhabi, March, 19, 2009.

“Strategies that Work” (Suzanne Marotta). Presented to all district paraprofessionals in the West Springfield Public Schools, West Springfield, MA. November 2, 2004.

“Looking at Student Work” (Suzanne Marotta). Presented to all district administrators and supervisors in the West Springfield Public Schools, West Springfield, MA. September 27, 2004.

“Classroom Observations via Walk Through” (Suzanne Marotta). Presented to all district administrators and supervisors in the West Springfield Public Schools, West Springfield, MA. November 2, 2004.

“Effective Teacher Performance Evaluations” (Suzanne Marotta). Presented to the elementary administrators of the Amherst Public Schools, Amherst, MA. March, 2002.

“Using Appreciative Inquiry in Living Values” (Suzanne Marotta/Marjorie Schiller). Presented at the Living Values Conference, Hunter, NY. August 8-11, 2002.

“Co-constructing Exemplary Schools” (Suzanne Marotta/Marjorie Schiller). Presented at the 2002 TASSP Fall Institute, Austin, TX. November 10-12, 2002.

“Writing Narrative Performance Evaluations Using CEIJ” (Suzanne Marotta). Presentation to West Springfield District Administrators, August 19, 1999 and August 23, 2000.

“Building Better Teaching Skills” (Suzanne Marotta). Presented at West Springfield High School, West Springfield, MA. March 20, 2000.

“Wildly Successful” (Suzanne Marotta). Presented at to all new teachers in West Springfield, MA. each year.

“Shopping for Rubrics” (Suzanne Marotta). Presented at Fausey Elementary School, West Springfield, MA. March 6, 2001.

“Observing Reading for Principals” (Suzanne Marotta). Presented at the International Reading Conference, Stavanger, Norway, August, 1999. “Observing and Analyzing Instruction” (Suzanne Marotta). Presented at Narragansett Regional High School, Baldwinville, MA. April 12, 1995.

“Building Better Teaching Skills” (Suzanne Marotta). Presented at Narragansett Regional High School, Baldwinville, MA. October 18, 1994.

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PUBLICATIONS

Marotta, S (2010) “Small School Case Study, Narragansett Regional School” (Publication pending).

Professional Education/Instructional Videos for Educators

Marotta, S. (2010) Teaching jobs for ESL certification. Part of the Language and Literacy Series. Filmmaker: Demand Video, Santa Barbara, CA.

Marotta, S. (2010) How to teach at online universities. Part of the Learning and Perception Series. Filmmaker: Demand Video, Santa Barbara, CA.

Marotta, S. (2010) How to motivate ESL students to learn. Part of the Learning and Perception Series. Filmmaker: Demand Video, Santa Barbara, CA.

Marotta, S. (2010) How to teach college classes online. Part of the Language and Literacy Series. Filmmaker: Demand Video, Santa Barbara, CA.

Marotta, S. (2010) Student benefits of online learning. Part of the Learning and Perception Series. Filmmaker: Demand Video, Santa Barbara, CA.

Marotta, S. (2010) The impact of computer based teaching. Part of the Learning and Perception Series. Filmmaker: Demand Video, Santa Barbara, CA.

Marotta, S. (2010) How do employers feel about online degrees. Part of the Professional Development Series. Filmmaker: Demand Video, Santa Barbara, CA.

Marotta, S. (2010) How do online classes work. Part of the Learning and Perception Series. Filmmaker: Demand Video, Santa Barbara, CA.

Marotta, S. (2010) How do you balance work and online school. Part of the Professional Development Series. Filmmaker: Demand Video, Santa Barbara, CA.

Marotta, S. (2010) Reasons for attending an online college. Part of the Professional Development Series. Filmmaker: Demand Video, Santa Barbara, CA.

Marotta, S. (2010) Tips for students taking online classes. Part of the Professional Development Series. Filmmaker: Demand Video, Santa Barbara, CA.

Marotta, S. (2010) What are the advantages of online learning? Part of the Professional Development Series. Filmmaker: Demand Video, Santa Barbara, CA.

Marotta, S. (2010) What is the difference between online classes and traditional learning? Part of the Professional Development Series. Filmmaker: Demand Video, Santa Barbara, CA.

Marotta, S (2009), “Adopting and Promoting Technology in Schools: The Role of Educational Administrators. TheCue, January, 2010 issue.

Marotta, S. (2008). “A Picture Is a Thousand Words” (pending publication) Marotta, S. (2007). “Can We Get There From Here” (pending publication)

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Marotta, S. (2006). “Optimizing Administrating” (pending publication)

Marotta, S (2000). “Today’s Literacy Instruction: What Do Principals Need to Know” The MRA Primer vol. 28#3 1999-2000.

Marotta, S. (1992). “The Development and Implementation of a Program to Enhance the Achievement of Underachieving Gifted Elementary Students” Unpublished doctoral dissertation written while a doctoral student at NovaSoutheastern University, Ft. Lauderdale, FL.

Marotta, S. (1971). “Child of Many Wonders” (Published by the Missionary Sisters of Verona, edited by Sr. Gemma).

PROFESSIONAL MEMBERSHIPS

 American Association of School Administrators  Phi Delta Kappan  Massachusetts Association of School Superintendents  American Association School Administrators  Yoga Alliance

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