Fenix Charter School Final Application 2013-14

Application for a Massachusetts Commonwealth Charter School

Submitted to the Massachusetts Department of Elementary and Secondary Education by the Fenix Charter School Design Team

October 25, 2013

TABLE OF CONTENTS

Information Sheet p. 4 - 5

Certification Statement p. 6

General Statement of Assurances p. 7 - 8

Federal Statement of Assurance p. 10

Executive Summary p. 11 - 12

Public Statement p. 13

Part I: Charter School Mission, Vision, and Description of Community to be Served p. 14 - 17

A. Mission Statement p. 14 B. Vision Statement p. 14 C. Description of Community to be Served p. 14 - 17

Part II: How will the school demonstrate academic success? p. 17 - 46

A. Educational Philosophy p. 17 - 22 B. Curriculum and Instruction p. 22 - 32 C. Performance, Promotion, and Graduation Standards p. 32 – 30 D. Assessment System p. 35 - 36 E. School Characteristics p. 37 - 43 F. Special Education Populations and Student Services p. 44 - 46

Part III: How will the school demonstrate organizational viability? p. 46 - 72

A. Enrollment and Recruitment p. 46 – 48 B. Capacity p. 48 - 53 C. School Governance p. 53 – 57 D. Management p. 57 – 65 E. Facilities and Student Transportation p. 65 – 66 F. School Finances p. 67 – 69 G. Action Plan p. 69 – 72

Fenix Charter School / Final Application page 2

TABLE OF CONTENTS CONTINUED

Part IV: How will the school demonstrate that it is faithful to the terms of its charter? p. 72 - 75

A. Process p. 72 B. Accountability Plan Objectives p. 72 - 73 C. Narrative p. 74 D. Dissemination p. 74 – 75

Part V: Required Attachments p. 76 - 282

Attachment 1: Bylaws p. 77 - 81

Attachment 2: Recruitment and Retention Plan p. 82 - 89

Attachment 3: Enrollment Policy p. 90 – 93

Attachment 4: Organizational Chart p. 94

Attachment 5: Operating Budget: Projected Revenues and Expenditures p. 95 – 100

Attachment 6: Scope of School Support Services: Big Picture Learning p. 101 – 104

Attachment 7: Founding Group: Bios, Questionnaires, and Resumes p. 105 – 259

Attachment 8: Curriculum: Grades 5 to 12 p. 260 – 263

Attachment 9: Core Instructional Practices for Diverse Learners p. 264 – 265

Attachment 10: Response to Intervention Model p. 266 – 267

Attachment 11: Sample Project Rubric p. 268 – 271

Attachment 12: Facilities Design p. 272

Attachment 13: Letters of Support p. 273 – 276

Attachment 14: Impact of BPL’s Learning Model in Raising Student Performance p. 277 – 279

Attachment 15: Research References p. 280 – 282

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COMMONWEALTH CHARTER APPLICANT INFORMATION SHEET

This form must be attached to the letter of intent, prospectus, and final application. Please type information.

Name of Proposed Charter School: Fenix Charter School

School Address (if known): 20 Wheeler Street

School Location (City/Town REQUIRED): Lynn, MA 01902

Primary Contact Person: Frank DeVito

Address: 33 Breed Street

City: Lynn State: MA Zip: 01902

Daytime Tel: ( 781 ) 599 - 2121 Fax: ( 781 ) 599 – 2110

Email: [email protected]

1. The proposed school will open in the fall of school year: X 2014-2015  2015-2016

School Year Grade Levels Total Student Enrollment First Year 5 75 Second Year 5 - 6 150 Third Year 5 - 7 225 Fourth Year 5 - 8 300 Fifth Year 5 - 9 375

2. Grade span at full enrollment: Grades 5 to 12

3. Total student enrollment when fully expanded: 600 4. Age at entry for kindergarten, if applicable: NA

5. Will this school be a regional charter school?  Yes X No

If yes, list the school districts (including regional school districts) in the proposed region. Please only list districts that are included in Appendix B. (Use additional sheets if necessary.)

If no, please specify the district’s population as reported in the most recent United States census estimate for the community the school intends to serve: 91,253. The Board of Elementary and Secondary Education shall not approve a new Commonwealth charter school in any community with a population of less than 30,000 as determined by the most recent United States census estimate [available at http://www.census.gov/], unless it is a regional charter school. (MGL c. 71 § 89(i)(1).

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6. For all proposed charter schools, list the districts that are contiguous with the proposed school’s district or region. Please only list districts that are included in Appendix B. (Use additional sheets if necessary.) Peabody Salem

Nahant Saugus Revere Swampscott

7. Will the proposed school serve a district where overall student performance on the MCAS is in the lowest 10 percent, as designated in Appendix B? X Yes  No

8. Will the proposed school serve a district or districts in which the 9 percent net school spending cap is, or could be, exceeded by 2013-2014 applications? X Yes  No

9. Have members of the applicant group previously submitted a prospectus or final application that did not result in a charter? X Yes  No If yes, is the present submission related in content to the previous application? X Yes  No If yes, please indicate the name of the previous proposal and the year submitted.

Fenix Charter School* 2012

* Please note that the prospectus was not formally reviewed because the founding group had not partnered with a proven provider as required in districts that are near the spending cap and/or MCAS performance is in the lowest ten percent. 10. Is the applicant group currently the board of trustees of an existing charter school?  Yes X No

11. Is the applicant group/board of trustees intending to create a network of schools?  Yes X No If yes, how many applications is the group submitting in the 2013-2014 application cycle? ______

11. Do members of the applicant group currently operate or are they employed by a private or parochial school?  Yes X No

12. Are any members of the applicant group present or past members of a charter school board of trustees or a school committee? X Yes  No (If applying as an existing board of trustees, please indicate only if members are or have been members of a different charter school’s board.)

If yes, please indicate the person’s name; the charter school name and school location, or school committee district; and dates of membership.

Frank DeVito Chelsea School Committee 010/05/04 – 010/26/05

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COMMONWEALTH CHARTER SCHOOL CERTIFICATION STATEMENT

Proposed Charter School Name: Fenix Charter School

Proposed School Location (City/Town): 20 Wheeler Street, Lynn, MA 01902

I hereby certify that the information submitted in this prospectus/application is true to the best of my knowledge and belief and that this prospectus/application has been or is being sent to the superintendent of each of the districts from which we expect to draw students and from any contiguous districts. 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, gender identity, 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. I further understand that the information submitted in this prospectus/application serves as an initial application for start-up assistance funding under the federal Charter Schools Program grant. This is a true statement, made under the penalties of perjury.

Signature of

Authorized Person Date October 25, 2013 (Please label the copy that has original signatures.)

Print/Type Name Frank DeVito

Address 33 Breed Street, Lynn, MA 01902

Daytime Phone 781.599.2121 Fax 781.599.2110

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GENERAL STATEMENT OF ASSURANCES

This form must be signed by a duly authorized representative of the applicant group and submitted with the final application. An application will be considered incomplete and will not be accepted if it does not include the 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 Fenix Charter School to be located at 20 Wheeler Street, Lynn, MA 01902, is true to the best of my knowledge and belief; and further, I certify that, if awarded a charter, the school:

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)).

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)).

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(1)(h)).

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).

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, gender identity, 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)).

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.

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

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.

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.

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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)).

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)).

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)).

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.

Will submit an annual independent audit to the Department of Elementary and Secondary Education and the Office of the State Auditor no later than November 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)).

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)).

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(1)(c)).

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

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

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

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).

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)). 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)).

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

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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)).

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.

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)).

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)).

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)).

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)).

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 October 25, 2013

Print/Type Name Frank DeVito

Affiliation Design Team Leader / Fenix Charter School

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STATEMENT OF ASSURANCES FOR THE FEDERAL CHARTER SCHOOL PROGRAM GRANT

These additional assurances are required to ensure compliance with requirements for the federal Charter Schools Program grant:

Will annually provide the U.S. Secretary of Education and the Department of Elementary and Secondary Education such information as may be required to determine if the charter school is making satisfactory progress toward achieving objectives described in this application (The Elementary and Secondary Education Act of 1965, as amended, Title V, Part B, Subpart 1 — Public Charter Schools Section 5203(b)(3)).

Will cooperate with the U.S. Secretary of Education and the Department of Elementary and Secondary Education in evaluating the program described in the application (The Elementary and Secondary Education Act of 1965, as amended, Title V, Part B, Subpart 1 — Public Charter Schools Section 5203(b)(3)).

Will provide other information and assurances as the U.S. Secretary of Education and the Department of Elementary and Secondary Education may require (The Elementary and Secondary Education Act of 1965, as amended, Title V, Part B, Subpart 1 — Public Charter Schools Section 5203(b)(3)).

Signature Date: October 25, 2013

Print/Type Name Frank DeVito

Affiliation Design Team Leader / Fenix Charter School

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EXECUTIVE SUMMARY

MISSION STATEMENT Fenix Charter School partners with families and communities to provide powerful learning experiences that transform students’ understanding of themselves and the world. Through integrated and project-based curricula grounded in the core values of social entrepreneurship, students develop the competencies that will prepare them to complete higher education, thrive in a global economy, and be change agents in their communities.

This public school will serve students in grades 5 to 12 and their families in the community of Lynn, Massachusetts.

VISION STATEMENT Fenix Charter School will expand educational opportunities in diverse communities and serve as a catalyst for systemic changes in public education. The increasing complexity of our global economy and the chronic social challenges that students and their families face daily, demand that schools advance the core values of social entrepreneurship: a relentless focus on creativity, innovation, collaboration, and social responsibility. Students are then empowered to complete higher education, thrive in new economies, and seize opportunities to be change agents in their communities.

COMMUNITY TO BE SERVED: LYNN, MASSACHUSETTS The city of Lynn, located in the North Shore of Massachusetts, is a complex linguistic, social, and cultural mosaic. A historically immigrant community, Lynn is one of the most racially and ethnically diverse communities in the commonwealth. The community has a fascinating and compelling history where it has blazed trails in economic, social, and technological innovations. Unfortunately, the city also has a history of chronic racial and educational barriers that have kept segments of the population from unleashing their true potential. Only 21.5% of Lynn residents have a bachelor’s degree and only 14.2% have a graduate or professional degree. 16.2% have some college training but no degree. Only 35% have a high school diploma or GED. Lynn students have performed consistently in the bottom 10% of the state in MCAS over the last four years, and this trend demonstrates a chronic pattern of underperformance.

Lynn has always found a way to reinvent itself at various points in its history and the present educational conditions demand reinvention. To reverse the declining economic and educational trends, a stronger educational system that offers diverse educational models and programs is needed. Our plan is to collaborate with Lynn Public Schools, other charter schools in area like KIPP Academy, and private/religious schools like Saint Mary’s to create a network of schools that offers Lynn families viable educational options that best match the diverse needs of their children.

EDUCATIONAL APPROACH Fenix Charter School is an attempt to honor the pioneering history of Lynn by providing a school to Lynn families that will prepare their children for the 21st century and beyond. Our educational focus will be on social entrepreneurship in anticipation that the 21st century will mark the rise of the social entrepreneur. Social entrepreneurship is becoming the foundation of the new economy: Solving problems at the local and global levels has generated an explosion of jobs and opportunities in the for-profit and non-profit sectors. The Green Economy is one example of this new economy.

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As a primary vehicle to help students to experience first-hand what it means to be a social entrepreneurs, students will be engaged in project-based learning. Students will work in teams to research real issues that are affecting the Lynn community and develop viable solutions. This process involves researching and analyzing the problem, designing and testing possible solutions, choosing the best design based upon the best outcome, and sharing their results with civic authorities and professional experts in the fields related to their projects. Through project-based learning students will discover how the disciplines interact and their real-world applications as they practice the core values of creativity, innovation, collaboration, and social responsibility on a daily basis. A growing body of research has demonstrated the effectiveness of project-based learning in significantly improving the performance of diverse students in standardized assessments, attendance, retention, and college enrollment/completion rates.

We are excited about our school support partnership with Big Picture Learning (BPL). BPL is a non- profit organization that has a rich history of developing and sustaining innovative, rigorous, and high performing schools. For 17 years BPL has remained a leading pioneer in project-based (real world) learning, and their school support model has an impressive track record of raising the achievement levels of diverse students in under-resourced communities.

Fenix Charter School will serve students in grades 5 to 12. The school will open in the fall of 2014 with 75 fifth graders and expand by one grade level each year until the school reaches maximum capacity of 600 students by grade 12. Fenix Charter School’s believes that an innovative educational program that targets the middle and high school grades ensures higher student performance and builds the foundation for college and career readiness.

DIVERSE TEAM AND CONNECTIONS TO THE LYNN COMMUNITY Our school design (founding) team is a diverse and innovative group of professionals, parents, and students who strongly believe that an infusion of imagination and creativity into our educational systems can serve as a catalyst for the transformation so needed in many of our urban schools. We have extensive expertise and professional experiences that span education, art, technology, science, health/human services, media/communications, and business/finance. Our team composition also mirrors Lynn’s student demographics: Design team members understand the cultural, linguistic, and social challenges that Lynn students and their families face daily.

Design team members have personal and professional roots in the Lynn community. We have reached out to Lynn community leaders and families through personal meetings and focus groups to learn more about the unique needs of Lynn students and their families. Cultivating partnerships with families and community stakeholders will continue to be a hallmark of the school’s mission.

We are exploring being the first Commonwealth Charter School to be unionized in Massachusetts in order to pioneer a model that integrates worker protection rights with educational innovation.

OUR HOPE The name of our charter school, Fenix, is the Spanish translation of Phoenix, the mythical bird of healing and transformation. The school’s motto is transforming communities. Our hope is that this school contributes to a renaissance within Lynn that can serve as a model for other urban communities. The school itself will serve as a prime example of social entrepreneurship: We are developing an educational model that has far-reaching implications in how we educate our youth.

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PUBLIC STATEMENT

Fenix Charter School will be a new public school for the Lynn community, serving grades 5 to 12. Located in the historic J.B. Blood building on 20 Wheeler Street, the school will honor Lynn’s pioneering history by providing a school to Lynn families that will prepare their children for the 21st century and beyond.

Through integrated and project-based curricula grounded in the core values of social entrepreneurship, students will develop the competencies that will prepare them to complete higher education, thrive in a global economy, and be change agents in their communities.

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PART I CHARTER SCHOOL MISSION, VISION, AND DESCRIPTION OF COMMUNITIES TO BE SERVED

A. MISSION STATEMENT Fenix Charter School partners with families and communities to provide powerful learning experiences that transform students’ understanding of themselves and the world. Through integrated and project-based curricula grounded in the core values of social entrepreneurship, students develop the competencies that will prepare them to complete higher education, thrive in a global economy, and be change agents in their communities.

This public school will serve students in grades 5 to 12 and their families in the community of Lynn, Massachusetts.

B. VISION STATEMENT Fenix Charter School will expand educational opportunities in diverse communities and serve as a catalyst for systemic changes in public education. The increasing complexity of our global economy and the chronic social challenges that students and their families face daily, demand that schools advance the core values of social entrepreneurship: a relentless focus on creativity, innovation, collaboration, and social responsibility. Students are then empowered to complete higher education, thrive in new economies, and seize opportunities to be change agents in their communities.

C. DESCRIPTION OF THE COMMUNITY TO BE SERVED

Lynn, Massachusetts: Cultural Capital and Pioneering History The city of Lynn, located in the North Shore of Massachusetts, is a complex linguistic, social, and cultural mosaic. A historically immigrant community, Lynn is one of the most racially and ethnically diverse communities in the commonwealth. Lynn’s demographic includes 54.5% White, 27.7% Latino, 11.1% Black, and 5.2% Asian (U.S. Census, 2010). Lynn’s student demographic is even more diverse: 22% White, 53% Latino, 11.3% Black, and 9.8% Asian.

There is much to discover in Lynn. Boasting a unique physical landscape, the city borders the Atlantic Ocean on the East and is the home of a 2,220 acre forest reserve, Lynn Woods, which has an array of wetlands, ponds, trails, and other natural wonders. Any historian will tell you that Lynn has a fascinating and compelling history that rivals other historical communities both within and outside Massachusetts. The following highlights some key events in the pioneering history of Lynn (Massachusetts Historical Commission):

Technological Innovation. In 1629, the first tannery in the U.S. is opened in Lynn. In 1888, the first electric trolley in Massachusetts is established in Lynn. In 1912, the first airmail delivery in New England is made from Saugus to Lynn. In 1942, the first American jet engine was built at the General Electric plant in Lynn. Social Innovation: In 1847, Lynn resident and astronomer, Maria Mitchell, is the first woman inducted into the Academy of Arts and Sciences. In 1875, Lydia Pinkham is the first woman to brand and mass advertise a product (Pinkham Vegetable Compound). In 1875, Mary Baker Eddy gave her first talk in Lynn on Christian Science which would serve as the foundation of the Christian Science Church.

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Community Challenges While Lynn has enjoyed a rich history, the city was not immune to the economic downturn that also affected similar industrial powerhouses like Lowell, Lawrence, Fall River, and New Bedford. Lynn’s median income is 1/3 the state average. Median household income has declined by 5% in the past 20 years while the median income statewide has increased by 10% (Salem which borders Lynn experienced an increase of 20%). Between 2001 and 2009 Lynn lost 2,712 jobs—the manufacturing sector accounted for more than half the job losses. The poverty level is almost twice that of the state average and Lynn has one of the highest foreclosure rates in Massachusetts (Massachusetts Department of Housing and Community Development, Lynn Community Profile).

The city has struggled to adapt to this economic reality and in many ways is a microcosm of what is happening at the national and global levels. In the Harvard School of Education study, Pathways to Prosperity: Meeting the Challenge of Preparing Young American for the 21st Century (2011), researchers documented growing evidence of a “skills gap” in which “many young adults lack the skills and work ethic needed for many jobs that pay a middle-class wage” (p. 1). The report goes on to state that some form of higher education or post-secondary training is essential to participate effectively in the new economy.

Lynn’s economic and social challenges are mirrored in its educational status. Only 21.5% of Lynn residents have a bachelor’s degree and only 14.2% have a graduate or professional degree. 16.2% have some college training but no degree. Only 35% have a high school diploma or GED (U.S. Census 2010). Lynn students have performed consistently in the bottom 10% of the state in MCAS over the last four years, and this trend demonstrates a chronic pattern of underperformance.

Need for Fenix Charter School Lynn has always found a way to reinvent itself at challenging points in its history and the present educational conditions demand reinvention. To reverse the declining economic and educational trends, a stronger educational system that offers diverse educational models and programs is needed. Our plan is to collaborate with Lynn Public Schools, other charter schools in the area like KIPP Academy, and private/religious schools like Saint Mary’s to create a network of schools that offers Lynn families viable educational options that best match the diverse needs of their children.

Fenix Charter School is an attempt to honor the pioneering history of Lynn by providing a school to Lynn families that will prepare their children for the 21st century and beyond. Our educational focus will be on social entrepreneurship in anticipation that the 21st century will mark the rise of the social entrepreneur (Nicholls 2006). Social entrepreneurship is becoming the foundation of the new economy: Solving problems at the local and global levels has generated an explosion of jobs and opportunities in the for-profit and non-profit sectors (Austin, Stevenson, Wei-Skillern 2006). The Green Economy is one example of this new economy. Defined as the sector of goods and services with a positive environmental impact, the Green Economy between 2003 and 2010 outperformed the aggregate growth of other economic sectors during the recession. (Sizing the Green Economy: A National and Regional Green Jobs Assessment 2011)

Within the framework of social entrepreneurship, students master core concepts and skills within contextualized learning experiences, and they discover their critical applications within real settings. The entire curriculum is structured around an interactive and integrated learning model. The problem with the traditional curriculum model is that different subject areas are taught in silos, and students do not understand how they interact with each other in contexts outside the classroom. In addition, the arts are typically relegated to second class status where they are offered

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as enrichment or an elective. In almost every professional field, art is becoming not extraneous but essential. Apple Computer is a prime example of how science, technology, and art are deeply integrated. The paradigm shift towards integration of the disciplines is already operative within most industries and social institutions. Fenix Charter School believes that with its focus on contextualized and integrated learning, graduates will have a clear advantage compared to students who have been taught in the traditional model.

When students graduate from Fenix Charter School, we believe that they will have the competencies and skills to change the world. However, changing the world begins in one’s community, and the city of Lynn will serve as students’ training ground. We imagine them problem-solving real issues affecting the Lynn community. This process involves several steps: Researching and analyzing the problem, designing and testing possible solutions, choosing the best design based upon the best outcome, and sharing their results with civic authorities and professional experts in the fields related to their projects. We refer to this process as project-based learning and it will serve as the foundation for student learning. A growing body of research has demonstrated the effectiveness of project-based learning in significantly improving the performance of diverse students in standardized assessments, attendance, retention, and college enrollment/completion rates (evidence is presented in Part I/Section A).

Fenix Charter School will serve students in grades 5 to 12. The school will open in the fall of 2014 with 75 fifth graders and expand by one grade level each year until the school reaches maximum capacity of 600 students by grade 12. We have chosen this grade span because Lynn’s MCAS scores reveal that while students in the elementary level are scoring close to the state average in math, English, and science, the gap widens in the middle and high school grades. Fenix Charter School’s believes that an innovative educational program that targets the middle and high school grades ensures higher student performance and builds the foundation for college and career readiness.

School Design Team: Power of Diversity and Community Connections Our school design (founding) team is a diverse and innovative group of professionals, parents, and students who strongly believe that an infusion of imagination and creativity into our educational systems can serve as a catalyst for the transformation so needed in many of our urban schools. We have extensive expertise and professional experiences that span education, art, technology, science, health/human services, media/communications, and business/finance. Our team composition also mirrors Lynn’s student demographics: Design team members understand the cultural, linguistic, and social challenges that Lynn students and their families face daily.

Design team members have personal and professional roots in the Lynn community. Since June of 2012, we have reached out to Lynn community leaders and families through meetings and focus groups to learn more about the unique needs of Lynn students and their families. We will continue to hold focus groups with parents and invite them to design team meetings so that they continue to serve an integral role in the school design process. In recent meetings, some parents have lamented that their children have experienced years of academic failure, and they are hopeful that Fenix Charter School can instill a new confidence in their children’s abilities and provide them an inspiring vision of the future.

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School Support Partnership: Big Picture Learning We are excited about our student support partnership with Big Picture Learning (BPL). BPL is a non-profit organization that has a rich history of developing and sustaining innovative, rigorous, and high performing schools. For 17 years BPL has remained a leading pioneer of real-world learning, personalized learning, and project-based learning, and its educational model has a track record of dramatically raising the achievement levels of diverse youths in under-resourced communities. BPL’s legacy includes 60 schools in 16 states serving 7,000 students, and another 35 schools and 5,000 students internationally, for a total of 26,000 graduates to date. BPL’s educational values center on the belief that hands-on projects, internships, and experiential learning allows students to advance knowledge and skill development in a manner best suited to individual learning styles. BPL schools consistently achieve significant gains in attendance and performance on state and district academic assessments in essential skill areas, as well as dramatically reduce dropout and suspension/expulsion rates, increase graduation rates, college acceptance, matriculation, and persistence in school populations similar to Lynn’s student demographic. For a full description of how BPL schools outperform district counterparts, please refer to Attachment 14.

We believe that BPL brings to Lynn the power of a successful national and international school network that can both support the quality of the educational program at Fenix Charter School and serve as catalyst to establish a network of Lynn schools that offer students and families viable educational options.

Commitment to Systemic Changes in Lynn and Public Education The name of our charter school, Fenix, is the Spanish translation of Phoenix, the mythical bird of healing and transformation. The school’s motto is transforming communities. Our hope is that this school contributes to a renaissance within Lynn that can serve as a model for other urban communities. The school itself will serve as a prime example of social entrepreneurship: We are developing an educational model that has far-reaching implications in how we educate our youth. We envision this model being replicated in a variety of contexts, and we believe that this commitment to sustained impact honors the charter school mandate of the Massachusetts Education Reform Act of 1993: to provide expanded educational opportunities for students and their families and create catalysts for systemic changes within school districts.

PART II HOW WILL THE SCHOOL DEMONSTRATE ACADEMIC SUCCESS?

A. EDUCATIONAL PHILOSOPHY

Rationale for Our Educational Approach The recent economic collapse that began in 2007 was a wake-up call to every sector of society: business, government, education, health and human services, and science and technology. While there was a popular tendency to think of these sectors as operating as discreet entities, the financial collapse reminded us that they were integrally connected. Understanding the events that led to the collapse required policymakers and economists to engage in cross-disciplinary analyses where older economic models were cast aside because they couldn’t explain or predict events as they were unfolding.

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Public education in the 21st century is in a very similar situation. Our current education models are not properly preparing students for the kind of thinking and intellectual habits that an increasingly complex global economy requires. In the report, Are They Ready to Work? Employer’s Perspectives on Basic Knowledge and Applied Skills of New Entrants to the 21st Century Workforce (2006), a survey of 400 employers revealed that both high school and college graduates were strikingly unprepared for the workplace in the 21st century. While employers lamented that a large percentage of graduates were not proficient in basic skills such as reading, writing, and math, they were more concerned that graduates could not adequately demonstrate critical thinking/problem solving, creativity/innovation, and teamwork/collaboration. The report referred to these competencies as applied skills and employers insisted that they “trump basic knowledge and skills such as Reading Comprehension and Mathematics” (p. 9). This is not to say that basic skills are not important, but if students cannot apply them in real settings, they cannot thrive within this emerging global economy.

Our educational focus on social entrepreneurship is in anticipation that the 21st century will mark the rise of the social entrepreneur (Nicholls, 2006). Solving problems at the local and global levels has generated an explosion of jobs and opportunities in the social sector. Social entrepreneurship is becoming the foundation of the new economy.

The core values of social entrepreneurs are creativity, innovation, collaboration, and social responsibility, and our plan is a relentless educational focus on these values so that students will not only thrive within the new economy but be change agents in their communities. Unlike the traditional business entrepreneur, social entrepreneurs focus on generating social value and not just profits. Through immersion in social entrepreneurship, students will learn how to problem- solve creatively the pressing social challenges in their local and global communities, leverage their assets, and develop innovative and sustainable solutions. We define social entrepreneurship as the following:

Social entrepreneurship is the development of innovative and sustainable solutions to pressing social problems. Social entrepreneurs seize opportunities to transform systems and focus on the assets of communities to leverage changes. They do not see the people they serve as passive beneficiaries or as part of the problem, but as resources and collaborators in the change process. Social entrepreneurs operate from the core belief that the best solutions unleash the human potential within communities. (Sources: Bornstein 2004, Ashoka Innovators for the Public 2012)

As a primary vehicle to help students to experience first-hand what it means to be a social entrepreneur within their units of study, students will be engaged in project-based learning. (Barron, Darling-Hammond 2008). Students will work in teams to research real issues that are affecting the Lynn community and develop viable solutions. This process involves researching and analyzing the problem, designing and testing possible solutions, choosing the best design based upon the best outcome, and sharing their results with civic authorities and professional experts in the fields related to their work. Through project-based learning students will discover how the disciplines are applied in real contexts, and the ways they interact during the problem-solving process. Project-based learning gives students the opportunity to practice daily the core values of creativity, innovation, collaboration, and social responsibility. A growing body of research has demonstrated the effectiveness of project-based learning in improving student performance in diverse and under-resourced communities. The evidence includes significant improvements in:

State administered assessments (Geier, Blumenfeld, Marx, Krajcik, Fishman, Soloway, Clay- Chambers, 2008);

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Attendance, retention, and college enrollment/completion rates (Strobel, Van Barneveld, 2008); Improving the performance of struggling learners (Lynch, Kuipers, Pyke, Szesze, 2005); Supporting more deep mastery of math and science concepts and skills (National Clearinghouse for Comprehensive School Reform , 2004); and Improving college and career readiness, especially in STEM related fields (Walker, Leary 2008).

Our school support organization, Big Picture Learning, also supports a network of project-based learning schools that consistently outperform their district in attendance, state and district academic assessments in essential skill areas, as well as dramatically reducing dropout and suspension/expulsion rates, increasing graduation rates, and increasing college acceptance, matriculation, and persistence in comparison to similar populations in other similar schools. An independent evaluation conducted for the Gates Foundation by the American Institutes for Research in 2006 identified the BPL design as one of three highly successful school designs based on student performance and on its ability and capacity to scale. All but three of the 60 schools started by BPL are still operating and are part of the BPL School Network. The William and Flora Hewlett Foundation selected BPL because of its deeper learning pedagogy, which has been credited for exemplary achievement in comparison to local district averages. For example, BPL attendance averages nationwide are well above 90% and graduate rates nationwide are higher than 92%. Specific examples of success include the MET East in Camden, New Jersey and the MET in Providence, Rhode Island, both of which perform 50% higher than the respective districts in math proficiency and have a reading proficiency above 84% and 89% respectively. Moreover, both schools have above a 98% college acceptance rate. For a full description of how BPL schools outperform their district counterparts (especially in urban communities that mirror Lynn’s demographic), please refer to Attachment 14.

Core Educational Values The Fenix Charter School educational design is organized around the core values that are at the heart of social entrepreneurship: creativity, innovation, collaboration, and social responsibility.

Creativity. We associate creativity with geniuses like Albert Einstein, Marie Curie, Pablo Picasso, and Susan B. Anthony, but we believe that genius exists in every child and it is the responsibility of school to help students discover their unique genius. Creativity is the generation of and interaction with ideas and understanding our relationship to these ideas. According to Bloom’s taxonomy, creativity is the highest cognitive skill (Krathwohl, 2002) and cognitive researchers have discovered that creative insights are based upon two cognitive operations that are happening at the same time in different parts of the brain. In one operation, associative or divergent thinking, thoughts are intuitive and explore an expansive range of possibilities. The other operation is convergent thinking, the ability to analyze and synthesize. Both operations need to be at play for the creative process to emerge (Bowden, Jung-Beeman, Fleck, Kounios 2005) (Runco 2004). Creativity is also the place where we discover our emerging passions and allow ourselves to play and to explore: We begin to discover our identity and our unique contribution to the world. Innovation. At the intersection of creativity and need is innovation. Innovation is the place where we become increasingly aware of the pressing issues that affect a community, and we experience a sense of responsibility for addressing a particular need. For example, Dr. Maria Montessori noticed that students in Rome (especially those with special needs) struggled with traditional classroom pedagogy. Through innovative thinking she developed a new approach where students would be allowed to explore their individual pursuits and in the process arrive at a much higher level of learning than their peers who were taught in traditional classrooms. Innovation is really the powerful application of a creative idea to address a real social problem and the ability to see it

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through. Innovation involves developing a deep sense of resiliency because obstacles will be encountered and mistakes will be made as a creative idea becomes reality. Collaboration. Aristotle’s powerful insight, “the whole is more than the sum of its parts,” (Metaphysics) is the core meaning of collaboration. The late Steve Jobs of Apple Computer stated in a number of interviews that Apple products were possible only because his team believed in the power of collaboration. Cognitive research supports this approach: new solutions, models, and innovative ways of thinking usually happen among peer groups discussing and wrestling with problems together (Dunbar 1995, 1999). Given the increasing complexity of the work place and our social challenges, the synergy of collaboration will be an essential requirement for students as they enter the 21st century economy. Social Responsibility. Social responsibility is the emerging awareness that our actions and decisions have ethical consequences. Discovering their power to be change agents within their families, schools, and communities is an essential developmental stage for adolescents (Berman 1993, 1997). They try on and experiment with different roles as they interact with peers and adults. Cultivating an ethic of compassion and a sense of responsibility to others is a critical step in their self-discovery. Providing students with opportunities to exercise social responsibility is critical in helping them to develop a sense of purpose and to discover the unique talents and gifts that they bring to the table.

Educational Principles Our pedagogical approach to support students to be creative, innovative, collaborative, and socially responsible is based upon the learning theories of education philosopher, John Dewey (1916), cognitive learning theorist, Jerome Bruner (1960), social justice educator, Paulo Freire (1970), social development theorist, Lev Vygotsky (1986), and developmental psychologist, Howard Gardner (1983). The following summarizes the educational principles that will be operative within our teaching and learning practices:

Life or the world is a student’s classroom. Students are curious by nature and their learning is always connected to their own experiences. True mastery of core concepts and skills is dependent on experiencing how they operate within real contexts. Moving beyond doing school to being school is dependent upon students having an acute awareness of how learning is connected to themselves and the world beyond the classroom. Making connections is a prerequisite for true learning and excellence. Problem-solving and innovating require that students make connections between ideas, concepts, and across disciplines. Understanding how disciplines interact with each other outside the classroom also leads to deeper understanding of the components and structure of each discipline. Playing with ideas leads to deep understanding. The birth of creativity and innovation is play. Play is an essential intellectual activity where students interact with concepts and ideas, juxtapose them in unique ways, and pose questions and hypotheses. This process leads to deep understanding of how ideas fit (or don’t fit) together. Mistakes are welcome and serve as the foundation for reflective learners. Problem-solving involves researching and analyzing the problem, designing and testing possible solutions, choosing the best design based upon the best outcome. Mistakes are an inherent part of the learning process. How a student monitors this process is the ground for self-reflection, self-growth, and self-discovery. The arts, technology, and wellness programs are integral and essential (there are no such things as electives). Arts, technology, and wellness programs are essential and are equally as important as the traditional disciplines of Math, Science, English Language Arts, and Social Studies. Referring to them as electives or enrichment reinforces a second class status that fails to appreciate their critical role in helping students to understand how the traditional core subjects come together and interact. They are also the vehicles to help students to discover their creative potential.

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Working in teams accelerates learning. Learning is fundamentally a social act and requires interaction with others’ ideas, beliefs, questions, attitudes, and values. A powerful synergy can occur when students work in teams. Moreover, higher levels of learning require this synergy. One learning style does not fit all. Students need to interact with ideas and concepts in multiple ways because they come to the classroom with particular gifts and learning preferences (linguistic, kinesthetic, spatial, mathematical, and musical). Student-centered classrooms need to be structured to honor students’ diverse ways of knowing the world and themselves. Every student can become a genius with the proper support. Students develop at different rates and demonstrate different levels of competency (i.e. reading, writing, math, etc). Classrooms need to provide tiered or scaffolded support so that every student can achieve high levels of learning. All learning has ethical and political implications. The purpose of school is not to instill a sense of obedience in students but a sense of social responsibility to their school, local, national, and global communities. This requires that students learn how to question and challenge the status quo and engage in creative and innovative measures to transform unjust social conditions. Know thyself. The word educate comes from the Latin verb educere, “to come out.” The ultimate purpose of education is the journey outward so that we can make the journey inward. Education serves as both a mirror and a window. The mirror helps students to understand themselves and their communities and the window exposes them to an undiscovered world of possibilities. Students and communities become transformed when schools honor this purpose.

Educational Model Fenix Charter School is committed to serving all students. Our goal is to provide an education program where each student discovers his/her unique genius. We believe that every student can achieve at the highest levels with the proper support. Our educational model has five primary components:

Project-based learning. As a primary vehicle to help students to experience first-hand what it means to be a social entrepreneur, students will be engaged in project-based inquiry (Barron, Darling-Hammond 2008). Students will work in teams to research real issues that are affecting the Lynn community and develop viable solutions. This process involves researching and analyzing the problem, designing and testing possible solutions, choosing the best design based upon the best outcome, and sharing their results with civic authorities and professional experts in the fields related to their projects. Through project-based learning students will discover how the disciplines interact and their real-world applications as they practice the core values of creativity, innovation, collaboration, and social responsibility on a daily basis. Thematic and integrated units of study. Using the Understand by Design model (Wiggins, McTigh 2005), students will engage in units of study related to social challenges affecting the Lynn community and across the globe. Students will master the Common Core State Standards (CCSS) through these units of study. The arts, technology, and wellness programs will also be integrated into these units of study. Response to Intervention (RTI). We anticipate a wide range of student learning and social/emotional needs and we will use a three-tiered intervention system to support students who are identified as at-risk (see Attachment 10 for a full description of the RTI model). We will use a universal screening process to determine the level of intervention that students require. The intervention level is based upon real time analysis of student performance measures (attendance, PARCC, and formative assessments). Tier I will focus on core instructional practices that best serve diverse learners (see Attachment 9 for a full description of Core Instructional Practices for Diverse Learners). Students will have morning circle (30 minutes at the beginning of each day) where they connect with a Fenix staff member about personal or academic issues and receive explicit training around resiliency. Tier II will provide additional support for students performing below grade level

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in ELA or Math. Struggling students will have the opportunity to participate in Accelerated Learning Labs (ALL) that provide intensive tutoring in either Math or Literacy using research-based practices that emphasize learning in multiple modalities (kinesthetic, linguistic, mathematical, spatial, and musical). ALL has a successful track record of raising achievement levels in schools in California and Arizona that serve student demographics comparable to that of Lynn. ALL occurs twice per week (75 minutes per session) during the Extended Learning Program (described below). Students can also receive individual or group counseling from a school-based resiliency counselor. In Tier III, students will receive intensive one-on-one tutoring and homework help in the Extended Learning Program, 75 minute sessions, four times per week. Students requiring Tier III services would also have access to clinical support services. We anticipate taking advantage of the health and human service sector in Lynn to provide optimal support for students and their families. Extended Learning Program. The Extended Learning Program (ELP) offers structured activities to support students’ personal, social, and academic development. There is a clear link between participation in after-school programs and improved academic, social, and emotional development (Durlak, Weissberg 2007). ELP includes targeted tutoring and homework help, social service projects, liberal arts workshops (world languages, music, dance, art, and film/media), wellness activities, and higher education and career exploration (job shadowing, paid internships, college classes, mentoring activities offered by professionals and field trips to colleges/universities). Our plan is to find stakeholders in the Lynn community who will partner with us in support of the ELP. Family and Community Education Program. There is a clear link between parents’ education levels and student performance (U.S. Department of Education 2009, indicators 12 and 13). Students of more highly educated parents had higher average scores in reading and math assessments. The Family and Community Education Program (FCEP) will provide an evening of educational experiences for students’ parents and community members that mirror the day program. ESOL classes and Higher Education / Career Planning: English instruction is offered in levels one through four with the goal of providing contextual learning (language skills that prepare students for higher education and the workplace). Family Literacy and Advocacy: Strategies for helping parents to support their children’s learning at home and training in how to be advocates for their children. Financial Literacy and Social Entrepreneurship: Learning the basics of banking, college savings, budgeting, and starting a business. Citizenship Classes and Civic Engagement: Support in becoming United States’ citizens and opportunities to participate in social service projects. GED Preparation: contextualized academic study that prepares families and community members for the GED exam.

B. CURRICULUM AND INSTRUCTION

Project-based Learning As described in the previous section (Part 1/Section A), project-based learning will be the heart of our curriculum model.

Thematic and Integrated Units of Study Fenix Charter School students will develop a deep mastery of the Massachusetts Curriculum Frameworks (MCF) because they will experience how the essential concepts and skills in the core standards interact with each other in real contexts outside the classroom. Given the emphasis on focus, rigor, and depth found in MCF, we have chosen the Understanding by Design to support the development of thematic and integrated units of study (Wiggins, McTigh 2005) because of its successful track record in structuring students’ learning experiences within the context of project- based learning. The model has five components:

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Component 1: Theme (Big Idea). A theme is not a topic but an expansive concept that can be explored across disciplines and will organize the units of study. A theme is usually provocative and requires students to engage in creative and complex thinking. A theme serves as the portal for student self-discovery and a deeper understanding of the world. Students will also be able to connect their personal experiences to the theme. Component 2: Essential Questions. Essential questions are prompts based upon the theme that guide students units of study and challenges them to think more deeply about the issues at hand. They are provocative and engaging and they are hard to answer (they are not “yes” or “no” questions). They are the kinds of questions that practitioners in different fields and social sectors ask themselves. Component 3: Learning Goals. The learning goals are a clear statement of what students should know and be able to do. They are connected to the competencies and skills required in academic and professional settings and they are grounded in the federal common core standards. Component 4: Sequence of Learning Experiences. These are student learning activities that will help students to achieve stated learning goals. These activities are active and interactive and help students to understand how the disciplines interact with each other outside the classroom. Component 5: Assessment. Three types of assessments are used to determine whether students have mastered the learning goals: Culminating—usually a final project or exhibition that is presented to the school and community at large; Ongoing (formative) -- classroom-based assessments or benchmark tests; Self-assessment-- a reflection on the learning process where students identify areas of strength and weakness in their academic progress; and Peer assessment—provide constructive feedback to students in their project teams.

Curriculum Scope and Sequence Our integrated and project-based curricular approach requires a re-imagination of the scope and sequence of student coursework. The curriculum will be organized around the themes of identity, community, patterns, and systems. Students will experience this theme cycle during middle school and then a repeat of the cycle during high school. Our curriculum scope and sequence will also have a spiral structure (Bruner 1960) where students learn key concepts and skills at their appropriate developmental level with increasing complexity at each grade level. Because we are using a project- based inquiry model to help students to understand how the disciplines interact with each other in real settings beyond the classroom, coursework will need to be organized to reflect this integration.

The scope and sequence also reflects the approach found in the new K-12 science standards developed by the National Academy of Sciences and Massachusetts is a leading advocate of these standards. This approach advocates that each discipline operates as a language and requires certain patterns of thinking. Our curricular approach will make the languages and patterns of thinking within each discipline explicit to students. As a way to support student understanding, we will highlight crosscutting concepts and practices that operate across disciplines. Our curricular design also emphasizes the main features of MCF: focus, coherence, application, and college/career readiness.

The curriculum charts below provide the organizing themes and key standards and skills that Fenix Charter School students will master at each grade level (5 to 12).

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expressions (fractions) properties of matter Emergence of democratic of view, draw inferences, Geometrical Thinking: two- (particles seen and not ideal, individual rights compare/contrast dimensional objects seen, water in different Philosophy & Beliefs: characters (graphing) forms); how substances Aristotle, John Locke, Texts: stories, plays, mix, force, energy native American beliefs dramas, poems Life Sciences: Organism Culture & Language: Writing: Narrative, use development (life cycle), Native cultures of Latin details to describe actions, simple ecosystems America, music, art thoughts, feelings Earth/Space Sciences: Interaction People & Review models for Environments: Impact of development stars and European expansion planets, orbits, earth Economies: Emergence of systems (ecology) banking, stock market and Engineering/Technology: expanded global trading Designing models and Technology & Innovation: testing Navigation and travel Grade 6 MATH INTEGRATION II SCIENCE INTEGRATION II SOCIAL STUDIES ENGLISH LANGUAGE ARTS Theme: Community Theme: Community INTEGRATION II INTEGRATION II Key Standards/Skills: Key Standards/Skills: Theme: Community Theme: Community Ratios and Proportional Physical Sciences: Identify Key Standards/Skills: Key Standards/Skills: relationships: Use ratios to structures and properties Power & Authority: Types Reading: Determine solve problems of matter, force, energy of governing bodies in important ideas and give Expressions and Equations: Life Sciences: Organism Europe, Asia, Africa, and textual evidence Relationship between development, simple Middle East Texts: non-fiction dependent and ecosystems Philosophy & Beliefs: Writing: Persuasive, independent variables Earth/Space Sciences: European, Middle Eastern, explanatory texts with Geometrical thinking: Explain models for and Asian philosophies topic, relevant facts, surface area and volume development of stars and Culture & Language: arguments, and domain Statistics and Probability: planets, orbits, earth Global review of art, specific vocabulary Analysis of distribution systems (ecology) music, and architecture Engineering/Technology: Interaction People & Designing models and Environments: Impact of testing immigration and emigration Economies: Emergence of capitalism, communism, and socialism Technology & Innovation: How technology impacts emerging global economies Grade 7 MATH INTEGRATION III SCIENCE INTEGRATION III SOCIAL STUDIES ENGLISH LANGUAGE ARTS Theme: Patterns Theme: Patterns INTEGRATION III INTEGRATION III Key Standards/Skills: Key Standards/Skills: Theme: Patterns Theme: Patterns Ratios and Proportional Physical Sciences: Visible Key Standards/Skills: Key Standards/Skills: relationships: Analysis of vs. non-visible particles Power & Authority: Types Reading: Analyze, proportional relationships (atoms), types of simple of governing bodies in interaction of individuals, Expressions and Equations: chemical reactions, force, Ancient civilizations and events, and ideas Algebraic expressions and energy, Medieval/Renaissance Texts: equations Life Sciences: Organism periods Writing: Summaries and Geometrical thinking: development (life cycle), Philosophy & Beliefs: observations, explanatory Three-dimensionality simple ecosystems, Greek, Roman, Middle texts with topic, relevant

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Statistics and Probability: heredity Eastern, and Asian facts, arguments, and Evaluate probability models Earth/Space Sciences: philosophies; Rediscovery domain specific vocabulary Explain models for of humanist ideals during development of stars and Renaissance planets, orbits, earth Culture & Language: Art, systems (ecology) architecture, and music Engineering/Technology: Interaction People & Designing models and Environments: Impact of testing empires on communities Economies: Emergence of global trading and commerce Technology & Innovation: How architecture reflect core values Grade 8 MATH INTEGRATION IV SCIENCE INTEGRATION IV SOCIAL STUDIES ENGLISH LANGUAGE ARTS Theme: Systems Theme: Systems INTEGRATION IV INTEGRATION IV Key Standards/Skills: Key Standards/Skills: Theme: Systems Theme: Systems Expressions and Equations: Physical Sciences: Key Standards/Skills: Key Standards/Skills: Radicals, and linear Identify atoms and pure Power & Authority: Reading: Determine equations substances, types of Emergence of U.S. as important ideas, cite Geometrical thinking: chemical reactions, laws global power textual evidence and draw Pythagorean theorem, of force, energy Philosophy & Beliefs: inferences cylinders, cones, spheres Life Sciences: Organism Manifest destiny, John Texts: Statistics and Probability: development (life cycle), Winthrop’s “City on a Hill” Writing: Research reports, Analyze patterns of simple ecosystems, Culture & Language: explanatory texts with bivariate data heredity Interaction People & topic, relevant facts, Earth/Space Sciences: Environments: Impact of arguments, and domain Explain models for globalization specific vocabulary development of stars and Economies: Rise of planets, orbits, earth banking, stock market, systems (ecology) capitalism, communism, Engineering/Technology: and socialism Designing models and Technology & Innovation: testing Industrial inventions

CURRICULUM SCOPE AND SEQUENCE FOR GRADES 9 TO 12 Grade 9 MATH INTEGRATION I SCIENCE INTEGRATION I SOCIAL STUDIES ENGLISH LANGUAGE ARTS Theme: Identity Theme: Identity INTEGRATION I INTEGRATION I Key Standards/Skills: Key Standards/Skills: Theme: Identity Theme: Identity Quantitative thinking: Use Physical Sciences: Basic Key Standards/Skills: Key Standards/Skills: properties of rational and structure of atomic Power & Authority: Reading: Support analysis irrational numbers; particles and simple Emergence of democratic through textual evidence Represent complex chemical reactions, force ideal, individual rights and inferences; Determine numbers systems; Model and velocity, energy Philosophy & Beliefs: emergence of themes and with vertices; Apply Life Sciences: Cellular Aristotle, John Locke, ideas; Determine figurative matrices processes, complex native American beliefs and connotative meaning ecosystems, genetics Culture & Language: Texts: stories, plays, (DNA structure) Native cultures of Latin dramas, poems, non- Earth/Space Sciences: America, music, art fiction Properties of sun and Interaction People & Writing: Narrative, development of galaxies, Environments: Impact of explanatory texts with

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motion and gravity, earth European expansion topic, relevant facts, systems (ecology) Economies: Emergence of arguments, and domain Engineering/Technology: banking, stock market and specific vocabulary Designing models and expanded global trading testing, research and Technology & Innovation: development Navigation and travel Grade 10 MATH INTEGRATION II SCIENCE INTEGRATION II SOCIAL STUDIES ENGLISH LANGUAGE ARTS Theme: Community Theme: Community INTEGRATION II INTEGRATION II Key Standards/Skills: Key Standards/Skills: Theme: Community Theme: Community Algebraic Thinking: Physical Sciences: Key Standards/Skills: Key Standards/Skills: Interpret structure of Structure of an atom, Power & Authority: Types Reading: Support analysis expressions, polynomials, simple chemical of governing bodies in through textual evidence create equations that reactions, force and Europe, Asia, Africa, and and inferences; Determine describe relationships, use velocity, energy Middle East emergence of themes and graphs to solve equations Life Sciences: Cellular Philosophy & Beliefs: ideas; Determine figurative and inequalities processes, complex European, Middle Eastern, and connotative meaning ecosystems, genetics and Asian philosophies; Texts: Stories, dramas, (DNA structure) Rediscovery of humanist poems, non-fiction Earth/Space Sciences: ideals during Renaissance Writing: Persuasive, Properties of sun and Culture & Language: explanatory texts with development of galaxies, Global review of art, topic, relevant facts, motion and gravity, earth music, and architecture arguments, and domain systems (ecology) Interaction People & specific vocabulary Engineering/Technology: Environments: Impact of Designing models and immigration and testing, research and emigration development Economies: Emergence of capitalism, communism, and socialism Technology & Innovation: How technology impacts emerging global economies Grade 11 MATH INTEGRATION III SCIENCE INTEGRATION III SOCIAL STUDIES ENGLISH LANGUAGE ARTS Theme: Patterns Theme: Patterns INTEGRATION III INTEGRATION III Key Standards/Skills: Key Standards/Skills: Theme: Patterns Theme: Patterns Geometrical thinking: Physical Sciences: Key Standards/Skills: Key Standards/Skills: Understand congruence, Structure of an atom, Power & Authority: Reading: Analysis of similarity, right triangles, complex chemical Emerging cultural and interaction of individuals, and trigonometry, reactions, force and global conflicts in events, and ideas theorems about circles; velocity, energy Americas, Europe, Asia, Texts: Nonfiction, express geometric Life Sciences: Cellular and Africa historical documents, properties with equations processes, complex Philosophy & Beliefs: reports, scientific texts ecosystems, genetics European, Asian, African, Writing: Summaries and (DNA structure) and Greek philosophies Observations, explanatory Earth/Space Sciences: Culture & Language: texts with thesis, relevant Properties of sun and Identify patterns in facts, arguments, and development of galaxies, emerging civilizations and domain specific vocabulary motion and gravity, earth empires systems (ecology) Interaction People & Engineering/Technology: Environments: Impact of Designing models and civil wars, colonial rule,

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testing, research and and rise of empires development Economies: Emergence of global trading and commerce Technology & Innovation: How architecture reflect core values Grade 12 MATH INTEGRATION IV SCIENCE INTEGRATION IV SOCIAL STUDIES ENGLISH LANGUAGE ARTS Theme: Systems Theme: Systems INTEGRATION IV INTEGRATION IV Key Standards/Skills: Key Standards/Skills: Theme: Systems Theme: Systems Statistics and Probability: Physical Sciences: Key Standards/Skills: Key Standards/Skills: Summarize, represent, and Structure of an atom Power & Authority: Reading: Analysis and interpret quantitative data; (stable vs. unstable); Emergence of U.S. as synthesis Understand and evaluate Predict chemical global power, Civil Rights Texts: Nonfiction, random processes; Make reactions, force and Movement historical documents, inferences and justify velocity, energy Philosophy & Beliefs: reports, scientific texts conclusions from surveys, (mechanical vs. chemical) Manifest destiny, John Writing: Research reports, experiments, and Life Sciences: Cellular Winthrop’s “City on a Hill” explanatory texts with observational data; processes, complex Culture & Language: thesis, relevant facts, Understand independence ecosystems, genetics Emergence of jazz, Latin, arguments, proper and conditional probability; (DNA structure) and folk music citations, and domain Use probability to evaluate Earth/Space Sciences: Interaction People & specific vocabulary outcomes Properties of sun and Environments: Impact of Calculus: development of galaxies, World Wars I &II, Vietnam, Define and apply the motion and gravity, earth Gulf wars, and properties of elementary systems (ecology) globalization functions, including Engineering/Technology: Economies: Rise of algebraic, trigonometric, Designing models and banking, stock market, exponential, and composite testing, research and capitalism functions and their inverses development Technology & Innovation: Weapons of war, global and social communication

Integrated Arts, Technology, and World Languages Fenix Charter School will also use an integrated approach to the arts, technology, and world languages. The arts program which consists primarily of the visual and performing arts will be extensions of students’ units of study within Math, Science, Social Studies, and English Language Arts. The World Language program will provide the cultural and linguistic contexts for students’ studies in the common core. Spanish and Mandarin will be offered during the Extended Learning Program in anticipation that these languages will become increasingly dominant in the emerging global economy.

Curriculum Development and Review As evidenced in our curriculum scope and sequence, we have done extensive work aligning the MCF to our curriculum scope and sequence. The team responsible for further development of the curriculum scope and sequence will include the Chief Executive Officer, Principals, and the Integrated Learning Directors. We have begun the process of forming an Advisory Board (see Attachment 7) to ensure that the curriculum represents the latest developments in the fields of math, science, social studies, and English Language Arts. Leaders in the Lynn community will also be a part of this board to ensure that the projects that form the heart of students’ studies are relevant to the problems and challenges within the Lynn community.

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Big Picture Learning (BPL) will provide technical assistance in curriculum development and review during the pre-operational phase before the school’s opening and during the course of the school year. The Chief Executive Officer, Principals, and the Academic Leadership Team (Integrated Learning Directors, ELL Director, Learning Specialist Director (Special Education Director), Student Support Director, and Community Learning Director) will also be responsible for coordinating quarterly review of student performance data to ensure that the structure and implementation of the curriculum is effective. This regular data analysis will be conducted with both school staff and the board of trustees.

Core Instructional Practices for Diverse Learners Fenix Charter School will use research-based instructional practices that best serve diverse learners and are the hallmark of high performing schools (DeVito 2006). These practices also reflect the latest research concerning best instructional practices for special populations such as English Language Learners (Echevarria, Vogt, Short 2008) and students with special needs (Echevarria, Graves 2007). They represent the essential instructional practices that are integral to project-based learning and serve as a powerful vehicle to cultivate an ethic of excellence within students. The following are our core instructional practices:

Practice 1: Emphasize Creative and Critical Thinking through Reading, Writing, Substantial Conversations, and Multiple Learning Modalities  Students effectively and consistently use comprehension strategies to understand a variety of texts and activities: activating prior knowledge, determining important ideas, inferring, asking questions, creating visual images, and retelling or synthesizing.  Students effectively and consistently use higher order thinking strategies (habits of mind) to pose insightful questions, synthesize critical information, hypothesize, recognize alternatives and bias, seek multiple perspectives, make judgments based upon credible evidence, and apply their understanding to new situations, problems and texts.  Students can effectively engage in high quality writing and can articulate what high quality work looks like across genres and subject areas.  Students have powerful conversations with other students around important questions/topics/problems using a variety of formats: pair/share, small group, and student led conferences. The conversation has three features: (1) Related to subject matter—all students demonstrate their ability to engage in explicit talk on a critical concept related to that subject area and/or an important issue in the world. Students draw connections to other subjects and substantive real world issues. (2) Student-led—the sharing of ideas is not scripted or controlled by the teacher. Students share their ideas and build upon the thoughts of others. (3) Building collective understanding of topics—discussion helps every student to understand and wrestle with topics (rather than summarize).  Students interact with essential concepts and ideas through multiple modalities: kinesthetic, linguistic, mathematical, spatial, and musical.  Students engage in the arts, technology, and wellness programs to understand how the disciplines interact which leads to a deeper understanding of essential ideas and concepts. Practice 2: Provide Appropriate Structures to Support Student Learning (Gradual Release of Responsibility)  Modeling: Students effectively learn a new strategy and/or skill through teacher demonstration or explicit instruction.  Shared Practice: Students have ample opportunity to practice strategy in a variety of contexts with the help of the teacher. Students receive appropriate, immediate and constructive feedback.

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 Guided Practice: Students effectively work with each other to practice strategy. Students see the teacher moving from group to group and student to student, making observations, and providing immediate feedback tailored to their level of mastery and individual learning style.  Independent Practice: Students can work independently after mastering strategy. Students see the teacher conferencing with individual students. Students work on and receive immediate feedback on a series of increasingly complex activities leading to an original project, public presentation, publication or demonstration. Practice 3: Give Authentic or Meaningful Work that has connections beyond the classroom  Students can understand, explain and provide their own justification about why they are learning something.  Students see connections between topic/problem/question and their own experiences based upon race, culture, language, and personal interest. Students understand why they are learning something.  Students recognize the implications of their learning to understand issues affecting their community and world.  Students develop a sense of responsibility for their community and world as they come to wrestle with issues/questions affecting their world outside the classroom.  Students become agents of change where they are able and willing to apply their knowledge to address inequities/injustices in the world.  Students regularly produce original, beautiful work that is publicly displayed in the classroom and in their communities. Practice 4: Sustain Focus on Essential Questions and Learning Goals (Coherent Curriculum)  Students demonstrate deep understanding of topics/questions because they have the opportunity to focus on these topics/questions over multiple lessons, across subject areas and through multiple entry points.  Students understand “big picture” ideas, draw connections between subjects, and apply what they learn to address problems/issues in their community and world.  Students experience the continuity of lessons and understand the relationship between strategy/activities and learning goals.  Students demonstrate complexity in their understanding of topic/questions through the questions they pose, the evidence they cite, and the variety of ways they solve complex problems.  Students understand the essential role of the arts, technology, and media in advancing big ideas and concepts. Practice 5: Using Ongoing and Multiple Forms of Assessment  Students have a clear understanding of the criteria used to judge their work and learning.  Students can explain their work and compare its quality against exemplary work. Students know how to use scoring guides to critique their own and each other’s work.  Students see the value of acknowledging what they do and do not understand and how to apply appropriate fix-up strategies and/or ask for targeted help from fellow students and teachers.  Students are accustomed to various forms of assessment: writing portfolios, student and teacher led conferences, projects, exhibitions, school-wide performance tasks, and standardized tests.  Students understand themselves as learners and can explain their areas of strength and weakness.  Students can explain why particular ideas and questions are important. They value learning and demonstrate an intellectual curiosity about their world.  Students use arts and technology to demonstrate their understanding of essential concepts. These can include the performance arts (theatre, music), media (films, documentaries) and the visual arts (graphic design, sculpture, architectural drawings)

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Response to Intervention: Building Academic and Social/Emotional Resiliency Building student resiliency to overcome academic and social/emotional challenges will be a hallmark of Fenix Charter School. We expect that students will have a wide range of academic and social emotional challenges. Based upon a review of Lynn’s student performance data, we expect a significant percentage of our incoming student population to be performing below grade-level in reading, writing, and math. As previously stated, we also expect a number of students who will have social/emotional challenges based upon conversations with mental health professionals who work with Lynn youth. Our project-based learning model is a powerful vehicle to support student learning because of its emphasis on contextualized/personalized learning and the requirement that students collaborate in project teams. However, we recognize that building student’s academic and social/emotional resiliency will require additional support systems.

Fenix Charter School will use the Response to Intervention Model (RTI) to provide additional support to struggling students. RTI is and asset-based approach that provides targeted academic and social/emotional interventions that are research-based and build upon students’ unique strengths. RTI operates in three tiers or levels that emphasize whole-group, small group, and individualized interventions. The following is a description of each component of RTI that we will use at Fenix Charter School:

Universal Screening Process We will use a universal screening process to determine the level of intervention that students require. The intervention level is based upon real time analysis of student performance measures (Attendance, PARCC, formative assessments). A student support team comprised of the school principal, learning specialist, ELL specialist, resiliency counselor, and a core integration teacher will be responsible for analyzing the data on a quarterly interval. We will work with Big Picture to develop project-based learning metrics that will help inform decisions about student learning needs. Our plan is also to collaborate with PEAR (Program in Education, Afterschool, and Resiliency), a joint initiative between Harvard University and McLean Hospital to administer assessment tools that measure students’ social/emotional development and its impact on student learning. Tier I: Core Instructional Practices for Diverse Learners / Morning Circle Project-based learning will serve as the primary vehicle to support student learning needs. The core instructional practices for diverse learners that are integral to project-based learning emphasize engaging students using multiple learning modalities, flexible grouping, contextualized (authentic) learning experiences, critical thinking/problem-solving, and emphasizing literacy and numeracy across the content areas. A full description of our Core Instructional Practices for Diverse Learners can be found in Attachment 9. To support both their academic and social/emotional development, students will have Morning Circle (30 minutes per day) where they connect with a Fenix staff member about personal or academic issues and receive explicit training about resiliency strategies. PEAR (a joint collaboration of Harvard University and McLean Hospital) will train Fenix staff in strategies to build student resiliency. Tier II: Instructional Modifications / Accelerated Learning Labs (ALL) / Counseling If a student is performing below grade level or has social/emotional challenges that are affecting academic performance, they will receive two additional levels of support. First, a Learning Specialist will work with Core Integration teachers to determine additional classroom modifications that need to be made to support student learning. If the issue is social/emotional, a student resiliency counselor will work with classroom teachers to structure modifications that will support social/emotional development. The second level of support is provided through the Extended Learning Program. Struggling students will have the opportunity to participate in Accelerated Learning Labs (ALL) that provide intensive tutoring in either Math or Literacy using research-based practices that emphasize learning in

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multiple modalities (kinesthetic, linguistic, mathematical, spatial, and musical). This model has successfully improved student performance in math, reading, and writing in California and Arizona schools that mirror Lynn’s demographic. Students would be required to attend ALL twice per week, 75 minutes per session. If a student requires additional social/emotional help, resiliency counselors will run support groups twice per week within the Extended Learning Program.

Tier III: Intensive Individual Support / Clinical Referral Students who have been determined to require Tier III services will receive one on one tutoring in the Accelerated Learning Lab during the Extended Learning Program, four times per week, 75 minutes per session. Students who require intensive social/emotional support will have access to clinical support services. We are currently exploring a partnership with the Lynn Community Health Center to provide clinical support services and to connect students and families to the Lynn’s extensive health and human services network.

Professional Development We are excited about our partnership with Big Picture Learning (BPL) that will provide school support services and serve as our primary source of professional development. In order to effectively implement Fenix Charter School’s educational program and vision, BPL will provide the following professional development:

Big Bang Conference and the Fenix Rising Summer Institute. Staff will participate in two intensive summer trainings. The first will be BPL’s annual Big Bang Conference where school staff from across the BPL network are immersed in Big Pictures’ strategies to effectively develop and execute project-based curricula and to create a school culture committed to excellence. BPL will also facilitate the Fenix Rising Summer Institute where staff will have the opportunity to develop and plan project-based units and lessons, receive training in the Response to Intervention Model (RTI), and learn strategies to create a school culture that is committed to an ethic of excellence. PEAR (the joint partnership of Harvard University and McLean Hospital) will also facilitate sessions during the institute to train Fenix staff in strategies to build student resiliency. Follow-up School-based Coaching and Professional Development. BPL will also provide monthly coaching and professional development to staff to ensure deep implementation of Fenix Charter School’s educational program and vision. See Attachment 6 for a full description of Big Picture’s Scope of School Support Services for Fenix Charter School.

School staff will be required to embrace the core values of social entrepreneurship (creativity, innovation, collaboration, and social responsibility) as they engage in their professional learning. Commitment to these values will guide how Fenix Charter School structures ongoing professional development. Professional development will have five primary features:

Reflects instructional priorities and student learning needs: The Chief Executive Officer, principals, and Academic Leadership Team (Integrated Learning Directors, ELL Director, and Student Support Director) will develop an annual school-wide professional development plan grounded in yearly instructional priorities. These priorities emerge from a thoughtful analysis of student performance data and trends. Big Picture Learning (BPL) will provide technical assistance in analyzing student achievement trends and developing school-wide priorities. Forms an essential component of the school day: Teachers, administrators, and support staff see daily team meetings (teachers have 75 minutes of team planning per day) as an important source of professional development and they engage in the following activities: Looking at student and teacher work (LASW and LATW), LAB classrooms (peer observations), data-based decision-making to drive instruction, curriculum mapping, inquiry groups and lesson/unit planning.

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Promotes reflective practice: Teachers, administrators, and support staff engage in the reading of professional articles/books and identify ways to implement new learning in classrooms. They engage in writing as a way to reflect upon their teaching practice and experience in the classroom Connects to community partnerships and higher education: Through the advisory board staff will be connected to members of the Lynn community who can provide guidance in student project work. We will also tap the resources of local areas colleges and universities to provide targeted professional development. We will have a schedule of formal opportunities for staff professional development. Staff roundtable on Fridays, 3:30 to 4:45 pm, will also be a structured time where staff can receive targeted professional development.

Teacher Evaluation Teachers will be supported through an evaluation system that celebrates their strengths and provides a clear plan to address areas for improvement. The principal will be responsible for implementing the evaluation system. The teacher evaluation system will have four components:

Professional Learning Plan: Teachers will identify two or three goals related to how they will improve their teaching practice. These goals will be aligned to school-wide instructional priorities. In the plan teachers specify measures for success and the strategies to realize their goals. Professional Learning Portfolio: Teachers will compile an annual portfolio that provides evidence that they are effectively implementing their professional learning plans. The portfolio has three components: (1) A two-page written reflection on how they have progressed in achieving their goals; (2) Lesson plans or student work that documents progress in achieving goals; (3) Written feedback by colleagues. Learning Walks: The Academic Leadership Team will conduct quarterly learning walks (15 to 30 minutes) to assess teacher growth. Informal and formal observation: The principal will conduct one informal observation at mid-year and a formal observation in the spring.

The professional learning portfolio, learning walks, and informal/formal observations will form the basis of a teacher’s professional learning plan for the following year. In case of serious performance issues, a teacher will be required to have quarterly check-ins with the principal regarding their professional learning plan. If a teacher’s performance continues to falter, this can serve as grounds for termination.

C. PERFORMANCE, PROMOTION, AND GRADUATION REQUIREMENTS

Project-based Performance Standards Fenix Charter School will use an interactive and integrated learning model to support student mastery of the Common Core. The primary vehicle for this integration will be project-based curricula that provide contextualized learning experiences. Students’ projects will be assessed in a four-point growth scale that emphasizes the four “E”s of learning development:

Emerging / Level 1 / Grade D: Student is beginning to demonstrate core concepts/skills Evolving / Level 2 / Grade C: Student sometimes demonstrates core concepts/skills Expanding / Level 3 / Grade B: Student consistently demonstrates core concepts/skills Excelling / Level 4 / Grade A: Student demonstrates core concepts/skills at high levels

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In addition to the four-point growth scale, students will be assessed mastery of concepts and skills in relation to the school’s core educational values:

Creativity: Making unique connections across concepts/ideas and constructing diverse expressions Innovation: Applying a creative idea to a problem and developing a viable solution Collaboration: Working with others to create a synergy that will yield high performance Social Responsibility: Understanding the ethical implications of knowledge and solutions

The chart below is a sample framework of project-based performance standards for grade 5 in Math, Science, ELA, and Social Studies. For each core value and learning focus area, students will be assessed in the four-point growth scale (Emerging 1, Evolving 2, Expanding 3, and Excelling 4).

GRADE 5 PROJECT-BASED PERFORMANCE STANDARDS

LEARNING CORE EDUCATIONAL VALUES FOCUS AREA CREATIVITY INNOVATION COLLABORATION SOCIAL RESPONSIBILITY Makes connections Uses measurement and Practices creating Uses Algebraic and between/among mathematical Algebraic expression Geometric expressions Algebraic expressions expressions (fractions) to (fractions) and charting to chart demographic MATH (fractions). analyze a problem Geometrical design with data related to INTEGRATION I peers and offers/receives community issues. Can express Can chart possible constructive feedback. Geometrical thinking solutions on graphs to Displays analysis and (two-dimensional solve problem(s) in the Works with peers to charts to field experts objects) in diverse community. chart possible solutions and members of the ways (art, music, to community problems. community. performing arts)

LEARNING CORE EDUCATIONAL VALUES FOCUS AREA CREATIVITY INNOVATION COLLABORATION SOCIAL RESPONSIBILITY Makes connections Can design models to Practices the Scientific Uses key scientific between/among key understand problems method with peers and concepts (properties of Scientific concepts: and test possible offers/receives matter, force, energy, properties of matter, solutions. constructive feedback. ecosystems) to SCIENCE force, energy, understand problems in INTEGRATION I ecosystems, Develops sustainable Works with peers to the community. development of stars, solution(s) to problems develop sustainable planets, and in the community and solutions using tested Presents analysis, Engineering. leverages community models findings, and proposed resources to address solutions to field Can express scientific problem. experts and community concepts in diverse members. ways (art, music, performing arts) LEARNING CORE EDUCATIONAL VALUES FOCUS AREA CREATIVITY INNOVATION COLLABORATION SOCIAL RESPONSIBILITY Makes connections Analyzes community Practices democratic Uses key social studies between/among key problems based upon a principles within the concepts to understand

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Social Studies deep understanding of school, with his peers, problems in the concepts: Emergence the community’s history. and offers/receives community (democratic SOCIAL STUDIES of Democracy, impact constructive feedback. principles, impact of INTEGRATION I of American and Develops sustainable globalization and European expansion, solutions by leveraging Works with peers to technology). and impact of new resources in different chart historical evolution technologies and social sectors: business, of community in relation Presents analysis, economies (banking, government, health and to an identified problem. findings, and proposed stock market) human services. solutions to field experts and community Can express social members. studies concepts in diverse ways (art, music, performing arts) LEARNING CORE EDUCATIONAL VALUES FOCUS AREA CREATIVITY INNOVATION COLLABORATION SOCIAL RESPONSIBILITY Makes connections Analyzes community Practices reading and Practices writing and between/among key problems by reading a writing with peers using a presenting in public ideas and is able to variety of texts to variety of texts related to forums to raise ENGLISH analyze points of view, understand different community problems awareness about LANGUAGE ARTS draw inferences, and viewpoints in relation to (stories, plays, dramas, community problems. INTEGRATION I compare/contrast. the problem. information texts). Presents analysis, Can express ideas Produces a variety of Works with peers to findings, and proposed using diverse texts: texts (narrative, poems, generate writing that solutions to field stories, plays, poems, dramas, informational) promotes possible experts and community and informational that proposes possible solutions. members in diverse texts. solutions ways.

Grade-level Promotion Standards Fenix Charter School is committed to preparing each student for higher education and full participation in a global economy. To change the culture of just getting by or passing, students are only allowed to be promoted when they achieve a grade of B (Level 3/Excelling) or above in their school program. The chart below describes what students are expected to achieve at each grade- level.

GRADE-LEVEL PROMOTION STANDARDS 2 semesters of integrated coursework in Math, ELA, Social Studies, and Science Performing Level 3 (expanding) or above in each integrated course Completing and presenting a project portfolio that is assessed at level 3 (expanding) or above 2 semesters of a Wellness program in the Extended Learning Program 1 semester of Liberal Arts (World Languages/Art/Music) in the Extended Learning Program 1 semester of higher education/career exploration (internship/college class) or social service

As previously described, Fenix Charter School will use the Response to Intervention Model (RTI) to address both the academic and social/emotional requirements of struggling students.

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Graduation Promotion Standards Fenix Charter School believes in the genius of each student. The promotion standards described below reflect a collective commitment to excellence. As also reflected in our grade-level standards, students are only allowed to graduate when they achieve a grade of B (Level 3 / Expanding) or above in their school program.

MIDDLE AND HIGH SCHOOL GRADUATION STANDARDS: GRADES 8 AND 12 8 semesters of integrated coursework in Math, ELA, Social Studies, and Science Performing Level 3 (expanding) or above in each integrated course Completing and presenting a graduation portfolio that is assessed at level 3 (expanding) or above Passing PARCC (Partnership for Assessment of Readiness for College and Careers) A Higher Education Plan that documents college/university enrollment and a financial aid plan (HS level) 8 semesters of a Wellness program in the Extended Learning Program 4 semesters of Liberal Arts (World Languages/Art/Music) in the Extended Learning Program 4 semesters of higher education/career exploration (internship/college class) or social service

D. ASSESSMENT SYSTEM

Holistic Assessment System Fenix Charter School will use a holistic assessment system to track student progress and to guide improvements in the school’s programming. The Academic Leadership Team (Principal, Integrated Learning Directors, ELL Director, Learning Specialist Director, and Student Support Director) will be responsible for overseeing the implementation of the assessment system. The assessment system consists of four categories:

Summative (Culminating) Assessments: These assessments determine whether students have achieved annual learning goals. Project review panels (evidence of mastery of learning goals within team projects), portfolio review panels (evidence of individual student mastery of concepts and skills), and PARCC (Partnership for Assessment of Readiness for College and Careers) will serve as the primary instruments for summative assessments. Formative (Diagnostic) Assessments: These assessments measure targeted areas (reading, writing, and concept/skills development). We will administer quarterly benchmark assessments in Math, reading, and writing to determine proper instructional support for students. We are currently researching computer-based assessment systems that provide real-time data to students, staff, and parents. Ongoing assessments: These assessments are primarily classroom-based and determine students’ progress in achieving learning goals. These assessments include writing assignments, visual and performing arts projects, reports, and teacher observations. Self-Assessments: These assessments are critical in helping students to identify areas of strength and gaps in their learning. These assessments include project reflection papers, journals, peer conferencing, and portfolio reflections.

Project-based Learning Metrics Because project-based learning is the heart of the school’s educational program, developing effective metrics to determine students’ mastery of learning goals will be essential. Big Picture Learning (BPL) will provide technical assistance in developing project-based learning metrics that

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will provide both qualitative and quantitative data about students’ progress in achieving learning goals and benchmarks. A sample project rubric from a BPL school can be found in Attachment 11.

Reporting Student Progress Students, families, board members, school staff, and community partners will be well-informed of students’ progress in achieving learning goals. Communication will occur in the following ways:

Use of Data to Drive Instruction and Decision-making Social entrepreneurs know the critical importance of data to guide their efforts to change systems. In the same way, Fenix Charter School will be systematic in the collection, analysis, and use of data to drive instruction and decision-making. Data decision-making will happen in the following ways:

Staff roundtable: Every Friday afternoon, 3:30 to 4:45 pm, staff have the opportunity to meet as a whole group to reflect upon the week and plan for the following week. Analysis of relevant data will be an essential part of staff conversations about how to improve student learning and performance. Teachers will also participate in inquiry groups where they will identify a problem related to student performance, hypothesize possible solutions, test these solutions, and make any appropriate adjustments. Response to Intervention (RTI): Fenix staff will use a universal screening protocol to determine levels of interventions that a student may need. Staff will analyze data slices (PARCC, formative assessments, attendance, referrals) at each quarter to determine the appropriate interventions for students. A full description of RTI can be found in Attachment 10. Project and portfolio review panels: These are public ways where students demonstrate their learning to peers, families, community partners, and field specialists. Fenix staff will identify trends to determine levels of instructional support that students need. Fenix Leadership Team (FLT): The FLT is a democratic body of staff, parents, students, board members, and community partners that convenes monthly to review the school’s progress in realizing its mission and vision. These meetings will involve a regular review of relevant review and analysis of student performance data that will lead to recommendations for improvements.

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Board of Trustees: The Chief Executive Officer will regularly share performance data with the board of trustees and this data will determine how the school is progressing in relation to the Accountability Plan. This data will also guide strategic planning and policy making. Family and community satisfaction focus groups and surveys: Successful businesses are very serious in collecting data about customer satisfaction, and we will adopt this approach in collecting important data about student, parent, and community partner satisfaction. This data will be analyzed at the school and board levels to ensure that our education program is addressing the needs of the Lynn community.

E. SCHOOL CHARACTERISTICS

Overview of School Calendar, Schedule, and Program Features Fenix Charter School will offer 185 days of instruction during the course of the year. The year is divided into two semesters (ten weeks per semester). The school program is from 8:30 am to 6:00 pm, Monday through Thursday, and 8:30 am to 3:30 pm on Friday. The core academic schedule is 8:30 am to 3:30 pm, Monday through Friday, a total of 7 hours per day. Every student is required to participate in the Extended Learning Program (ELP) that runs Monday through Thursday, 3:30 pm to 6:00 pm, a total of 2.5 hours per day. The following is a typical student schedule from grade five. The basic structure of the schedule remains consistent from grades 5 to 12.

SAMPLE STUDENT SCHEDULE Day & Time Monday Tuesday Wednesday Thursday Friday 8:30—9:00 AM Morning Circle Morning Circle Morning Circle Morning Circle Morning Circle 30 minutes 9:00—10:15 AM Math Math Math Math Math 75 minutes Integration I Integration I Integration I Integration I Integration I 10:15—10:30 AM Break / Recess Break / Recess Break / Recess Break / Recess Break / Recess 15 minutes 10:30—11:45 PM ELA ELA ELA ELA ELA 75 minutes Integration I Integration I Integration I Integration I Integration I 11:45—12:45 PM COMMUNITY LUNCH 60 minutes 12:45—2:00 PM Science Science Science Science Science 75 minutes Integration I Integration I Integration I Integration I Integration I 2:00—2:15 AM Break / Recess Break / Recess Break / Recess Break / Recess Break / Recess 15 minutes 2:15—3:30 PM Social Studies Social Studies Social Studies Social Studies Social Studies 75 minutes Integration I Integration I Integration I Integration I Integration I 3:30—4:45 PM ALL* / Spanish ALL* / Spanish 75 minutes HW Help HW Help 4:45—6:00 PM Dance Career Dance Career 75 minutes Exploration Exploration *Accelerated Learning Labs (ALL) provide intensive tutoring in either Math or Literacy using research-based practices that emphasize learning in multiple modalities (kinesthetic, linguistic, mathematical, spatial, and musical)

The following are key features of the core academic and extended learning programs:

Morning Circle. At the beginning of each day, a group of 6 to 8 students connect with a Fenix staff member. Morning circle has three goals: (1) Provide a safe space where students can share their

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thoughts and feelings; (2) Help students to focus on their academic and personal goals; and (3) Provide training in strategies to support social/emotional development (i.e. resiliency training). Core Integrated Subjects. Students receive 75 minutes in each of their core academic subjects. The extended learning time allows students to engage and interact with concepts and questions in meaningful ways and provides the space to engage in project-based inquiry. Arts and Technology Integration. The word “elective” will never be seen on a student schedule. Arts and Technology are essential and have equal value to the core academic subjects. Rather than having a separate class for the arts, it is integrated into the core academic subjects. Art and technology teachers will have the opportunity to co-teach lessons. For example, in Science Integration classes, students may demonstrate their understanding of biological systems by creating a play. In Social Studies Integration, students may do a community art project exhibited in Lynn that reflects Latin American history themes. In Math Integration, students may do architectural designs to redevelop Lynn center to demonstrate their understanding of geometry. Breaks and Transitions. Students have two 15 minutes breaks between core integrated classes: one in the morning and one in the afternoon. The 75 minute academic periods allow for fewer transitions and the breaks allow students to go to the bathroom and briefly socialize with peers. Community Lunch. Schools in Latin America, Europe, and Asia allow one to two hours for lunch. They realize that lunch is an essential way of teaching students how to develop healthy eating habits. Eating lunch together also has a critical role in creating a sense of community and giving students the space for healthy social and emotional development. Community lunch is also a time where staff and students are celebrated for their accomplishments. Extended Learning Program (ELP). The Extended Learning Program offers students structured activities to support their personal, social, and academic development. There is a clear link between participation in after-school programs and students’ improved academic, social, and emotional development (Durlak, Weissberg 2007). ELP includes Accelerated Learning Labs (targeted tutoring in Literacy and Math), homework help, social service projects, liberal arts workshops (world languages, music, dance, art, film/media), wellness activities, and higher education and career exploration (job shadowing, paid internships, mentoring activities offered by professionals and field trips to colleges/universities). World languages are offered within this period because learning a language is a form of exploration into the way peoples and cultures think, feel, and act.

The following is a typical teacher schedule from grade 5. The basic structure of the schedule remains consistent from grades 5 to 12.

SAMPLE TEACHER SCHEDULE Day & Time Monday Tuesday Wednesday Thursday Friday 8:00—8:30 AM Arrival / Arrival / Arrival / Arrival / Arrival / 30 minutes Check-In Check-In Check-In Check-In Check-In 8:30—9:00 AM Morning Circle Morning Circle Morning Circle Morning Circle Morning Circle 30 minutes 9:00—10:15 AM Math Math Math Math Math 75 minutes Integration I Integration I Integration I Integration I Integration I 10:15—10:30 AM Break / Recess Break / Recess Break / Recess Break / Recess Break / Recess 15 minutes 10:30—11:45 PM Math Math Math Math Math 75 minutes Integration I Integration I Integration I Integration I Integration I 11:45—12:45 PM COMMUNITY LUNCH 60 minutes

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12:45—2:00 PM Team Team Team Team Team 75 minutes Planning Planning Planning Planning Planning 2:00—2:15 AM Break / Recess Break / Recess Break / Recess Break / Recess Break / Recess 15 minutes 2:15—3:30 PM Math Math Math Math Math 75 minutes Integration I Integration I Integration I Integration I Integration I 3:30—4:45 PM ALL* / ALL* / Staff 75 minutes HW Help HW Help Roundtable *Accelerated Learning Labs (ALL) provide intensive tutoring in either Math or Literacy using research-based practices that emphasize learning in multiple modalities (kinesthetic, linguistic, mathematical, spatial, and musical)

The following are key features of the teaching staff’s professional responsibilities:

Arrival / Check-In. Staff are expected to arrive at 8:00 am and after checking into main office, they will check their iPads to check for important announcements, and student/ family updates. Communication among staff will happen in a paperless environment. Morning Circle. Each staff member is assigned 6 to 8 students. They are responsible for checking-in with these students, discussing academic and personal goals for the day and week, and/or providing a specific training (i.e. anti-bullying, resiliency training). Morning Circle is 30 minutes per day. Teaching Responsibilities. Each teacher will be assigned no more than 75 students during the course of the school year. She/he will teach three sections of classes: 75 minutes per period and 25 students per class. It should be noted that while each class has 25 students, up to four additional teachers can be in a class at any time (Arts Integration Teacher, ELL specialist, Learning Specialist, Apprentice teacher). Teachers will become experts in one level of integrated coursework per year. For example, a teacher may teach Math Integration I but they will not be responsible for Math Integration II, III, or IV during the same year. This ensures that teachers’ energies are not dispersed as they plan and teach integrated coursework. Breaks and Transitions. Teachers have a 15 minute break in the morning and one in the afternoon. The expectation is that they check-in with their iPads for any important announcements that may arise. Teachers are also responsible for making sure that students make the proper transition to their next class. Community Lunch. Teachers are expected to eat with students twice per week. This is an essential time to cultivate a sense of community among students and staff. Team Planning: Each teacher has 75 minutes of planning time per day. The expectation is that this time is used to plan with colleagues since our integrated learning model requires extensive collaborative planning among teachers. This period is also an opportunity for embedded professional development where staff can in engage in Looking at Student and Teacher Work (LASW/LATW), lab classrooms (peer observation), and inquiry groups. Extended Learning Program (ELP). Staff are required to provide at least two sections of tutoring and homework help, 75 minutes per section and 2 hours per week. If a teacher desires to provide additional tutoring and homework help or run a liberal arts workshop (i.e. dance, music, art, film media), they will be further compensated at an hourly rate. The school day ends for teachers at 3:30 pm when they are not participating in ELP and 4:45 pm on the days when they are providing tutoring /homework help or participating in afterschool meetings. Staff Roundtable. At the conclusion of each week staff have the opportunity to meet in a staff roundtable on Fridays, 3:30 to 4:45 pm, where they can openly reflect on the week with their colleagues, problem-solve issues, or do necessary planning for the following week. The roundtable also provides a weekly structure for formal professional development opportunities.

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Typical Student Day Marta is in the 5th grade and when she arrives at school she is welcomed with smiles and hugs. In her morning circle, she pulls out her iPad to review the homework/project work that she was responsible for completing. The circle then shifts to a conversation about resiliency and how they are using the strategies from resiliency training to address issues/problems in their lives. Marta is eating a breakfast snack (granola bars and an apple) as she participates in morning circle. She then goes to her Math Integration I class where the arts integration teacher works with Marta’s project team to design a geometrical computer model that depicts the downtown buildings in Lynn and simulates the team’s ideas to develop the area. In the process Marta is learning about geometrical graphing from her Math Integration teacher who is fielding questions from the team about how to graph coordinates. She has a 15 minute break where she goes to the bathroom and then chats with friends. Marta then goes to her ELA Integration I class where she is reviewing her interview notes with Lynn residents who shared how the downtown area has changed over the past 30 years. She is responsible for writing a brief report that highlights themes and concerns of residents in relationship to urban development in Lynn. Because Marta is an ELL student, the ELL specialist who is co-teaching with the ELA Integration teacher provides a graphic organizer to Marta to help organize her writing. Marta then goes to lunch and is proud to see that her friend, Sobeida, is receiving an award from the Lynn Chamber of Commerce for her idea about how to develop green spaces in Lynn. She then goes to her Science Integration I class where she is learning about how local industries are affecting the environment and she begins brainstorming with her project team ideas to improve the environmental quality of Lynn. Marta has a 15 minute break before she goes to her Social Studies Integration I class where she is learning about how to become a community advocate to advance her urban development plan. Her study of the philosophical underpinnings of the American Revolution helps Marta to understand why community advocacy is essential. The ELL teacher who is co-teaching with the Social Studies Integration teacher provides modified reading materials to support Marta’s understanding of the history text. Marta’s core instructional program has concluded and the Extended Learning Program (ELP) commences with Marta going to ALL (Accelerated Learning Lab) where a Gordon College student volunteer is providing targeted tutoring in reading and writing. Fenix Charter School’s Community Learning Director who oversees ELP arranged for volunteers to be trained in ALL through North Shore Community College. Marta then goes to a liberal arts workshop activity in the ELP, a Latin dance class. The class is provided by a community volunteer in the local YMCA that is adjacent to the school building. After a long and productive day, a school bus drives Marta and her peers safely home.

Typical Teacher Day Jonathan arrives at 8:00 am to the smiles and hugs of staff and checks his iPad for any school announcements. He learns that one of his students, Jaime, had a violent episode at home and he makes note to check in with him at Morning Circle. Jonathan asks Jaime about the episode and asks whether he was able to use any strategies from his resiliency training to manage the incident. Jonathan shoots a quick message to a resiliency counselor about his morning session with Jaime. Jonathan is excited about the media art project that he is doing with his 5th grade students in Social Studies Integration I. Jonathan is working with Marina, the arts integration teacher who is showing students how to film and edit videos of Lynn residents who are speaking about the history of urban development in Lynn. This video will be presented to the mayor and leaders of community organizations at Lynn City Hall. During the team planning period, Jonathan meets with the ELL and Learning (Special Education) specialists to discuss ways to improve the quality of student writing. Jonathan brings a sample writing assignment from a struggling student and they conduct a Looking at Student Work protocol. Jonathan is looking forward to implementing the proposed writing strategies in his classroom. At the end of the day, he provides tutoring and homework help to

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students who are struggling with their project-based inquiry assignment focused upon the environmental impact of industries in Lynn.

School Culture The school space is industrial with high ceilings and vibrant, warm colors. It does not look like a school but a creative work area that one would typically find in a professional office building that has been converted from an old industrial plant to an inspiring loft-style space. The high ceilings communicate the mission of the school: a relentless focus on expanded creativity and innovation. The exposed brick and beams also highlight the school’s mission to show how things work. There is no hidden agenda—everything is transparent. There are no desks—only work tables. The only paper one will find is the creative artwork that is hanging from walls. Students use their iPads to do writing and reading assignments and one will not find a pile of paper on a teacher’s desk. There are no teacher desks. Teachers and students share the same work space, and assignments have been transmitted electronically.

There are two striking features about staff and students: a sense of joy and purpose. Students are bubbling with excitement as they discuss their team projects and teachers act like proud parents as they share with their colleagues the amazing work that their students are doing. Field specialists and community partners who have been invited to share their expertise about a particular issue, are deeply impressed with the level of knowledge that students are demonstrating with their projects and the sophistication of their questions. They are thinking to themselves, “I am in a school that is leaping into the 21st century and beyond.”

Walking into teachers’ workrooms is like walking into the workspace of employees at Google or Pixar. Teachers share common working tables and storage areas. Teachers are thinking out loud and playing with items (balls, toys) as they brainstorm how to structure a lesson/unit or problem- solve ways to help a struggling student.

The school-wide norms or community commitments support a social entrepreneurial school culture and are not simply found in a student or teacher handbook but are clearly imprinted in the words and actions of every student and staff member. These community commitments are:

BE REAL: Respectfully voice what you need to be successful BE PRESENT: Come prepared and on time to do the task at hand BE EXCELLENT: Bring your “A game” in all your words and actions BE COURAGEOUS: Push yourself to take risks and to persevere BE COMPASSIONATE: Love and support the people around you

Creating and sustaining this school culture requires that Fenix Charter School stand against punitive approaches to discipline that demean students and staff. Neither will the school rely upon an obedience model of “do this because I say so.” We will also not use suspension or expulsion as modes of punishment because we believe that students need to be in school to address problematic behaviors that undermine their personal and academic success. The exception would be school safety issues where a student would need to be removed from school in compliance with state and federal laws.

Student Discipline: Cultivating an Ethic of Excellence The hallmark of Fenix Charter School will be the ethic of excellence that will be found among students and staff. This ethic of excellence will be reflected in students living the community commitments (be real, present, excellent, courageous, and compassionate) and demonstrating a

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relentless commitment to engage in powerful learning and high achievement in all aspects of the Fenix educational program.

To cultivate an ethic of excellence we will use the following practices:

Morning Circle. As previously stated, each staff member is assigned 6 to 8 students where they are responsible for checking-in with students at the beginning of each day for 30 minutes. They discuss academic and personal goals for the day and week, or provide a specific training (i.e. anti-bullying, resiliency training). Morning Circle is a proactive practice to ensure that students are focused and to address any potential problems that need to be addressed. The Fenix Way (Ethic of Excellence Rubric). We are in the process of developing a rubric that spells out what our community commitments look, sound, and feel like on a daily basis. The first two weeks of the school year will be an intense immersion in the practices outlined in the rubric (the Fenix Way). Exercises will include role playing and acting out different aspects of excellent student and staff behavior. Professional Mentoring. Each student will be assigned to a mentor who can serve as a role model. We are currently making plans to partner with General Electric (GE) in Lynn who will assign recent college graduates who are in their Edison Engineering Development Program (EEDP) to serve as mentors and tutors for Fenix students. Project Teams. In their core integration classes, students will be organized into project teams (5 students per team) as they engage in project-based learning. As previously stated in the curriculum and instruction section (Part II/Section B), project-based learning requires researching and analyzing a real problem in the Lynn community, designing and testing possible solutions, choosing the best design based upon the best outcome, and sharing their results with civic authorities and professional experts in the fields related to their work. This structure mirrors the model that can be found in many higher education business, and social service environments and teaches students about accountability when working in teams. Not only will students be measured in the quality of their work but to the degree that their individual contributions either supported or undermined the project team (see part 2/section c for a full description of performance, promotion, and graduation standards). Restorative Justice Program. This student accountability program has a successful track record in high performing urban schools to help students understand the impact of negative actions through peer review and involves students coming to consensus on a restorative justice plan that requires the offending student to make things right with his/her peers. Fenix staff will be trained in this program during the summer institute intensives and staff will orient students to this program during the opening weeks of school. Response to Intervention (RTI). Negative student behavior can be attributed to frustration over poor academic performance or social/emotional challenges. The RTI model is a proactive way to address potential negative behavior by providing a systematic program of support (see Attachment 10 for a full description of the RTI model). Student Support Directors and Resiliency Counselors. Rather than having a vice-principal or dean of students on staff to manage discipline issues, Fenix Charter School will use a Student Support Director who will oversee any issue related to student discipline. The rationale is that changing student behavior requires a deep understanding of students’ social/emotional challenges. Student Support Directors and Resiliency Counselors will work closely with the staff to provide ongoing support and targeted interventions.

Family Partnerships and Outreach In our mission statement we express a commitment to partner with families in their child’s education. We believe that this partnership is one of the primary levers to ensure that students

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experience personal and academic success. We will use the following practices to support and cultivate partnerships with families:

Student-led family conferences: Every quarter students will share their progress in the presence of their family and teachers. Students will be coached in how to reflect upon and discuss their performance. Project review panels: At the conclusion of each year, student teams will be required to share their project work with a panel of parents, board members, community members, and field specialists. Portfolio review panels: Students will be required to demonstrate their mastery of core concepts and skills at the conclusion of each year by sharing evidence of their work with families, board members, community members, and teachers. Fenix Leadership Team (FLT): The FLT is a democratic body of staff, parents, students, board members, and community partners that convenes monthly to review the school’s progress in realizing its mission and vision. These meetings will involve a regular review of relevant review and analysis of student performance data that will lead to recommendations for improvements. Family and Community Education Program. There is a clear link between parents’ education levels and student performance (U.S. Department of Education 2012, indicators 12 and 13). Students of more highly educated parents had higher average scores in reading and math assessments. The Family and Community Education Program (FCEP) will provide an evening of educational experiences for students’ parents and community members that mirror the day program. ESOL classes and Higher Education / Career Planning: English instruction is offered in levels one through four with the goal of providing contextual learning (language skills that prepare students for higher education and the workplace). Family Literacy and Advocacy: Strategies for helping parents to support their children’s learning at home and training in how to be advocates for their children. Financial literacy and Social Entrepreneurship: Learning the basics of banking, college savings, budgeting, and starting a business. Citizenship classes and civic engagement: Support in becoming United States’ citizens and opportunities to participate in social service projects. GED preparation: contextualized academic study that prepares families and community members for the GED exam. FCEP will run Monday through Thursday, 6:30 to 8:30 pm.

Community Partnerships We are currently exploring potential partnership with the following groups to support the Extended Learning Program (ELP):

Lynn YMCA. The Lynn YMCA is located in a building adjacent to the proposed school site on 20 Wheeler Street. We plan to take advantage of its physical proximity to provide students with a wide range of physical fitness programs. RAW Art Works. For over 20 years RAW Art Works has used a wide range of media (paint, film, fabrics) and art therapies to support students’ creative and social/emotional development. Our hope is to partner with RAW Art Works to provide formal opportunities for students to take advantage of this rich resource during ELP. Edison Engineering Program. This program based out of GE in Lynn provides intense technical and business training to college graduates as a way to attract more people to the field of engineering. We are exploring a potential partnership where college graduates who are enrolled in this program can serve as tutors and mentors for students.

Our plan is to launch the Family and Community Education Program (FCEP) in year 2 of operation. We are exploring partnership with the following organization to provide FCEP services:

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Operation Bootstrap. This agency is located in the same building site where we are proposing to open the school (20 Wheeler Street). They provide ESOL, Adult Education, GED, Citizenship, and Financial Literacy classes that are contextualized and mirror the emphasis of contextualized learning advocated in our educational model. Operation Bootstrap also spearheads the Lynn Reads Literacy Campaign where they provide workshops in schools to support family literacy.

F. SPECIAL STUDENT POPULATIONS AND STUDENT SERVICES

English Language Learners Anticipating that a significant percentage of our students will be English Language Learners (ELL), we chose diverse instructional practices for the general education classroom that are consistent with best instructional practices for ELL students (Echevarria, Vogt, Short 2008). The goal is that ELL students have full access to the general education curriculum and experience full membership within the school community. We will use a modified Sheltered English Immersion Model (SEI) that emphasizes integration into the general education classroom. Our ELL education model has the following features: Universal Screening Process. During year one, a full-time ELL Director (1 FTE) will be responsible for coordinating an intake assessment. This intake will involve the use of ACCESS (Assessing Comprehension and Communication in English State-to-State for English Language Learners). This intake will determine the types of ELL services that students require in compliance with 603 CMR 14.02. The ELL Director will participate in available ELL trainings offered through ESE to learn how to conduct intake assessments. The ELL Director will also be responsible for updating school staff about current ESE policy and practices regarding ELL education and reporting requirements. ELL Learning Plan. The ELL Director will work with core content teachers and the families of ELL students to develop an ELL Learning Plan that outlines the academic program and supports for ELL students. This plan will be updated quarterly to ensure that services are timely and relevant. ELL Programming. The goal of our ELL programming is to minimize separating students from their peers because the general education program utilizes best practices in ELL instruction. Students in Levels 1 and 2 will participate in 75% of the general education programming and receive 75 minutes of daily ESL instruction during the ELA Integration periods. The ELL Director will work closely with core integration teachers to ensure that the WIDA standards (World-Class Instructional Design and Assessment) are integrated into the general education curriculum. Level 1 and 2 students will also receive an additional 75 minutes of ESL instruction, four times per week, during the Extended Learning program. The ELL specialists will provide additional in class support when students attend their integrated studies in Math, Social Studies, and Science. This will involve a co- teaching model to ensure that ELL students have access to the core curriculum. Students in levels 3 and 4 will participate in 100% of the general education curriculum and receive in class support from the ELL specialists. They will also continue to receive an additional 75 minutes of ESL instruction, four times per week, during the Extended Learning program. ELL Staffing. Based upon student demographics in the Lynn Public School system (17.5% of students require ELL services), we are projecting that we will need one full-time ELL Director (1 FTE) during year one. During year 2 we will hire an additional ELL specialist (1 FTE). Additional staffing in subsequent years will depend on ELL enrollment numbers. ELL Program Evaluation. Analyzing trends in the ACCESS and WIDA scores will be the primary measure for program effectiveness. The ELL Director along with the principal will be responsible for the annual assessment of the program. Adjustments will be made based upon ELL student performance data.

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Special Education Our general education instructional program is designed to serve diverse learners and is consistent with best instructional practices for special education students (Echevarria, Graves 2007). We believe that all students come with a unique creative genius and it is the fundamental responsibility of schools to provide the appropriate support to ensure that all students achieve at the highest levels. Our special education program is not only designed to fulfill the requirements of 603 CMR 28.00 but to ensure that all students with special needs and disabilities experience full membership within the school community. Our special education program has the following features:

Universal Screening / Pre-referral process. A student support team comprised of the principal, learning specialist, ELL specialist, resiliency counselor, and a core integration teacher review available data (PARCC, formative assessments, portfolio assessments) to determine whether a student may need special education services. Individualized Learning Plan (IEP). If a student is found to have a disability and requires special education services, the student support team will work with the student and his/her family to develop an IEP that outlines the academic program and required supports. Inclusion Model. Our primary goal is that students with special needs have full access to the general education curriculum. In the full inclusion model, a student with an IEP will have 100% participation in the regular education program where a learning specialist provides in class support. We will use a co-teaching model (a learning specialist paired with a core academic teacher) to ensure that student with IEPs have full access to the regular education curriculum. Students with more severe disabilities will have access to additional supports: occupational, motor, speech and language therapists, counselors, and clinicians. The IEP will determine the level of inclusion for students with severe disabilities. Special Education Staffing. Based upon student demographics in the Lynn Public School system (16.4% of students require Special Education services), we anticipate that we will need one full- time Learning Specialist Director (1 FTE) during year one who will oversee and implement special education services. We are using the title of Learning Specialist Director to replace the more commonly used title of Special Education Director. In year 2, we will add one additional full-time learning specialist (1 FTE). Subsequent staffing will depend on enrollment numbers. Currently Contracted Services. Our plan is to contract services for students with severe special needs who may require intensive occupational, physical, or speech therapies. Program Evaluation. Students’ performance in PARCC, formative assessments and parental/student satisfaction surveys will be used to measure the effectiveness of the program. The principal and the Learning Specialist Director will oversee program evaluation.

Nutritional Program Our plan is to provide students the highest quality snacks and meals. Students will receive a breakfast snack during Morning Circle at 8:30 am, a full meal during Community Lunch at 11:45 am, and an afternoon snack at the beginning of the Extended Learning program. Our plan is to explore a possible relationship with the Food Project, a non-profit organization located in Lynn that is committed to sustainable agriculture and the procurement of high quality foods for schools and communities. We will also explore contracts with vendors who can provide a diverse array of healthy foods.

In addition to providing students with healthy meals, our goal is to follow the successful model of Boston Public Schools to provide free meals to every student. We will be working with corporate partners to help fund the nutritional program.

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Community and Higher Education Partnerships We are in the process of exploring several community partnerships to provide students and their families with the highest quality educational supports and programs. The following is a brief review of potential partnerships:

Apprentice Teacher Program: The Shady Hill School in Cambridge, a private independent school, has developed an exemplary apprentice teacher program. Our plan is to replicate aspects of this program in order to provide formal opportunities for individuals in the Greater Lynn Community to explore the teaching profession. Our goal is to create a pipeline to the teaching profession, especially among Latinos and diverse populations. Rather than having paraprofessionals, apprentice teachers would provide assistance to our teachers and be immersed in the profession. We will explore relationships with local colleges to provide course-credit and master certification degrees. Gordon College in Lynn: Gordon College has a community office in Lynn that coordinates outreach services. Our plan is to explore a possible partnership where Gordon students would provide tutoring and homework help in the Extended Learning Program and Gordon faculty would provide technical support and professional development for Fenix staff. Lynn Community Health Center: While our plan is to provide a strong student support program, we believe that we can leverage more health and human services for students’ and their families by being connected to the extensive network of providers in Lynn. Our plan is to leverage the services of the Lynn Community Health Center to provide medical services to students (school nurse) and to receive clinical support services for students who have social/emotional challenges. Summer Programs: We are exploring several summer program models, and we believe that students would be best served if they had experiences beyond the city of Lynn. Several summer programs are based on college and university campuses and we are investigating existing summer programs or the possibility of designing our own program and finding a college/university that would serve as a host site and corporate sponsors to provide students with stipends. PEAR (Program in Education, Afterschool, and Resiliency). We are currently exploring a partnership with PEAR, a program that is a collaboration between Harvard University and McLean Hospital. PEAR focuses upon building student resiliency through an asset model. The program provides data tracking assessments to determine how students are progressing in their social and emotional development and its impact upon student academic performance. The goal of the program is to build student resiliency in overcoming academic and social/emotional challenges.

PART III

HOW WILL THE SCHOOL DEMONSTRATE ORGANIZATIONAL VIABILITY?

A. ENROLLMENT AND RECRUITMENT

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Projected Student Enrollment and Growth Strategy

School Year Grade Levels Total Student Enrollment First Year 5 75 Second Year 5 - 6 150 Third Year 5 - 7 225 Fourth Year 5 - 8 300 Fifth Year 5 - 9 375 TOTAL ENROLLMENT GRADES 5 TO 12: 600 STUDENTS

Fenix Charter School will serve students in grades 5 to 12. The school will open in the fall of 2014 with 75 fifth graders and expand by one grade level each year until the school reaches maximum capacity of 600 students in year 8. This growth strategy is consistent with expansion models found in high performing charter schools (Zimmer, Gill, Booker, Lavertu, Witte 2009). This expansion approach allows for the creation of small learning communities where staff can respond more effectively to the unique learning needs of each student. Given the high demand for staff planning and collaboration that our education program requires, this growth plan allows for the proper training and support of new staff. The additional advantage is fiscal efficiency: only one grade level teacher is required in each of the core subject areas.

Enrollment and Recruitment links to Parental Support Members of the Fenix Charter School design team have deep personal and professional connections to the community of Lynn (see Part 1/Section C). One of the hallmarks of our mission and education program is that we value family and community partnerships as a critical vehicle in supporting powerful student learning and high performance. Our hope is to reverse the perception in Lynn that charter schools are only interested in high achieving students and systematically screen out ELL and Special Education students. This perception was echoed in meetings design team members had with community leaders and in focus groups with families and students who graduated from Lynn Public Schools. Our Recruitment and Retention Plan (see Attachment 2) demonstrates a deep commitment to recruit and support struggling students from high need families. We will be relying upon our extensive community network to identify struggling students and families who could greatly benefit from our education model. Big Picture Learning will also be offering technical support during the recruitment process (refer to the pre-operational section in Attachment 6).

Raising Public Awareness in a Diverse Community Demographic As stated in the previous section, our Recruitment and Retention Plan (Attachment 2) represents an adamant commitment to recruit struggling students from high need families. We will use the following community relationships to identify struggling students and leverage support for high need families: Family and Children Services of Greater Lynn. This trusted community agency has worked extensively to provide health and education services to struggling families. We hosted our first focus groups at this agency and the plan is to host information sessions to support recruitment efforts. We will provide translation services in Spanish and Khmer. Lynn Community Health Center. The health center connects high need families with comprehensive health care. The health center will be a partner in providing wraparound services to Fenix students and their families, and our plan is to host information sessions at the center. We will provide translation services in Spanish and Khmer.

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Lynn Parents Organizing for a Better Education. This parent group was established recently in Lynn to serve as an advocacy arm for multilingual families. Their work focuses primarily upon educational equity and improving services for ELL and Special Education students. Since they are well connected to families who have ELL and Special Education students, our plan is to work with them to identify students who could benefit from our program. New American Center. The center is a coalition of seven partner agencies that serve the refugee and immigrant communities of Lynn. Our plan is to work with the center to identify high need students and their families. Lynn Media Outlets. Lynn has several popular media outlets that can raise awareness about the school. The Daily Item and Lynn Happens provides timely news in both electronically and in print. The Lynn Community Access TV Channel is also a popular vehicle for Lynn news and can serve as an effective vehicle to raise community awareness about the school. Lynn Church and Temple Network. Lynn has a number of churches and temples that work actively with diverse populations in Lynn. Saint Joseph’s Catholic Church serves a large Latino community and the Sanghikaram Vat Khmer is a Buddhist temple that serves large segments of the Cambodian community. Design team members have attended various functions in churches and temples across the city to raise awareness about the school. We will continue to network with church and temple leaders to identify struggling students and their families.

For a full description of recruitment and community engagement activities, please refer to the Recruitment and Retention Plan (Attachment 2).

Enrollment Policy Fenix Charter School is committed to serving a diverse student population because we believe that the unique power of public education is that no student is turned away. While we are committed to serving all students, we are particularly invested in serving struggling students. Our plan is to collaborate with the Lynn Public School district and community agencies to identify students who are not experiencing success within district educational programs. Our hope is that our commitment to serve all students will help bridge the economic and political divide between charter schools and districts. The following is a brief review of our admission policy.

Grades for Admission: We will have a maximum enrollment of 75 students per grade level. Admission will begin in grade 5 and continue until grade 12. Students will be allowed to enroll in the school at each grade level. We believe that if there is an open seat because a student has transferred or a family has moved from Lynn, this open seat should be offered to other Lynn students and their families. A lottery system will be instituted in mid-March that follows ESE’s guidelines. Family Admission: Students with younger siblings will be given first priority for available seats. Staff Residence Admission: Staff who reside in Lynn will be given the option of sending their children to the school if seats are available.

For a full description of the Enrollment Policy, please refer to Attachment 3.

B. CAPACITY

Our Story of Coming Together In May of 2012, Frank DeVito, the design team leader and proposed CEO of Fenix Charter School, convened the team. For over twenty years he has been committed to systemic educational reform as a teacher, school leader, and education consultant. Since 2007 he has served as the CEO of the Fenix Center for Innovative Schools, a non-profit organization that works with schools and districts

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to develop and sustain innovative programs. Frank had a dream to create a lab school that could exemplify best practices and serve as a catalyst to help transform public education. He recruited individuals who were involved in innovative professional projects that span education, art, technology, science, health/human services, media/communications, and business/finance. Dr. Irene Porro, the proposed school principal, was also instrumental in recruiting individuals who worked in a wide range of professional fields. Other members of the design team were also active in identifying individuals who would bring a wealth of talent and experience to the project. Members accepted the invitation to be on the founding team because they wanted to engage in a life-altering project to change the educational system and expand opportunities in struggling urban areas like Lynn. The goal was that the populations that primarily cleaned bathrooms and served meals would eventually serve as CEOs, presidents, researchers, artists, educators, and leaders within their communities. The design team collectively agreed that education is the most powerful vehicle to change the world. They developed the mission and vision for Fenix Charter School with the idea that the school had to model the core values that ensured student success in the 21st century and beyond: creativity, innovation, collaboration, and social responsibility. The team also wanted to create a school design that operated like an Apple computer: simple, sleek, innovative, fun, and user- friendly. The team has been meeting one evening per month for 90 minutes to develop and refine the school’s model. Gordon College in Lynn graciously offered their conference space for our meetings because they are committed to grassroots community projects. The team contracted the pro bono services of Charles McCrea of McCrea and Associates to help plan and facilitate the design team meetings. Charles is a gifted consultant who has extensive experience in the corporate, educational, and social sectors.

The design team chose Lynn to open the first school because members have deep connections to the community. Some design team members are Lynn residents and others have professional and personal connections to the city.

The Writing Process Frank DeVito served as the primary writer of the proposal. The writing process involved three drafts of each part of the proposal being circulated by e-mail. Design team members responded in formal meetings, by e-mail, phone calls, or informal meetings. The team developed a work plan that outlined when sections would be developed, revised, and finalized.

Founding Group’s Bios, Proposed Roles, and Areas of Expertise Expanded biographies, statements of commitment, questionnaires, and resumes of each design team member can be found in Attachment 7. The following is a brief review of members’ bios, proposed roles, and areas of expertise.

BboaBOARD OF TRUSTEES Ricardo Dobles. Proposed role: Trustee. Areas of Expertise: Educational Leadership, School Governance, School Improvement, Elementary/Secondary Education, Community Service, Fundraising, ELL Education Ricardo has been dedicated to serving the interests of urban public education and the education of historically underserved populations. He serves as a Wraparound Outreach Coordinator in the Worcester Public schools. Previously he served as as an Assistant Professor of education at College of the Holy Cross, where he taught various courses related to urban education and educational foundations. Ricardo was also a Senior Researcher and policy analyst at Annenberg Institute for School Reform at Brown Univeristy. Michael Fitzgerald. Proposed role: Trustee. Areas of Expertise: Biological Research, Health Science, Fundraising, Management, Human Resources Michael is a Lynn resident. He serves as an Assistant Professor of Medicine at Harvard Medical School and leads a

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laboratory group at Massachusetts General Hospital. His research centers on cardiovascular disease and lipid metabolism. Michael has published over 30 primary peer reviewed scholarly articles in leading scientific journals. Lee Dillon. Proposed role: Trustee. Areas of Expertise: Educational Leadership, Management, Mechanical Engineering, Corporate Training, Workforce development. Lee Dillon is the Engineering/Technology Program Leader for the Product Engineering Center at GE Aviation in Lynn, MA. She manages two hundred early career Edison engineers through a customized development program designed to provide focused career planning, rotational assignments, technical training and leadership education. In addition, she also manages sixty-five mid-career Capstone Engineers through a development program focused on building technical depth and breadth, enhancing business acumen and leadership skills. Teresa Sarno. Proposed role: Trustee. Areas of Expertise: Finance/Business, Management, Human Resources, Community Service Teresa is the Assistant Vice-President and Branch Manager of Eastern Bank in Lynn. She is responsible for the overall management of a large sized banking office with total assets exceeding $100 million. She is also active serving in the Lynn community. She participates and volunteers for community non-profit initiatives such as Boys and Girls Club of Greater Lynn, HAWC, North Shore Pride, My Brother's Table and MA Coalition for the Homeless. Darryl Williams. Proposed role: Trustee. Areas of Expertise: Educational Leadership, Higher Education, Management, School Governance, STEM Education Darryl is the Associate Dean for Recruitment, Retention, and Community Engagement and the Director of Center for STEM Diversity at Tufts’ School of Engineering. Previously he served as a Program Director for the National Science Foundation in the Division of Research on Learning in Formal and Informal Settings (DRL) where he was charged to support the enhancement of K-16 engineering education. He was the lead program director for the Innovative Technology Experiences for Students and Teachers (ITEST) program, a program which supports projects that engage participants in authentic, contextual experiences that reflect the nature of STEM and ICT careers. Susan Solimine. Proposed role: Trustee. Areas of Expertise: Community Service, Fundraising, Finance/Business, Management, Human Resources, Nursing/Healthcare Susan is a Lynn resident and serves as the Executive Director for the Lynn Shore and Atlantic Rest Homes in Lynn. She is from a family that has deep roots in the Lynn business and philanthropic community. In addition to managing the daily operations of two rest home facilities, she is a registered RN and provides medical and psychiatric care for each of the 55 residents. Christina Stohl. Proposed role: Trustee. Areas of Expertise: Special Education, Educational Leadership, School Improvement Christina is a former Lynn special education teacher who now serves as a mathematics special educator and program coordinator for Masconomet Regional High School. Before she entered education, Christina was a professional dancer and choreographer. She is committed to equitable schools and authentic learning for all. Christina advocates for special education students and their families while supporting students' complex problem solving and critical thinking, communication skills, team-building collaboration, and perseverance. She supports strong student voice, student choice and passion, managed risk-taking, and vigorous experiences through inquiry/constructivism, multiple intelligences, and interdisciplinary learning. Vicky Wu Davis. Proposed role: Trustee. Areas of Expertise: Entrepreneurship, Finance/Business, Management, Elementary/Secondary Education, Blended/Virtual Education Vicky is an accounting major-turned entrepreneur in the videogame industry. Currently she serves as the Executive Director of Youth CITIES (Creating Impact through Innovation, Entrepreneurship and Sustainability). Vicky created Youth CITIES to introduce teens to the concept of entrepreneurship and innovation, and to leverage that in ways to improve the fabric of society. Her desire is to reach as many teens as possible…and as many different types of teens as possible…challenging them to think critically, and inspiring them to act innovatively. In addition to Youth CITIES, Vicky remains an industry practitioner: She is building a learning eco-system for early education that combines technology, gamification techniques, and live-classroom learning in the areas of STEM and second-language learning. Paul Lukez. Proposed role: Trustee. Areas of Expertise: Architecture, Real Estate, Finance/Business, Fundraising, Management, Human Resources, School Improvement, Blended/Virtual Education, School Improvement, Community Service Paul is an architect in Somerville, Massachusetts. Over the last twenty years, Paul has been engaged in teaching,

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research, and practice. He is the recipient of numerous academic and professional honors, and his work has been recognized by editors of local, regional and (inter)national publications. Paul Lukez taught most recently as a (visiting) professor at the Rhode Island School of Design, MIT and Washington University. EXECUTIVE LEADERSHIP Frank DeVito. Proposed role: Chief Executive Officer. Areas of Expertise: Educational Leadership, Finance/Business, Management, Secondary Education, School Improvement, ELL Education, Human Resources, Development, Fundraising, and School Governance Frank is a second generation Honduran and Italian American and a Lynn resident since 2005. He serves as the Chief Executive Officer of the Fenix Center for Innovative Schools, an education consulting agency committed to designing and sustaining innovative and high performing school programs. Previously, he served as the Director of Turning Points, a national middle school reform program located at the Center for Collaborative Education in Boston. As a teacher and headmaster In the Chelsea Public Schools, he co-founded two innovative high schools for at-risk students that utilized project-based curricula and assessments that were linked to professional internships. SCHOOL LEADERSHIP AND STAFF Irene Porro. Proposed role: Principal. Areas of Expertise: Educational Leadership, Management, Development, Fundraising, Elementary/Secondary Education, Math/STEM Education. Irene is from Italy and is the Outreach Programs Officer at the MIT Office of Engineering Outreach Programs that provides underserved and underrepresented youth with multiple entry points to academic and professional careers in the science, technology, engineering, and mathematics (STEM) disciplines. Previously, she served as the Director of the Education and Outreach Group of the MIT Kavli Institute for Astrophysics and Space Research. In all her educational projects, she implements an interdisciplinary approach to learning that includes science, math, technology, the performing arts and history. Bridget Molloy, Proposed role: Science Integration Director. Areas of Expertise: Science Education, Community Service, Elementary/Secondary Education, Bridget Molloy is from Denver, Colorado and presently serves as a science teacher in La Academia in Denver, a school that serves a predominantly Latino population. Bridget is a 2013 graduate from Boston University’s Masters of Art in Teaching program for Science Education. This year she was invited to present at the student showcase for the National Science Teacher Association’s (NSTA) national conference a unit plan for a high school class in biology that she developed. Bridget’s work focuses on climate change. Within this subject she is cultivating students as leaders and global citizens, as well as on strategies to incorporate educational technology into the classroom. Vianna Alcantara. Proposed role: Community Learning Director. Areas of Expertise: Community Service, Secondary Education, School Improvement Vianna is from the Dominican Republic and has worked in youth development and empowerment programs. She serves as the Alumni Coordinator for the Lawrence Family Development Charter School. Previously, she served as the Middle School Program Director for La Vida, Inc in Lynn, a youth and adult education center that provided programming to improve the college and career readiness of Latino students. Luisa Ehrich. Proposed role: Arts Integration Director. Areas of Expertise: Arts Education, Elementary/Secondary Education, Management, ELL Education Luisa is After/Out of School Program Coordinator at IBA (Inquilinos Boricuas en Acción), where she designs and implements arts-integrated English language development programs for ELL students in the Boston Public School System. Her educational work has deep roots in the belief that students need educational opportunities which cultivate creativity, critical thinking skills, and the capacity to be lifelong learners. With a MEd in Arts in Education from the Harvard Graduate School of Education and a MA in Visual Media Arts from Emerson College, she has pursued work in public education that is focused on arts-integration. Working with students in K-12, her classes have included arts-integrated subjects such as storytelling, literacy, climate change science, and math. Joanna Gallagher, proposed role: Social Studies Integration Teacher. Areas of Expertise: History, Elementary/Secondary Education, Community Service Originally from California, Joanna graduated from Gordon College with a B.A. in History. During her undergraduate career, she volunteered at an after-school tutoring program in Lynn, and learned an assets-based approach to community development during a Lynn-based internship for Gordon’s Office of Community Engagement. Joanna is a proponent of the Waldorf model that emphasizes a holistic approach to youth development. Joanna is presently pursuing a graduate degree in education at Antioch College.

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Claudia Martinez, Proposed role: Student Support Director. Youth Development, Social/Emotional Support, Community Service, Elementary/Secondary Education Claudia Martinez is from Villa Nueva, Guatemala and Jackson Heights, NY. Currently, she is pursuing her Guidance Counselor License at the Harvard Graduate School of Education. Claudia was the Youth Support Manager at The City School’s Summer Leadership Program in Boston. She was responsible for developing, evaluating and establishing overall structures for youth support, creating curriculum that supports the social emotional development of participants, managing outside referrals, and overseeing youth conflict mediation and restorative justice. Previously Claudia worked as a youth organizer in a number of projects that emphasized youth empowerment, violence prevention, and advocacy. Claudia’s passion and focus is to support the development, empowerment and self actualization of young people. SCHOOL ADVISORS Andrew Frishman. Proposed role: School Development Advisor (Big Picture Learning). Andrew is transitioning onto the leadership team of Big Picture Learning serving as the Director of Program Development. He is also simultaneously a Doctoral Candidate in the Education Leadership Program (EdLD) at Harvard Graduate School of Education, the Harvard Kennedy School, and Harvard Business School. From 2002- 2006, Andrew was an advisor at The Met High School in Providence, RI, the “mother ship” of the Big Picture Learning Network. In 2007, he joined the fledgling Met Sacramento High School, worked with its first graduating class, and became the school’s first “Learning Through Internship Coordinator.” Andrew has supported the expansion of the Big Picture Network in a variety of capacities, helping to launch schools across the United States as well as internationally. Michael Fahey. Proposed role: School Architectural Designer. Mike Fahey is originally from Omaha, Nebraska and works as a designer at Paul Lukez Architecture. Recent education and professional opportunities have allowed Mike to spend two of the last three years living abroad, with stops in Austria, Germany and China. It was during these experiences that Mike developed a passion for humanitarian design and international practice. Guarionex Rodriguez. Proposed role: ELL Program Advisor. Guarionex (Guario) is from the Dominican Republic where he worked as an Electrical-Mechanical engineer. He moved to Lynn in the 1980s and has deep connections to Lynn students and their families. Since 1991, Guario has served as a bilingual special education teacher at Marshall Middle School for Lynn Public Schools. Francisco Grullon. Proposed role: Math and Science Advisor. Francisco is from the Dominican Republic where he worked as a chemical engineer and university professor. Francisco is a long-time Lynn resident and is very active in the community. For over thirty years, he has served in a variety of teaching and leadership capacities in the Lynn, Lawrence, and Waltham Public Schools systems. Celeste Rivera. Proposed role: Student Support Advisor. Celeste is a clinical psychologist and executive coach in private practice in New York City. She is on the Clinical Faculty with the NYU School of Medicine and writes a monthly column for the Huffington Post on the subject of confidence. Celeste has worked in public healthcare as well as in the private sector specializing in diversity issues, mind-body approaches to health and cultural competence training. Harry Schnur. Proposed role: Youth Development and Community Engagement Advisor. Harry is originally from the Cleveland, Ohio area. He worked for four years in a youth development and community organizing role with the Lynn Community Health Center. His time in Lynn culminated with his role managing the successful and historic campaign of Hong Net, who became the city’s first Cambodian-American elected official on a platform of community engagement and inclusion. Cindy Rodríguez. Proposed role: Media and Communications Advisor. Cindy grew up in Harlem, New York City, the daughter of a Puerto Rican mother and Cuban father. She is an award-winning journalist, instructor, blogger, social media strategist, and web content creator whose career spans 20 years. Cindy has taught journalism at New York University, Boston University, and currently serves as a Journalist-in-Residence at Emerson College in Boston. Moises Park. Proposed role: World Languages and Communications Advisor. Moises is the son of Korean parents but grew up in Chile, Brazil, and Bolivia. He is an Assistant Professor of Spanish at Gordon College. Moises’ main research projects include contemporary Southern Cone literature and films, poetry, Orientalism, Critical Theory (specifically psychoanalysis, socio-materialist theory and biopolitics) and

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Cultural Studies. Adria Smith. Proposed role: Arts Integration Advisor. Adria is from Madison, Wisconsin. She has been involved in charter school education for over eleven years. She has helped to build a variety of core and supplemental programs and is currently the head of the arts department at Marblehead Charter Community Public School (MCCPS). She holds certification in music education and is currently attending graduate school at University of Massachusetts Lowell. She has received numerous awards for her musical compositions and the Founding Faculty award at MCCPS. Mohamed Adam. Proposed role: ELL Program Advisor. Mohamed is from Somalia and is an independent school development consultant. Mohamed is currently involved in creating two technical schools in East-Africa: Hargeisa Technical Academy and Mogadishu Polytechnic Institute. Previously, he served for ten years as an ELL teacher within the Chelsea and Boston Public School systems. Lorena Lopera. Proposed role: Higher Education and Development Advisor. Lorena is from Columbia and is a Development and Graduate Support Associate for the Epiphany School in Dorchester. Previously she served as the High School Program Director for La Vida, Inc in Lynn, a youth and adult education center that provides programming to improve the college and career readiness of Latino students. Lorena values education and has a passion for working with inner city youth and families so that they may reach their potential. Mark Kampert. Proposed Role: Youth Development Advisor. Mark is originally from Pittsburgh and serves as the Executive Director of Youth Development Organization, Inc. (YDO), a nonprofit in Lawrence, MA. He has previously worked with Youth CITIES and Edvance Foundation, both education-related startup organizations. Mark graduated from Bucknell University with bachelor’s degrees in Mathematics and Classics. In 2010, he was awarded a Peace Corps Fellowship to pursue an MBA at Duquesne University, where faculty honored him with the Donahue Graduate School of Business Living Our Values.

C. SCHOOL GOVERNANCE

Governance Structure Fenix Charter School will have a deep commitment to shared-leadership where every staff member, student, parent, and community partner has a voice to ensure that the school is honoring its mission and vision. In relation to formal governance, the school will have the following administrative structure: the Board of Trustees, the Chief Executive Officer, and the Executive Leadership Team consisting of the Middle and High School Principals, Finance and Operations Director, Communications and Development Director, and the Higher Education Director. The Board of Trustees oversees the Chief Executive Officer (CEO). The CEO oversees the Executive Leadership Team. The organizational chart can be found in Attachment 4.

Board of Trustees: Roles and Responsibilities The board of trustees serves as the primary vision-keepers for the school and exercise educational, fiscal, and legal oversight to ensure that the school is accountable to its charter. The board has the following responsibilities: Selection, support, and evaluation of the Chief Executive Officer. The board establishes clear criteria and protocols for the hiring and annual evaluation of the Chief Executive Officer. Compensation is set annually based upon mutual agreement of performance-based measures. The board also ensures that the Chief Executive Officer has the proper supports to execute her/his responsibilities. Strategic planning and policy development. The board works with the Chief Executive Officer to monitor student performance trends and to establish the strategic direction to ensure that the school is functioning effectively in relation to its stated goals. The board also regularly updates school policies to ensure that the school is effectively fulfilling its mission and vision over time.

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Financial and legal management. The board ensures the fiscal health of the school through the review, approval, and monitoring of the annual budget. Members are expected to actively participate in fundraising efforts to improve and sustain the quality of the school’s program. The board also monitors whether the school is doing the proper filing of all legal and regulatory documents. Ambassadors to the public. The board is expected to actively promote the mission and vision of the school to the local and global communities. Members are expected to cultivate relationships with stakeholders and to respond openly to questions or concerns.

The Board Chair will have the following responsibilities:

Plan board agendas. In collaboration with the CEO, the chair will develop the agenda and make sure that meetings are focused and engaging and not a laundry list of items. Strategic planning. In collaboration with the CEO, the chair helps to identify annual goals and benchmarks to determine whether educational, fiscal, legal, and human resource goals have been achieved. Oversee subcommittees. In collaboration with the CEO, the chair is responsible for appointing members to standing subcommittees (finance/development) and to ensure that each committee is executing its duties and communicating properly with the board. Hiring and Evaluation. The chair coordinates the hiring and evaluation of the CEO and works with the CEO to conduct an annual evaluation of the board’s performance. Ethic of Excellence. The chair serves as a model of the school’s core value: creativity, innovation, collaboration, and social responsibility. The chair works with the CEO and board to create a high performing school board that can support the school’s mission and vision. If the board chair needs to resign for any reason, the board will nominate successors. Candidates will be vetted and the board will vote on a successor. For a full description of the succession process, please refer to the draft bylaws in Attachment 1.

Chief Executive Officer: Role and Responsibilities While the board of trustees serves as the vision-keepers, the Chief Executive Officer (CEO) serves as the primary vision-executor and is entrusted with educational, fiscal, and legal oversight to ensure that the school is living the charter on a daily basis. The CEO reports directly to the board of trustees and is responsible for the following:

Selection, support, and evaluation of the Executive Leadership Team. The CEO establishes clear criteria and protocols for the hiring and evaluation of Executive Leadership Team comprised of the Middle and High School Principals, Finance and Operations Director, Communications and Development Director, and the Higher Education Director. Compensation is set annually based upon mutual agreement of performance-based measures. The CEO also ensures that each member of the Executive Team has the proper supports to exercise her/his responsibilities. Creating a social entrepreneurial culture committed to creativity, innovation, collaboration, and social responsibility. The CEO works with the Executive Team to ensure that the team is walking-the-talk in relation to the school’s mission and vision. The CEO provides structured opportunities for Executive Leadership Team members to engage in personal and professional growth. Strategic planning and policy development. The CEO facilitates the strategic planning process in conjunction with the board and coordinates revisions to school policies. Financial and legal management. The CEO oversees the effective operation of the school’s financial systems and is the primary architect of the annual budget in collaboration with the Executive Leadership Team. The CEO is also responsible for cultivating relationships with corporate and individual donors and foundations, in order to establish new funding streams to improve or sustain

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the quality of the school’s program. The CEO oversees the proper filing of all legal and regulatory documents. External relations (ambassador to the public). The CEO serves as the primary ambassador for the school and engages every sector of the local and global communities in the school’s mission and vision. The CEO also advances the school’s innovative design in school reform circles and serves as an advocate for its replication in different contexts. Ex oficio member of the board of trustees. The CEO will work with the Board Chair to plan board agendas and will be responsible for facilitating meetings. As stipulated in the Fenix Charter School Bylaws (see Attachment 1), the CEO will not have voting power.

Selection of the Chief Executive Officer When Frank DeVito convened the design team in May of 2012, he was charged with developing an organizational chart as part of the process in developing the prospectus. During the summer of 2012, the organizational chart was vetted and the design team unanimously agreed to appoint Frank as Chief Executive Officer. The sentiment among the founding team was that Frank had a unique blend of professional experiences and skill sets to serve as an outstanding CEO. Please refer to Attachment 7 for a full description of his qualifications.

Policy Development As previously stated, Fenix Charter School will have a deep commitment to shared-leadership where every staff member, student, parent, and community partner has a voice to ensure that the school is honoring its mission and vision. To facilitate shared leadership and to provide structures where members of the school community can have a voice in development or revisions of policies, two groups will interface with the board of trustees: Staff Roundtable: Every Friday afternoon, 3:30 to 4:45 pm, staff have the opportunity to meet as a whole group to reflect upon the week and plan for the following week. Analysis of relevant data will be an essential part of staff conversations about how to improve student learning and performance. Fenix Leadership Team (FLT): The FLT is a democratic body of staff, parents, students, board members, and community partners that convenes monthly to review the school’s progress in realizing its mission and vision. These meetings will involve a regular review of relevant review and analysis of student performance data that will lead to recommendations for improvements.

The principals will serve as co-chairs of both groups and a teacher will be invited to co-chair the staff roundtable and a parent will be invited to co-chair the Fenix Leadership Team. Challenges, issues, and recommendations are vetted in these two groups before they are formally presented by one of the co-chairs to the board of trustees.

Another mechanism for policy development will be family and community satisfaction focus groups and surveys. Successful businesses are extremely serious about collecting data about customer satisfaction, and we will adopt this approach in collecting important data about student, parent, and community partner satisfaction. This data will be analyzed at the school and board levels to ensure that our education program is addressing the needs of the Lynn community.

An example of the process described above is the selection of Big Picture Learning (BPL) as our school support partner. The design team researched several school support organizations and the team leader was assigned the task to interview school support representatives and leaders. The results of these interviews were shared with the design team. When the team agreed that BPL was the most promising candidate, a group from the design team attended a Big Picture Conference at

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their flagship school, the MET, in Rhode Island. After vetting what members saw and experienced at the school, there was unanimous agreement that BPL was the right choice.

A complete draft set of Fenix Charter School’s Bylaws can be found in Attachment 1.

Board Recruitment and Development Board members were and will be recruited based upon the following criteria: (1) Diversity, members reflect student demographics and ideally have roots in the Greater Lynn community; (2) Complementary professional expertise that ensures a high functioning board; and (3) A passion for urban education. The board will participate in an annual training and board retreat to ensure that members are clear about their roles and responsibilities. The CEO will be responsible for orienting new board members. The process will include a tour of the school and new board members will be invited to present themselves at a Staff Roundtable and a Fenix Leadership Team meeting.

At the conclusion of each year, the CEO and the Board Chair will facilitate an annual evaluation to assess the board’s functioning in relation to the practices of high functioning board. The CEO and Board Chair will be responsible for developing a board rubric to help trustees assess the board’s performance.

School Support Partnership with Big Picture Learning As previously stated, we are excited about our partnership with Big Picture Learning (BPL) who will be our primary school support organization. BPL is a non-profit educational management organization that has a rich history of developing and sustaining innovative, rigorous, and high performing schools. For 17 years BPL has remained a leading pioneer of real-world learning, personalized learning, and project-based learning, and its educational model has a track record of dramatically raising the achievement levels of diverse youths in under-resourced communities. BPL’s legacy includes 60 schools in 16 states serving 7,000 students, and another 35 schools and 5,000 students internationally, for a total of 26,000 graduates to date. BPL’s educational values center on the belief that hands-on projects, internships, and experiential learning allows students to advance knowledge and skill development in a manner best suited to individual learning styles. BPL schools consistently achieve significant gains in attendance and performance on state and district academic assessments in essential skill areas, as well as dramatically reducing dropout and suspension/expulsion rates, increasing graduation rates, and increasing college acceptance, matriculation, and persistence in comparison to similar populations in other similar schools. An independent evaluation conducted for the Gates Foundation by the American Institutes for Research in 2006 identified the BPL design as one of three highly successful school designs based on student performance and on its ability and capacity to scale. All but three of the 60 schools started by BPL are still operating and are part of the BPL School Network. The William and Flora Hewlett Foundation selected BPL because of its deeper learning pedagogy, which has been credited for exemplary achievement in comparison to local district averages. For example, BPL attendance averages nationwide are well above 90% and graduate rates nationwide are higher than 92%. Specific examples of success include the MET East in Camden, New Jersey and the MET in Providence, Rhode Island, both of which perform 50% higher than the respective districts in math proficiency and have a reading proficiency above 84% and 89% respectively. Moreover, both schools have above a 98% college acceptance rate. Please refer to Attachment 14 for a full description of BPL’s impact in improving student performance.

The Fenix Charter School Design Team approached Big Picture Learning in March of 2013 to explore a proven provider partnership. A draft of the charter prospectus was submitted to BPL’s new school development team and there was mutual agreement that a partnership could yield a

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powerful synergy. Members of the design team visited Big Picture’s flagship school, the MET, in Rhode Island and attended the Senior Thesis Conference where students presented their culminating projects for graduation. The most impressive quality of BPL is that they do not believe in a cookie-cutter approach to new school development. They take great lengths to understand the unique features of a community and provide customized support.

Based upon an initial review of the needs of the Fenix Charter School team, Big Picture Learning will offer coaching and professional development in the following areas:

Learning in the real world. The heart of Big Picture’s model is connecting student learning to the world outside the classroom. They will provide coaching in how to design projects that are linked to real-world applications and how to structure internships to maximize student learning. Personalization- One Student at a time. How to create high performing and positive classroom environments that respond to the unique needs of students. Authentic assessment. How to construct quality performance assessments that emphasize learning journals, portfolios, and exhibitions. Advisory structure. Students have a home base with an advisor where they set academic goals, develop a plan to achieve their goals, and also have a forum to address their social/emotional needs. School Culture. How to create a school where students and staff interact with trust, respect, and equality. Leadership. Big Picture not only sees principals as the instructional leaders but the CEOs/entrepreneurs of their schools. Principals are trained in how to model a school’s vision, exercise moral courage, balancing flexibility with efficiency, and communicating with staff in ways that inspire collective leadership.

See Attachment 6 for a full description of Big Picture’s Scope of Services for Fenix Charter School.

The Chief Executive Officer and the Board of Trustees will be responsible for overseeing the partnership with Big Picture Learning and will conduct an annual assessment of the impact of BPL’s services. Adjustments in professional development and coaching will be based upon staff feedback and student performance results. We anticipate a successful partnership with Big Picture Learning.

D. MANAGEMENT

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Rationale for Our Management Structure The founding team did an extensive review of successful charter school management models across the country and developed a management structure that emphasized the following four features: Focus. Delegating responsibility of fiscal and operational oversight to a CEO and administrative team allows principals and program directors to focus upon the school’s academic priorities. Collaboration. The management structure is organized by teams to ensure that the right people are involved in making the right decisions. Expansion. Our goal is to replicate the Fenix Charter School model in other urban cities and districts. This management configuration allows for replication and network expansion. Impact. This structure facilitates accountability and ensures that staff are provided the proper support and supervision to do their best work.

Executive Leadership Team: Roles and Responsibilities The Executive Leadership Team is the heart of the school’s leadership and oversees all the daily aspects of the school’s functions. The Executive Leadership Team reports to the CEO and their responsibilities include the following:

Middle and High School Principals: Oversee all aspects of the educational program and is responsible for the hiring, support, and evaluation of school staff. Finance and Operations Director: Oversees all fiscal, human resource, infrastructure, and data systems. Communications and Development Director: Oversees all external communication and efforts to find new funding streams to improve or sustain the quality of school programming. Higher Education Director: Oversees all strategies to engage families and students in higher education exploration and planning, responsible for the alumni network and the tracking of longitudinal data about the impact of the school’s program on students’ lives over time.

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Academic Leadership Team: Roles and Responsibilities The Academic Leadership Team provides essential leadership at the school’s molecular level and oversees each educational strand of the school’s functions. The Academic Leadership Team reports to the principals and their responsibilities include the following:

Integrated Learning Directors. The Integrated Learning Directors for Math, Science, English Language Arts, Social Studies, and Arts/Technology are responsible for working with the core integration teachers to ensure that curricula and teaching practices are truly integrated and connected to the world beyond the classroom. They support and supervise the core integration teachers. They are also responsible for overseeing the Apprentice Teacher program. ELL Directors. They oversee all aspects of the ELL program and ensure student placements are appropriate. They support and supervise the ELL specialists and update staff on all developments concerning ELL policy and training opportunities. Learning Specialist Directors. They oversee the Special Education program and support and supervise the learning specialists. They update staff on all developments concerning ESE special education policy and training opportunities. Student Support Directors. They oversee the social/emotional component of the Response to Intervention Program (RTI) and the student discipline program. They support and supervise the resiliency counselors. They update staff on all developments concerning ESE social/emotional student policy and training opportunities. Community Learning Directors. They oversee the Extended Learning Program and all aspects of the school’s programming related to forging community partnerships that support students and their families: mentoring of students, internship placements and monitoring, tutoring from professionals and college/university students, and coordinating the adult education program. She/he works to ensure that all aspects of the school’s program are integrated, contextualized, and leverage the rich resources of the Greater Lynn community to ensure student success.

Selection of the School Principal In March of 2013, the design team began the process of identifying a new principal. The team began the process of nominating design team members. Dr. Irene Porro was nominated and the team vetted her candidacy within the April design team meeting. The founding team agreed that Dr. Irene Porro would make an outstanding candidate: she has extensive experience in project- based learning and she is strongly committed to reaching out to underserved students. Her commitment is demonstrated by the education programs she ran out of MIT that served diverse student populations from Boston, Cambridge, Lawrence, and Lynn. For a full description of Dr. Porro’s qualifications, please refer to Attachment 7.

Human Resources

Staffing Chart: Five-Year Projection

ADMINISTRATION YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 Chief Executive Officer 1 FTE 1 FTE 1 FTE 1 FTE 1 FTE Middle School Principal 1 FTE 1 FTE 1 FTE 1 FTE 1 FTE High School Principal 1 FTE Finance and Operations Director 1 FTE 1 FTE Communications & Development Director 1 FTE 1 FTE Higher Education Director 1 FTE 1 FTE Office Manager 1 FTE 1 FTE 1 FTE 1 FTE 2 FTE TOTAL 3 FTE 3 FTE 3 FTE 6 FTE 8 FTE

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INSTRUCTIONAL STAFF YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 Integrated Learning Directors 5 FTE 5 FTE 5 FTE 5 FTE 10 FTE Integrated Learning Teachers 5 FTE 10 FTE 20 FTE 25 FTE ELL Director 1 FTE 1 FTE 1 FTE 1 FTE 2 FTE ELL Teachers 1 FTE 2 FTE 4 FTE 5 FTE Learning Specialist Director 1 FTE 1 FTE 1 FTE 1 FTE 2 FTE Learning Specialist Teachers 1 FTE 2 FTE 4 FTE 5 FTE TOTAL 7 FTE 14 FTE 21 FTE 35 FTE 49 FTE

SUPPORT STAFF YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 Student Support Director 1 FTE 1 FTE 1 FTE 1 FTE 2 FTE Resiliency Counselor 1 FTE 2 FTE 3 FTE 5 FTE Community Learning Director 1 FTE 1 FTE 1 FTE 1 FTE 2 FTE TOTAL 2 FTE 4 FTE 4 FTE 5 FTE 9 FTE

TOTAL STAFF YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 Administration 3 FTE 3 FTE 3 FTE 6 FTE 8 FTE Instructional Staff 7 FTE 14 FTE 21 FTE 28 FTE 49 FTE Student Support 2 FTE 4 FTE 4 FTE 5 FTE 9 FTE TOTAL 12 FTE 21 FTE 28 FTE 39 FTE 66 FTE

As previously stated, the administrative structure frees principals to focus upon managing the educational program while the CEO focuses upon financial, infrastructure, and legal management. In the first three years of the school’s start-up phase, the CEO will manage finance, development, and operations. By year four as the school expands into a full middle school (grades 5 to 8), the Finance and Operations Director, Communications and Development Director, and the Higher Education Director will be phased into the administrative team. This administrative growth strategy ensures that resources are invested in direct services to students and administrative costs are minimized (15% of the total budget).

The instructional staffing pattern is based upon two priorities: First, lowering the teacher to student ratio (teachers are responsible for no more than 75 students per year) and second, teachers are only responsible for one grade-level prep. For example, a 5th grade Math teacher is only responsible for Math Integration I for the whole year. He/she would never have an additional Math prep. This strategy ensures that teachers have the time to properly plan their lessons and unit. During the start-up phase, Integrated Learning Directors will teach core integration classes full time. By year 5, the Integrated Learning Directors will teach 30% and coach/support core integration teachers for 70% of the time. The ELL staffing pattern assumes that 17.5% of the student populations will require ELL services (this figure is based upon the district average). The Learning Specialists staffing pattern assumes that 16.4% of the student population will require special needs services (this figure is based upon the district average). The Learning Specialist Director will teach full time during the start-up phase and then teach 30% of the time by year 5. The ELL Director will follow a similar pattern: teach full time during the start-up phase and then the teaching load is reduced to 30% by year 5.

The student support staffing pattern ensures that resiliency counselors will have no more than 75 students in their individual caseloads. We will have one Student Support Director (1 FTE) during

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the middle school phase and then when the school expands into the high school level, an additional director (1 FTE) will be hired for the high school. The pattern is the same for the Community Learning Director, an additional director (1 FTE) will be hired when the school expands to the high school level.

Staff Recruitment Big Picture Learning has spread the word about our innovative school design, and we have already received inquiries from high qualified candidates at the Harvard School of Education. We anticipate that Fenix Charter School will continue to attract attention from schools of education because of our commitment to institute innovative educational practices that support powerful learning and high achievement. We will use the following practices to attract high qualified teaching candidates:

Apprentice Teacher Program. As previously described, the Shady Hill School in Cambridge, a private independent school, has developed an exemplary apprentice teacher program. Our plan is to replicate aspects of this program in order to provide formal opportunities for individuals in the Greater Lynn Community to explore the teaching profession. Our goal is to create a pipeline to the teaching profession, especially among Latinos and diverse populations. Rather than having paraprofessionals, apprentice teachers would provide assistance to our teachers and be immersed in the profession. We will explore relationships with local colleges to provide course-credit and master certification degrees. Extended Learning Program. College students and professionals who provide tutoring and mentoring during ELP have the opportunity to consider the teaching profession. Our hope is that when they see the high level of engagement and achievement that project-based learning yields, the school will attract outstanding candidates who have a firsthand experience of the model. Big Picture Learning. BPL has a network of 60 schools in 16 states. They have a track record of attracting passionate, committed, and highly qualified candidates who want to work in BPL schools. Our plan is to leverage the human resources of BPL’s network to attract highly qualified candidates. Diversity Initiative. Fenix Charter School is committed to hiring a diverse staff that reflects Lynn’s student demographic. Currently, the staff composition for Lynn Public Schools is 90% White (Lynn’s Staffing Data by Race 2012-13, ESE Website). We believe that recruiting and retaining highly qualified staff will be based upon prospective candidates knowing that the Fenix Charter School staff is actually diverse. The composition of our design team reflects our commitment to diversity. As previously stated in the Apprentice Teacher Program description, our intent is to create a pipeline to the teaching profession among diverse populations that live in Lynn.

Working Conditions, Advancement, and Retention Project-based learning is a very difficult educational model to implement because it requires extensive planning, content expertise, and staff collaboration. Retaining highly qualified staff is critical to the success of Fenix Charter School’s educational program. We will use the following practices to retain highly qualified staff:

Competitive Salary and Benefits. The school will offer a competitive salary and benefit package that is comparable with other schools in Greater Lynn. The salary will offer a generous annual wage increase that is well above the 3 to 4% cost of living adjustment. Staff will also enjoy a generous benefit package that offers a comprehensive health plan (medical and dental) and 403 (b) retirement plan options. Fenix Charter School will have a transparent salary schedule that takes into account the nature of the position and years of experience. See the Finance section (F) for an estimated salary scale for teachers and administrators. Daily Team Planning and Weekly Professional Development. One of the primary reasons why teachers leave a school or the profession is that they don’t have structured time to engage in the

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type of professional development that will nurture and support their passion for teaching. Our schedule give teachers 75 minutes per day to engage in team planning and the Friday’s Staff Roundtable gives teachers an additional 75 minutes per week to meet as an entire staff and engage in meaningful and relevant professional development. Comprehensive Student Support. Many times teachers are not equipped with the resources to manage students’ social/emotional challenges. The school will have full time Student Support Directors and resiliency counselors who can help manage struggling students. They will also provide ongoing training to staff in how to manage problematic behaviors in the classroom. As previously stated, Fenix Charter School is instituting a student resiliency model (developed by PEAR) that helps students to overcome social/emotional challenges. A School Schedule that Supports Collaboration and High Performance. There are too many instances when school schedules will undermine student and staff performances. Short academic periods with a lot of transitions have students and staff racing from class to class. Lunch periods lead to daily indigestion because their span is usually 20 to 30 minutes. The school schedule at Fenix Charter School allows for longer instructional periods to support project-based learning (75 minutes per class), fewer transitions, longer breaks, and a full hour for lunch (see Part II/Section E for a full description of the school schedule). This is the kind of schedule that one will find in elite private schools that have high staff retention rates. Equitable and Manageable Teaching Responsibilities. Another factor that will drive teachers away from a school or from the teaching profession is excessive teaching responsibilities. Multiple preps and large teacher to student ratios usually lead to low student performance and teacher burnout. At Fenix Charter School, a teacher has one grade-level prep, and she/he is responsible for three sections of classes (75 minutes per class / 225 per day). A teacher is responsible for no more than 75 students during the course of a day or year (the ratio in many schools is 100 to 125). In the Extended Learning Period, they are responsible for two ELP tutoring sections per week (a total of 2 hours per week). The co-teaching model also ensures that a teacher is not alone in the classroom. Classrooms can have up to five co-teachers at any given time: Core Integration teacher, Apprentice teacher, ELL Specialist, Learning Specialist, and Arts Integration Specialist. This structure also supports equity because the school structure allows arts integration specialists, ELL specialists, and Learning Specialists to be fully integrated into general education classes. Opportunities for Shared Leadership and Democratic Decision-making. Just as student choice empowers students as learners, staff choice empowers staff to be their best selves both personally and professionally. Friday’s Staff Roundtable and the Fenix Leadership Team are structures that allow staff to participate in the governance of the school. These bodies actively interface with the governing board and to ensure that the school evolves proactively to meet the needs of students, families, staff, and community partners. Charter School Teachers’ Union. Most charters schools offer one-year contracts where teachers can be dismissed at will. While on surface this policy safeguards the school from underperforming teachers, the policy can potentially hamper the retention of highly qualified staff that are looking for job security and are sometimes lured away by other districts that can offer professional status. Fenix Charter School teachers will have the opportunity to organize in a Union that among other roles, will establish a system of due process for teachers. Diversity Initiative. As previously stated, Fenix Charter School is committed to hiring a diverse staff that reflects Lynn’s student demographic. Currently, the staff composition for Lynn Public Schools is 90% White (Lynn’s Staffing Data by Race 2012-13, ESE Website). We believe that recruiting and retaining highly qualified staff will be based upon prospective candidates knowing that the Fenix Charter School staff is actually diverse. The composition of our design team reflects our commitment to diversity. As previously stated in the Apprentice Teacher Program description, our intent is to create a pipeline to the teaching profession among diverse populations that live in Lynn.

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Advancement Opportunities. Our current organizational chart has teacher leaders who will serve as Core Integration Directors, Arts Integrations Directors, Learning Specialist Directors, and ELL Specialist Directors. We chose this management structure in lieu of having curriculum directors or academic coaches because this leadership configuration allows teachers to advance to leadership positions where they can provide targeted support and coaching to their colleagues in respect to their content area. We also anticipate that in the coming years principals and executive leaders will come from the teaching staff.

Staff Evaluations The CEO will be responsible for evaluating the Executive Leadership Team: Middle/High School Principals, Higher Education Director, Finance and Operations Director, and the Communications and Development Director. We are currently working with Big Picture Learning to develop Performance Rubrics that will be used for principal evaluations and other members of the Executive Leadership Team.

The middle and high school principals will be responsible for evaluating the Academic Leadership Team: Integrated Learning Directors, Learning Specialist Directors, ELL Directors, Student Support Directors and the Community Learning Directors. Similar to the process described above, performance rubrics will be instituted as part of the evaluation process. Since some members of the Academic Leadership team will also be instructional staff, they will be subject to standard teaching evaluations. The principal will conduct annual teacher evaluations and the process will include the following:

Professional Development for All Staff As previously stated, we are excited about our partnership with Big Picture Learning (BPL) that will provide school support services and serve as our primary source of professional development. In order to effectively implement Fenix Charter School’s educational program and vision, BPL will provide the following professional development:

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Professional Development for the Administrative Team BPL will provide monthly coaching and professional development for the school principal. This will include onsite coaching and weekly phone conversations. Charles McCrea, the consultant who facilitated the design team process, will provide coaching to the CEO and school principal. The coaching will focus upon problem-solving issues related to challenges in fostering staff collaboration and/or management issues.

Ideal Teaching Candidates The ideal teaching candidate would have five attributes:

Reflects the diversity of the student population in the Greater Lynn Community. Our plan is to work with local colleges to identify diverse individual with the potential of serving as exemplary teachers. Our goal is that the Apprentice Teacher program described in Part II/Section F will create a pipeline to the teaching profession, especially among Latinos and diverse populations. Rather than having paraprofessionals, apprentice teachers would provide assistance to our teachers and be immersed in the profession. We will explore relationships with local colleges to provide course-credit and master certification degrees. Experience in project-based learning. We will tap into Big Picture Learning’s vast network to identify highly qualified individuals who have experience in project-based learning. The Apprentice Teacher program will also be a vehicle to develop outstanding teaching staff. Strong content knowledge. Our academic program connects students and staff to how professionals use math, English, social studies, science, and art in the real world. Having strong content knowledge is a critical prerequisite for a prospective teaching candidate. Passion for urban education and social justice. Prospective candidates would need to demonstrate that they are invested in changing inequitable systems and providing the kind of support to urban students that will empower them to complete higher education, be economically viable, and serve as change agents in their communities. A deep value for the power of collaboration. We are not interested in highly qualified teachers who are simply invested in their own classrooms. The ideal candidate is a team player who values the power of collaboration and believes that collaboration is the key strategy in creating a school culture committed to innovation and high performance.

Typical Teaching Program The following are key features of the teaching staff’s professional responsibilities:

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Arrival / Check-In. Staff are expected to arrive at 8:00 am and after checking into the main office, they will check their iPads to check for important announcements, and student/ family updates. Communication among staff will happen in a paperless environment. Morning Circle. Each staff member is assigned 6 to 8 students. They are responsible for checking-in with these students, discussing academic and personal goals for the day and week, and/or providing a specific training (i.e. anti-bullying, resiliency training). Morning Circle is 30 minutes per day. Teaching Responsibilities. Each teacher will be assigned no more than 75 students during the course of the school year. She/he will teach three sections of classes: 75 minutes per period and 25 students per class. It should be noted that while each class has 25 students, up to four additional teachers can be in a class at any time (Arts Integration Teacher, ELL specialist, Learning Specialist, Apprentice teacher). Teachers will become experts in one level of integrated coursework per year. For example, a teacher may teach Math Integration I but they will not be responsible for Math Integration II, III, or IV during the same year. This ensures that teachers’ energies are not dispersed as they plan and teach integrated coursework. Breaks and Transitions. Teachers have a 15 minute break in the morning and one in the afternoon. The expectation is that they check-in with their iPads for any important announcements that may arise. Teachers are also responsible for making sure that students make the proper transition to their next class. Community Lunch. Teachers are expected to eat with students twice per week. This is an essential time to cultivate a sense of community among students and staff. Team Planning: Each teacher has 75 minutes of planning time per day. The expectation is that this time is used to plan with colleagues since our integrated learning model requires extensive collaborative planning among teachers. This period is also an opportunity for embedded professional development where staff can engage in Looking at Student and Teacher Work (LASW/LATW), lab classrooms (peer observation), and inquiry groups. Extended Learning Program (ELP). Staff are required to provide at least two sections of tutoring and homework help, 75 minutes per section and twice per week. If a teacher desires to provide additional tutoring and homework help or run a liberal arts workshop (i.e. dance, music, art, film media), they will be further compensated at an hourly rate. The school day ends for teachers at 3:30 pm when they are not participating in ELP and 4:45 pm on the days when they are providing tutoring /homework help or participating in afterschool meetings. Staff Roundtable. At the conclusion of each week staff have the opportunity to meet in a staff roundtable on Fridays, 3:30 to 4:45 pm, where they can openly reflect on the week with their colleagues, problem-solve issues, or do necessary planning for the following week. The roundtable also provides a weekly structure for formal professional development opportunities.

E. FACILITIES AND STUDENT TRANSPORTATION

School Facility: JB Blood Building on 20 Wheeler Street, Lynn In June of 2012, the design team approached EDIC (Economic Development and Industrial Corporation) about locating possible sites for the school. EDIC is a non-profit agency of the city of Lynn that serves as a development bank that supports the creation or expansion of businesses and non-profit organizations in Lynn. They also provide funds to support capital improvements at low rates. Since we anticipated that most potential school sites would require some level of capital improvements, we decided to partner with EDIC. After vetting five potential sites during the summer of 2012, we agreed unanimously that the JB Blood building on 20 Wheeler Street would serve as an ideal site. The building is presently owned by EDIC and used to be one of the industrial centers owned and operated by Lynn capitalist JB Blood. When industry declined in Lynn, the city

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became the owner and dedicated the space as a community center to support the work of nonprofits in the city. J.B. Blood is currently occupied by Operation Bootstrap (an adult education center), the New American Center (an agency that supports recent refugees and immigrants), Extras for Creative Learning (a non-profit that recycles materials for educational purposes). Given Fenix Charter School’s mission and vision, we thought that the site provided great potential for community partnerships. The building is also located in an optimal location: close to the center of Lynn, providing ample parking, safe street passage for students, and inspiring views of the Atlantic. JB Blood is also conveniently located next to the Lynn YMCA where our plan is to establish a partnership that supports our student wellness program (see map of school environs in Attachment 12).

The building also allows for a gradual expansion plan at reduced cost. The building is over 150,000 square feet and the plan is to occupy and renovate the space in phases. During year one, we will occupy 6000 square feet (75 students / 80 sq. ft. per student). We have located the third and fourth floor of the building annex as an ideal site because it will not involve a lot of capital improvements. The space ironically was previously occupied by a Green Venture company that was promoting social entrepreneur projects in the North Shore. We are currently working with Paul Lukez Architecture (Paul is a member of our founding team) to develop an architectural plan that supports the school’s mission and vision. The initial conceptual school design, and a map showing the school’s environs can be found in Attachment 12. The conceptual design shows the fourth floor of the school where the goal is to create a space that fosters the school’s educational values of creativity, innovation, collaboration, and social responsibility.

Our initial calculation is that the space will be $12 per sq. ft based upon conversations with the city’s developer. This rate incorporates capital improvements over a five year period (the length of our initial charter). The lease agreement is advantageous because we do not have to sign a lease for a 45,000 to 60,000 sq. ft. facility. The lease contract evolves annually (an additional 6000 sq. ft. per year) until we reach full student enrollment.

Student Transportation and Facility Accessibility We are currently determining school transportation options for students. Given that students will participating in an extended school day program, the present plan is to provide transportation to and from the school for all students during the middle school years. When students reach the high school level, we will develop a system that determines whether a student will be eligible for bus transportation. Since high school students will be participating in internships during ELP, we will provide MBTA passes.

For students with special needs, we will most likely use Lynn Public School’s buses because they have the capacity to transport students as indicated in their IEP or 504 plan. We will also research private transportation options and weigh cost variables.

We are currently working with Paul Lukez Architecture, the city’s developer, and EDIC to ensure that our school facility is in compliance with all ADA requirements.

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F. SCHOOL FINANCES

Financial Management Model Fenix Charter School will be committed to fiscal management that both operates efficiently and maximizes resources to support the school’s education program. The school will use the following financial model that is the hallmark of high performing charter schools and non-profit organizations:

Financial Planning. Prioritizing the resources for the school’s educational program and making fiscal projections that are based upon the best available data. Monitoring. Ensuring positive cashflow, ethical use of spending, and establishing contingency plans for budget variances. Operations. Creating a strong infrastructure to support budget monitoring and transparent financial systems where staff are involved in budget development and monitoring. Governance. The board of trustees and school staff are supported in providing strategic and ethical financial oversight.

Fiscal Management Responsibilities The Chief Executive Officer will be responsible for overseeing fiscal management. Frank DeVito will serve as the school CEO (see Attachment 7 for qualifications). The Finance and Operation Director will be responsible for day to day fiscal management and will work with the school’s CEO to prepare monthly financial statements and end of the year forecasts that will be reviewed monthly by the board treasurer. Teresa Sarno, the Assistant Vice-President/Branch Manager of Eastern Bank in Lynn, will serve as the Board Treasurer (see Attachment 7 for qualifications). The CEO, Finance and Operations Director, and Board Treasurer will be responsible for the development of quarterly financial reports for board meetings. During the school’s start-up phase (years 1 to 3), the CEO will assume the duties of the Finance and Operations Director. In year 4, a full time Finance Operation Director will be identified.

The board treasurer will chair the Board Finance Committee to discuss internal controls and policies, cash management, and ways to improve the board’s financial oversight. The board will also select a CPA firm to perform the annual audited statements.

Projected Operating Budget Please refer to Attachment 5 for the Projected Operating Budget. The budget includes the Pre- operational Phase (March 1 to June 30, 2014) and three years of the schools operation (FY2015, 2016, 2017). The budget assumes an annual student enrollment growth of 75 students per year: FY2015-75 students; FY2016- 150 students; and FY2017- 225 students.

Pre-Operational Narrative The pre-operational phase is a critical period for the start-up process. Conversations with Big Picture Learning’s network leadership confirmed that extensive planning is required during this phase to ensure a successful school start-up. We have committed $25,000 to contract BPL to provide technical assistance in student recruitment, community engagement, and staff training. The budget has also allocated funds for costs associated with student recruitment activities and legal filings. BPL will work with Fenix Charter School to identify private foundation grants to fund the pre-operational phase. Please refer to Attachment 6 for Big Picture’s Scope of Services during the Pre-operational phase.

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Revenue Narrative In order to safe guard against fiscal fluctuations in state and federal funds, the budget assumes a flat per pupil expenditure ($11,230 published by ESE) and the possibility that the charter office will not land the federally funded Charter Schools Program (CSP) grant. We anticipate Federal Entitlement Grants through Title I because of our projected student demographic and a few federal grants from the National Science Foundation because the project-based learning model we are piloting is well suited to compete in a large number of NSF grant programs. Dr. Irene Porro, our proposed principal, and Dr. Darryl Williams, the Associate Dean for Recruitment, Retention, and Community Engagement and the Director of the Center for STEM Diversity at the Tuft’s School of Engineering, are connected to an extensive network of resources related to federally funded projects in the STEM fields.

The financial projections for private foundation funds are based upon our partnership with Big Picture Learning because they are connected to a vast network of private foundations. Our proposed CEO, Frank DeVito and our proposed principal, Dr. Irene Porro, have extensive experience in foundation grant writing. A number of proposed board members have also been very successful in raising revenue for professional projects (see Attachment 7).

We also anticipate substantial contributions from corporate partners. Fenix Charter School has the advantage of being located in a city that is the home of both large and small businesses: General Electric, Garelic Farms, and Walmart. The proposed CEO has begun conversations with the North Shore Workforce Investment Board (WIB) to be connected to potential corporate partners who are invested in workforce development initiatives. The North Shore WIB supports education projects in similar ways that the Boston PIC (Private Industry Council) supports the Boston Public Schools. In the coming months, we will also be connected to corporate partners through the Lynn Chamber of Commerce and the North Shore Latino Business Association. Our focus on social entrepreneurship has caught the attention of Massachusetts corporations involved in the Green Industry. We have begun to tap into this vast network of corporate donors.

Expenditures Narrative Our expenditures for staffing are based upon the staffing projections outlined in the Human Resource section. Staffing expenditures at Fenix Charter School are based upon the following financial priorities:

Streamlined Administrative Structure. The administrative salary structure ensures that the administrative team does not exceed 18% of total operating expenditures. This fiscal policy ensures for the maximum investment of resources in the educational program. For this reason, the CEO will assume the duties of the Finance and Operations Director and the Communications and Development Director during the school’s start-up phase (years 1 to 3) to ensure that administrative costs are below 18%. In year four, the hiring of the full Executive Leadership team will be completed: a full time Finance Operation Director (1 FTE) a full time Communication and Development Director (1FTE), Higher Education Director (1 FTE) and high school principal (1 FTE). Streamlined Instructional and Support Staff. As noted in the human resource section, each grade- level will have one core integration teacher in each subject area (4 FTE), one ELL specialist (1 FTE), one Learning Specialist (1 FTE), one Student Support/Resiliency counselor (1 FTE) and one Community Learning Director (1 FTE). The instructional leadership team (Integrated Learning Directors, ELL Director, Learning Specialist Director will also serve as full time staff during the start-up phase (years 1 to 3) by year 4 their teaching responsibilities will be reduced to 30%. The student support team (Student Support and Community Learning Directors) will have 2 FTE during

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the middle school phase and then additional directors (2 FTE) will be hired to serve the high school. The Student Support Director will serve as sole resiliency counselor during year one and then one additional resiliency counselor is hired each year. Equitable Salary Structure. The entire Academic Leadership team (Integrated Learning Directors, ELL Director, Learning Specialist Director, ELL Director, Student Support Director, and Community Learning Director) will be hired at a base salary of $55,000. The salary increases each year by $5000 until directors make in the range of $70,000 to 85,000. The administrative salary structure also increases by $5000 each year until the CEO makes in the range of $105,000 to $125,000 and principals make $85,000 to $105,000. Instructional and support staff will make in the range of $50,000 to $70,000. After administrators, directors, and instructional staff are compensated within the targeted range during the first four years of the start-up phase, salaries will annually raise by 6 to 8% (salary adjustment rates will be determined based upon establishing a competitive rate in relation to other schools and districts in the Greater Lynn area). Full-time Employment. As a school, we are committed to streamlining staffing at Fenix Charter School and provide opportunities for full-time employment rather than parsing out responsibilities through part-time staff.

As previously stated in the facilities section, facilities is calculated at 80 square feet per student at a rate of $12 per sq. ft. We have the advantage of an evolving lease where we can take up space as needed. Facilities cost reflect 6000 sq. ft. for year one, 12,000 sq. ft for year two, and 18,000 sq. ft. for year three. Utility costs for each year were based upon the city developer’s estimate of costs. Capital improvements were included in the lease rate but there is a possibility that we may need to take out a five-year loan from EDIC depending upon renovation costs.

The Extended Learning Program (ELP) has zero costs associated with year one because we wanted to be conservative during the start-up phase. Fenix Charter School staff, volunteers, and Gordon College student volunteers will help to run ELP during year one (following the Citizens Schools volunteer model). During year two and three, we estimate a cost of $1000 per student based upon potential contracts that we will have with local community organizations to provide ELP services. This financing model for ELP is based upon Boston After School and Beyond’s (BASB) model where Boston Public School students receive after-school programming from local community organizations.

G. ACTION PLAN

PRIORITY Completion Person(s) ACTIONS AREAS Date Responsible 3/1/14 CEO/Principal Finalize professional development plan for staff SCHOOL Identify private foundation funding for school support & SUPPORT 3/1/14 CEO professional development & 3/1/14 CEO Approve and sign Big Picture contract for scope of services PROFESSIONAL 3/1/14 CEO Approve and sign contract for PEAR DEVELOPMENT 3/1/14 CEO Approve and sign contract for Charles McCrea & Associates Conduct recruitment outreach at Family & Children Services 3/1/14 CEO/Principal Office of Greater Lynn (FCS) RECRUITMENT & 3/1/14 CEO/Principal Conduct recruitment outreach at New American Center ENROLLMENT 3/1/14 CEO/Principal Conduct recruitment outreach at Operation Bootstrap 3/1/14 CEO/Principal Work with BPL to develop promotional materials and website

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3/12/14 CEO File pre-enrollment report File projected enrollment data for FY2015 for low income, 3/12/14 CEO special education, and limited English proficient students RECRUITMENT & 3/12/14 CEO File the draft Enrollment policy to Charter Office for ESE ENROLLMENT approval. (continued) 3/12/14 CEO File the draft Recruitment and Retention policy to Charter Office for ESE approval. 3/15/14 CEO/Principal Conduct lottery #1 3/17/14 CEO/Principal Follow-up with prospective students and families 6/1/14 CEO/Principal Conduct lottery #2 (if necessary) 8/1/14 CEO/Principal Give orientation to students and families

5/1/14 CEO Submit a draft CORI Policy to the Charter Office for review Apply for access to Criminal Offender Record Information (CORI) through the CORI Support Services Unit at the Massachusetts Department of Criminal Justice Information 5/1/14 CEO Services. . Submit performance evaluation criteria and evaluation plans for the school leader, school administrators, non- 6/1/14 CEO/Principal instructional staff, and teachers to Charter Office for review. HUMAN Submit proposed professional development plan for school RESOURCE 6/1/14 CEO/Principal administrators and teachers to Charter Office. 7/15/14 CEO/Principal Complete recruitment and hire of highly qualified teachers Submit to charter office for review Special Education and ELL 8/1/14 CEO/Principal administrators 8/1/14 CEO Conduct CORI checks on all school staff and volunteers Notify charter office of CORI checks that have been 8/1/14 CEO completed Submit to Charter Office the list of all highly qualified teachers hired and for teachers who are not certified, an 8/1/14 CEO action plan to attain certification 3/1/14 CEO Submit architectural plan to EDIC 3/1/14 CEO Bid contract services for school renovation work 3/1/14 CEO Submit construction permits and inspectional requests to SCHOOL FACILITY City of Lynn inspectional services & BUILDING 3/1/14 CEO Sign facility lease for 20 Wheeler with EDIC SAFTEY 8/1/14 CEO Submit to Charter Office copy of lease agreement with EDIC Submit to Charter Office confirmation letter that school is programmatically accessible to physically handicapped 8/1/14 CEO individuals. 8/1/14 CEO Submit current Certificate of Occupancy to Charter Office. 8/1/14 CEO Submit current Fire Inspection Certificate to Charter Office. Submit current Building Safety Inspection Certificate to the 8/1/14 CEO Charter Office. Submit current Health Inspection and/or Health Permit to 8/1/14 CEO the Charter Office. Submit current Asbestos Inspection Report and Management 8/1/14 CEO Plan to the Charter Office. CEO Complete Board recruitment so that minimum membership GOVERNANCE 4/1/14 requirements are met as stated in school’s bylaws 4/1/14 CEO File financial disclosure forms with the Charter Office

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CEO Submit to Charter Office new board members materials not GOVERNANCE included in original application, including financial disclosure (continued) 4/1/14 form (if applicable) 4/1/14 CEO Submit draft bylaws to Charter Office for approval CEO Submit draft of Accountability Plan to Charter Office for ACCOUNTABILITY 6/1/14 review PLAN CEO Submit board-approved final Accountability Plan to Charter 8/1/14 Office. Submit the school’s School Wellness Policy to the Charter 6/1/14 CEO Office Create a contract between school and Lynn Community Health Center for a school nurse to be stationed at the school. Contract should also include clinical services for STUDENT 8/1/14 CEO students suffering from severe social/emotional challenges SUPPORT & Submit to the Charter Office a School Health Plan and WELLNESS 8/1/14 CEO/Principal Medications Administration Plan Approve and sign contract with PEAR to administer social/emotional assessments and train staff in student 8/1/14 CEO/Principal resiliency model Create a contract between school and Lynn YMCA to provide 8/1/14 CEO/Principal wellness activities during Extended Learning Program (EL). Create a contract between school and Gordon College for students who are providing tutoring and liberal arts activities 8/1/14 CEO/Principal during ELP FINANCE Submit a W-9 form; a Terms and Conditions form; an EFT form; a Standard Contract Form and a Contractor Authorized Signatory Listing to ESE’s Grants management Unit with 3/1/14 CEO original signatures. CEO Ensure that the procurement officer of any charter school participates in the Massachusetts Certified Public Purchasing 6/30/14 Official Program CEO Submit the school’s Board of Trustees approved fiscal policies and procedures to the CSO for review of the required 6/30/14 procurement policies. CEO Update and revise budget summaries for the first three years after chartering as well as create a detailed cash flow 6/30/14 projection for the first year of operation. CEO Submit the school’s revised budgets and the cash flow 6/30/14 projection for the first year of operation to the CSO. CEO Obtain Board of Trustee approval of the school’s revised 6/30/14 budget for the first year of operation. 8/1/14 CEO Submit evidence of insurance coverage to the Charter Office. 11/1/14 CEO Contract financial auditor Submit to Charter office draft of school schedule and 6/1/14 CEO/Principal calendar for review 6/1/14 CEO Identify vendors for procurement of school materials OPERATIONS & Create comprehensive plan of all infrastructure needs PROCEDURES 6/1/14 CEO/Principal (technology, furniture, classroom materials) Submit the draft code of conduct and student handbook to 7/1/14 CEO/Principal Charter office for review 7/1/14 CEO/Principal Submit draft of Staff Handbook to Charter Office for review 8/1/14 CEO Establish school meal contract with food vendor

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CEO Establish transportation contract with either city 8/1/14 transportation department or private bus company OPERATIONS & CEO Submit the Transportation Services Plan to the Charter Office PROCEDURES 8/1/14 for review (continued) CEO Ensure that school is fully equipped with necessary 8/15/14 infrastructure (technology, furniture, classroom materials)

PART IV HOW WILL THE SCHOOL DEMONSTRATE THAT IT IS FAITHFUL TO THE TERMS OF ITS CHARTER?

A. PROCESS

Pre-operational Phase During pre-operational phase, the Chief Executive Office will work with the school principal to develop the Accountability Plan. The principal will be responsible for gathering student performance data and conducting an analysis to determine the strategic actions that will leverage the desired impact stated in the goals. After the draft of the Accountability Plan is submitted to the Charter School Office in June 2014, the board of trustees will review the plan for final approval in August of 2014.

Year One During the first year of the school’s operation, the CEO, the Principal and the Academic Leadership Team (Integrated Learning Directors, ELL Director, Learning Specialist Director, Student Support Director, and Community Learning Director) will be responsible for gathering and analyzing performance data during the course of the year to determine the school’s progress in achieving the plan’s objectives. The CEO is responsible for overseeing the monitoring process and updates the board quarterly on progress towards meeting the plan’s objectives.

B. ACCOUNTABILITY PLAN OBJECTIVES

Academic Success Objective 1: Each year 95% of students will achieve at least level 3 or above in their project- based learning assessments. This objective will be assessed through Fenix Charter School’s scoring rubric that measures creativity, innovation, collaboration and social responsibility within each core integration class of ELA, Math, Science, and Social Studies. The project-based assessment will be determined quarterly.

Objective 2: In the PARCC assessments, 20% of students will move from the Proficient to Advanced Level, 40% of students will move from the Needs Improvement Level to the Proficient Level, 20% will move from the Warning/Failing Level to the Needs Improvement Level. This objective will be assessed through the PARCC assessment. We will also develop quarterly formative assessments that mirror PARCC’s assessment to determine students’ progress toward this goal.

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Objective 3: 100% of students will successfully complete middle school and be promoted to high school. This objective will be assessed through project-based learning assessments and the PARCC assessment.

Organizational Viability Objective 1: Fenix Charter School will maintain efficient, equitable, and transparent financial systems and practices. This objective will be assessed in three ways: (1) Monthly financial statements that reflect monthly cash reserves equal to two months of operating expenses and a line of credit equal to two months of operating expenses; (2) The annual financial audit will reveal no deficiencies; (3) Surveys will report that at least 85% of staff and school trustees believe that the school’s financial practices are efficient, equitable, and transparent.

Objective 2: Fenix Charter School will maintain a staff retention rate of no less than 85%. This objective will be assessed in three ways: (1) An annual analysis of staffing patterns; (2) Surveys of staff to determine job satisfaction; (3) Exit interviews with staff that choose to leave the school.

Objective 3: Fenix Charter School will conduct fundraising efforts to raise revenue at least 55% above the ESE calculated per pupil expenditure. This objective will be assessed in three ways: (1) Achieving projected revenue goals for private foundation grants; (2) Achieving projected revenue goals for corporate giving; (3) Achieving annual school sponsored fundraising goals.

Faithfulness to Charter Objective 1: Students at Fenix Charter School will produce project work that has real impact in the Lynn community. This objective will be assessed in two ways: (1) Surveys of Lynn community leaders revealing that students project work had real impact in addressing community challenges; (2) Data (quantitative and qualitative) documenting individuals or families impacted by project work.

Objective 2: Students at Fenix Charter School will produce high quality project work that demonstrates college and career readiness. This objective will be assessed in three ways: (1) Analysis of portfolio feedback from professionals who participate in project portfolio review panels; (2) Student performance in PARCC assessments; (3) Student performance in project-based learning assessments.

Objective 3: Fenix Charter School staff will be involved in professional development projects that support systemic changes in public education both in Massachusetts and across the nation. This objective will be assessed in three ways: (1) Frequency of staff presenting at local and national conferences; (2) Frequency of staff participating in local and national school improvement related activities; (3) Frequency of staff presenting in schools of education or college/university related conferences

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C. NARRATIVE

Indicators of Success Our goal is that the renewal inspection team will find engaging classrooms where students are doing real work and teachers are serving as facilitators of the learning process. Reviewers will be impressed with the quality of projects and when reviewers ask students questions about a project, they can describe what they are studying and why it is so important. Students will articulate the community benefit of a project and can speak about their academic strengths and challenges in a transparent way. When the inspection team reviews student portfolios, they will be impressed with high level of content knowledge and the precision that students demonstrate in applying this knowledge to their project work. Most importantly, reviewers will see a sense of joy, purpose, and fun in students’ body language. They will see students caring and supporting each other as they work intensely in their project teams. Reviewers will also notice the critical role of community partners in providing in engaging activities during the Extended Learning Program (ELP). They will see students’ appreciation for college students and professionals who provide mentoring and tutoring.

Reviewers will also be impressed at the level of collaboration among staff that are co-teaching in the classroom. Reviewers will have a difficult time identifying the Learning Specialist (Special Education teacher) or the ELL Specialist because they will exhibit equal status in the classroom as they are supporting students’ learning. The review team would also see the level of integration among the subject area. While the ELA Integration teacher focuses upon the reading and writing skills required in a project, the Math Integration teacher will focus on the Math elements of a project. Reviewers will also see what arts integration looks, sounds, and feels like. The Arts Integration teacher will support students in using a variety of artistic media to prepare their project presentations. Students will also use the performing arts to express essential concepts. For example, a reviewer will see students stage a play that reflects how atomic particles interact with one another. Reviewers will also be impressed with the role of resiliency counselors in helping students to manage social/emotional challenges. They will see frequent interactions between resiliency counselors and teachers as they problem-solve student social/emotional challenges. When reviewers walk into staff planning rooms, they will see staff engaged in professional conversations about how they can better support student learning more effectively. Staff will express their love for the school as they explain that they cannot imagine working anywhere else.

D. DISSEMINATION

Commitment to Systemic Changes in Public Education Our commitment to systemic changes in public education is written into our vision statement and is one of our key goals for the Accountability Plan. We will use four strategies for dissemination:

Big Picture Learning Network. BPL has a network of 60 schools in 16 states. Our plan is to take advantage of this network to disseminate our education model through participation in local and national conferences.

Fenix Center for Innovative Schools. Frank DeVito, our proposed CEO, has been involved in school and district improvement efforts for over 14 years. He established the Fenix Center for Innovative Schools (Fenix CIS), a non-profit organization, in 2007 to partner with schools and districts to develop and sustain innovative and high performing schools. The plan is that Fenix CIS will be the advocacy agency for Fenix Charter School, following the model of Big Picture Learning which was

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originally the advocacy organization for the MET School in Providence, Rhode Island. The goal is that Fenix CIS will be the organization that will work closely with schools and districts to find ways to adapt the Fenix Charter school model to the unique contexts in schools and districts. Fenix CIS will also coordinate charter replication in other cities and districts across Massachusetts and the United States.

Apprentice Teacher Program. As previously stated, the Apprentice Teacher Program is our strategy to create a pipeline to the teaching profession, especially among diverse populations. Since our plan is to establish partnerships with schools of education to provide course credit, educational degrees, and certification, we anticipate that the Fenix Charter School education model will become a key component of school of education curricula.

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PART V REQUIRED ATTACHMENTS

Part V: Required Attachments p. 76 - 282

Attachment 1: Bylaws p. 77 - 81

Attachment 2: Recruitment and Retention Plan p. 82 - 89

Attachment 3: Enrollment Policy p. 90 – 93

Attachment 4: Organizational Chart p. 94

Attachment 5: Operating Budget: Projected Revenues and Expenditures p. 95 – 100

Attachment 6: Scope of School Support Services: Big Picture Learning p. 101 – 104

Attachment 7: Founding Group: Bios, Questionnaires, and Resumes p. 105 – 259

Attachment 8: Curriculum: Grades 5 to 12 p. 260 – 263

Attachment 9: Core Instructional Practices for Diverse Learners p. 264 – 265

Attachment 10: Response to Intervention Model p. 266 – 267

Attachment 11: Sample Project Rubric p. 268 – 271

Attachment 12: Facilities Design p. 272

Attachment 13: Letters of Support p. 273 – 276

Attachment 14: Impact of BPL’s Learning Model in Raising Student Performance p. 277 – 279

Attachment 15: Research References p. 280 – 282

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ATTACHMENT 1: DRAFT BYLAWS

FENIX CHARTER SCHOOL’S BYLAWS

SECTION 1: GENERAL PROVISIONS 1.1 Charter. The name and purposes of Fenix Charter School (“FENIX”), a public school chartered by the Commonwealth of Massachusetts (per order of MGL Chapter 71, Section 89), shall be as set forth in its Charter, which Charter is granted by the Commonwealth of Massachusetts Department of Elementary and Secondary Education (“ESE”) and which may be amended from time to time. The Charter is hereby made a part of these By-Laws, and the powers of FENIX and of its Board of Trustees, and all matters concerning the conduct and regulation of the affairs of FENIX, shall be subject to such provisions in regard thereto, if any, as are set forth in the Charter. In the event of any inconsistency between the Charter and these By-Laws, the Charter shall be controlling.

1.2 Mission. Fenix Charter School partners with families and communities to provide powerful learning experiences that transform students’ understanding of themselves and the world. Through integrated and project-based curricula grounded in the core values of social entrepreneurship, students develop the competencies that will prepare them to complete higher education, thrive in a global economy, and be change agents in their communities. The school will serve students in grades 5 to 12 and their families in the community of Lynn, Massachusetts.

1.2 Location. The principal office of the Academy shall be located at 20 Wheeler Street, Lynn, MA 01902 when the charter is granted. Until that time, members of the Founding Group shall coordinate all start-up activities.

1.3 Fiscal Year. Except as from time to time otherwise determined by the Trustees of FENIX, the fiscal year of FENIX shall end on the last day of June in each year.

SECTION 2: BOARD OF TRUSTEES 2.1 Powers. The Board of Trustees is a public entity and holds the charter from the state of Massachusetts.

The Board of Trustees is responsible for ensuring that the school and the members of the Board of Trustees: a. Comply with all applicable laws and regulations; b. Ensure that the school is an academic success, is a viable organization and is faithful to the mission as stated in the charter; c. Determines general school policies, in compliance with state and federal laws, d. Oversees the financial affairs of the school through a finance subcommittee and approves the annual budget; and e. Earns charter renewal every five years

The Board of Trustees shall oversee the affairs of FENIX and shall exercise all of the powers of FENIX, except as otherwise provided by law, by the Charter, or by these By-Laws. Trustees shall serve the school with duty, loyalty and care. The Board of Trustees shall not comprise a majority membership in any other organization such that it would affect the governance of FENIX.

The Board of Trustees reserves to itself exclusively the power to: a. Purchase, sell, or lease real property,

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b. Establish, execute and modify investment policies, c. Appoint or remove the Chief Executive Officer, and d. Delegate, from time to time, powers to the Chief Executive Officer in accordance with these By-Laws except as otherwise provided by law or by the Charter and, e. Determine and approve general school policies, in compliance with state and federal law.

2.2 Number of Trustees. The Board of Trustees shall consist of not less than seven nor more than fifteen individuals (excluding ex-officio and honorary members) beginning at the time of ESE’s approval of the charter. Individual members are considered special, unpaid employees of the state.

2.3 Term of Office of Trustees. The term of office of a trustee shall be three years or until his or her successor is elected and qualified. Terms of office shall be staggered and each group shall be as nearly equal in number as possible. A trustee may serve for two consecutive terms and shall be eligible for reelection to the Board after a one-year hiatus or at the pleasure of the Board, if longer terms are desired.

2.4 Election of Trustees. Trustees shall be elected by the Board of Trustees at any meeting of the Board of Trustees. A prospective trustee is voted upon by all members of the Board of Trustees. A majority vote is required for the election of a new Trustee. Only full, volunteer Trustees may vote, not ex-officio members. A trustee elected to fill an unexpired term shall have tenure only to the end of that term.

2.5 Resignation and Removal. Any Trustee may resign by delivering a written resignation to the Chair or the Clerk, as defined herein, or to FENIX at its principal office. Any Trustee may be removed from office with or without cause by an affirmative vote of a majority of the Trustees then in office. Only members of the Board of Trustees may select and / or remove members of the Board of Trustees.

2.6 Statement of Non-Discrimination. The Board of Trustees shall not discriminate against potential members on the basis of age, race, ethnicity, ancestry, gender, sex, sexual orientation, national origin, religion, marital status, or non-disqualifying handicap or metal condition.

SECTION 3: MEETINGS OF THE TRUSTEES 3.1 Open Meeting Law. All meetings of the Trustees shall be conducted in accordance with Section 23B of Chapter 39 of the Massachusetts General Laws (the “M.G.L.”), as amended from time to time, or any successor statute. Except as otherwise permitted by such Section 23B, (a) no quorum of the Board of Trustees shall meet in private for the purpose of deciding on or deliberating toward a decision on any matter and (b) no executive session shall be held until: (i) the Board of Trustees shall have first convened in an open session for which notice shall have been given in accordance with law, (ii) a majority of the Trustees at such meeting shall have voted to go into executive session, (iii) the vote of each trustee shall have been recorded on a roll call vote and entered into the minutes, and (iv) the Chair (or other person presiding over the meeting) shall have cited the purpose of the executive session and shall have stated whether or not the Board of Trustees shall reconvene after the executive session. Executive sessions may be held only for purposes permitted by law.

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3.2 Regular and Special Meetings. Regular meetings of the Board of Trustees may be held at such times as the Board of Trustees may determine, at least four times annually. In addition, the Board of Trustees will hold an annual meeting each October.

Special meetings may be called by the Chair at any time and shall be called by the Clerk or his or her designee following a written application of two or more voting members of the Board of Trustees. All members must attend the meetings in person for the purpose of a vote or quorum. Trustees may participate or vote electronically if arrangements have been made with the chair and/or clerk.

3.3 Quorum. A majority of the Trustees then in office shall constitute a quorum, but a lesser number may, without further notice, adjourn the meeting to any other time. At any meeting of Trustees at which a quorum is present, the vote of a majority of those Trustees physically present shall decide any matter including the adoption of new members, unless the Charter, these By-Laws, or any applicable law requires a different vote.

3.4 Notice of Meetings. Public notice of meetings shall be given as required by the law pertaining to the open meetings of governmental bodies. Notice of the date, time, and place of all regular and special meetings of the Trustees shall be given to each Trustee by the Clerk or, in case of absence, by the officer or one of the Trustees calling the meeting. Such notice shall be given to each Trustee in person, by mail or by telephone, or electronic mail sent to such Trustee's usual business or home address at least seven (7) days in advance, unless shorter notice is adequate under the circumstances.

3.5 Documentation. The Board Chair shall appoint one meeting attendee to record all actions of every meeting, the time, date, location of the meeting, the persons present and absent from the meeting and any other business of the meeting. Meeting minutes shall be adopted in compliance with M.G.L Chapter 30a Section 11a1/2. All documentation, including formal votes of the Board of Trustees shall be kept on file in the administrative offices of the location of the Academy upon opening.

SECTION 4: OFFICERS OF THE BOARD 4.1 Numbers and Qualifications. The officers of the Academy shall be a Chair, Treasurer, Clerk, and such other officer, if any, as the Board of Trustees may determine. An individual may hold more than one office at the same time.

The Chief Executive Officer facilitates the meetings of the Board of Trustees. The Board Chair is responsible for planning the meeting agenda with the Chief Executive Officer. The Board Chair works with the Chief Executive Officer on a regular basis to oversee the management of FENIX.

The FENIX Board Treasurer chairs the finance subcommittee and oversees the financial records of FENIX. During FENIX’s inaugural year, the Treasurer and finance subcommittee will meet semi- monthly with the Chief Executive Officer and the Finance and Operations Director. In all other years, the subcommittee will meet at least quarterly.

4.2 Election and Tenure. The Chair, Treasurer and Clerk shall be elected annually by the Board of Trustees at the annual meeting. Officers shall carry out the duties set forth for each position in the FENIX charter. Other officers, if any, may be elected by the Board of Trustees at any time. If the office of Chair, Treasurer, or Clerk becomes vacant, the Trustees shall elect a successor. Each position has a limit of three years and is renewable with the approval of the whole Board.

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4.3 Other Officers. Other officers shall have such duties and powers as may be designated from time to time by the trustees.

SECTION 5: COMMITTEES 5.l Appointment and Duties. The Board of Trustees shall annually appoint such standing committees and task forces as the Board may deem proper and prescribe their membership, powers, and duties. The Board of Trustees, or the Chair acting under the authority of the Board, may appoint such other boards and committees as the Board may deem necessary.

5.2 Standing Committees. Standing committees of the Board may include but are not limited to the Finance Committee and the Development Committee. Each Committee member shall hold office for one year and until a new Committee member is appointed. The Board of Trustees shall define the purposes, duties and particular powers of each committee and task force, and approve these by way of a formal vote. The Chief Executive Officer will attend all standing committee meetings and task forces.

5.3 The Development Committee. The Development Committee shall include not less than two trustees, and the Chair shall appoint its Chair. The Development Committee shall be responsible for overseeing planning, implementing, and monitoring all fundraising programs. The Development Committee shall assist in the advancement of FENIX to all its constituencies.

5.4 The Finance Committee. The Finance Committee shall include not less than two trustees, and the Chair shall appoint its Chair. The Finance Committee shall oversee the long term financial picture and monthly forecasts for FENIX.

SECTION 6: CHIEF EXECUTIVE OFFICER 6.1 Selection. The Chief Executive Officer shall be appointed and/or removed, if necessary, by the Board of Trustees, shall serve at the pleasure of the Board of Trustees and shall receive such compensation as the Board may direct. The Board of Trustees shall conduct an annual review of the Chief Executive Officer. The Board of Trustees does not select, appoint or evaluate any other staff except for the Chief Executive Officer.

6.2 Duties. The Chief Executive Officer shall carry out the policies established by the Board of Trustees and shall be directly responsible to the Board of Trustees. The Chief Executive Officer shall have general management of the educational and administrative operations of FENIX and shall prescribe and direct the course of study, the discipline to be observed, the assessment of student performance, and shall be responsible for all required reporting to the state of Massachusetts. The Chief Executive Officer shall prepare an annual budget for submission to the Board. The Chief Executive Officer shall employ and discharge all FENIX personnel, prescribe their duties and terms of office, shall set their salaries within the minimum and maximum limits established by the Board of Trustees, and shall conduct annual reviews of all FENIX personnel. The Chief Executive Officer is an ex-officio member of the Board of Trustees. The Board of Trustees relies on the Chief Executive Officer to make all operational and managerial decisions and shall not exercise managerial powers over the operations of the school.

SECTION 7: COMPENSATION AND PERSONAL LIABILITY 7.1 Compensation. No Trustee or officer shall receive any compensation for services rendered as a trustee or officer. Notwithstanding the foregoing, any Trustee or officer may receive reasonable compensation for services rendered as an employee or subcontractor of the Academy and any

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Trustee or officer may, if authorized by the Chief Executive Officer or the Board of Trustees, be reimbursed for necessary expenses, including travel expenses, reasonably incurred by the Trustee or officer in the performance of duties as a trustee or officer. Any Trustee must make full disclosure to other members of the Board of any compensation received.

7.2 Liability. The Board of Trustees shall protect its members from being held personally liable for any debt, liability, or obligation to the school.

SECTION 8: MISCELLANEOUS PROVISIONS 8.1 Execution of Instruments. All contracts, deeds, leases, bonds, notes, checks, drafts and other instruments authorized to be executed by an officer of FENIX on its behalf shall be signed by one or both of the Chief Executive Officer or the Treasurer except as the Trustees may generally or in particular cases otherwise determine.

8.2 Corporate Records. The records of all meetings of trustees, the names and addresses of the Trustees and officers of FENIX, and the originals or attested copies of the Charter and the By-Laws of FENIX shall be kept in the Commonwealth at the principal office of the FENIX or of the Clerk, but such corporate records need not all be kept in the same office.

SECTION 9: AMMENDMENTS 9.1 Amending Bylaws. These By-Laws may be altered, amended or repealed, or new By-Laws may be adopted, by an affirmative vote of a majority of Trustees then in office, at any annual meeting of the Trustees or special meeting of the Trustees. All amendments are subject to approval by the Massachusetts Department of Elementary and Secondary Education before the amendment can take effect.

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ATTACHMENT 2: DRAFT RECRUITMENT AND RETENTION PLAN

Name of School: Fenix Charter School Date: October 22, 2013

I. Recruitment Plan

A. Describe the school’s general recruitment activities, i.e. those intended to reach all students.

General Recruitment Activities List recruitment activities undertaken each year which apply to all students. Family and Children Services of Greater Lynn. This trusted community agency has worked extensively to provide health and education services to struggling families. We will host four information sessions per year to support recruitment efforts. We will provide translation services in Spanish and Khmer. Lynn Community Health Center. The health center connects high need families with comprehensive health care. The health center will be a partner in providing wraparound services to Fenix students and their families, and our plan is to host four information sessions at the center. We will provide translation services in Spanish and Khmer. New American Center. The center is a coalition of seven partner agencies that serve the refugee and immigrant communities of Lynn. Our plan is to work with the center to identify high need students and their families. Lynn Parents Organizing for a Better Education. This parent group was established recently in Lynn to serve as an advocacy arm for multilingual families. Their work focuses primarily upon educational equity and improving services for ELL and Special Education students. Since they are well connected to families who have ELL and Special Education students, our plan is to work with them to identify students who could benefit from our program. Lynn Church and Temple Network. Lynn has a number of churches and temples that work actively with diverse populations in Lynn. Saint Joseph’s serves a large Latino community and the Sanghikaram Vat Khmer is a Buddhist temple that serves large segments of the Cambodian community. Design team members have attended various functions in churches and temples across the city to raise awareness about the school. We will continue to network with church and temple leaders to identify struggling students and their families. Lynn Media Outlets. Lynn has several popular media outlets that can raise awareness about the school. The Daily Item and Lynn Happens provide timely news in both electronically and in print. The Lynn Community Access TV Channel is also a popular vehicle for Lynn news and can serve as an effective vehicle to raise community awareness about the school. Student Shadow Days. The school will arrange quarterly student shadow days to give prospective students and families a clear idea of what the school’s program looks, sounds, and feels like. Add additional rows as necessary.

B. List the goals and strategies the school will implement during the upcoming school year to attract and enroll specific groups of students in order to promote a student population that reflects the demographics of the school’s sending district(s). Create specific goals and strategies for each of the following categories. Do not repeat strategies. Each group should have its own specific and deliberate strategy:

A. Special education students B. Limited English-proficient students C. Students eligible for free lunch

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D. Students eligible for reduced price lunch E. Students who are sub-proficient (as determined by a previous score of “Needs Improvement” or “Warning/Failing” 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

Recruitment Plan – Goals and Strategies List goals and strategies for recruitment activities for each demographic group. GOAL: To recruit a special education student population that is equal to Demographic Group: or exceeds Lynn Public School’s population of 16.4%.

A. Special education students STRATEGIES: 1. Create promotional videos that demonstrate to families how project- based learning is an effective model to serve Special Education

students. Videos can be looped in Lynn Community’s Access Channel. 2. Host school information sessions at Lynn Community Health Center that target families with students that require special needs services. 3. Principal and Learning Specialist Director will reach out to special education departments of Lynn’s elementary schools to establish a pipeline to Fenix Charter School.

GOAL: To recruit an ELL student population that is equal to or exceeds Demographic Group: Lynn Public School’s population of 17.5%.

B. Limited English-proficient STRATEGIES: students 1. Create promotional videos that demonstrate to families how project- based learning is an effective model for ELL students. Videos can be looped in Lynn Community’s Access Channel. Videos are available in Spanish and Khmer. 2. Host school information sessions at churches and community centers that serve ELL populations: New American Center, Saint Joseph’s Parish, and Sanghikaram Vat Khmer Buddhist temple. Sessions will be conducted in Spanish and Khmer. 3. Principal and ELL Director will reach out to the ELL departments of Lynn’s elementary schools to establish a pipeline to Fenix Charter School.

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GOAL: To recruit a student population eligible for free lunch that is Demographic Group: equal to or exceeds Lynn Public School’s population of 74.4%.

C. Students eligible for free STRATEGIES: lunch 1. Host school information sessions at the Lynn Housing Authority and Neighborhood Development. 2. Host school information sessions at Family and Children Services of Greater Lynn. Sessions will be conducted in Spanish and Khmer. 3. Principal and Student Support Director will reach out to Lynn elementary schools that have a high percentage of students eligible for free lunch to establish a pipeline to Fenix Charter School.

GOAL: To recruit a student population eligible for reduced lunch that is Demographic Group: equal to or exceeds Lynn Public School’s population of 8.2%.

D. Students eligible for STRATEGIES: reduced price lunch 1. Host school information sessions at the Lynn Housing Authority and Neighborhood Development. 2. Host school information sessions at Family and Children Services of Greater Lynn. Sessions will be conducted in Spanish and Khmer. 3. Principal and Student Support Director will reach out to Lynn elementary schools that have a high percentage of students eligible for free lunch to establish a pipeline to Fenix Charter School.

GOAL: To recruit a Lynn Public School 4th grade student population that Demographic Group: scored in the Warning/Failing Category (ELA-21%, Math-15%) and the Needs Improvement Category (ELA-45%, Math 51%). E. Students who are sub- proficient STRATEGIES: 1. The CEO will meet with the Lynn superintendent and data manager to provide a comprehensive list of students who are scoring sub- proficient and the Student Support Director will be responsible for reaching out to families. 2. Principal will arrange Student Shadow Days where students and families can experience first-hand how project-based learning can support significant academic improvement 3. Student Support Director will follow-up with families to address any additional questions or concerns.

GOAL: To recruit an at-risk or high needs student population that is Demographic Group: equal to or exceeds Lynn Public School’s population of 86.2%.

F. Students at risk of STRATEGIES: dropping out of school 1. Principal and Student Support Director will cultivate relationships DYS and DCS to identify at-risk Lynn students and families. 2. Principal and Student Support Director will cultivate relationships with probation officers to identify at-risk Lynn youths. 3. Principal and Student Support Director will cultivate relationships with Lynn community organizations that are connected to at-risk youths (Horizons for Children, Catholic Charities, and Youth Works).

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GOAL: To recruit students who have dropped out of school by Demographic Group: connecting to Lynn school department, government, and community agencies who are tracking their whereabouts. G. Students who have dropped out of school STRATEGIES: 1. Principal and student support director will meet with Lynn public school’s data manager to identify students who have dropped out. 2. Principal and Student Support Director will cultivate relationships with probation officers to identify at-risk Lynn youths. 3. Principal and Student Support Director will cultivate relationships with Lynn community organizations that are connected to youth who have dropped out of school (Horizons for Children, Catholic Charities, and Youth Works).

II. Retention Plan Identify the retention goals and strategies the school will implement during the upcoming school year to maximize the number of students who successfully complete all school requirements and to prevent students from dropping out. The retention plan may include activities that address the needs of all students in the school, but must be designed to impact the target groups identified above.

Overall Student Retention Goal

Annual goal for student Fenix Charter School will meet or outperform Lynn Public School’s retention (percentage): student retention rate of 91.3%

Retention Plan Goals and Strategies -- List goals and strategies for retention activities for each of the target groups A through H

Demographic Group: Student Support Team Monitoring. A student support team comprised of the principal, Learning Specialist, ELL specialist, resiliency counselor, A. Special education and a core integration teacher will conduct quarterly reviews of students (PARCC, formative assessments, portfolio assessments) to determine a student’s progress in meeting their IEP plan and/or make adjustments. Inclusion Model. Our primary goal is that students with special needs have full access to the general education curriculum. In the full inclusion model, a student with an IEP will have 100% participation in the regular education program where a learning specialist provides in class support. We will use a co-teaching model (a learning specialist paired with a core academic teacher) to ensure that student with IEPs have full access to the regular education curriculum. Students with more severe disabilities will have access to additional supports: occupational, motor, speech and language therapists, counselors, and clinicians. Project-based learning. Our curriculum and instructional model is the most powerful vehicle for student retention. Students will work in

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teams to research real issues that are affecting the Lynn community and develop viable solutions. This process involves researching and analyzing the problem, designing and testing possible solutions, choosing the best design based upon the best outcome, and sharing their results with civic authorities and professional experts in the fields related to their work. Through project-based learning students will discover how the disciplines interact and their real-world applications as they practice the core values of creativity, innovation, collaboration, and social responsibility on a daily basis. Extended Learning Program. They will also continue to receive an additional 75 minutes of ALL (Accelerated Learning Lab) support, four times per week, during the Extended Learning program.

Demographic Group: ELL Learning Plan. The ELL Director will work with core content teachers and the families of ELL students to develop an ELL Learning B. Limited English- Plan that outlines the academic program and supports for ELL students. proficient students This plan will be updated quarterly to ensure that services are timely and relevant. ELL Programming. The goal of our ELL programming is to minimize separating students from their peers because the general education program utilizes best practices in ELL instruction. Students in Levels 1 and 2 will participate in 75% of the general education programming and receive 75 minutes of daily ESL instruction during the ELA Integration periods. The ELL Director will work closely with core integration teachers to ensure that the WIDA standards (World-Class Instructional Design and Assessment) are integrated into the general education curriculum. Level 1 and 2 students will also receive an additional 75 minutes of ESL instruction, four times per week, during the Extended Learning program. The ELL specialists will provide additional in class support when students attend their integrated studies in Math, Social Studies, and Science. This will involve a co- teaching model to ensure that ELL students have access to the core curriculum. Students in levels 3 and 4 will participate in 100% of the general education curriculum and receive in class support from the ELL specialists. Project-based learning. Our curriculum and instructional model is the most powerful vehicle for student retention. Students will work in teams to research real issues that are affecting the Lynn community and develop viable solutions. This process involves researching and analyzing the problem, designing and testing possible solutions, choosing the best design based upon the best outcome, and sharing their results with civic authorities and professional experts in the fields related to their work. Through project-based learning students will discover how the disciplines interact and their real-world applications as they practice the core values of creativity, innovation, collaboration, and social responsibility on a daily basis. Extended Learning Program. They will also continue to receive an additional 75 minutes of ALL (Accelerated Learning Lab) support, four times per week, during the Extended Learning program.

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Demographic Groups: Response to Intervention (RTI). We will use a universal screening process to determine the level of intervention that students require. The C/D. Students eligible for intervention level is based upon real time analysis of student free or reduced price performance measures (attendance, PARCC, and formative lunch assessments). Tier I will focus on core instructional practices that best serve diverse learners (see Attachment 9 for a full description of Core Instructional Practices for Diverse Learners). Students will have morning circle (30 minutes at the beginning of each day) where they connect with a Fenix staff member about personal or academic issues and receive explicit training around resiliency. Tier II will provide additional support for students performing below grade level in ELA or Math. Struggling students will have the opportunity to participate in Accelerated Learning Labs (ALL) that provide intensive tutoring in either Math or Literacy using research-based practices that emphasize learning in multiple modalities (kinesthetic, linguistic, mathematical, spatial, and musical). In Tier III, students will receive intensive one-on- one tutoring and homework help in the Extended Learning Program, 75 minute sessions, four times per week. Students requiring Tier III services would also have access to clinical support services. We anticipate taking advantage of the health and human service sector in Lynn to provide optimal support for students and their families. Project-based learning. Our curriculum and instructional model is the most powerful vehicle for student retention. Students will work in teams to research real issues that are affecting the Lynn community and develop viable solutions. This process involves researching and analyzing the problem, designing and testing possible solutions, choosing the best design based upon the best outcome, and sharing their results with civic authorities and professional experts in the fields related to their work. Through project-based learning students will discover how the disciplines interact and their real-world applications as they practice the core values of creativity, innovation, collaboration, and social responsibility on a daily basis.

Demographic Group: Response to Intervention (RTI). We will use a universal screening process to determine the level of intervention that students require. The E. Students who are sub- intervention level is based upon real time analysis of student proficient performance measures (attendance, PARCC, and formative assessments). Tier I will focus on core instructional practices that best serve diverse learners (see Attachment 9 for a full description of Core Instructional Practices for Diverse Learners). Students will have morning circle (30 minutes at the beginning of each day) where they connect with a Fenix staff member about personal or academic issues and receive explicit training around resiliency. Tier II will provide additional support for students performing below grade level in ELA or Math. Struggling students will have the opportunity to participate in Accelerated Learning Labs (ALL) that provide intensive tutoring in either Math or Literacy using research-based practices that emphasize learning in multiple modalities (kinesthetic, linguistic, mathematical, spatial, and musical). In Tier III, students will receive intensive one-on-

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one tutoring and homework help in the Extended Learning Program, 75 minute sessions, four times per week. Students requiring Tier III services would also have access to clinical support services. We anticipate taking advantage of the health and human service sector in Lynn to provide optimal support for students and their families. Project-based learning. Our curriculum and instructional model is the most powerful vehicle for student retention. Students will work in teams to research real issues that are affecting the Lynn community and develop viable solutions. This process involves researching and analyzing the problem, designing and testing possible solutions, choosing the best design based upon the best outcome, and sharing their results with civic authorities and professional experts in the fields related to their work. Through project-based learning students will discover how the disciplines interact and their real-world applications as they practice the core values of creativity, innovation, collaboration, and social responsibility on a daily basis.

Demographic Group: Response to Intervention (RTI). We will use a universal screening process to determine the level of intervention that students require. The F. Students at risk of intervention level is based upon real time analysis of student dropping out of school performance measures (attendance, PARCC, and formative assessments). Tier I will focus on core instructional practices that best serve diverse learners (see Attachment 9 for a full description of Core Instructional Practices for Diverse Learners). Students will have morning circle (30 minutes at the beginning of each day) where they connect with a Fenix staff member about personal or academic issues and receive explicit training around resiliency. Tier II will provide additional support for students performing below grade level in ELA or Math. Struggling students will have the opportunity to participate in Accelerated Learning Labs (ALL) that provide intensive tutoring in either Math or Literacy using research-based practices that emphasize learning in multiple modalities (kinesthetic, linguistic, mathematical, spatial, and musical). In Tier III, students will receive intensive one-on- one tutoring and homework help in the Extended Learning Program, 75 minute sessions, four times per week. Students requiring Tier III services would also have access to clinical support services. We anticipate taking advantage of the health and human service sector in Lynn to provide optimal support for students and their families. Project-based learning. Our curriculum and instructional model is the most powerful vehicle for student retention. Students will work in teams to research real issues that are affecting the Lynn community and develop viable solutions. This process involves researching and analyzing the problem, designing and testing possible solutions, choosing the best design based upon the best outcome, and sharing their results with civic authorities and professional experts in the fields related to their work. Through project-based learning students will discover how the disciplines interact and their real-world applications as they practice the core values of creativity, innovation, collaboration, and social responsibility on a daily basis.

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Demographic Group: Response to Intervention (RTI). We will use a universal screening process to determine the level of intervention that students require. The G. Students who have intervention level is based upon real time analysis of student dropped out of school performance measures (attendance, PARCC, and formative assessments). Tier I will focus on core instructional practices that best serve diverse learners (see Attachment 9 for a full description of Core Instructional Practices for Diverse Learners). Students will have morning circle (30 minutes at the beginning of each day) where they connect with a Fenix staff member about personal or academic issues and receive explicit training around resiliency. Tier II will provide additional support for students performing below grade level in ELA or Math. Struggling students will have the opportunity to participate in Accelerated Learning Labs (ALL) that provide intensive tutoring in either Math or Literacy using research-based practices that emphasize learning in multiple modalities (kinesthetic, linguistic, mathematical, spatial, and musical). In Tier III, students will receive intensive one-on- one tutoring and homework help in the Extended Learning Program, 75 minute sessions, four times per week. Students requiring Tier III services would also have access to clinical support services. We anticipate taking advantage of the health and human service sector in Lynn to provide optimal support for students and their families. Project-based learning. Our curriculum and instructional model is the most powerful vehicle for student retention. Students will work in teams to research real issues that are affecting the Lynn community and develop viable solutions. This process involves researching and analyzing the problem, designing and testing possible solutions, choosing the best design based upon the best outcome, and sharing their results with civic authorities and professional experts in the fields related to their work. Through project-based learning students will discover how the disciplines interact and their real-world applications as they practice the core values of creativity, innovation, collaboration, and social responsibility on a daily basis.

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ATTACHMENT 3: DRAFT ENROLLMENT POLICY

FENIX CHARTER SCHOOL’S ENROLLMENT POLICY

I. GENERAL POLICY STATEMENT Fenix Charter School serves students in grades 5-12, and enrolls new students at each grade level. The enrollment process is conducted annually, beginning in March, in accordance with the Massachusetts state laws and regulations (MGL c. 71, Section 89 (m); 603 CMR 1.00). Following Massachusetts law (M.G.L. Chapter 71, Section 89(m); 603 CMR 1.06(1), Fenix Charter School does not discriminate on the basis of race, color, national origin, creed, sex, ethnicity, sexual orientation, mental or physical disability, ancestry, athletic performance, special need, proficiency in the English language or in a foreign language, or prior academic achievement when recruiting or admitting students. Fenix Charter School will implement a Student Recruitment and Retention Plan as outlined in M.G.L Chapter 71, Section 89(f); CMR 603 1.05(f).

II. APPLICATION PROCESS Fenix Charter School conducts four application sessions each year. Application deadlines will be advertised to all constituencies at least one month prior to the lottery date. All applicants will be notified in writing or by a phone call that their applications were received. The deadline for accepting applicants will be determined for each enrollment period at least one month prior to the lottery date.

III. DESCRIPTION OF ELIGIBILITY CRITERIA FOR ENROLLMENT A. A prospective student must be a resident of Massachusetts at the time they submit the application and be able to demonstrate proof of residency- see page 4 (except in the case of homeless students). B. Fenix Charter School does not require potential students or their families to attend interviews or informational meetings as a condition of enrollment (613 CMR 1.06(2)). C. Fenix Charter School does not administer tests to potential applicants or predicate enrollment on results for any test of ability achievement (602 CMR 1.06(2)).

IV. DESCRIPTION OF THE ENROLLMENT PROCESS A. Fenix Charter School gives public notice of all application deadlines at least one month in advance of its multiple lotteries throughout the year (4 times per year). In addition, letters are mailed home and parent/ guardians are contacted regarding the final date for all students offered enrollment to accept enrollment. B. Applicants who do not meet the eligibility requirements will be contacted by phone by Fenix Charter School staff to discuss alternative options for the student. All application materials will be translated as necessary; at a minimum, applications will be translated from English into Spanish or Khmer. C. All information requested in the application, such as language spoken at home or race/ethnicity, is not intended and will not be used to discriminate (M.G.L. Chapter 71, Section 89(m); 603 CMR 1.06(2)). D. It is requested that applicants and adult supporters sign an acceptance-of-enrollment form. E. The student must sign the application stating that he or she understands the expectations of the school. F. The parent/guardian of the applicant is asked to sign the application stating that s/he understands the student’s obligations to the school. All students who do not meet the above requirements will be asked to attend a separate enrollment meeting with a Fenix Charter

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School staff member to help all parties understand the required documentation for enrollment. Enrollment will not be withheld because paperwork was not filed. Fenix Charter School will make every attempt to help students and families to file the proper enrollment documentation. G. Fenix Charter School does not disclose any student information without the written consent of a parent/ guardian/ or student over 18 years old. Fenix Charter School will provide a consent form for students and parents to allow or deny disclosure of student information (M.G.L. Chapter 71, Section 89(g)). H. Upon request, Fenix Charter School will provide the names and addresses of students to a third party mail house for mailings unless the parent requests that the school withhold their child’s information. (M.G.L. Chapter 71, Section 89(g)).

V. DESCRIPTION OF LOTTERY PROCEDURES A. Annually, Fenix Charter School will hold lotteries when the number of applications exceeds the number of spaces in the school at the time the lottery is held (4 different times per year). Students drawn first have the first opportunity to enroll in the school. Fenix Charter School will give at least one week of notice prior to each enrollment lottery (603 CMR 1.06(6)). B. Fenix Charter School’s lottery is conducted in public in the school building (603 CMR 1.06(6)). A community member unaffiliated with Fenix Charter School draws numbers at random at all lotteries (603 CMR 1.06 (6)). Siblings (resident and non-resident) of enrolled students are given preference for admission over non-siblings. C. Residents of Lynn have priority (over non-residents) seats in the school (MGL Chapter 71, Section 89(m); 603 CMR 1.06 (4) (a)). D. Each name will be given a lottery number, assigned in order, starting with number 1. The parent or guardian of each student will be informed of his or her lottery number in advance of the drawing to ensure the transparency and fairness of the process. Preference will be given to students with a legal address in Lynn, Massachusetts. If there are fewer applicants from the region than seats, all local applicants will be enrolled, and applicants from other districts will be drawn by the lottery. After the enrollment capacity is reached, the drawing will continue and the students above the capacity will be placed on the waiting list in the order they were drawn taking into account sibling and resident preference (603 CMR 1.06(4)(d)). E. Students who are accepted will be sent an acceptance letter. If letters are not signed and returned in 10 days, a Fenix Charter School staff will follow up on the phone and/or with a home visit for these prospective students. Per Massachusetts state law, those students for whom enrollment in the school would cause the sending district to exceed the tuition cap may not be offered admission but will remain on the waiting list. In addition, for those students to whom the preceding policy applies but who are also siblings of students currently in attendance at the school the state may pay the child’s tuition, subject to appropriation (M.G.L. Chapter 71, Section 89(i); 603 CMR 1.06(4) (e)). F. If the signed acceptance letter is not returned by the last day of that enrollment period (10 days from lottery) which all students are notified of, the student is removed from the enrollment list. Fenix Charter School will notify the Department of Education with names of enrolled students in accordance with state regulations. G. If the principal enrollment process fails to produce an adequate number of enrolled students, the lottery process may be repeated if a waiting list does not exist. The required lottery process will be strictly followed, including public notification and deadlines (603 CMR 1.06(5)).

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IV. DESCRIPTION OF WAITING LIST POLICY

A. If a student stops attending the Fenix Charter School or declines admission, the next available student on the waitlist for that grade will be offered admission until the vacant seat is filled (M.G.L. Chapter 71, Section 89(n). B. No student will be admitted ahead of other eligible students on the waiting list unless said student is either a sibling of a previously enrolled student or a resident of Lynn (603 CMR 1.06(5)). C. Applicants on the waiting list will be called within twenty four hours of the lottery and will be informed of their number on the waiting list. The waiting list will be updated – in writing and via phone calls – with regard to their position on the waiting list after the lottery until the end of the first quarter after the Fenix Charter School’s enrollment period. A student will have two weeks to confirm interest in enrolling; otherwise the student will be removed from the waiting list. After the first quarter, all remaining students on the waiting list will be called and informed of their position on the waiting list. Students who wish to remain on the waiting list will be rolled over into the first lottery for the subsequent enrollment period, including from year to year. Calls are made each quarter to all students who remain on the waiting list. Students will have 2 weeks to confirm that they are still interested in enrollment. D. In the event that a seat becomes available either due to an acceptance letter not being returned, a student who has declined an offer, or due to attrition during the first quarter after the Fenix Charter School’s opening, the seat will be offered to the first student on the waiting list. The student will be contacted by a Fenix Charter School staff member by phone. Any prospective student will have two weeks to respond. If no response is received, the next student on the list will be offered the seat. E. Fenix Charter School will maintain accurate records of its waitlist, which contains the names, home addresses, telephone numbers, and grade levels of students who entered the lottery but did not gain admission (603 CMR 1.06(f)). F. When a student stops attending the school for any reason, Fenix Charter School will attempt to fill vacant seats up to February 15th, all grades are included. Phoenix has scheduled enrollment periods at 3rd and 4th quarter (after February 15th) (603 CMR 1.06(d)).

V. APPLICATION MATERIALS REQUESTED FOR ADMISSION

A. Required admission documents include: 1. Application form (which does not require dual parent/guardian signatures) 2. Proof of residency (except for homeless students) – acceptable forms are: a parent’s driver’s license or any utility bill such as a phone, cable or electric bill, which indicates that the family receives mail at the address provided to the school. In instances where families do not receive bills to their home, (e.g., they live with a relative or friend), the school will accept some substitutions on a case-by-case basis. For example, a student might be asked to provide a paycheck stub, and general mail with that address. 3. A Home Language Survey 4. A Free and Reduced Price Lunch Form 5. Permanent transcripts from any former school(s). 6. A Publication and Media release Form. 7. A Record Release Form. 8. Other student’s records, (e.g. health records and Individualized Education Plan from the previous school.)

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B. All required medical forms include: 1. Massachusetts School Health Record. This form must contain the following: a record of a physical exam within the twelve months prior to the start of the school year; up-to-date immunizations; screening for vision, hearing, and scoliosis. If necessary, the Student Support Director or resiliency counselor will assist students with setting up and attending clinic appointments at the Massachusetts General Hospital. 2. Authorization for Dispensing Medication in School Form signed by a physician accompanied by a letter from the student’s parent/guardian explaining the procedure for administering medication if the parent or guardian chooses for the student to receive medication in school. 3. Physician Information Release Form with physician contact information. 4. Emergency Medical Treatment Release Form. This form, which must be signed by a parent/guardian, gives the school permission to provide for emergency medical treatment in the event that a parent/guardian cannot be reached. No child will be allowed to enter school if the school does not have this form on file.

C. All forms must be returned to the school prior to the enrollment deadline for each enrollment period in order for a student to attend Fenix Charter School. Enrollment will not be withheld because paperwork was not filed. Fenix Charter School will make every attempt to help students and families to file the proper enrollment documentation.

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ATTACHMENT 4: ORGANIZATIONAL CHART

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ATTACHMENT 5: OPERATING BUDGET

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INSTRUCTIONS/NOTES

Major Assumptions

A. Please visit http://finance1.doe.mass.edu/charter/ for the latest information about tuition rates. B. Should correspond to growth plan projections from the charter application. C. Should reflect required space for each year based on the school's growth plan. D. Should reflect the average cost per square foot for the anticipated facility location. E. Provide FTE hours assumption (e.g., 1.0 FTE = 40 hours) and the projected FTE's, if applicable, for personnel on payroll by category. E1. Corresponds to line 14 in expenditures below E2. Corresponds to line 15 in expenditures below E3. Corresponds to line 32 in expenditures below E4. Corresponds to line 33 in expenditures below E5. Corresponds to line 34 in expenditures below E6. Corresponds to line 35 in expenditures below E7. Corresponds to line 47 in expenditures below E8. Corresponds to line 56 in expenditures below F Subtotal calculates automatically.

Operating Revenues

1. Tuition paid to the charter school by either the Commonwealth or sending school district (Horace Mann).

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2. Grants awarded directly by the Commonwealth of MA such as those awarded by the Academic Support Unit at the MADOE. 3. Grants awarded by the federal government (including those that pass through the MADOE such as Title I, IDEA, Charter School Start-Up Assistance, etc.). 4. Grants awarded by private foundations or corporations. 5. Funding for nutrition programs is split between the federal and state governments. The latest information can be found at http://www.doe.mass.edu/cnp/news04/0816reimburse.html. 6. Any fees that the school collects for nutrition programs, transportation, uniforms, etc. 7. Monetary value of in-kind donations for services that would otherwise need to be purchased. (This should be expensed in the appropriate categories below to avoid overstating revenues). 8. Donations from individuals or corporations. 9. Income generated from investments. (Please be aware of restrictions on investing government funds, specifically federal grants funds.) 10. Reimbursements from the Commonwealth or sending districts for transportation costs, if applicable. 11. Specify other revenues, if applicable. 12. Specify other revenues, if applicable. 13. Total Operating Revenues calculates automatically.

Operating Expenditures Administration (Non-Instructional Costs)

14. Non-instructional personnel on payroll such as executive director, business manager, director of operation, etc. on payroll. (Principals and Instructional Leaders should be noted in line 210). 15. Non-instructional administrative support personnel on payroll who support the organization as a whole by preparing, transcribing, systematizing or preserving communications, records and transactions. 16. Contracted professional services for accounting, independent audits, bookkeeping, etc. 17. Contracted professional services for legal counsel. 18. Contracted professional services. 19. Contracted professional services for architect 20. Non-capitalized computers, servers, networks, scanners, software and licenses used for data processing that supports the needs of the organization as a whole. 21. Non-instructional administrative support including postage, printing, etc. 22. Professional development for non-instructional administrative staff and the Board of trustees. 23. Dues, licenses, and subscriptions for non-instructional administrative staff or that support the organization as a whole. 24. Contracted professional services and related costs. 25. Recruiting/advertising for students, staff, and board members. 26. Travel expenses for staff/Board that are paid for or reimbursed by the school.

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27. Short-term lines of credit interest or regular bank charges. 28. Non-instructional administrative services provided by an Educational Management Organization (EMO) as specified in the contract. 29. Specify other administrative expenditures, if applicable. 30. Specify other administrative expenditures, if applicable. 31. Subtotal calculates automatically.

Instructional Services

32. Classroom teachers and specialists on payroll (potential bonuses that are considered part of an employees salary compensation should be included, if applicable). 33. Instructional personnel on payroll such as Principal/Assistant Principals, Curriculum Directors (including SPED), Instructional Technology Coordinators, Occupational/Speech Therapists, Librarians, Guidance Counselors, Psychologists, etc. 34. Classroom instructional aids/assistance and paraprofessionals on payroll. 35. Administrative support personnel on payroll who support classroom instruction by preparing, transcribing, systematizing or preserving communications, records and transactions. (e.g., a SPED clerical assistant). 36. Contracted professional services, including all related expenses covered by the contract, for guidance, psychological, occupational therapy, etc. (non-payroll substitute teachers should be included here). 37. Non-capitalized computers, servers, networks, scanners, digital cameras, etc. and software and licenses used for instruction (including non-capitalized hardware/software). 38. Textbooks, paper, supplies, including bulk photocopying for instructional purposes. 39. Materials and services related to the administration of tests and assessments. 40. Professional development of instructional personnel. 41. Dues, licenses, and subscriptions for instructional staff. 42. Staff stipends for additional duties that are not included as part of their salary contract. 43. Instructional services provided by an Educational Management Organization (EMO) as specified in the contract. 44. Specify other instructional expenditures, if applicable. 45. Specify other instructional expenditures, if applicable. 46. Subtotal calculates automatically.

Other Student Services

47. School nurses, food service coordinators, coaches, etc. on payroll. 48. Contracted professional services and related costs. 49. Contracted professional services and related costs. 50. Contracted professional services and related costs. 51. Contracted professional services and related costs.

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52. Other students services provided by an Educational Management Organization (EMO) as specified in the contract. 53. Specify other student services expenditures, if applicable. 54. Specify other student services expenditures, if applicable. 55. Subtotal calculates automatically.

Operation and Maintenance of Plant

56. Plant managers, custodians, maintenance staff, etc. on payroll. 57. Coal, fuel, oil, electivity, gas, water, trash, waste disposal, telephone services, etc. 58. Custodial and maintenance services including building security. 59. Maintenance of equipment, including vehicles: parts and repair, materials, and tools, including vehicles. 60. Operating lease/rental for building and grounds. 61. Operating lease/rental for equipment, such as a photocopier. 62. Annual payments for long-term capital debt. 63. Annual costs for capital improvement or acquisition of building and grounds including related fees for services from architects, project planners, etc. 64. Annual costs for acquisition of capital equipment (including computer labs, furniture, etc.). 65. Plant operation and maintenance services provided by an Educational Management Organization (EMO) as specified in the contract. 66. Specify other plant operation and maintenance expenditures, if applicable. 67. Specify other plant operation and maintenance expenditures, if applicable. 68. Subtotal calculates automatically.

Fixed Charges

69. Includes school contributions on behalf of its employees for Medicaid, social security, worker's compensation, and unemployment insurance. 70. Health and life insurance premiums or payments, pension plans, and other employee retirement systems paid by the school for the benefit of the employee (school's portion). 71. Insurance premiums for property, fire, liability, fidelity bonds; judgments against the school resulting from self-insurance. 72. Fixed charges provided for by an Educational Management Organization (EMO) as specified in the contract. 73. Specify other fixed charge expenditures, if applicable, which may include costs of public safety inspections. 74. Specify other fixed charge expenditures, if applicable. 75. Subtotal calculates automatically.

76. Activities designed to disseminate the school's best practices to external groups, including presentations at or hosting of conferences, etc.

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77. Services provided by the school for the community such as parent meetings, school council meetings, etc. 78. Subtotal calculates automatically.

79. Funds purposefully set aside as a contingency.

80. Total Operating Expenditures calculates automatically.

81. Surplus/(Deficit) calculates automatically.

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ATTACHMENT 6: SCOPE OF SCHOOL SUPPORT SERVICES (BIG PICTURE LEARNING)

Fenix Charter School Draft Big Picture School Support Plan

This plan addresses the professional development support plan for the Fenix Charter School/Big Picture Learning partnership. This plan assumes the following: o School, Program, and Curriculum Designs. BPL will provide assistance in creating school, program, and curriculum designs, including adaptations of the BPL school organizational structures (e.g., rooms and spaces, school calendar and schedules, and staffing), school budget development, program development (e.g., daily schedule, organization of advisories, integration of LTI – Learning through Internship), and curriculum development (e.g., standards alignment, instructional strategies, and assessment).

o Parent, Business, and Community Engagement Programs. BPL will assist Fenix Charter School in developing descriptive materials and presentations regarding the proposed new BPL school. These materials and presentations will be customized to specific audiences.

o Staff Selection. BPL will assist in developing position descriptions, recruitment activities, and selection criteria and processes.

o Principal Training/Coaching. BPL will develop and provide education, training, and support services for the Fenix Charter School BPL school principal during the planning year and continued coaching during the first three years the school is open.

o Staff Training/Coaching. BPL will develop and provide education, training, and support services for the Fenix Charter School advisors and staff. ------Planning Year - $25,000 (March 1 – June 30, 2014) o August - Big Bang Attendance for Principal and up to 3 additional attendees. Big Bang is our national summer training conference. Includes travel to Providence, RI, hotel, conference registration and materials. o February - Attendance at our annual principal conference for up to two participants. o Sept-June – 15 days of principal coaching and support (on-site, Skype, email, phone) for training and education. Determine some elements to be introduced during the 2014-2015 school year and school visits to other BPL schools. o Data collection and management – establish base-line student achievement measures; develop new assessment tools and new data management system. o Design training materials and implementation materials for 2014-2015 school year. o Big Picture Knowledge Works and Big Picture materials for all planning staff team members. o Monthly Network newsletter, network support and engagement.

1st Year Open- $75,000 o August – Big Bang Attendance for thirteen attendees. o February – Attendance at our annual principal conference for two participants.

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o Sept-June – 40 days of coaching support (on-site, Skype, email, phone) for training and education. School visits to other BPL schools. o Support data collection and management of new assessment tools and data management system. o Big Picture Knowledge Works and Big picture materials for all staff and students. o Monthly Network newsletter, network support and engagement.

2nd Year Open - $75,000 o August – Big Bang attendance for twenty attendees (includes travel, hotel & conference) o February – Attendance at our annual principal conference for two participants. o Sept-June – 25 days of coaching support (on-site, Skype, email, phone) for training and education. School visits to other BPL schools. o Big Picture Knowledge Works and Big Picture materials for staff and students. o Monthly Network newsletter, network support and engagement.

3rd Year Open - $75,000 o August – Big Bang attendance for twelve attendees (includes travel, hotel & conference) o February – Attendance at our annual principal conference for two participants. o Sept-June – 15 days of coaching support (on-site, Skype, email, phone) for training and education. School visits to other BPL schools. o Big Picture Knowledge Works and Big Picture materials for staff and students. o Monthly Network newsletter, network support and engagement. o BPL Peer Review on Big Picture Distinguishers ------

Sample month-by-month support:

August: o Big Bang attendance for two advisors and one principal. Big Bang is our national summer training conference that will provide some training and support for opening your school, connect you with other BP principals and advisors for additional peer support.

September: o Help school plan and implement home visits and family engagement activities. o Professional Development Focus: school culture, grade-level expectations, interest exploration, family engagement, advisory culture, project development and learning goals, advisor organizational strategies and planning for one-on-one meetings, interest exploration, curriculum/thematic unit outline and developing individualized learning plans with students.. o Monthly Network News from Big Picture, monthly Learning Through Interests Coordinator network call. Weekly principal coaching call.

October: o Professional Development Focus: school culture, grade-level expectations, interest exploration, exhibitions, and project development. o Site visit to other Big Picture schools for instructional coaches. o Monthly Network News from Big Picture, monthly Learning Through Interests Coordinator network call. Weekly principal coaching call.

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November: o Professional Development Focus: school culture, grade-level expectations, narratives, learning plans, project development. o Site visit to another school for one principals/staff group. o Monthly Network News from Big Picture, monthly Learning Through Interests Coordinator network call. Weekly principal coaching call.

December: o Professional Development Focus: school culture, grade-level expectations, narratives, learning plans, project development. o Monthly Network News from Big Picture, monthly Learning Through Interests Coordinator network call. Weekly principal coaching call.

January: o Professional Development Focus: school culture, grade-level expectations, internships, project development, begin discussions about student and staff recruiting. o Monthly Network News from Big Picture, monthly Learning Through Interests Coordinator network call. Weekly principal coaching call. o Help plan and implement family engagement activity. o Mid-year narrative reports to school/board. Mid-year school self-evaluation.

February: o Professional Development Focus: school culture, grade-level expectations, project development, student recruitment & staff recruitment. o Site visit to another BP school for instructional coaches. o Monthly Network News from Big Picture, monthly Learning Through Interests Coordinator network call. Weekly principal coaching call. o Principal Retreat/Conference.

March: o Professional Development Focus: school culture, grade-level expectations, learning plans, exhibitions. o Site visit to another BP school for principal/staff. o Monthly Network News from Big Picture, monthly Learning Through Interests Coordinator network call. Weekly principal coaching call.

April : o Professional Development Focus: school culture, grade-level expectations, summer opportunities and plans for students. o Help plan and implement family engagement activity. o Monthly Network News from Big Picture, monthly Learning Through Interests Coordinator network call. Weekly principal coaching call. o Participate in network-wide peer reviews as part of a review team.

May: o Professional Development Focus: school culture, grade-level expectations, summer opportunities and plans for students, initial planning for next year. o On-site peer review from network principals – three teams, o Monthly Network News from Big Picture, monthly Learning Through Interests Coordinator network call. Weekly principal coaching call.

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June: o Year-end reflection, summer and following school year planning. Design summer professional development for staff and rookie camp for students. o Final narrative report to district, year-end self evaluation and plan for upcoming school year. o Weekly principal coaching call.

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ATTACHMENT 7: FOUNDING GROUP (BIOS, QUESTIONNAIRES, AND RESUMES)

Design Team Member: Ricardo Dobles Proposed role: Trustee Bio: Ricardo’s entire professional life has been dedicated to serving the interests of urban public education and the education of historically underserved populations. As a researcher, he looked at both the history of immigrant education and contemporary urban education reform. As an editor of Harvard Education Review, Ricardo co-edited a book titled Learning as a Political Act. In addition, he co-edited a special edition on Puerto Rican education which was the first issue of Harvard Education Review to be offferred in English and Spanish. Upon completing his doctoral dissertation at Harvard Graduate School of Educaiton, he was a Senior Researcher and policy analyst at Annenberg Institute for School Reform at Brown Univeristy. In addition, as an Assistant Professor of education at College of the Holy Cross, Ricardo taught various courses related to urban education and educational foundations. For the last two years, Ricardo has served as a Wraparound Outreach Coordinator in the Worcester Public schools. Finally, for the last twenty years he has Co- Directed Andover Bread Loaf Writing Workshop at Phillips Andover Academy, which has been an artistic “summer home” for thousands of students from Lawrence, MA. In addition to serving as Co- Director, Ricardo is also on the Andover Bread Loaf Advisory Board.

Statement of Commitment: See Founding Board Member Questionnaire

Design Team Member: Lee Dillon Proposed role: Trustee Bio: Lee Dillon is the Engineering/Technology Program Leader for the Product Engineering Center at GE Aviation in Lynn. She manages two hundred early career Edison engineers through a customized development program designed to provide focused career planning, rotational assignments, technical training and leadership education. In addition, she also manages sixty-five mid-career Capstone Engineers through a development program focused on building technical depth and breadth, enhancing business acumen and leadership skills.

In addition, Lee has led the GE Women’s Network Boston Sub-Hub. The mission of the Women’s network is to foster the development, promotion and retention of women in technology and commercial roles at GE Aviation. Lee was one of the initial organizers of the 2011 GE/MIT Girls Summer day camp for Lynn public middle school girls designed to foster an interest in science and technology. In addition, Lee is a board member of the Tufts University Diversity Council. Lee received a BS in Mechanical Engineering at Tufts University in 1984 and she joined GE Aviation as an Edison Engineer in 1984.

Statement of Commitment: See Founding Board Member Questionnaire

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Design Team Member: Michael L. Fitzgerald Proposed role: Trustee Bio: Michael is a Lynn resident and serves an Assistant Professor of Medicine at Harvard Medical School. He leads a laboratory group at Massachusetts General Hospital. His research centers on cardiovascular disease and lipid metabolism. His most recent Federal grant from the National Institutes of Health focuses on how individuals living with chronic HIV infection may be uniquely susceptible to cardiovascular disease that leads to fatal heart attacks and stroke. He has published over 30 primary peer reviewed scholarly articles in leading scientific journals and presently oversees a yearly budget of $650,000.

Statement of Commitment: See Founding Board Member Questionnaire

Design Team Member: Teresa Sarno Proposed role: Trustee Bio: Teresa is the Assistant Vice-President and Branch Manager of Eastern Bank in Lynn. She is responsible for the overall management of a large sized banking office with total assets exceeding $100 million. She is also active serving in the Lynn community. She participates and volunteers for community non-profit initiatives such as Boys and Girls Club of Greater Lynn, HAWC, North Shore Pride, My Brother's Table and MA Coalition for the Homeless.

Statement of Commitment: See Founding Board Member Questionnaire

Design Team Member: Darryl Williams Proposed Role: Trustee Bio: Science has always been an integral part of Darryl's life which led him to pursue undergraduate and doctoral studies in chemical engineering. Shortly after completing his doctorate, he served as an NIH Postdoctoral Fellow in pediatric cardiology research at the Children's Hospital of Philadelphia. Bench science could not match his love for advocacy, and in 2006, he became the Executive Director of iPRAXIS, a Philadelphia based nonprofit organization that engages underrepresented communities in science and technology through education and entrepreneurship. He was instrumental in developing strategies for the deployment of volunteer practicing scientists and engineers (Scienteers) into classrooms throughout the School District of Philadelphia to motivate students to pursue STEM-related careers. Darryl's commitment to science and engineering continues to translate into the development and implementation of strategies for enhancing STEM related initiatives, including facilitating the STEM learning process using engineering design principles.

As such, he served as a Program Director for the National Science Foundation in the Division of Research on Learning in Formal and Informal Settings (DRL) where he was charged to support the enhancement of K-16 engineering education. He was the lead program director for the Innovative

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Technology Experiences for Students and Teachers (ITEST) program, a program which supports projects that engage participants in authentic, contextual experiences that reflect the nature of STEM and ICT careers. In addition to ITEST, his portfolio also included projects from Discovery Research K-12 (DR K12), and National Robotics Initiative (NRI). Darryl worked across NSF directorates in support of engineering education as it relates to developing engineering curricular frameworks for K-16, attracting and retaining students in engineering, and advancing engineering careers through lifelong learning. Currently, Darryl is Associate Dean for Recruitment, Retention, and Community Engagement and the Director of Center for STEM Diversity at Tufts’ School of Engineering.

Statement of Commitment: See Founding Board Member Questionnaire

Design Team Member: Susan Solimine Proposed Role: Trustee Bio: Susan is a Lynn resident and serves as the Executive Director for the Lynn Shore and Atlantic Rest Homes in Lynn. She is from a family that has deep roots in the Lynn business and philanthropic community. In addition to managing the daily operations of two rest home facilities, she is a registered RN and provides medical and psychiatric care for each of the 55 residents.

Statement of Commitment: See Founding Board Questionnaire

Design Team Member: Christina Stohl Proposed Role: Trusteee Bio: Christina is a former Lynn special education teacher who now serves as a mathematics special educator and program coordinator for Masconomet Regional High School. Before she entered education, Christina was a professional dancer and choreographer. She is committed to equitable schools and authentic learning for all. Christina advocates for special education students and their families while supporting students' complex problem solving and critical thinking, communication skills, team-building collaboration, and perseverance. She supports strong student voice, student choice and passion, managed risk-taking, and vigorous experiences through inquiry/constructivism, multiple intelligences, and interdisciplinary learning.

Statement of Commitment: See Founding Board Questionnaire

Design Team Member: Vicky Wu Davis Proposed Role: Trustee Bio: Vicky is an accounting major-turned entrepreneur in the videogame industry. Currently she serves as the Executive Director of Youth CITIES (Creating Impact through Innovation, Entrepreneurship and Sustainability). Vicky created Youth CITIES to introduce teens to the concept of

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entrepreneurship and innovation, and to leverage that in ways to improve the fabric of society. Her desire is to reach as many teens as possible…and as many different types of teens as possible…challenging them to think critically, and inspiring them to act innovatively. In addition to Youth CITIES, Vicky remains an industry practitioner: She is building a learning eco-system for early education that combines technology, gamification techniques, and live-classroom learning in the areas of STEM and second-language learning.

Statement of Commitment: See Founding Board Questionnaire

Design Team Member: Paul Lukez Proposed role: Architect Bio: Paul is an architect in Somerville, Massachusetts with a Master of Architecture degree from the Massachusetts institute of Technology and a Bachelor of Environmental Design from Miami University, Ohio. Over the last twenty years, Paul has been engaged in teaching, research, and practice. This multi-faceted professional track gave rise to the release of Suburban Transformations (Princeton Architectural Press, October 2007). This book proposes strategies and processes for transforming suburbs into more sustainable environments, with a unique identity strongly linked to the landscape. Paul Lukez’s active practice is engaged in both architectural and urban design in the US and Asia. In all project types, special attention is directed towards the design process and the craft of building. Paul Lukez has worked for nationally and internationally recognized architectural firms such as S.O.M. / Chicago, William Rawn Associates, Arrowstreet Inc., and Wallace Floyd. He is the recipient of numerous academic and professional honors, and his work has been recognized by editors of local, regional and (inter)national publications. Paul Lukez taught most recently as a (visiting) professor at the Rhode Island School of Design, MIT and Washington University.

Statement of Commitment: See Founding Board Questionnaire

Design Team Member: Mark Kampert Proposed role: Trustee Bio: Mark Kampert is the Executive Director of Youth Development Organization, Inc. (YDO), a nonprofit in Lawrence, MA. He has previously worked with Youth CITIES and Edvance Foundation, both education-related startup organizations.

From 2006-2009, Mark served as a US Peace Corps Volunteer in Namibia. He taught mathematics and English in a rural village for two years and later joined Namibia’s educational research institute as Education Officer for Continuous Professional Development. In this role, he helped lead the design of a national program for novice teacher mentoring and induction and, also, devised the five- year implementation plan for mentor teacher training. Mark was the founder of Computers for Kavango, a nonprofit fund that established twelve computer labs and trained out-of-school youth across the Kavango Region of Namibia.

Mark graduated from Bucknell University with bachelor’s degrees in Mathematics and Classics. In 2010, he was awarded a Peace Corps Fellowship to pursue an MBA at Duquesne University, where

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faculty honored him with the Donahue Graduate School of Business Living Our Values.

Statement of Commitment: See Founding Board Questionnaire

Design Team Member: Frank DeVito Proposed Role: Chief Executive Officer Bio: Frank believes in the education of the heart and the mind. For over twenty years Frank has served as an educator and leader in public education. In the Chelsea Public Schools, he co-founded two innovative high schools for at-risk students that utilized project-based curricula and assessments that were linked to professional internships (local Boston hospitals, universities, law offices, and community/government agencies). As both a teacher and a school leader, he inspired Chelsea students to graduate and move on to higher education. Because of his bilingual and bicultural background (Honduran and Italian), Frank understands the issues and challenges that ethnically/racially diverse students and their families confront daily.

Recognizing the need for national school reform, Frank then served as Director of Turning Points, a nationally recognized middle school reform program, based at the Center for Collaborative Education in Boston. Under his leadership Turning Points created a practical approach to improving teaching and learning and a comprehensive vision of how to create partnerships with families and communities to support student learning and achievement. He supervised a national network of middle schools. Presently, Frank serves as the founder and Chief Executive Officer of the Fenix Center for Innovative Schools, an education consulting agency committed to designing and sustaining innovative school programs.

In addition to his commitment to education, Frank is a rising international speaker and author in the field of Catholic spirituality and mysticism. He created and hosted the show, School of Faith on the CatholicTV network. Frank’s educational background includes bachelor studies in Philosophy and Social Science at Saint John’s Seminary College, masters studies in Theology at the Gregorian University in Rome, Italy, and Philosophy at Boston College. He did his doctoral studies in Developmental Education at Boston University.

Statement of Commitment: See Founding Member Questionnaire

Design Team Member: Irene Porro Proposed role: Principal Bio: Irene’s professional experience spans a wide range, from being a member of interdisciplinary research teams, to directing the creation and implementation of educational programs for youth and professional development for teachers, to leading a national working group to promote policy and research to connect out-of school time efforts and STEM workforce development.

Irene was the Director of the Education and Outreach Group of the MIT Kavli Institute for Astrophysics and Space Research (MKI) for eleven years, and during that period she designed and managed innovative science education programs for both K-12 students and adults. For these

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programs, she successfully brought together groups of committed science, education and business organizations that share diverse and complementary expertise. Such diverse expertise was needed for the creation of job opportunities where youth 15-19 years old were able to lead science-based projects and develop actual products for dissemination to larger communities. Through her work with youth programs, Irene specialized in and advocated for the education of urban underserved teenagers, through traditional education paths but also by researching and implementing alternative paths to both education and employment opportunities. In developing new educational programs, she especially focused on matching the need of the youth populations her programs served with the creative and extremely diverse employment market where STEM skills are required.

Her interest in the field of science education is the product of a passion for science and a strong interest in the cognitive and emotional development of young people, especially adolescents and young adults. The main objective of the science learning initiatives that she directed over the years has been to promote science literacy and STEM skills as elements of a well-rounded education young people need to become productive members of civic society.

Irene obtained a Ph.D. in Space Science and Technology from the University of Padua in 1996. Her research work focused on ground and space-based stellar interferometry and was carried out during a three-year fellowship at the Harvard-Smithsonian Center for Astrophysics. In her early academic career she attended, first a student and then teaching assistant, the International Space University, a multidisciplinary program in space related disciplines, where she nourished and developed her interdisciplinary approach to science.

Statement of Commitment: See Founding Member Questionnaire

Design Team Member: Bridget Molloy Proposed role: Science Integration Director / Teacher Bio Bridget Molloy is from Denver, Colorado and presently serves as a science teacher in La Academia in Denver, a school that serves a predominantly Latino population. Bridget is a 2013 graduate from Boston University’s Masters of Art in Teaching program for Science Education. This year she was invited to present at the student showcase for the National Science Teacher Association’s (NSTA) national conference a unit plan for a high school class in biology that she developed. Bridget’s work focuses on climate change. Within this subject she is cultivating students as leaders and global citizens, as well as on strategies to incorporate educational technology into the classroom.

Statement of Commitment: See Founding Member Questionnaire

Design Team Member: Vianna Alcantara Proposed role: Community Learning Director Bio: Vianna is a revolutionary. She loves children and she believes that children are our most precious resource. Vianna embraces the core belief that the transformation of our nation cannot and will not happen without our children. Thus, the way we educate our children is not inconsequential. Our

Fenix Charter School / Final Application page 110 education processes must engage children in critical thinking, teamwork, technology, consciousness of self in relation to their local and global community and provide the tools of praxis- reflective action to transform historical systems of oppression. Vianna’s greatest joy comes from seeing children grow, think, create, analyze, question, and challenge themselves and others. Vianna is originally from the Dominican Republic and she models these beliefs to her students and their families. She earned her BA in International Studies and Women’s Studies at Denison University. She has worked in youth development and empowerment programs. She served as the Middle School Program Director for La Vida, Inc in Lynn, a youth and adult education center that provided programming to improve the college and career readiness of Latino students. Vianna presently serves as the Alumni Coordinator for the Lawrence Family Development Charter School.

Statement of Commitment: See Founding Member Questionnaire

Design Team Member: Luisa Ehrich Proposed role: Arts Integration Director / Teacher Bio: Luisa is a lifelong learner. Whether reading educational philosophy and research, taking up the ukulele, or learning a new visual art method, she is passionate about expanding her knowledge and skills.

Her educational work has deep roots in the belief that students need educational opportunities which cultivate creativity, critical thinking skills, and the capacity to be lifelong learners. With a MEd in Arts in Education from the Harvard Graduate School of Education and a MA in Visual Media Arts from Emerson College, she has pursued work in public education that is focused on arts- integration. Working with students in K-12, her classes have included arts-integrated subjects such as storytelling, literacy, climate change science, and math. As the After/Out of School Program Coordinator at IBA (Inquilinos Boricuas en Acción), she designs and implements arts-integrated English language development programs for K-3 ELL students in the Boston Public School System.

Statement of Commitment: See Founding Member Questionnaire

Design Team Member: Joanna Gallagher Proposed Role: Social Studies Integration Director / Teacher Bio: Originally from California, Joanna graduated from Gordon College in Wenham, MA with a B.A. in History in 2012. During her undergraduate career, she volunteered at an after-school tutoring program in Lynn, and learned an assets-based approach to community development during a Lynn- based internship for Gordon’s Office of Community Engagement. Building on this, she witnessed the power of adventure education and social-entrepreneurial-education to cultivate agency and social capital among youth, during a study-abroad internship experience in Romania. Over the past year, living in Lynn and working both as a substitute teacher and as project coordinator of The Family Dinner Project’s Lynn Initiative, Joanna has come to know and love the Lynn community more deeply as she interfaced with families and children at Lynn public schools and social services organizations. Now pursuing a MEd in Elementary Education and a state teaching certificate at

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Antioch University of New England, Joanna plans to continue working with the Fenix team as a social studies teacher.

Statement of Commitment: See Founding Member Questionnaire

Design Team Member: Claudia Martinez Proposed role: Student Support Director Bio: Claudia Martinez is from Villa Nueva, Guatemala and Jackson Heights, NY. She was a Posse scholar at Brandeis University and graduated Cum Laude in 2007 with a degree in Women and Gender Studies and Sociology. She has spent the last 10 years working with young people as a mentor, educator, and organizer. Currently, she is pursuing her Guidance Counselor License at the Harvard Graduate School of Education.

After college Claudia worked as a youth organizer in Boston and in New York City. In Boston she supported youth in campaigns around ending youth violence. In New York City she worked with youth fighting for educational justice on a local and city wide level. Claudia left organizing because the limited resources at her organizations pushed her to neglect the social emotional needs of the youth she worked with. She went on to design and launch a young women’s empowerment and leadership after-school program with the Sadie Nash Leadership Project. The program, Sisterhood Academy, served young women of color from New York City public schools. It used the theme “Dare to Be Important” to challenge youth to put themselves at the center of their lives through learning life skills, methods for self care, building community, and using art. Simultaneously, Claudia was the Community Educator at Day One, a non-profit organization that works to eradicate youth dating violence, through education, advocacy and direct services. During her time there she conducted over 265 trainings for youth and adults all over New York City, educated over 7,200 people, and developed 14 new training curricula.

Most recently, Claudia was the Youth Support Manager at The City School’s Summer Leadership Program in Boston, Massachusetts. As the inaugural staff for this role, she was responsible for developing, evaluating and establishing overall structures for youth support, creating curriculum that supports the social emotional development of participants, managing outside referrals, and overseeing youth conflict mediation and restorative justice.

Throughout all her work, Claudia’s passion and focus remains the same: to support the development, empowerment and self actualization of young people.

Statement of Commitment: See Founding Member Questionnaire

Design Team Member: Andrew Frishman Proposed role: School Development Advisor (Big Picture Learning) Bio: Andrew is transitioning onto the leadership team of Big Picture Learning serving as the Director of Program Development. He is also simultaneously a Doctoral Candidate in the Education Leadership

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Program (EdLD) at Harvard Graduate School of Education, the Harvard Kennedy School, and Harvard Business School.

From 2002-2006, Andrew was an advisor at The Met High School in Providence, RI, the “mother ship” of the Big Picture Learning Network. In 2007, he joined the fledgling Met Sacramento High School, worked with its first graduating class, and became the school’s first “Learning Through Internship Coordinator.” Andrew has supported the expansion of the Big Picture Network in a variety of capacities, helping to launch schools across the United States as well as internationally. Along the way, Andrew has melded experiences from an MAT, an administrative credential focused on urban schools, and a Health Leadership Program, into a belief that education is a crucial determinant of public health outcomes and community well-being. He seeks collaboration in support of the iterative replication and adoption of adaptive pedagogical innovations. Andrew’s goal is to eliminate “because we’ve always done it this way” thinking, create vibrant novel educational institutions, raise expectations, and improve student outcomes.

Statement of Commitment: I believe that as educators and education leaders, we must continue to work to transform schools into educational environments where students have the opportunity to engage in learning that is relevant to their unique individual interests and goals. And we must intentionally forge relationships between students, families, educators and members of the community. Secondary schools in particular have an incumbent responsibility to support ALL students in developing into self-reflective, positive, productive, citizens with deeply rooted connections. The new Charter School proposed by Fenix Center for Innovative Schools in Lynn will offer exactly these sort of transformational learning experiences. It will be my pleasure to draw on my prior experience working with schools across the Big Picture Learning network and beyond, to support it's launch and development.

Design Team Member: Michael Fahey Proposed role: School Designer Bio: Mike is a designer from Omaha, Nebraska. In 2013 he received his Master of Architecture from the University of Kansas School of Architecture, Design and Planning. Recent education and professional opportunities have allowed Mike to spend two of the last three years living abroad, with stops in Austria, Germany and China. It was during these experiences that Mike developed a passion for humanitarian design and international practice. Mike is now living in Cambridge, Massachusetts, where he works as a designer at Paul Lukez Architecture.

Statement of Commitment: When I was younger, I had the incredible fortune of having great mentors. My mom (a special education teacher) and dad, along with three older siblings, and several teachers and coaches, served as great role models and encouraged me to achieve my goals and never take anything for granted. My parents ensured that social awareness and entrepreneurship was a part of my life from a very young age and the lessons I learned have never left me. Admittedly, I know very little about the city of Lynn; however, I know a lot about the impact that quality mentorship and education can have on a child’s life. Fenix Charter School is built upon these ideals and I am honored to have a hand in bringing this school to the residents of Lynn.

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Design Team Member: Guarionex Rodriguez Proposed role: ELL Program Advisor Bio: Guarionex (Guario) is from the Dominican Republic where he worked as an Electrical-Mechanical engineer. He moved to Lynn in the 1980s and since 1991 he has worked within the Lynn Public School system. Guario has deep connections to Lynn students and their families. Currently he is a bilingual special education teacher at the Marshall Middle School. Guario received a Masters of Education in Special Education from Salem State College in 1998. He has employed diverse techniques to promote active learning, including individualized instruction, problem solving assignments and small group work. He has exercised flexibility within the classroom addressing students’ and parents’ needs through various accommodations.

Statement of Commitment: The city of Lynn is a beautiful community formed of different customs and cultures, but socio- economic obstacles have interfered with the development of large percentages of the population within Lynn. We can eliminate these obstacles by preparing the student population to face global and local demands as social entrepreneurs. I believe the mission and vision of the Fenix Charter School reflects this perfectly. With my previous work experiences and knowledge, I believe that I would be a great resource as an ELL Learning Specialist within the Extended Learning program. I have deep connections to Lynn students and their families. They trust me like a father.

Design Team Member: Francisco Grullon Proposed role: Math and Science Advisor Bio: Francisco (Frank) is from the Dominican Republic and studied abroad at the University of Moscow where he completed his Bachelors and Masters in Chemical Engineering. He taught chemical engineering at the University Autonoma of Santo Domingo and Mundial University. Frank also worked as an advisor to the United Nations and the US Embassy of Santo Domingo in nuclear energy projects. When he moved to the United States he discovered his passion for teaching and completed his Masters in Education at Salem State University with a focus on Math and Science. Frank completed his Doctorate of Education at Nova Southeastern University. For over thirty years he has served in a variety of teaching and leadership capacities in the Lynn, Lawrence, and Waltham Public Schools systems. Frank is a long-time Lynn resident and is very active in the community. He believes that all students are capable of advanced levels of learning and his dream is to see Latino students become the next generation of professionals and leaders in their communities.

Statement of Commitment: I am a revolutionary at heart. Growing up in the Dominican Republic, I was an adolescent when I witnessed the exploits of Che Guevara and other Latin American revolutionaries. Being a scientist and mathematician by training, I also saw the revolution in the sciences, the race to put a man in space, and the world held hostage by the possibility of nuclear war. I have witnessed many revolutions, and I believe that I am seeing one with Fenix Charter School. As a long time resident, I know that Lynn needs a revolution- not one born of bloodshed or tears but one born of innovative and inspiring ideas. The community needs this kind of school because some residents have lost hope—they have lost faith in their dreams to have a better life for themselves and their children. Fenix Charter School does more than give them hope—it gives them a clear path to their dreams. I

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am looking forward to being a part of this revolution by serving as a Math and Science specialist within the Extended Learning program.

Design Team Member: Celeste Rivera Proposed role: Student Support Advisor Bio: Dr. Celeste Rivera is a licensed clinical psychologist and a board certified professional coach. As a multilingual and bicultural psychologist, Dr. Rivera has worked in public healthcare as well as in the private sector specializing in diversity issues, mind-body approaches to health and cultural competence training. As an executive coach she works providing coaching sessions to individuals and groups to improve people’s effectiveness in their work environment and their personal life.

Celeste received her bachelor’s degree summa cum laude and earned her doctorate in Clinical Psychology from the University of Puerto Rico. She completed her psychology internship training at the NYU-Bellevue Hospital Internship Program. Celeste worked as a Clinical Psychologist at Bellevue Hospital’s World Trade Center Health Care Program where she co-founded the mental health program, which provides evaluation and treatment to the multicultural community that was affected by the September 11 events. She went on to work as a psychologist and clinical supervisor at Bellevue Hospital’s Bilingual Treatment Program Clinic (BTP), an adult outpatient clinic that offered mental health services to the Latino community living in New York.

Dr. Rivera is a member of the American Psychological Association and the Institute of Coaching Professional Association. She has presented on the integration of mind-body modalities and mental health treatment with cross-cultural populations.

At present Dr. Rivera works as a psychologist and executive coach in private practice in New York City. She is on Clinical Faculty with the NYU School of Medicine and writes a monthly column for the Huffington Post on the subject of confidence.

Statement of Commitment I am truly impressed with the mission and vision of Fenix Charter School. As a multilingual and bicultural psychologist, I know the importance of providing an education environment where students experience purpose and meaning. The focus on social entrepreneurship is a powerful vehicle to help students to discover the gifts and creativity within themselves and to provide concrete experiences about how they can live out their passions. In addition, students will not only understand the world of knowledge and the world of work, but the world of money. Our relationship to money is rarely addressed in schools and many children in Lynn are in situations where their families are struggling financially. Giving students the strategies to help them to become financially independent is a also a very unique aspect of the Fenix Charter School program.

Most importantly, I am excited at the prospect that students will receive resiliency training: how to use their own personal assets to deal with the challenges and problems in their lives. Resiliency is not an explicit focus of many schools, and I am inspired that Fenix is providing this kind of support. I am looking forward to seeing the rise of Fenix, and I am happy to serve the school as a student support advisor.

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Design team member: Harry Schnur Proposed role: Youth Development and Community Engagement Advisor Bio: Harry is originally from the Cleveland, Ohio area. After graduating from Shaker Heights High School, he attended Bowdoin College and earned a BA, majoring in Religion and Asian Studies. During a summer away from Bowdoin, he traveled to Cambodia, where he worked with a grassroots health outreach organization. This experience exposed him to the foundations of community outreach and instigated his long-term relationship with Cambodian communities in the United States. Following graduation, Harry worked for four years in a youth development and community organizing role with the Lynn Community Health Center. His time in Lynn culminated with his role managing the successful and historic campaign of Hong Net, who became the city’s first Cambodian-American elected official on a platform of community engagement and inclusion. After earning a masters in education from Harvard Graduate School of Education in 2013, Harry began a Education Pioneers summer fellowship with 4.0 Schools in New Orleans. Harry remains committed to Lynn and hopes to return to the city in the near future to continue working alongside community leaders on priorities that impact youth.

Statement of commitment: As a youth worker, I saw the transformative impact of community-oriented, project-based learning. I worked with teens aged 12-19 to organize major community events that promoted cultural identity, dialogue and collaboration. In particular, I was amazed at the power of relationships and community projects to bring in and empower youth who had been written off by other institutions as being “problematic,” “challenging,” and “at-risk.” Fenix presents a unique offer to the city of Lynn and to the education reform community at large: an offer to invest young people with the experience of working to transform the challenges of their communities into opportunities for innovation. In the presence of many school models that choose to constrain the brilliance of their children in favor of raw performance, Fenix instead chooses to employ a laser-like focus on sparking the innate curiosity of its young people and channeling it into community learning experiences. I have confidence in both the model and the team that is implementing this project, and look forward to assisting in its success.

Design Team Member: Cindy Rodriguez Proposed role: Community Engagement Consultant Bio: Cindy Rodríguez is an award-winning journalist, instructor, blogger, social media strategist, and web content creator whose career spans 20 years. She is currently Journalist-in-Residence at Emerson College in Boston. During her career, Cindy specialized in race relations and cultural affairs at The Detroit News, wrote provocative columns on the intersection of culture and politics for The Denver Post, where she also wrote a widely read blog on social issues, and covered immigration and demographics at The Boston Globe.

Her managerial experience includes being Youth Editor at The Syracuse Newspapers, overseeing a professional staff of three and a staff of 50 high school correspondents. She has also run journalism bootcamp programs. Cindy has taught journalism at New York University, Boston University, and several other universities and for three years ran the S.I. Newhouse Minority High School Journalism Program in Syracuse, NY. She has been a board member of Unity, Inc.: Journalists of

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Color. For four years, Cindy sat on the board of The National Association of Hispanic Journalists (NAHJ), the last two as Vice President of Print. She has won numerous accolades, including First Place Award for Best Serious Columnist from the Colorado Press Association, and won a New York State AP Award for column writing. She also won a national award from NABJ for her work on a series about the 40th anniversary of the 1967 riots in Detroit. She is a 2000 National Press Foundation Fellow and a 2010 Ford Foundation International Reporting Fellow through a program administered by the International Center For Journalists.

In September 2010, she earned a Master's of Science degree in digital media at the Columbia Graduate School of Journalism. She grew up in Harlem, New York City, the daughter of a Puerto Rican mother and Cuban father.

Statement of Commitment: I am a strong advocate for the vision of Fenix Charter School and I endorse its candidacy for a commonwealth charter. As a kid growing up as a Nuyorican, I was fortunate enough to discover my passion for journalism, and I had key mentors along the way who supported me. Many of my friends didn’t have the same kind of support, and I believe they would have made different decisions if school had played a different role in their lives. I believe Fenix Charter School is attempting to make a real impact on the lives of children, especially Latinos.

As a journalist I have written extensively about the issue of equity and with regards to education, Fenix is addressing educational inequity in a real and substantial way. I believe that the greater Lynn community needs to be educated in the merits of the school’s mission, and I look forward to offering my expertise as a community engagement consultant.

Design Team Member: Moises Park Proposed role: World Languages and Media Advisor Bio: Moises is the son of Korean parents but grew up in Chile, Brazil, and Bolivia. He is an Assistant Professor of Spanish at Gordon College. Dr. Park teaches Spanish language, literature and film. Moises’ main research projects include contemporary Southern Cone literature and films, poetry, Orientalism, Critical Theory (specifically psychoanalysis, socio-materialist theory and biopolitics) and Cultural Studies. He has presented papers in the US and in Chile, mainly on his dissertational research "Desire and Generational Conflicts in Chilean Post-Dictatorial Narrative and Cinema", but also on other topics such as the politics of martial arts films, religion, Orientalism and Asian American Studies. His latest publications include "Mambrú, novela sobre el Batallón Colombia en la Guerra de Corea: memoria, erotismo y olvido en la doctrina Marilyn Monroe" in Brujula, revista interdisciplinaria sobre estudios latinoamericanos, and the book article "South Reads Western and Eastern East: Second-hand Orientalism in Kiltro, A Chilean Martial Arts Film" in One World Periphery Reads the Other: Knowing the "Oriental" in the Americas and the Iberian Peninsula.

Statement of Commitment: I believe that Fenix Charter School will offer a very promising educational program that will greatly serve the Lynn community. As a researcher who is interested in how worlds and cultures intermingle, I believe that the integrated learning design is exactly what students will need in order to help them to understand their own cross-cultural experiences and to prepare them for success in life. I am happy to serve the school as a World Languages and Media Advisor.

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Design Team Member: Adria Smith Proposed role: Arts Integration Advisor Bio: Adria is a passionate worker who has been involved in charter school education for over eleven years. She has helped to build a variety of core and supplemental programs and is currently the head of the arts department at Marblehead Charter Community Public School. She believes that methodical teaching and constant growth are essential. She holds certification in music education and is currently attending graduate school at University of Massachusetts Lowell. She has received numerous awards for her musical compositions and the Founding Faculty award at MCCPS.

Adria is a highly competent and innovative teacher who integrates the content and skills that she teaches within meaningful units of study that promote student engagement and improve academic achievement. She ignites in her students a desire to embrace their creativity, a willingness to explore their abilities, and the courage to take risks, reflect upon their work, and strive toward further accomplishments. Adria presents engaging lessons that demonstrate her understanding of the various learning styles of her students. She effectively motivates them, regularly addresses their individual needs, and invests herself tirelessly in guiding them. Adria’s capably employs a variety of classroom management strategies to facilitate learning, she addresses discipline issues objectively, she provides support and encouragement for her students as needed, and she enables students at all levels to flourish musically. Adria enjoys an excellent rapport with her colleagues, her students, and their parents. She makes herself available to parents in person, on the phone, or via email. She contributes continuously contributes to education reform and leads professional development opportunities.

Statement of Commitment I am committed to building motivational educational programs at Fenix Charter School. This is an exciting opportunity to improve the quality of education in the Lynn community. It would help to broaden my passion for teaching and reach my goal of inspiring student success. The Marblehead Community Charter Public School has taught me to promote student achievement and strive to continually improve my own practice while embracing student needs. This includes teaching all the state standards while integrating music and the arts with other subjects to produce project-based learning exhibitions. I have also started many programs from the ground up, which are currently sustainable. My goal and passion is to build arts integrated programs that address the unique and interests of students at Fenix Charter School and the Greater Lynn community. I am an invested individual who promotes education whole-heartedly.

Design Team Member: Mohamed Adam Proposed role: ELL Specialist Bio: As an independent school development consultant, Mohamed is currently involved in creating two technical schools in East-Africa: Hargeisa Technical Academy, and Mogadishu Polytechnic Institute. For the past three years, he has been involved in co-designing international curriculum for several African schools. Mohamed was a board member of several educational and non-profit relief organizations. He also consulted on numerous community development projects financed by both local and international government agencies as well as NGOs, projects raging in focus from

Fenix Charter School / Final Application page 118 education, youth empowerment, environment, and equality of life for orphans. Most recently, Mohamed trained educators from Ethiopia and Somaliland online. He also presented workshops during his 2010 visit at Hargeisa University.

Mohamed originally from Somalia and has ten years of experience of teaching in ELL settings and in ethnically diverse urban environments. He was an ELL educator at Chelsea High School, and Boston Public Schools. Mohamed has taught students of various skill levels and has developed teaching practices that provide all students the best opportunity for success.

Statement of Commitment: Marian Wright Edelman said, "Education is for improving the lives of others and for leaving your community and world better than you found it." I’m honored to work with the design team of the future Fenix Charter School in Lynn.

As former ELL/ESL educator, I strongly believe that learning in diverse settings helps all students and communities meet their essential educational goals. For more than a decade I have taught students from different continents, and backgrounds and I learned that diverse student populations are more productive, creative, and innovative than students who have been educated in homogeneous settings. Fenix Charter School will help all student and families to embrace the diversity within Lynn.

I am excited to be part of the Fenix Charter School designing team. I’m looking forward to bring my ELL/ESL expertise, my international background, and the opportunity to help build a strong school within a thriving community.

Design Team Member: Lorena Lopera Proposed role: Higher Education and Development Advisor Bio: Lorena is from Columbia and is a Development and Graduate Support Associate for the Epiphany School in Dorchester, MA. Previously she served as the High School Program Director for La Vida, Inc in Lynn, a youth and adult education center that provides programming to improve the college and career readiness of Latino students. Prior to her work with La Vida, Inc she served as a Community Organizer at Sociedad Latina and collaborated with various community based organizations.

Lorena Lopera holds a Bachelors degree in Romance Languages and Literature from Boston College. She has worked extensively with youth throughout Boston and Lynn. Lorena values education and has a passion for working with inner city youth and families so that they may reach their potential. As an immigrant from Colombia, she understands the educational and economic barriers that students and their families face and has personally overcome these barriers. Lorena believes that patience, flexibility, cooperation, and a passion to provide quality programming for youth helps to build strong communities and future opportunities.

Statement of Commitment: In my work throughout Boston, I have seen the powerful impact of youth programming, and I want to continue to be part of a team that understands the importance of quality youth and family programming within our communities. I am inspired by the mission Fenix Charter School presents

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and its determination to educate, empower and prepare youth and families with important life skills.

My personal background has been a great motivator for success in my life. Coming from a family that emigrated from Colombia helps me understand some of the struggles youth and families face when it comes to the education and development of a child. It is because of my own journey that I recognize the need for a school such as Fenix. My personal history coupled with my experience working at various not for profit organizations provided me with the skills and the insight necessary for success in the position of Higher Education Director. I understand the importance of a holistic approach to the education of a child, and I also know that this work would not be possible without caring and knowledgeable adults. My work at La Vida, Inc, Boston International High School and Sociedad Latina helped me understand that every day and every task impacts the lives of those we serve.

I have worked closely with students, graduates, volunteers, community residents, leaders and community based organizations. The relationships I create and foster provide me with many insights and best practices into what it takes to create and support successful youth and family programs. I believe that patience, flexibility, cooperation, hard work and a passion to provide quality education for youth and families helps to build strong communities and future opportunities.

My experiences, desire and dedication to the enrichment of our community make me an ideal candidate for the higher education support team.

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Office of Charter Schools and School Redesign Proposed Board Trustee Questionnaire 2013-2014

PROPOSED BOARD TRUSTEE BIOGRAPHY *Please submit a current resume with this form. * Name Ricardo Dobles Worcester Public Schools, Present Employer and Job Title Wraparound Outreach Coordinator B.A., Columbia University Education M.Ed., Harvard University Ed.D., Harvard University Past or Present Employment by or Board Membership in a Charter School, N/A Educational Management Organization, or School Support Organization Town of Residence Holden, MA

PROPOSED BOARD MEMBER QUESTIONS Please answer each question as fully as possible. 1. How did you become aware of the proposed school? During the Summer, I am a Co-Director of Andover Bread Loaf Writing Workshop at Phillips Academy. In that capacity, I had the privilege of meeting one of the design team members, Vianna Alcantara, who was a workshop participant. 2. Why do you wish to serve on the board? What anticipated office on the board would you hold if any, e.g. such as chair person or treasurer? How long do you anticipate being a member of the board? On a personal and professional level, I have a strong commitment to urban education and to social justice. Almost the entirety of my professional career has been spent in the service of this mission. My interest in serving on the Fenix Board is specifically tied to the mission of the school. I have a great deal of respect for the philosophy put forward by the design team which emphasizes community strength and community engagement. I wish to serve on the Board so that I can nurture and support the establishment of an institution that I believe will greatly enhance the life opportuities of the children of Lynn. 3. Provide specific examples of actions that you have taken that demonstrate your commitment to public education and serving your targeted community. My entire professional life has been dedicated to serving the interests of urban public education and historically underserved populations. As a researcher, I have looked at immigrant education and urban education reform. Upon completing my doctoral dissertation, I was a senior researcher and policy analyst at Annenberg Institute for School Reform. I have also spent eight years teaching urban education at the post- secondary level to students in teacher education programs. For the last two years, my role as a Wraparound Outreach Coordinator has allowed me to serve as a laision between the community agencies in Worcester and the families that I serve. Woodland Academy, my home school, is quite similar in demographics to the public schools of Lynn. Finally, for the last twenty years I have Co-Directed a writing workshop at Phillips Andover Academy for thousands of students from Lawrence, MA. In addition to serving as Co-

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Director, I am also on the Andover Bread Load advisory board. 4. What is the role of a public charter school board trustee? In my estimation, the role of a charter school board trustee is quite simple: do everything in your capacity to help support, nurture, and advance the vision and mission of the school. This would include lending guidance and expertise where appropriate as well as working diligently to bring additional resources (human and financial) to the school. 5. Describe your specific interest and unique qualifications that demonstrate your capacity to implement the proposal as written. As proposed, Fenix School will be driven by a strength based service learning instructional model. As an assistant professor at Holy Cross College, I spent seven years developing precisely this type of pedagogy. In addition to receiving grants to support my development of the model, I served on the College's Community Based Learning advisory board. Furthermore, the proposal cites several pedagogical visionaries (eg. John Dewey and Paolo Freire) whom I have studied for many years and admire greatly. Thus, both the philosophical and pedagogical foundations of the school are very much in line with my own notions of what public education should be. 6. Please indicate if you or an immediate member1 of your family knows generally, and/or is disfavored by other members of the proposed board, proposed school employee(s), or individual(s) affiliated with the proposed educational management organization or school support organization, if applicable. Indicate the individual(s) and describe the nature of the relationship(s) if one exists. NA 7. Please indicate if you or an immediate member of your family has or may have a financial interest2 in the proposed school; proposed educational management organization or school support organization, if applicable; or individual(s) or any other company that may contract or provide service to the proposed school, if applicable. Please include the possible leasing or selling of any real property, and the purchase of equipment or services for the proposed school. If yes, please explain. NA

1 Immediate family is defined as the proposed board member and his or her spouse, and the parents, children, brothers, and sisters of the proposed board member and his or her spouse.

2 Financial interest is defined as anything of economic or monetary value.

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8. Have or will you or any member of your immediate family receive funds, gifts, loans, services, or any other benefit for any purpose from the proposed school or any other company proposing to contract or provide services to the proposed school? If yes, please explain. No. 9. Describe what you would do if you believed one or more members of the school’s board was acting unethically or not in the best interests of the school. As a member of the board, it would be my obligation to report any suspicion of unethical behavior to the Chair of the board and the CEO of Fenix. 10. To the best of your knowledge, are there any situations which may give the appearance of a conflict of interest or that would make it difficult for you to discharge the duties of a board member and make decisions that are solely in the best interest of the school? No

EXPERTISE Please indicate in which areas you possess professional expertise:

Early Childhood/Elementary Special Education Community Service Education

English Language Learner Fundraising Secondary Education Education

Educational Leadership Law Human Resources

Finance/Business School Improvement School Governance

Management Blended/Virtual Education Real Estate

CERTIFICATION

I RECOGNIZE THAT ALL INFORMATION, EXCEPT HOME ADDRESS, PERSONAL EMAIL, OR PERSONAL TELEPHONE, SUBMITTED WITH THIS PROPOSED BOARD TRUSTEE QUESTIONNAIRE BECOMES A MATTER OF PUBLIC RECORD, SUBJECT BY LAW TO DISCLOSURE TO MEMBERS OF THE GENERAL PUBLIC. I CERTIFY THAT THE INFORMATION CONTAINED IN THIS DOCUMENT AND ATTACHED RESUME IS TRUE AND COMPLETE TO THE BEST OF MY KNOWLEDGE UNDER THE PENALTIES OF PERJURY.

RICARDO DOBLES, ED.D. 10/11/13 Signature Date

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Office of Charter Schools and School Redesign Proposed Board Trustee Questionnaire 2013-2014

PROPOSED BOARD TRUSTEE BIOGRAPHY *Please submit a current resume with this form. * Name Lee Dillon Present Employer and Job Title GE Aviation Education BSME @ Tufts University Past or Present Employment by or Board Membership in a Charter School, Tufts University Diversity Council Board Member Educational Management Organization, or School Support Organization Town of Residence Boxford

PROPOSED BOARD MEMBER QUESTIONS Please answer each question as fully as possible. 1. How did you become aware of the proposed school? Email from Irene Poro. I met Irene at a Tufts University Diversity council board meeting in 2012. 2. Why do you wish to serve on the board? What anticipated office on the board would you hold if any, e.g. such as chair person or treasurer? How long do you anticipate being a member of the board? As an employee of GE Aviation in Lynn, I would like to provide council and oversite from a professional employeer in the City of Lynn. I expect to be a member of the board for a minimum of 3 years. 3. Provide specific examples of actions that you have taken that demonstrate your commitment to public education and serving your targeted community. I have represented GE Aviation at Masconomet Regional High School's Engineering Day. I have also provided college application services to a few town high school residents. 4. What is the role of a public charter school board trustee? The board of trustees serves as the primary vision-keepers for the school and exercise educational, fiscal, and legal oversight to ensure that the school is accountable to its charter. 5. Describe your specific interest and unique qualifications that demonstrate your capacity to implement the proposal as written. Ambassador to the public as a representative from GE Aviation located in Lynn, MA. 6. Please indicate if you or an immediate member3 of your family knows generally, and/or is disfavored by other members of the proposed board, proposed school employee(s), or individual(s) affiliated with the proposed educational management organization or school support organization, if applicable. Indicate the individual(s) and describe the nature of the

3 Immediate family is defined as the proposed board member and his or her spouse, and the parents, children, brothers, and sisters of the proposed board member and his or her spouse.

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relationship(s) if one exists. no 7. Please indicate if you or an immediate member of your family has or may have a financial interest4 in the proposed school; proposed educational management organization or school support organization, if applicable; or individual(s) or any other company that may contract or provide service to the proposed school, if applicable. Please include the possible leasing or selling of any real property, and the purchase of equipment or services for the proposed school. If yes, please explain. no

4 Financial interest is defined as anything of economic or monetary value.

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8. Have or will you or any member of your immediate family receive funds, gifts, loans, services, or any other benefit for any purpose from the proposed school or any other company proposing to contract or provide services to the proposed school? If yes, please explain. no 9. Describe what you would do if you believed one or more members of the school’s board was acting unethically or not in the best interests of the school. Propose a special session of the board was held to review the facts and determine a course of action. 10. To the best of your knowledge, are there any situations which may give the appearance of a conflict of interest or that would make it difficult for you to discharge the duties of a board member and make decisions that are solely in the best interest of the school? no

EXPERTISE Please indicate in which areas you possess professional expertise:

Early Childhood/Elementary Special Education Community Service Education

English Language Learner Fundraising Secondary Education Education

Educational Leadership Law Human Resources

Finance/Business School Improvement School Governance

Management Blended/Virtual Education Real Estate

CERTIFICATION

LEE DILLON 10-16-2013 Signature Date

Fenix Charter School / Final Application page 126

Office of Charter Schools and School Redesign Proposed Board Trustee Questionnaire 2013-2014

PROPOSED BOARD TRUSTEE BIOGRAPHY *Please submit a current resume with this form. * Name Mike Fitzgerald Massachusetts General Hospital/Harvad Medical Present Employer and Job Title School/Assistant Professor of Medicine Education PhD, Cell and Molecular Biology Past or Present Employment by or Board Membership in a Charter School, None Educational Management Organization, or School Support Organization Town of Residence Lynn MA

PROPOSED BOARD MEMBER QUESTIONS Please answer each question as fully as possible. 1. How did you become aware of the proposed school? The school founder, Frank DeVito, is my neighbor, 3 houses away. Frank recruited me approximately two years ago to help in the founding of the Fenix Charter School. Since then I have attended the School’s monthly planning meeting and have been engaged in aspects of the school’s development related to the Science curriculum and private fund raising efforts. 2. Why do you wish to serve on the board? What anticipated office on the board would you hold if any, e.g. such as chair person or treasurer? How long do you anticipate being a member of the board? I want to serve on this board because I believe in the mission of the school to bring more competition in terms of the types of schools that are available to students of the Lynn Community. Note, that as resident of Lynn and father of two children ages 2 and 3, I have a vested interest in improving the educational opportunities in the Lynn community. Given my experience in receiving Federal and private grants (to date approximately 3 million dollars awarded) to fund my biomedical research at the Massachusetts General Hospital, I anticipate that I will be involved in efforts to raise private grants to increase the per student funding that we expect will be needed to implement our project based learning curriculum. I anticipate serving on the board indefinitely. 3. Provide specific examples of actions that you have taken that demonstrate your commitment to public education and serving your targeted community. As part of the mission of a faculty member of the Harvard Medical School two important components are that I have an active role in teaching within the insitution of Harvard and also do service in the broader community that the Medical School serves. Through my work with the Fenix Charter School I am fulling my mission of service to the community. With an appoitment at the MGH and Harvard Meidical School I expect that I will be albe to foster learning contacts and project expeiences within these larger institutions that will benefit the students of the Lynn community. 4. What is the role of a public charter school board trustee?

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As a school board trustee, I recognize that I will be an authorized public agent of the state. This authorization means that I will be reponsible for, amoung other duties, formulating a long-range plan for the school's stability in part by developing an Accountability Plan. Among other important legal requirments of my position will be to file financial disclosure and conflict of intest forms, and to take the yearly online conflict of training course. Note, that as a Biomedical Pricipal Investigator holding National Institutes of Health Grant Awards I have to file such statements as part of my Harvard Medical School duties. 5. Describe your specific interest and unique qualifications that demonstrate your capacity to implement the proposal as written. I bring extensive teaching experience to this position. In particular I am involved in the teaching of Harvard Medical School second year students in Cardiovascular Pathology. The Curriculum used in these courses has a focus on developing "autonomous" learning skills in these students. Here my role is not to lecture the student, but to help them understand how they can teach themselves throughout their professional careers. It is this prospective that I bring to helping the board, administrators and teachers of the Fenix School in our efforts to implement the project based learning environment we propose to use. In addition to my teaching experience, I also have significant grant writing experience. It is this skill that I will use to help the School to identify funding opportunities and strategies that will be successful in bringing significant private monies to the school. 6. Please indicate if you or an immediate member5 of your family knows generally, and/or is disfavored by other members of the proposed board, proposed school employee(s), or individual(s) affiliated with the proposed educational management organization or school support organization, if applicable. Indicate the individual(s) and describe the nature of the relationship(s) if one exists. Not applicable. 7. Please indicate if you or an immediate member of your family has or may have a financial interest6 in the proposed school; proposed educational management organization or school support organization, if applicable; or individual(s) or any other company that may contract or provide service to the proposed school, if applicable. Please include the possible leasing or selling of any real property, and the purchase of equipment or services for the proposed school. If yes, please explain. Not applicable.

5 Immediate family is defined as the proposed board member and his or her spouse, and the parents, children, brothers, and sisters of the proposed board member and his or her spouse.

6 Financial interest is defined as anything of economic or monetary value.

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8. Have or will you or any member of your immediate family receive funds, gifts, loans, services, or any other benefit for any purpose from the proposed school or any other company proposing to contract or provide services to the proposed school? If yes, please explain. No 9. Describe what you would do if you believed one or more members of the school’s board was acting unethically or not in the best interests of the school. I would first bring my concerns to the director of the school, Frank DeVito. If my concerns were not address by this action, I would contact the Massachusetts Charter School Accountablity Office with my concerns 10. To the best of your knowledge, are there any situations which may give the appearance of a conflict of interest or that would make it difficult for you to discharge the duties of a board member and make decisions that are solely in the best interest of the school? No

EXPERTISE Please indicate in which areas you possess professional expertise:

Early Childhood/Elementary Special Education Community Service Education

English Language Learner Fundraising Secondary Education Education

Educational Leadership Law Human Resources

Finance/Business School Improvement School Governance

Management Blended/Virtual Education Real Estate

CERTIFICATION

MICHAEL L. FITZGERALD 10-10-2013 Signature Date

Fenix Charter School / Final Application page 129

Office of Charter Schools and School Redesign Proposed Board Trustee Questionnaire 2013-2014

PROPOSED BOARD TRUSTEE BIOGRAPHY *Please submit a current resume with this form. * Name Teresa D. Sarno Eastern Bank-Assistant Vice President/Branch Present Employer and Job Title Manager Education Finance Certificate-New England College of Finance Past or Present Employment by or Board Membership in a Charter School, N/A Educational Management Organization, or School Support Organization Town of Residence Peabody, MA

PROPOSED BOARD MEMBER QUESTIONS Please answer each question as fully as possible. 1. How did you become aware of the proposed school? Frank DeVito 2. Why do you wish to serve on the board? What anticipated office on the board would you hold if any, e.g. such as chair person or treasurer? How long do you anticipate being a member of the board? Because of my background in banking and finance I anticipate serving as the board treasurer. Monitoring the financial systems, cash flow, and reserves is an essential aspect of my job and I will have the same role as a board member of the school. I want to serve on the board because I believe in the school mission. Introducing students to social entrepreneurship in the fifth grade is a great strategy to improve financial literacy and to teach students how to manage resources as you tackle problems. I also like the idea that the school is supporting the language literacy and financial literacy of parents. Both are desperately needed in Lynn. My board term will depend on the bylaws: a minimum of a three year term as it’s presently written. 3. Provide specific examples of actions that you have taken that demonstrate your commitment to public education and serving your targeted community. Board of Directors-Lynn Chamber of Commerce, fundraising for Girls Inc., various volunteering efforts with HAWC, Operation Bootstrap and North Shore Community College 4. What is the role of a public charter school board trustee? To ensure the best education and curricula for its students and to prepare them to prosper in the work force and life. The board also monitors the health of financial systems and policies to make sure that the school can achieve its mission. 5. Describe your specific interest and unique qualifications that demonstrate your capacity to implement the proposal as written. I have been in the banking industry for 22 years and have a strong backround in Management as well as Human Resources and Sales. I have participated in volunteering to teach (1x each) financial literacy to Operation Bootstrap and North Shore Community

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College outbound students. 6. Please indicate if you or an immediate member7 of your family knows generally, and/or is disfavored by other members of the proposed board, proposed school employee(s), or individual(s) affiliated with the proposed educational management organization or school support organization, if applicable. Indicate the individual(s) and describe the nature of the relationship(s) if one exists. na 7. Please indicate if you or an immediate member of your family has or may have a financial interest8 in the proposed school; proposed educational management organization or school support organization, if applicable; or individual(s) or any other company that may contract or provide service to the proposed school, if applicable. Please include the possible leasing or selling of any real property, and the purchase of equipment or services for the proposed school. If yes, please explain. na

7 Immediate family is defined as the proposed board member and his or her spouse, and the parents, children, brothers, and sisters of the proposed board member and his or her spouse.

8 Financial interest is defined as anything of economic or monetary value.

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8. Have or will you or any member of your immediate family receive funds, gifts, loans, services, or any other benefit for any purpose from the proposed school or any other company proposing to contract or provide services to the proposed school? If yes, please explain. no 9. Describe what you would do if you believed one or more members of the school’s board was acting unethically or not in the best interests of the school. It would be important to speak with the executive board to decide coarse of action, which in my opinion would be termination. 10. To the best of your knowledge, are there any situations which may give the appearance of a conflict of interest or that would make it difficult for you to discharge the duties of a board member and make decisions that are solely in the best interest of the school? no

EXPERTISE Please indicate in which areas you possess professional expertise:

Early Childhood/Elementary Special Education Community Service Education

English Language Learner Fundraising Secondary Education Education

Educational Leadership Law Human Resources

Finance/Business School Improvement School Governance

Management Blended/Virtual Education Real Estate

CERTIFICATION

TERESA SARNO 10/16/13 Signature Date

Fenix Charter School / Final Application page 132

Office of Charter Schools and School Redesign Proposed Board Trustee Questionnaire 2013-2014

PROPOSED BOARD TRUSTEE BIOGRAPHY *Please submit a current resume with this form. * Name Darryl N. Wiliams, PhD Associate Dean, School of Engineering, Tufts Present Employer and Job Title University Education Ph.D. Chemical Engineering Past or Present Employment by or Board Membership in a Charter School, N/A Educational Management Organization, or School Support Organization Town of Residence Somerville, MA

PROPOSED BOARD MEMBER QUESTIONS Please answer each question as fully as possible. 1. How did you become aware of the proposed school? I came to learn about the proposed school through a member of the design team. was presented with the opportunity to serve on the board by a member of the charter school design team. 2. Why do you wish to serve on the board? What anticipated office on the board would you hold if any, e.g. such as chair person or treasurer? How long do you anticipate being a member of the board? I wish to serve on the board because I want to have a direct relationship with a school that focuses on building student proficiency in STEM, and one that is thinking out of the box to do so. The guiding principles of the school resonate with my interests in creating learning environments that cultivate student innovation, particularly for those who are from underrepresented groups with limited access and resources. I am open to serving as an officer based on where my expertise and skill sets are most useful. I anticipate serving on the board for a minimum of three years. 3. Provide specific examples of actions that you have taken that demonstrate your commitment to public education and serving your targeted community. My professional experience has entailed nonprofit management with direct work in primary and secondary schools in economically challenged communities in urban school districts (i.e. Philadelphia and Washington, DC). I have developed and implemented STEM education programming that worked with both teachers and students by engaging them in problem-based learning using engineering design principles to facilitate math and science learning in both formal and informal settings. I also served as a consultant to the Philadelphia Academies where I was responsible for organizing and documenting a high school biotechnology curriculum. On a national level, I have supported STEM education through my work as a former program director for the National Science Foundation, where I was responible for funding a number of K-12 engineering education projects. I am currently the director of the Center for STEM Diversity at Tufts which aims to recruit and retain underrepresented students in undergraduate science and engineering disciplines.

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4. What is the role of a public charter school board trustee? A public charter board trustee is a member of a governing body that is responsible for educational, fiscal, and legal oversight to ensure that the school abides by its stated charter. A trustee has a clearly defined role and responsibility based on his/her area of expertise and experience related to the mission and vision of the school. 5. Describe your specific interest and unique qualifications that demonstrate your capacity to implement the proposal as written. My interests lie in engaging underserved communities in both education and entrepreneurship with a focus on STEM in particular. I have been the executive director of a nonprofit organization in Philadelphia where I designed and implemented programming that merged K-12 schools, higher education, state and city government, and industry to form STEM learning networks. I also built a cohort of volunteer practicing scientists and engineers (Scienteers) that served as mentors to urban schools students. I later formed my own business to provide direct education consulting services to Phildelphia area entities focusing on urban education initiatives. As stated in question 3, I have also served at the national level in my work with the National Science Foundation by supporting K-12 STEM education. I also have a deep interest in constructing learning environments that foster and sustain student-driven innovation, and am actively engaged in educational research exploring these issues through collaborations with the Tufts Center for Engineering Education and Outreach and the Center for STEM Diversity. I am qualified to serve as a board member for Fenix Charter School because of my nonprofit management experience, my service to the country as program director for the National Science Foundation, and my passion for broadening the participation of underrepresented students in STEM. 6. Please indicate if you or an immediate member9 of your family knows generally, and/or is disfavored by other members of the proposed board, proposed school employee(s), or individual(s) affiliated with the proposed educational management organization or school support organization, if applicable. Indicate the individual(s) and describe the nature of the relationship(s) if one exists. Not applicable. 7. Please indicate if you or an immediate member of your family has or may have a financial interest10 in the proposed school; proposed educational management organization or school support organization, if applicable; or individual(s) or any other company that may contract or provide service to the proposed school, if applicable. Please include the possible leasing or selling of any real property, and the purchase of equipment or services for the proposed school. If yes, please explain. If I feel that there is unethical behavior taking place within the board, I will report directly to both the CEO and the Board Chair.

9 Immediate family is defined as the proposed board member and his or her spouse, and the parents, children, brothers, and sisters of the proposed board member and his or her spouse.

10 Financial interest is defined as anything of economic or monetary value.

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10. To the best of your knowledge, are there any situations which may give the appearance of a conflict of interest or that would make it difficult for you to discharge the duties of a board member and make decisions that are solely in the best interest of the school? There are no conflict of interests.

EXPERTISE Please indicate in which areas you possess professional expertise:

Early Childhood/Elementary Special Education Community Service Education

English Language Learner Fundraising Secondary Education Education

Educational Leadership Law Human Resources

Finance/Business School Improvement School Governance

Management Blended/Virtual Education Real Estate

CERTIFICATION

DARRYL N. WILIAMS, PHD 10-10-2013 Signature Date

Fenix Charter School / Final Application page 135

Office of Charter Schools and School Redesign Proposed Board Trustee Questionnaire 2013-2014

PROPOSED BOARD TRUSTEE BIOGRAPHY *Please submit a current resume with this form. * Name Susan Solimine Atlantic and Lynn Shore Rest Homes, Executive Present Employer and Job Title Director BA Science and Nursing Education Saint Anselm's College Past or Present Employment by or Board Membership in a Charter School, NA Educational Management Organization, or School Support Organization Town of Residence Lynn

PROPOSED BOARD MEMBER QUESTIONS Please answer each question as fully as possible. 1. How did you become aware of the proposed school? I heard of the proposed school from Frank DeVito 2. Why do you wish to serve on the board? What anticipated office on the board would you hold if any, e.g. such as chair person or treasurer? How long do you anticipate being a member of the board? I am interested in serving on the board because education is important to the future of our city and world. 3. Provide specific examples of actions that you have taken that demonstrate your commitment to public education and serving your targeted community. I have not worked directly with public education in the past, but I have experience working with private school organizations. As a tax payer in Lynn, I am very interested in seeing quality public education. 4. What is the role of a public charter school board trustee? The role of the board is to monitor the quality of education at the school and it is responsible for establishing fiscal and legal policies and procedures that support the infrastructure of the school and its employees. 5. Describe your specific interest and unique qualifications that demonstrate your capacity to implement the proposal as written. I am currently the Executive Director of two non-profit residential home in Lynn serving 55 elderly and mental ill adulsts from our community. I have extensive experience in budgeting, fundraising, governance, management, and human resources. As an RN, I would also bring a medical background. 6. Please indicate if you or an immediate member11 of your family knows generally, and/or is disfavored by other members of the proposed board, proposed school employee(s), or

11 Immediate family is defined as the proposed board member and his or her spouse, and the parents, children, brothers, and sisters of the proposed board member and his or her spouse.

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individual(s) affiliated with the proposed educational management organization or school support organization, if applicable. Indicate the individual(s) and describe the nature of the relationship(s) if one exists. NA 7. Please indicate if you or an immediate member of your family has or may have a financial interest12 in the proposed school; proposed educational management organization or school support organization, if applicable; or individual(s) or any other company that may contract or provide service to the proposed school, if applicable. Please include the possible leasing or selling of any real property, and the purchase of equipment or services for the proposed school. If yes, please explain. No

12 Financial interest is defined as anything of economic or monetary value.

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8. Have or will you or any member of your immediate family receive funds, gifts, loans, services, or any other benefit for any purpose from the proposed school or any other company proposing to contract or provide services to the proposed school? If yes, please explain. No 9. Describe what you would do if you believed one or more members of the school’s board was acting unethically or not in the best interests of the school. The board's bylaws usually spell out a certain procedure. I would follow the procedure that the board had developed. 10. To the best of your knowledge, are there any situations which may give the appearance of a conflict of interest or that would make it difficult for you to discharge the duties of a board member and make decisions that are solely in the best interest of the school? No

EXPERTISE Please indicate in which areas you possess professional expertise:

Community Service Early Childhood/Elementary Special Education Education Fundraising English Language Learner Secondary Education Education Educational Leadership Law Human Resources Finance/Business School Improvement School Governance Management Blended/Virtual Education Real Estate

CERTIFICATION

SUSAN SOLIMINE OCTOBER 17, 2013 Signature Date

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Office of Charter Schools and School Redesign Proposed Board Trustee Questionnaire 2013-2014

PROPOSED BOARD TRUSTEE BIOGRAPHY *Please submit a current resume with this form. * Name Christina Stohl Masconomet Regional School District Special Present Employer and Job Title Educator/Program Coordinator Candidate, Doctor of Education. Curriculum, Teaching, Learning, and Leadership Concentration, College of Professional Studies, Northeastern University, Boston, MA (2012 - present) Certificate of Advanced Graduate Studies in Education Leadership, Salem State College, Salem, MA. Highest Honors (2010) Masters Degree, Special Education Moderate Needs 5-12, Salem Education State College, Salem, MA. Highest Honors (2007) Post-Masters Mathematics and Curriculum Graduate Courses, Salem State College, Salem, MA (2007 - 2008) Astrophysics and Astrobiology Classes, Massachusetts Institute of Technology, Boston, MA (2005 - 2007) Bachelor of Arts, English, Salem State College, Salem, MA (1977) Dance Major, Boston Conservatory of Music, Boston, MA (1974 - 1975) Past or Present Employment by or Board Membership in a Charter School, None Educational Management Organization, or School Support Organization Town of Residence Swampscott, MA

PROPOSED BOARD MEMBER QUESTIONS Please answer each question as fully as possible. 1. How did you become aware of the proposed school? Dr. Irene Porro, Fenix Board Member, informed me about the proposed Fenix Charter School because she knows of my commitment to equality in our country and equity in our schools.

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2. Why do you wish to serve on the board? What anticipated office on the board would you hold if any, e.g. such as chair person or treasurer? How long do you anticipate being a member of the board? I wish to serve on the Fenix Charter School Board of Trustees because I believe, as a visionary, informed, and experienced educator, I can be an effective change agent. The school’s mission and vision resonates with my personal mission to work for educational equity—especially creating effective program for students with special needs. I wish to add my voice in developing authentic student achievement for all. I will serve on the Board for as long as I am needed. I do not anticipate holding an office on the board. 3. Provide specific examples of actions that you have taken that demonstrate your commitment to public education and serving your targeted community. I have been involved in a number of public education projects. The projects include:

Inquiry in the Classroom (2010). Published Research. http://eric.ed.gov #ED509645. Literacy in Mathematics. Keynote Presentation. Professional Development, Masconomet Regional High School (2012). SAT Math Prep, North Shore Community College, Lynn, MA (2006 - 2008). Mentor, Youth Astronomy Apprenticeships (2007) and Chandra Astrophysics Institute (2005 - 2006), Massachusetts Institute of Technology, Boston, MA. Composed integrated, interdisciplinary multiple intelligences inquiry/constructivist Understanding by Design units of study and specific lesson plans for special education high school mathematics classrooms (2008 - present). Masconomet Website Development, https://sites.google.com/site/mathematicianstakenote/home. Invented and presented Beowulf Bingo, © mnemonic, multiple intelligences inquiry/constructivist activity. 4. What is the role of a public charter school board trustee? The role of the public charter school board of trustee member is to ensure that the organization’s vision, mission, and guiding principles are being faithfully implemented. The trustee also ensures that the school is fiscally sound and is following all legal mandates. 5. Describe your specific interest and unique qualifications that demonstrate your capacity to implement the proposal as written. As a special educator, program coordinator (chair person), director of a math academic support classroom, a change agent with knowledge of authentic transformational and instructional leadership as well as the author of research on inquiry/constructivism, I believe I can be an informed and valuable member of the Fenix Charter School Board of Trustees. 6. Please indicate if you or an immediate member13 of your family knows generally, and/or is disfavored by other members of the proposed board, proposed school employee(s), or individual(s) affiliated with the proposed educational management organization or school support organization, if applicable. Indicate the individual(s) and describe the nature of the relationship(s) if one exists.

13 Immediate family is defined as the proposed board member and his or her spouse, and the parents, children, brothers, and sisters of the proposed board member and his or her spouse.

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No 7. Please indicate if you or an immediate member of your family has or may have a financial interest14 in the proposed school; proposed educational management organization or school support organization, if applicable; or individual(s) or any other company that may contract or provide service to the proposed school, if applicable. Please include the possible leasing or selling of any real property, and the purchase of equipment or services for the proposed school. If yes, please explain. NA

14 Financial interest is defined as anything of economic or monetary value.

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8. Have or will you or any member of your immediate family receive funds, gifts, loans, services, or any other benefit for any purpose from the proposed school or any other company proposing to contract or provide services to the proposed school? If yes, please explain. No 9. Describe what you would do if you believed one or more members of the school’s board was acting unethically or not in the best interests of the school. I would follow the code of ethics for the Board of Trustees ofthe Fenix Charter School. I would voice my complaint in writing of a possible code of ethics violation and hand it in to the board chair, CEO and provide a copy to the complainant. 10. To the best of your knowledge, are there any situations which may give the appearance of a conflict of interest or that would make it difficult for you to discharge the duties of a board member and make decisions that are solely in the best interest of the school? No

EXPERTISE Please indicate in which areas you possess professional expertise:

CERTIFICATION

CHRISTINA STOHL 10/4/13 Signature Date

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Office of Charter Schools and School Redesign Proposed Board Trustee Questionnaire 2013-2014

PROPOSED BOARD TRUSTEE BIOGRAPHY *Please submit a current resume with this form. * Name Vicky Wu Davis Present Employer and Job Title Youth CITIES, Executive Director Education Bachelor of Science, Accounting Past or Present Employment by or Board Membership in a Charter School, serve as Advisor for STEAM-based charter school in Educational Management Organization, or Merrimack Valley area School Support Organization Town of Residence Andover

PROPOSED BOARD MEMBER QUESTIONS Please answer each question as fully as possible. 1. How did you become aware of the proposed school? through Frank DeVito 2. Why do you wish to serve on the board? What anticipated office on the board would you hold if any, e.g. such as chair person or treasurer? How long do you anticipate being a member of the board? I am a huge proponent of social entrepreneurship, and equipping youth to become change agents in their communities. The mission and goals of Fenix are very much aligned with the areas I'm most passionate about in life. Open to suggestions for office; more of a "wait-and-see" what is best for the Board and for Fenix. 3. Provide specific examples of actions that you have taken that demonstrate your commitment to public education and serving your targeted community. I started and run a nonprofit that teaches middle school and high school kids how to creative problem-solve through the lens of an entrepreneur. We have established programs both in- and-out of school. I write all curriculum, and co-teach Creative Problem-Solving and/or Entrepreneurship in schools. The organization has been recognized by the Commonwealth of MA, City of Boston, and City of Cambridge. I am actively involved in various nonprofits that serve entrepreneurship, education, and underprivileged children. I am very passionate about tech and social entrepreneurship...they are both important aspects of my personal/professional life that keeps me energized every day. But it was only through a winding road of career exploration and soul searching in my 20’s that I finally began to piece together how my interests, skill sets, and passion could intersect. Doing what I loved for work while making an impact on society didn’t have to be mutually exclusive. Ever since my own personal revelation(and especially after I became a mom), I have become passionate about introducing youth to the concept of entrepreneurship and innovation, and to leverage that in ways to improve the fabric of society. Given the right tools and motivation, teens can move mountains in ways that adults can’t even dream about. Subsequently, I created a nonprofit organization called Youth CITIES (Creating Impact Through Innovation, Entrepreneurship, and Sustainability) to inspire innovative and entrepreneurial thinking, and help kids realize that there’s room for different personalities, interests, talents,

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and abilities to make an impact in this world. I wanted to create the type of program I wish I had, and what I hope will be the type of program my kids will one day enjoy and benefit from. I am responsible for all the program creation, curriculum-writing, and vision/growth of the organization. I also create and co-teach high school classes on topics of creative problem- solving, entrepreneurship, and innovation. Youth CITIES is about providing all teens with access to the tools and network of the local entrepreneurial and innovation ecosystem. Having been deeply interwoven in the local entrepreneurial ecosystem for 15 years, I bring personal experience and a solid network of relationships that allow me to bring a link between industry and education to youth. A big proponent of experiential learning, I designed Youth CITIES programs to serve as an enabler, helping youth take their ideas from sketchbook to marketplace. Real-life problems, real-life constraints, and real-life criteria are framed as the launch pad for students to create value- driven, sustainable solutions to real-life market opportunities. Foundationally, Youth CITIES moves beyond the academics of building businesses by showing students how to apply 21st century skills within context of venture-creation (aka “creative problem-solving through the lens of an entrepreneur”). I have personally seen -- first-hand -- the difference that this type of experiential learning, subject matter, and creative problem-solving can hugely impact a teenager’s life…especially one that may come from an under-resourced community. I feel that the Fenix School is a natural, extension of the very core beliefs I hold. Therefore, I am strongly in support for the school, and feel very committed to take the experience that I have with youth of all ages and help guide the school in providing an immersive and engaging learning environment. I am deeply interested in education and how children learn. My experiences include both working directly with students, as well as the strategic side of things. I was voted in by the PTO to serve on a School Improvement Community that evaluates school plans and performs needs assessment with other parents, the principal, and members of the community. As a side project, I also created an early education program that uses a STEM (Science, Technology, Engineering, and Math) foundation to teach Chinese language in an immersive, play-based environment. This initiative was inspired by my now 5.5 year old when he rejected his mother tongue during his toddler years, and I needed to find a way to interest him in the language (rather than trying to force him to learn it, thus causing negative association and cultural rejection that is quite common as a result). This program, where I create the curriculum and serve as “teacher’s assistant” to a native Chinese speaker (I am American- born, conversationally fluent), using a child’s natural sense of curiosity in discovery and activity to naturally learn the Chinese language. The program includes kids of both Chinese and non-Chinese descent, and has been asked to be included in a well-known Andover 2014 summer school (called “Kaledescope”). Both my 5.5 and my almost 3 year old participate in this Chinese immersion program. My kids and their peers (of varying ages) are the future. I am very passionate about making sure that there are a variety of learning opportunities for the next generation that goes beyond current common teaching environments. I believe the Fenix School will be a pivotal part in providing opportunity for kids.

4. What is the role of a public charter school board trustee? provide legal, fiscal, and educational oversight of the charter school; support the CEO and provide strategic direction/support; 5. Describe your specific interest and unique qualifications that demonstrate your capacity to

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implement the proposal as written. After being an entrepreneur (tech and social) for 15 years, I utilized those experiences to educate youth. For the past 4 years, I have worked with a diverse range of middle school and high school students all over MA providing them with the education, network, and tools for driving change in their communities via principles of entrepreneurship. I have been a long-term mentor in a variety of capacities, and am a big believer in linking real- world relevance to academic learning. I also started an early education program (bilingualism and STEM) inspired by a need I saw that the market couldn't offer for my older son. I have worked extenstively with private schools, suburban public schools, and inner city schools as a result of my work. 6. Please indicate if you or an immediate member15 of your family knows generally, and/or is disfavored by other members of the proposed board, proposed school employee(s), or individual(s) affiliated with the proposed educational management organization or school support organization, if applicable. Indicate the individual(s) and describe the nature of the relationship(s) if one exists. n/a 7. Please indicate if you or an immediate member of your family has or may have a financial interest16 in the proposed school; proposed educational management organization or school support organization, if applicable; or individual(s) or any other company that may contract or provide service to the proposed school, if applicable. Please include the possible leasing or selling of any real property, and the purchase of equipment or services for the proposed school. If yes, please explain. Frank had mentioned the potential of utilizing the Youth CITIES curriculum within Fenix some of the project-based modules.

15 Immediate family is defined as the proposed board member and his or her spouse, and the parents, children, brothers, and sisters of the proposed board member and his or her spouse.

16 Financial interest is defined as anything of economic or monetary value.

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8. Have or will you or any member of your immediate family receive funds, gifts, loans, services, or any other benefit for any purpose from the proposed school or any other company proposing to contract or provide services to the proposed school? If yes, please explain. no 9. Describe what you would do if you believed one or more members of the school’s board was acting unethically or not in the best interests of the school. report the activity in question to the Board, and allow the Board (or select members of the Board) to further investigate and take action 10. To the best of your knowledge, are there any situations which may give the appearance of a conflict of interest or that would make it difficult for you to discharge the duties of a board member and make decisions that are solely in the best interest of the school? no

EXPERTISE Please indicate in which areas you possess professional expertise:

CERTIFICATION

VICKY WU DAVIS OCTOBER 13, 2013 Signature Date

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Office of Charter Schools and School Redesign Proposed Board Trustee Questionnaire 2013-2014

PROPOSED BOARD TRUSTEE BIOGRAPHY *Please submit a current resume with this form. * Name Paul Lukez Present Employer and Job Title Paul Lukez Architecture Inc. Education M'Arch / MIT, BED / Miami University Past or Present Employment by or Board Membership in a Charter School, NA Educational Management Organization, or School Support Organization Town of Residence Lexington, MA

PROPOSED BOARD MEMBER QUESTIONS Please answer each question as fully as possible. 1. How did you become aware of the proposed school? Severa years ago, l met Frank DeVito, one of the founders of the Fenix School. Two years ago, he invited me to be part of an effort to start a charter school. 2. Why do you wish to serve on the board? What anticipated office on the board would you hold if any, e.g. such as chair person or treasurer? How long do you anticipate being a member of the board? I believe in the Fenix School and its mission. In addition, having had the opportunity to work with founding members over the last year, I believe in the founders and their commitment to meeting the future challenges in implementing the vision.. 3. Provide specific examples of actions that you have taken that demonstrate your commitment to public education and serving your targeted community. As a professor with twenty of years experience in teaching, research and community outreach, I have been involved in multiple efforts to work with communities and helping them improve educational opportunities for children, teenagers and young adults. Most recently, I have been involved in multiple projects in a community in Honduras, including a memorial, community center, small school house, clinic, and church / campus. Besides providing the design work (pro-bono) for these projects, I have raised monies for construction. In addition, I have given many public lectures to community groups on my research and writing which identifies strategies for creating more sustainable suburban and urban environments. 4. What is the role of a public charter school board trustee? A trustee performs an important civic responsibility with ethical and moral dimensions. Besides assuring that the board stays true to the School's Mission, it is critical for board members to assure that the policies and practices of the school are consistent not only with best practices in education, but abide by all standards and guidelines set forth by the State. And finally, a trustee should as a team member introduce innovative ideas and concepts that advance the School's mission, while supporting and collaborating other Board Member's contributions in a constructive manner.

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5. Describe your specific interest and unique qualifications that demonstrate your capacity to implement the proposal as written. I have two specific sets of interests and qualifications related to this proposal. First, as an architect with over 30 years experience, I can guide the board in making important decisions about space needs, as well as design and construction issues. Secondly, as an educator with over 20 years experiences, I believe that I will be able to serve as critic and another voice in helping to review the school's pedagogy.. 6. Please indicate if you or an immediate member17 of your family knows generally, and/or is disfavored by other members of the proposed board, proposed school employee(s), or individual(s) affiliated with the proposed educational management organization or school support organization, if applicable. Indicate the individual(s) and describe the nature of the relationship(s) if one exists. I do not (nor do any of my immediate or extended family members) have any kind of relationship with any of the founding members of the Fenix School, or any members of its larger support organization. 7. Please indicate if you or an immediate member of your family has or may have a financial interest18 in the proposed school; proposed educational management organization or school support organization, if applicable; or individual(s) or any other company that may contract or provide service to the proposed school, if applicable. Please include the possible leasing or selling of any real property, and the purchase of equipment or services for the proposed school. If yes, please explain. I do not (nor do any of my immediate or extended family members) have any kind of financial interest / relationship with the Fenix School or any of the founding members of the Fenix School and its larger support organization.

17 Immediate family is defined as the proposed board member and his or her spouse, and the parents, children, brothers, and sisters of the proposed board member and his or her spouse.

18 Financial interest is defined as anything of economic or monetary value.

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8. Have or will you or any member of your immediate family receive funds, gifts, loans, services, or any other benefit for any purpose from the proposed school or any other company proposing to contract or provide services to the proposed school? If yes, please explain. No 9. Describe what you would do if you believed one or more members of the school’s board was acting unethically or not in the best interests of the school. I would do three things: First, I would inform the board that they were acting unethically, Secondly, I would report the matter to the appropriate authorities, Third, I would consider resigning depending on the circumstances. 10. To the best of your knowledge, are there any situations which may give the appearance of a conflict of interest or that would make it difficult for you to discharge the duties of a board member and make decisions that are solely in the best interest of the school? No

EXPERTISE Please indicate in which areas you possess professional expertise:

CERTIFICATION

PAUL LUKEZ OCTOBER 10, 2013 Signature Date

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Office of Charter Schools and School Redesign Proposed Board Trustee Questionnaire 2013-2014

PROPOSED SCHOOL EMPLOYEE/FOUNDING MEMBER BIOGRAPHY *Please submit a current resume with this form. * Name Frank DeVito Present Employer and Job Title Fenix Center for Innovative Schools / CEO Boston University / Doctoral Studies in Development Education, Administration, Policy, Culture, and Language Boston College / Masters Studies in Educational Education Philosophy Gregorian University (Rome, Italy), Masters Studies in Theology Saint John's Seminary / BA in Philosophy and Social Sciences ( Past or Present Employment by or Board Membership in a Charter School, Fenix Center for Innovative Schools and Center for Educational Management Organization, or Collaborative Education School Support Organization Town of Residence Lynn

PROPOSED SCHOOL EMPLOYEE/FOUNDING MEMBER QUESTIONS Please answer each question as fully as possible. 1. How did you become aware of the proposed school? When I established Fenix Center for Innovative School in 2007, a non-profit organization that works with schools and districts to develop and sustain innovative programs. I wanted to create a lab school that could exemplify best practices and serve as a catalyst to help transform public education. I convened the team in May of 2012 to begin the work of designing this school 2. Why do you wish to serve as a member of this founding group? If a charter were granted, what anticipated role would you play? I would serve as the school CEO. 3. Provide specific examples of actions that you have taken that demonstrate your commitment to public education and serving your targeted community. My commitment to public education began in 1991 when I was hired by Chelsea Public Schools to co-found a project-based learning school for at-risk who had dropped out of school or who had a history of academic failure. The program was called the the Pathway School" and this experience served as the foundation of my belief in project- based learning. I served as a history teacher at the school, and I was responsible for designing projects where students would solve real problems in the community and had to demonstrate that they had mastered specific competencies in Math, Science, History, and English. In 1994 Chelsea adminstration asked me to co-found a school for students who were struggling in the transition from middle to high school. The program was called the Bridge School and I served as both a history teacher and headmaster. The

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highlight of this experience was that Chelsea students were involved in the drafting of the new government charter when the city was exiting from state receivership. In 1999 I was hired by the Center of Collaborative Education to serve as a school change coach and Director of Turning Points, a national middle school reform model that supports the development of high performing middle schools. I served in this position for seven years before I founded the Fenix Center for Innovative Schools in 2007. I am happy to say that many of my students have gone on to live productive lives and some even serve as school principals and teachers in Chelsea Public Schools and Boston Public Schools. 4. Describe your specific interest and unique qualifications that demonstrate your capacity to support the implementation of the proposal as written. Over the course of my 22 years in public education, I have developed a unique skill set. The following highlights some of my skills: NEW SCHOOL DEVELOPMENT AND REDESIGN: I have been involved in two school start-ups as a teacher and headmaster for Chelsea Public Schools. As the director of Turning Points at the Center for Collaborative Education (CCE), I was involved in the first Commonwealth Pilot School conversions (the precursor to Innovation Schools). CURRICULUM DEVELOPMENT AND DESIGN: I have worked with staff in Boston, Chelsea, Fall River, Holyoke, Fall River, Los Angeles, Lynn, and New York City in the development of project-based curricula and developing effective literacy intervention models. ELL PROGRAM DESIGN: I was contracted by ESE to identify best practices of schools and districts who were successfully serving ELL students. EDUCATIONAL LEADERSHIP: I served as a headmaster for the Bridge School at Chelsea High School and I have served as a leadership coach for CCE and within my current capacity as CEO of Fenix Center for Innovative Schools (Fenix CIS) ASSESSMENT: I was contracted by the ESE Office of Accountability and Assistance to do reviews of levels 3 and 4 districts. BUDGET AND HUMAN RESOURCE: As the Director of Turning Points, I was responsible for a National Network of 107 schools where I was responsible for budgeting and staffing of the national office at CCE and local regional offices in 15 states. I was responsible for new coach orientation and the ongoing training and evaluation of coaches. DEVELOPMENT (GRANTWRITING AND FUNDRAISING): I have raised over $3 million in grantwriting to support the Turning Points Network.

5. Please indicate if you or an immediate member19 of your family knows generally, and/or is disfavored by members of the proposed board, proposed school employee(s), or individual(s) affiliated with the proposed educational management organization or school support organization, if applicable. Indicate the individual(s) and describe the nature of the relationship(s) if one exists. NA 6. Please indicate if you or an immediate member of your family has or may have a financial interest20 in the proposed school; proposed educational management organization or school support organization, if applicable; or individual(s) or any other company that may contract or provide service to the proposed school, if applicable. Please include the possible leasing

19 Immediate family is defined as the proposed school employee or other founding member and his or her spouse, and the parents, children, brothers, and sisters of the proposed school employee or other founding member and his or her spouse.

20 Financial interest is defined as anything of economic or monetary value.

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or selling of any real property, and the purchase of equipment or services for the proposed school. If yes, please explain. NA 7. Have or will you or any member of your immediate family receive funds, gifts, loans, services, or any other benefit for any purpose from the proposed school, or any other company proposing to contract or provide services to the proposed school? If yes, please explain. NO 8. Describe what you would do if you believed one or more members of the school’s proposed board was acting unethically or not in the best interests of the school. The school's bylaws would dictate the procedure for unethical behavior within a school board. This would involve notification of the board chair who would then work with the board to complete an investigation and determine a course of action to address the behavior.

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EXPERTISE Please indicate in which areas you possess professional expertise:

CERTIFICATION

I RECOGNIZE THAT ALL INFORMATION, EXCEPT HOME ADDRESS, PERSONAL EMAIL, OR PERSONAL TELEPHONE, SUBMITTED WITH THIS PROPOSED SCHOOL EMPLOYEE OR OTHER FOUNDING MEMBER QUESTIONNAIRE BECOMES A MATTER OF PUBLIC RECORD, SUBJECT BY LAW TO DISCLOSURE TO MEMBERS OF THE GENERAL PUBLIC. I CERTIFY THAT THE INFORMATION CONTAINED IN THIS DOCUMENT AND ATTACHED RESUME IS TRUE AND COMPLETE TO THE BEST OF MY KNOWLEDGE UNDER THE PENALTIES OF PERJURY.

FRANK DEVITO OCTOBER 20, 2013 Signature Date

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Office of Charter Schools and School Redesign Proposed Board Trustee Questionnaire 2013-2014

PROPOSED SCHOOL EMPLOYEE/FOUNDING MEMBER BIOGRAPHY *Please submit a current resume with this form. * Name Irene Porro MIT School of Engineering - Outreach Programs Present Employer and Job Title Officer Education PhD in Space Science and Technology Past or Present Employment by or Board Membership in a Charter School, n/a Educational Management Organization, or School Support Organization Town of Residence Arlington, MA

PROPOSED SCHOOL EMPLOYEE/FOUNDING MEMBER QUESTIONS Please answer each question as fully as possible. 1. How did you become aware of the proposed school? I have known Frank DeVito, the original proposer of the Fenix Charter School, for many years. Frank and I often discussed education and education reform issues and I was a recipient of the original invitation to be part of the school design team. Starting in Summer 2012 I have been actively involved in long conversations with Frank and other team members that provided the core elements of the school. 2. Why do you wish to serve as a member of this founding group? If a charter were granted, what anticipated role would you play? I am deeply committed to promote quality education for all our children, especially those from underpriviledged backgrounds, english language learners, and those who struggle in traditional school settings. For the last 13 years I have been fullfilling this commitment by creating educational programs, both in informal and formal education settings, for middle and high school students and teachers. As a science educator and program director I worked with Boston, Cambridge, Lynn and Lawrence Public School teachers and students. I learned from both of these groups that academic success is always the result of a concerted effort, not just the outcome of the implementation of a particular curriculum or the action of an especially talented teacher. The students’ socio-emotional status as well as the practical and emotional support provided to teachers, the culture and climate of the learning environment, and the effective implementation of quality curricula are all critical elements in providing all children, not just a few, with the best resources to succeed academically. For example, many of the urban youth I worked with over the years communicated to me that they were interested in science, and potentially in a career in science, technology or engineering. However, when questioned further, they often remarked that they were not interested in math. Adolescents often express “lack of interest” in an activity to actually hide their perceived inability to carry out that activity. Indeed, the math preparation of my students was often not appropriate to their grade level. What is worst though is that a majority of my students were also not aware, and did not understand, that they needed to

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master the “math language” to be able to succeed not just in science, technology and engineering but also in many non-STEM fields such as business for example. By proclaiming themselves “not interested” in math, and by not pursuing it beyond an elementary level, they were actually undermining their own future. Still, most of my students did successfully graduate from high school. For the past 13 years I focused my efforts to create opportunities for quality science learning in out-of-school time, specifically aimed to reach out to urban middle and high-school age youth. I believe that the out-of-school hours are often an untapped resource in the education of urban youth, especially the older ones. Quality educational experiences that complement and strengthen the learning that occurs during the regular school hours can make a meaningful difference in the life of urban youth. My choice to work with teenage youth is rooted in a deep interest in the learning and developmental process of adolescents and young adults, specifically those from underserved communities. Because of their socio-economic status these youth are often at an academic disadvantage that leads to low academic performance. Low academic performance, combined with a lack of social capital and status, severely handicaps their chances to enter and succeed in post-secondary education. The Fenix Charter School represent for me the opportunity to combine my strong commitment to social justice and my desire to promote quality education for all through a new approach to learning that engages young people everywhere and at any time. Fenix’s project-based and student-center learning approach allows students to gradually develop a new learning mentality and make them life-long learners. Finally, Fenix Charter School gives me the opportunity to share my skills, knowledge and expertise in project-based learning, integrated learning and program management to serve as the principal of the school. 3. Provide specific examples of actions that you have taken that demonstrate your commitment to public education and serving your targeted community. I was the Director of the Education and Outreach Group of the MIT Kavli Institute for Astrophysics and Space Research (MKI) for eleven years (2000-2011). During that period I designed and managed innovative project based-learning programs for youth, professional development programs for teachers, and science outreach initiatives. In my work with youth programs I specialized in and advocated for the education of urban underserved teenagers. I did this by supporting youth through traditional education paths but also by researching and implementing alternative paths to both education and employment opportunities. In developing new educational programs, I especially focused on matching the needs of the youth populations our programs served with the creative and extremely diverse employment market where STEM skills are required. The programs I directed served youth from underserved communities in Boston, Cambridge, Lynn and Lawrence Public Schools (such as J. Burke HS, English HS, The Engineering School, in Boston; Lynn Classical, Lynn English and Lynn Vo-Tech in Lynn, sevral of the middle schools in Boston where the Citizen Schools program operates etc.). The urban population we reached out with our programs was extremely diverse, including large contingents of Cape Verdean and Somali students in addition to African-American, Hispanic, Asian and Caucasian youth. Close to 50% of our students (including high school students) were English Language Learners and close to 90% of them are first generation college students. A first gen student myself, an immigrant and a person who speaks English as a second language, I naturally connected with my students, sharing with them both my struggles and my successes in academic and professional contexts. I also developed a considerable experience in recognizing signs of emotional discomfort and a range of possible mental health issues suffered by a significant number of our students. Emotional

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and mental health issues are often linked to the difficult socio-economic conditions of the youth’s families and sometimes with traumatic experiences suffered during childhood (several of my students were in foster care and often lived with multiple families over time; several also experienced the violent death of a family member or friend by age 16). My role has been to bring the issue to the attention of the youth and/or family (some teenagers were dismissed by their family members if thought to have mental health problems) and provide contact information to either school counselors/nurses or directly to medical facilities. I always personally followed up with each one of these youth to make sure they were being taken care, while they continued to regularly attend our programs. During my years at MKI I worked with middle and high-school science master teachers (from the Boston, Cambridge, Lynn and Lawrence Public Schools) to create teacher professional development initiatives for formal and informal science educators. By practicing the implementation of scientific inquiry and argumentation among themselves, teachers realized that their students needed to develop and practice analytical thinking, logic and good communication skills in both English and the mathematical language. I am building on this experience as I actively contribute to the discussion on the Next Generation Science Standards, in particular their focus on integrated learning and on the connection with the Mathematics and English Language Arts Common Core State Standards. Finally, to run the MKI out-of-school time programs I relied on the collaboration of young college graduate as instructors. I was responsible for the training of the instructors, both directly and by engaging experts in the field of science education, positive youth development and project-base learning. I am pleased to note that four of six of these instructors moved on to careers in physics education (Raleigh Public Schools, NC, and Baltimore Public Schools), math education (New York City Public Schools) and graduate school in physics education at Tufts University. 4. Describe your specific interest and unique qualifications that demonstrate your capacity to support the implementation of the proposal as written. PROJECT-BASED LEARNING: The programs I created and directed while at MKI are all an implementation of project-based learning. In the apprenticeship models we developed for both middle and high school students, it is not enough for the apprentice to learn science: the goal is to create a product that meaningfully illustrates the acquired knowledge and skills and then to share the product with peers and public audiences. The integrating content for our apprenticeships included theatre (script-writing and performance, in collaboration with Central Square Theater), museum exhibit (design and creation, in collaboration with Harvard- Smithsonian Center for Astrophysics), planetarium shows (production, also maintenance of a portable planetarium, in collaboration with Museum of Science), use and maintenance of technology, photography, communication and marketing. LEADERSHIP: For these programs, I successfully brought together groups of committed science, education and business organizations that share diverse and complementary expertise. Being a relatively small team, it was fundamental for our group to develop strategic collaborations for the implementation of effective and ambitious programs. Capitalizing on the resources and strengths of our partners, I led several initiatives to make quality science education learning available to urban students. Developing and implementing the MKI Education and Outreach mission and programs allowed me to cultivate important management and leadership skills and to deepen my experience in supervising and mentoring junior staff. Over the years the staff I directly managed grew from one to six full time people. We also benefitted from the support of half-dozen interns every year, and from the periodic

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collaboration of MIT faculty, researchers and students. ASSESSMENT: An important objective of my current evaluation work at the Office of Engineering Outreach Programs (OEOP, MIT School of Engineering) is to support OEOP programs in its effort to increase diversity in STEM fields. To successfully navigate college education and professional environments, young people need skills that make them competitive both among their peers and in the adult world. These skills include ability to communicate effectively beyond their peer groups, analyze complex information from multiple sources, write or present well-reasoned arguments, and develop solutions to interdisciplinary problems. In this context, I use data driven assessment from OEOP programs to encourage instructors to reflect on their own practices. My goal is to help them identify areas of improvement in their pedagogical approach for them to effectively engage all program participants independently of their current academic proficiency. GRANT WRITING/FUNDRAISING: I have been successful in applying for and managing federal grants. While at MKI, most of my projects have been funded through grants by NASA (20 grants, for a total of $700,000) and the National Science Foundation (2 grants, for a total of $2,218,000). All these projects were developed in collaboration with researchers and faculty at MIT and Harvard. For my current work at the OEOP, I am responsible for the preparation of a wide range of proposals, most of them to foundations and corporations. I also regularly serve on review panels for NSF, NASA and MA DOE proposals. 5. Please indicate if you or an immediate member21 of your family knows generally, and/or is disfavored by members of the proposed board, proposed school employee(s), or individual(s) affiliated with the proposed educational management organization or school support organization, if applicable. Indicate the individual(s) and describe the nature of the relationship(s) if one exists. N/A 6. Please indicate if you or an immediate member of your family has or may have a financial interest22 in the proposed school; proposed educational management organization or school support organization, if applicable; or individual(s) or any other company that may contract or provide service to the proposed school, if applicable. Please include the possible leasing or selling of any real property, and the purchase of equipment or services for the proposed school. If yes, please explain. N/A

21 Immediate family is defined as the proposed school employee or other founding member and his or her spouse, and the parents, children, brothers, and sisters of the proposed school employee or other founding member and his or her spouse.

22 Financial interest is defined as anything of economic or monetary value.

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7. Have or will you or any member of your immediate family receive funds, gifts, loans, services, or any other benefit for any purpose from the proposed school, or any other company proposing to contract or provide services to the proposed school? If yes, please explain. No 8. Describe what you would do if you believed one or more members of the school’s proposed board was acting unethically or not in the best interests of the school. I would report the alleged unethical behavior to the Chair of the Board and to the CEO of the school, for further investigation and action, when needed.

EXPERTISE Please indicate in which areas you possess professional expertise:

Early Childhood/Elementary Special Education Community Service Education

English Language Learner Fundraising Secondary Education Education

Educational Leadership Law Human Resources

Finance/Business School Improvement School Governance

Management Blended/Virtual Education Real Estate

CERTIFICATION

IRENE PORRO OCTOBER 10, 2013 Signature Date

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Office of Charter Schools and School Redesign Proposed Board Trustee Questionnaire 2013-2014

PROPOSED SCHOOL EMPLOYEE/FOUNDING MEMBER BIOGRAPHY *Please submit a current resume with this form. * Name Bridget Molloy La Academia at the Denver Inner City Parish, Present Employer and Job Title Science Teacher BA in Molecular Biology and Ecology, MAT in Education Science Education, Graduate Certificate in Global Ecology Education Past or Present Employment by or Board Membership in a Charter School, Master Lesson Planner for UClass.org, a global Educational Management Organization, or lesson plan sharing online start-up company. School Support Organization Town of Residence Denver, Colorado

PROPOSED SCHOOL EMPLOYEE/FOUNDING MEMBER QUESTIONS Please answer each question as fully as possible. 1. How did you become aware of the proposed school? I met Irene Porro during a talk that I gave at MIT on project based learning and student leadership in the science classroom. She introduced me to the proposed school during a discussion we held after my presentation. Following, I met with Frank DeVito and we further discussed the proposed school. 2. Why do you wish to serve as a member of this founding group? If a charter were granted, what anticipated role would you play? I would be in the role of the Science Integration Director at the proposed charter school should it be funded. I wish to serve as a member of this founding group because I am highly invested in and passionate about turning education into a meaningful avenue for students that involves civic involvement and environmental responsibility. Additionally, I am interested in cultivating student leadership and ownership of education through entrepreneurial project-based learning. The mission of the charter school embraces these themes as well as working within the community. I look forward to helping students connect in meaningful ways to the community through an education model that is applicable to real world and community issues. The members of the founding group consist of motivated, inspirational, and determined individuals, all of whom have strong knowledge bases in their field. I think that working with this highly talented group will bring about an effective model of education that will truly have an impact in the community. 3. Provide specific examples of actions that you have taken that demonstrate your commitment to public education and serving your targeted community. I have worked with underserved and low income students both in my current position at La Academia as a Science Teacher, as well as in my position as a Community Facilitator with the Girl Scouts. My school is currently 95% Latino, and the groups that I worked with through the Girl Scouts were at risk’ youth. I have been dedicated to public education for

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the past 10 years doing community science education outreach. Specifically, I volunteered with the Downtown Aquarium in Denver, Colorado for 2 years as an educator and guide, and for two years with the New England Aquarium as a Visitor Educator and climate change curriculum development intern. Additionally I have been heavily involved with Meetup groups for ocean advocacy to enhance the public awareness of ocean issues. 4. Describe your specific interest and unique qualifications that demonstrate your capacity to support the implementation of the proposal as written. Please see examples above. I have studied climate change issues for the past 8 years through a research thesis on coral reefs and during my Masters program. I have an extensive background in a variety of scientific research ranging from molecular biology to chemical drug screens, stream biology, to plant biology. I have a range of teaching experience. I have taught with the University of Colorado's Science Discover, which is a hands on science camp for kids. I developed over 11 classes for students aged from 2nd- 12th grade. Classes have included marine biology, botanical medicine, lake and stream biology, kitchen science, gardening 101, and the naturalist. My world wide travels have fostered a deep understanding and appreciation of other cultures, especially concerning traditional health practices and global health. I aim to bring these experiences directly into my classroom teachings. Additionally, I worked with Howard Hughes Medical Institute at Harvard and later MIT working with multiple research labs carrying out procurement of biological materials and negotiations. My interest, knowledge, and dedication to science education and enhancing student connections to scientific research will enhance my position as the Science Integration Director at the school. 5. Please indicate if you or an immediate member23 of your family knows generally, and/or is disfavored by members of the proposed board, proposed school employee(s), or individual(s) affiliated with the proposed educational management organization or school support organization, if applicable. Indicate the individual(s) and describe the nature of the relationship(s) if one exists. N/A 6. Please indicate if you or an immediate member of your family has or may have a financial interest24 in the proposed school; proposed educational management organization or school support organization, if applicable; or individual(s) or any other company that may contract or provide service to the proposed school, if applicable. Please include the possible leasing or selling of any real property, and the purchase of equipment or services for the proposed school. If yes, please explain. N/A

23 Immediate family is defined as the proposed school employee or other founding member and his or her spouse, and the parents, children, brothers, and sisters of the proposed school employee or other founding member and his or her spouse.

24 Financial interest is defined as anything of economic or monetary value.

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EXPERTISE Please indicate in which areas you possess professional expertise:

Early Childhood/Elementary Special Education Community Service Education

English Language Learner Fundraising Secondary Education Education

Educational Leadership Law Human Resources

Finance/Business School Improvement School Governance

Management Blended/Virtual Education Real Estate

CERTIFICATION

BRIDGET MOLLOY OCTOBER 11, 2013 Signature Date

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Office of Charter Schools and School Redesign Proposed Board Trustee Questionnaire 2013-2014

PROPOSED SCHOOL EMPLOYEE/FOUNDING MEMBER BIOGRAPHY *Please submit a current resume with this form. * Name Vianna Alcantara Present Employer and Job Title N/A M.Ed (community engagement focus) expected May Education 16, 2014 Past or Present Employment by or Board Membership in a Charter School, Lawrence Family Development Charter School Educational Management Organization, or School Support Organization Town of Residence Lawrence, MA

PROPOSED SCHOOL EMPLOYEE/FOUNDING MEMBER QUESTIONS Please answer each question as fully as possible. 1. How did you become aware of the proposed school? I previously worked with Frank DeVito (founder) and he approached me to join the team. 2. Why do you wish to serve as a member of this founding group? If a charter were granted, what anticipated role would you play? I chose to be part of this group because I believe that this school not only has the intellectual, physical and emotional development of students in mind but also that of the community. I am very excited about the possibilities and potential that a school with this particular design has. If a charter were granted, I would serve as the Director of Community Engagement. 3. Provide specific examples of actions that you have taken that demonstrate your commitment to public education and serving your targeted community. I have worked at a charter school and this past summer I took a graduate level course at the Andover Bread Loaf Teachers Workshop. This past summer I organized a school clean up “Claim your school day” at the Guilmette Middle School in Lawrence to build community between students, teachers, parents and school leadership through service. I am currently designing a youth leadership development program for 7th graders at the Guilmette Middle in Lawrence. I will be presenting on a panel with educators from Lawrence at the NCTE conference in November 4. Describe your specific interest and unique qualifications that demonstrate your capacity to support the implementation of the proposal as written. My specific interest is in connecting education to the lived experiences of young people and showing them how what they learn in school can be used to make positive social change in their community. I am also interested in developing strong partnerships with families, business owners, government officials, etc to provide real life experiences, trainings and field knowledge to students. Since these relationships should be mutually beneficial our students will also serve as a resource to the various constituencies in Lynn.

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5. Please indicate if you or an immediate member25 of your family knows generally, and/or is disfavored by members of the proposed board, proposed school employee(s), or individual(s) affiliated with the proposed educational management organization or school support organization, if applicable. Indicate the individual(s) and describe the nature of the relationship(s) if one exists. No 6. Please indicate if you or an immediate member of your family has or may have a financial interest26 in the proposed school; proposed educational management organization or school support organization, if applicable; or individual(s) or any other company that may contract or provide service to the proposed school, if applicable. Please include the possible leasing or selling of any real property, and the purchase of equipment or services for the proposed school. If yes, please explain. No

25 Immediate family is defined as the proposed school employee or other founding member and his or her spouse, and the parents, children, brothers, and sisters of the proposed school employee or other founding member and his or her spouse.

26 Financial interest is defined as anything of economic or monetary value.

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7. Have or will you or any member of your immediate family receive funds, gifts, loans, services, or any other benefit for any purpose from the proposed school, or any other company proposing to contract or provide services to the proposed school? If yes, please explain. No 8. Describe what you would do if you believed one or more members of the school’s proposed board was acting unethically or not in the best interests of the school. I would refer to the discipline policy that we have all agreed to follow and recommend that the procedure for unethical behavior is followed. This procedure would include several steps that would provide the opportunity for behavior to be addressed.

EXPERTISE Please indicate in which areas you possess professional expertise:

Early Childhood/Elementary Special Education Community Service Education

English Language Learner Fundraising Secondary Education Education

Educational Leadership Law Human Resources

Finance/Business School Improvement School Governance

Management Blended/Virtual Education Real Estate

CERTIFICATION

VIANNA ALCANTARA 10/11/2013 Signature Date

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Office of Charter Schools and School Redesign Proposed Board Trustee Questionnaire 2013-2014

PROPOSED SCHOOL EMPLOYEE/FOUNDING MEMBER BIOGRAPHY *Please submit a current resume with this form. *

Name Luisa Ehrich Inquilinos Boricuas en Acción; After/Out of School Present Employer and Job Title Program Coordinator EdM, Arts in Education; MA, Visual Media Arts; BA, Education Literature & Creative Writing Past or Present Employment by or Board Membership in a Charter School, None Educational Management Organization, or School Support Organization Town of Residence Cambridge, MA

PROPOSED SCHOOL EMPLOYEE/FOUNDING MEMBER QUESTIONS Please answer each question as fully as possible. 1. How did you become aware of the proposed school? I met the Fenix Design Team Leader, Frank DeVito, while partnering with Boston After School & Beyond's Summer Learning Project this past summer. Frank coached me and my teaching team on the development and implementation of our 6-week summer curriculum. Through pre-program trainings, on-site visits, and conversations outside of the classroom, Frank came to know not just my approach as an educator but also my goals for the future. When he shared the Fenix project with me, we both agreed that it would be a wonderful fit. 2. Why do you wish to serve as a member of this founding group? If a charter were granted, what anticipated role would you play? I believe deeply in the mission and vision of Fenix. As both student and teacher, I have firsthand experience of the profound learning that takes place in an arts-integrated, project- based environment. For the past several years, I have been designing and implementing supplementary arts-integrated, project-based programs for students. The opportunity to do this work within a school, and not just as supplementary programming, is a very welcome one.

My anticipated role would be Arts-Integration Director. Using the expertise I have developed through designing and teaching classes and collaborating with other subject-area teachers to integrate the arts, my role would support robust schoolwide arts-integrated learning. 3. Provide specific examples of actions that you have taken that demonstrate your commitment to public education and serving your targeted community. Since I began teaching, I have worked almost exclusively in public schools -- and specifically in urban public schools -- because these areas of education are where my dedication and interests lie. From teaching storytelling and filmmaking in the Cambridge Public Schools in 2010 to designing and implementing programs for Boston Public School students today, the

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career path I have chosen is one that is involved in public education.

My target audience is "at-risk" urban youth. In my position at Inquilinos Boricuas en Acción, an organization whose educational plan is aligned with the Boston Opportunity Agenda, I design programs to work intensively with young ELL students in the Boston Public School system. This work has required not only direct service for these students, but also the development of deep understanding: of the origins of these students' struggles, the obstacles that occlude their academic success, and the best approaches to creating an environment that targets positive academic and socioemotional outcomes for students. This work is the most meaningful work I have undertaken as an educator. My longterm goal is to continue working on the issues that affect academic achievement in "at-risk" or "underserved" youth. 4. Describe your specific interest and unique qualifications that demonstrate your capacity to support the implementation of the proposal as written. I believe there are several interests and qualifications I bring in support of the Fenix proposal.

Student population: having worked with a population of students similar to the population we expect to serve in Lynn, I understand the obstacles that hinder learning. Students who face struggles such as poverty, acculturative stress and literacy issues, to name a few, often need extra support focused both academics and skill-building to promote resiliency.

Arts-integration: I have an unflagging passion for using the arts as a learning tool. Having extensively studied as well as being a practitioner of arts-integration, I have an ever-growing knowledge of best-practices and challenges alike and am equipped with concrete examples of arts-integrated learning. I also bring an understanding of the infrastructure behind arts- integrated learning. For the past year, in addition to teaching, I have been designing programs whose focus is academic learning through the arts. This experience has strengthened my skills in leading teams of teachers, building learning environments which support robust, successful work, and collaborating with other classroom teachers to align curriculum. These interests and qualifications will support a strong foundation in Fenix's arts-integration practices in several ways, including scaffolding for success, teacher professional development, and evaulation of lessons.

Project-based and interdisciplinary learning: as both a student and a teacher, I have extensive experience with project-based and interdisciplinary learning. In my work, art has been the glue in these approaches to learning: art helps students see the overlap between seemingly disparate subjects, provides a method for making sense of abstract concepts, and works as a tool for understanding different perspectives.

Educational principles: My educational principles are strongly aligned with those of Fenix. Having been influenced by more than a few of the educational researchers and philosophers as Fenix is, I am excited to enter into a generative educational community that embraces the multitude of creative capacities essential to good education.

A desire to learn: I believe that we never stop learning and growing. As an educator, I am comitted (and excited) to continue to develop my abilities and understanding of how students learn.

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5. Please indicate if you or an immediate member27 of your family knows generally, and/or is disfavored by members of the proposed board, proposed school employee(s), or individual(s) affiliated with the proposed educational management organization or school support organization, if applicable. Indicate the individual(s) and describe the nature of the relationship(s) if one exists. N/A 6. Please indicate if you or an immediate member of your family has or may have a financial interest28 in the proposed school; proposed educational management organization or school support organization, if applicable; or individual(s) or any other company that may contract or provide service to the proposed school, if applicable. Please include the possible leasing or selling of any real property, and the purchase of equipment or services for the proposed school. If yes, please explain. N/A

27 Immediate family is defined as the proposed school employee or other founding member and his or her spouse, and the parents, children, brothers, and sisters of the proposed school employee or other founding member and his or her spouse.

28 Financial interest is defined as anything of economic or monetary value.

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1. Have or will you or any member of your immediate family receive funds, gifts, loans, services, or any other benefit for any purpose from the proposed school, or any other company proposing to contract or provide services to the proposed school? If yes, please explain. No. 2. Describe what you would do if you believed one or more members of the school’s proposed board was acting unethically or not in the best interests of the school. Should I find myself in a situation in which I felt one or more members of the school's proposed board was acting unethically or not in the best interests of the school, I would bring this issue to the attention of the Design Team. My expectation would be that the team engage in a serious discussion about the issue and take appropriate next steps.

EXPERTISE Please indicate in which areas you possess professional expertise:

CERTIFICATION

LUISA EHRICH 10/11/2013 Signature Date

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Office of Charter Schools and School Redesign Proposed Board Trustee Questionnaire 2013-2014

PROPOSED SCHOOL EMPLOYEE/FOUNDING MEMBER BIOGRAPHY *Please submit a current resume with this form. * Name Joanna Gallagher Present Employer and Job Title Lynn Public Schools, Substitute Education B.A. in History, Pursuing MEd Past or Present Employment by or Board Membership in a Charter School, N/A Educational Management Organization, or School Support Organization Town of Residence Lynn, MA

PROPOSED SCHOOL EMPLOYEE/FOUNDING MEMBER QUESTIONS Please answer each question as fully as possible. 3. How did you become aware of the proposed school? I met Frank DeVito through Val Buchanan, the Director of the Gordon College Community Office. 4. Why do you wish to serve as a member of this founding group? If a charter were granted, what anticipated role would you play? I am thrilled to be a member of this founding group because the charter proposes a model that will serve the children of Lynn and their families well. I hope to be a social studies teacher at the school. 5. Provide specific examples of actions that you have taken that demonstrate your commitment to public education and serving your targeted community. For the past year I have helped strengthen families in the Lynn community as Project Coordinator for The Family Dinner Project, whose purpose is to unlock the benefits research links with family meals by helping families to have more family meals together of better quality, more often. I moved to Lynn in order to live, shop, worship, and otherwise participate in the community I was serving. Before my work with The Family Dinner Project, I volunteered for 2 years at an after-school tutoring program in Lynn called La Vida YES. I have been substitute teaching for Lynn Public Schools since last spring. 6. Describe your specific interest and unique qualifications that demonstrate your capacity to support the implementation of the proposal as written. The project-based, social-entrepreneurial model of education is the model I believe will best prepare students for the world of the future, and, more locally, is precisely the model that the Lynn community needs to build social (and by logical extension, financial) capital. I interned with the Romania-based non-profit New Horizons Organization and witnessed the power of social entrepreneurship; currently I am pursuing an MEd in Integrated (project-based) Learning at Antioch University New England.

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7. Please indicate if you or an immediate member29 of your family knows generally, and/or is disfavored by members of the proposed board, proposed school employee(s), or individual(s) affiliated with the proposed educational management organization or school support organization, if applicable. Indicate the individual(s) and describe the nature of the relationship(s) if one exists. N/A 8. Please indicate if you or an immediate member of your family has or may have a financial interest30 in the proposed school; proposed educational management organization or school support organization, if applicable; or individual(s) or any other company that may contract or provide service to the proposed school, if applicable. Please include the possible leasing or selling of any real property, and the purchase of equipment or services for the proposed school. If yes, please explain. N/A

29 Immediate family is defined as the proposed school employee or other founding member and his or her spouse, and the parents, children, brothers, and sisters of the proposed school employee or other founding member and his or her spouse.

30 Financial interest is defined as anything of economic or monetary value.

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9. Have or will you or any member of your immediate family receive funds, gifts, loans, services, or any other benefit for any purpose from the proposed school, or any other company proposing to contract or provide services to the proposed school? If yes, please explain. No 10. Describe what you would do if you believed one or more members of the school’s proposed board was acting unethically or not in the best interests of the school. I would follow the school’s procedures for unethical behavior.

EXPERTISE Please indicate in which areas you possess professional expertise:

Early Childhood/Elementary Special Education Community Service Education

English Language Learner Fundraising Secondary Education Education

Educational Leadership Law Human Resources

Finance/Business School Improvement School Governance

Management Blended/Virtual Education Real Estate

CERTIFICATION

JOANNA GALLAGHER OCTOBER 11, 2013 Signature Date

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Office of Charter Schools and School Redesign Proposed Board Trustee Questionnaire 2013-2014

PROPOSED SCHOOL EMPLOYEE/FOUNDING MEMBER BIOGRAPHY *Please submit a current resume with this form. * Name Claudia Martinez Graduate Student at Havard Graduate School of Present Employer and Job Title Education Education Masters in Education Past or Present Employment by or Board Membership in a Charter School, None Educational Management Organization, or School Support Organization Town of Residence Cambridge

PROPOSED SCHOOL EMPLOYEE/FOUNDING MEMBER QUESTIONS Please answer each question as fully as possible. 1. How did you become aware of the proposed school? A colleague introduced me to Frank DeVito and his work. Upon meeting Mr.DeVito I became immediately excited about working to build Fenix 2. Why do you wish to serve as a member of this founding group? If a charter were granted, what anticipated role would you play? I am delighted to have the opportunity to support the start of a school that is committed to the holistic development and empowerment of youth in the community of Lynn. As an immigrant young woman that graduated from a charter high school in NYC, I know first hand the power of a school that is built intentionally around the best interests of youth. If the charter were granted my role would be "Director of youth support and community engagement." My role would require me to activate and organize community members, organizations and families in order to increase resources for youth support. By bringing the community together, we can create a safety net of support for youth. 3. Provide specific examples of actions that you have taken that demonstrate your commitment to public education and serving your targeted community. In the 5 years prior to beginning my graduate degree, I worked with various NGO's that serve youth in public schools in NYC and Boston. Through after school programming, I worked to support the work of schools. I decided to pursue my graduate degree in school counseling in order to better serve young people and to better support educational achievement. 4. Describe your specific interest and unique qualifications that demonstrate your capacity to support the implementation of the proposal as written. In May of 2014 I will be graduating with a Guidance Councelor license from the Harvard Graduate School of Education. My graduate studies have afforded me the opportunity to intern at two public high schools, learning and growing in the guidance counselor role. In my internships I have learned extensively about systems work, bringing together multiple community entities to support youth. I have also learned about the intricacies

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and benefits of one on one support and counseling for young people. My graduate studies have furthered my experience in public schools, and they have also provided me with a theoretical framework with which to deconstruct and engage my work experience prior to school. Upon graduation, my background in NGO's and my studies in guidance counseling will culminate into a practice that values community collaboration with schools for youth achievement and success. 5. Please indicate if you or an immediate member31 of your family knows generally, and/or is disfavored by members of the proposed board, proposed school employee(s), or individual(s) affiliated with the proposed educational management organization or school support organization, if applicable. Indicate the individual(s) and describe the nature of the relationship(s) if one exists. None 6. Please indicate if you or an immediate member of your family has or may have a financial interest32 in the proposed school; proposed educational management organization or school support organization, if applicable; or individual(s) or any other company that may contract or provide service to the proposed school, if applicable. Please include the possible leasing or selling of any real property, and the purchase of equipment or services for the proposed school. If yes, please explain. None

31 Immediate family is defined as the proposed school employee or other founding member and his or her spouse, and the parents, children, brothers, and sisters of the proposed school employee or other founding member and his or her spouse.

32 Financial interest is defined as anything of economic or monetary value.

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7. Have or will you or any member of your immediate family receive funds, gifts, loans, services, or any other benefit for any purpose from the proposed school, or any other company proposing to contract or provide services to the proposed school? If yes, please explain. None 8. Describe what you would do if you believed one or more members of the school’s proposed board was acting unethically or not in the best interests of the school. I would take a collaborative approach at dealing with the situation. I would call a meeting with different higher ups and stake holders in the school and discuss the situation and my concerns. As a team we would come up with an approach to address the situation.

EXPERTISE Please indicate in which areas you possess professional expertise:

CERTIFICATION

CLAUDIA MARTINEZ OCTOBER 15, 2013 Signature Date

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RICARDO DOBLES, ED.D. 38 Maple Street Holden, Massachusetts 01520 [email protected] 508.829.2483

EDUCATION

Ed.D., M.Ed. Harvard University Graduate School of Education. Cambridge, MA. Department of Administration, Planning, and Social Policy, 2002, 1995.

B.A. Columbia College, Columbia University, NY, Comparative Literature, 1989.

TEACHING

Assistant Professor, Education Department, College of the Holy Cross, 2004 - 2011 Courses: Educ 169: Schooling in the United States Educ 273: Urban Education Educ 299: School Reform: Past and Present Educ 342: Education for Social and Political Change Educ 375: Historical Perspectives on American Education Educ 399: Latino Education: Fact and Fiction

Visiting Assistant Professor, Educational Studies Program, Trinity College, 2002-2003

Teaching Fellow, Harvard University Graduate School of Education, 1995-2000.

English Instructor, St. Sebastian's Country Day School. Needham, MA, 1990 - 1991. Taught literature, creative and expository writing

English Teaching Fellow, Phillips Andover Academy, Andover, MA, 1989 – 1990. Taught literature, creative and expository writing.

ACADEMIC AND ADMINISTRATIVE

Wraparound Zone Outreach Coordinator, Woodland Academy, Worcester, MA, 2011 - Present. Responsible for developing capacity for school personnel to systematically address the non-academic barriers to learning faced by students. Primary responsibilities include: connecting community resources to the needs of students and families, developing authentic partnerships with community agencies, and creating a system for identifying and addressing the needs of students.

Co-Director, Andover/Bread Loaf Writing Workshop, Phillips Andover Academy, MA, 1994- Present. Co- direct and facilitate a unique professional and personal development opportunity during the summer for urban public school teachers from California, Massachusetts, Africa, India, Pakistan, and Louisiana.

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Supervise a staff of writing leaders in an enrichment program focused on creative writing and writing for the community with middle school students from Lawrence, MA.

Senior Associate, Annenberg Institute for School Reform, Brown University, 2003 – 2004. Co-Chair of Early Learning Planning group for Chicago Public Schools Strategic Planning Initiative, Mid-South region. Principal investigator in research project examining opportunities to learn for English Language Learners in elementary school, with a focus on academic literacy. Lead researcher in a project to develop literacy portraits from the seven Carnegie and Gates funded ‘Schools for a New Society’ districts.

Staff Developer, Lawrence High School, Lawrence, MA, 2001 – 2002. Provided training for teaching staff in their implementation of writing across the curriculum. Also, collaborated with staff developers district-wide on professional development programs for all teachers in Lawrence.

Consultant, Community Providers of Adolescent Services, MA, 2000 - 2004. Facilitated the work of school-level "service teams" (comprised of teachers, administrators, counselors, and other professionals) engaged in a comprehensive multi-agency reform initiative in Springfield, Massachusetts school district.

Special Assistant to the Deans, Harvard University Graduate School of Education, 1997 – 1999. Supported the work of the Academic Dean. Created professional development seminars for teaching fellows, managed various funds available to students and faculty, and served as Dean's Office liaison on several school-wide committees.

Community Outreach Counselor, Regional Coordinator, Mayhew Program, NH, 1991 – 1994. Provided community, school, and home support services for at-risk boys from Manchester and Keene New Hampshire.

PUBLICATIONS & EDITING

Dobles, R., A Different Shade of Segregation: A Puerto Rican Educator Considers the Legacy of Brown, in Voices in Urban Education (VUE) Number 4, Summer 04.

Segarra, J.A. & Dobles, R., (Eds.). learning as a political act: struggling to learn and learning to struggle. Cambridge: Harvard Educational Publishing Group, 1999.

Dobles, R. & Segarra, J.A., Issue Eds. for Symposium on Puerto Rican Education. Harvard Educational Review (68)2, Summer 1998. [Co-edited the only Harvard Education Review Issue published in both English and Spanish]

Editorial Committee Member, The Elusive Quest for Equality: 150 Years of Chicano/Chicana Education. Moreno, José F., Editor. Cambridge: Harvard Educational Publishing Group, 1999.

Editorial Board Member, Harvard Educational Review, Cambridge, MA, 1996-1998. Officer, 1997 – 1998. Co-Chair, Spring Issue 1997 and Summer Issue (Symposium) 1998.

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AWARDS/GRANTS

Massachusetts Community Compact Faculty Grant, 2008 Research and Publication Grant, College of the Holy Cross, 2007 Spencer Foundation Research Apprenticeship Grant, 1997.

CONFERENCES/PRESENTATIONS/ADDRESSES

Visiting Lecturer, “Urban Education and the Law,” a discussion of current reform efforts in urban education, College of the Holy Cross, March 2012

Panelist, “Superman or Supersystems? Screening and Discussion of the 2010 Documentary on Public Education Reform, Waiting for Superman,” College of the Holy Cross, April 2011

Conference Organizer and Workshop Moderator, “Se Puede: Working Toward Latino Student Success,” College of the Holy Cross, March 2010.

“A Quiet Riot: Examining Violence between Puerto Ricans and African-American Students in a Worcester, Massachusetts High School." Paper presented at the Eighth Conference of the Puerto Rican Studies Association. San Juan, Puerto Rico, 2008.

Panel Moderator, “La Educación de Nuestros Hijos: Latino Education in the Worcester Public Schools,” College of the Holy Cross, 2008

Presenter and Facilitator, “Writing, Digital Media, and Math Across the Curriculum and in the Community,” a conference for New Orleans Public Schools teachers and students. New Orleans, LA, June, 2007.

“Retro-Styling Secondary Education in the Immigrant City: From ‘Assimilation’ to ‘Achievement and Accountability.’" Paper Presentation, American Educational Research Association Annual Conference, 2005.

“Achievement Gap or Mission Accomplished: The Colonial Legacy of Puerto Rican Education.” Presenter, New England Latino Student Leadership Conference, 2004.

“Models of Engagement: Literacy, Community and Spirituality.” Organizer and moderator for panel presentation, New England Latino Student Leadership Conference, 2004.

Participant, Spencer Foundation Invitational Conference, "Immigration and Education: Issues and Research." Inter-disciplinary group of scholars invited by the Spencer Foundation to develop a research agenda pertaining to immigrants and education, 1998.

"The inefficiency of autonomy: Puerto Rican education in the Progressive era." Paper accepted for Harvard University Rockefeller Center for Latin American Studies workshop titled "Puerto Rico-USA: 100 Years Of...," 1998.

"The conflicts of Democracy and Capital in Education."

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Invited panelist, discussion of education and civic participation with discussant, Professor Derek Bok. Harvard University Graduate School of Education Student Research Conference. Cambridge, Massachusetts, 1998.

Keynote speaker, Phillips Andover Academy Afro-Latino-American Society Seniors' Banquet, 1997.

"A Case Study of 'The (Mis) Education of Puerto Ricans: Dialoguing Across Divided Borders' Conference.'" Paper presented with fellow conference organizers, Professor Eileen de los Reyes and Jose Segarra, at the Second Conference of the Puerto Rican Studies Association. San Juan, Puerto Rico, 1996.

PROFESSIONAL ASSOCIATIONS

Member, American Educational Research Association (AERA), 2003 – Present Member, Puerto Rican Studies Association, 1996 – Present

LEADERSHIP AND COMMUNITY SERVICE

Member, Woodland Academy Instructional Leadership Team, 2011-Present Member, Woodland Academy School Governance Board, 2011-Present Member, Phillips Academy Andover/Bread Loaf Alumni Advisory Board, 2008 - Present Member, Latin American and Latino Studies Faculty Advisory Group, 2004-2011 Member, Effective Teaching Taskforce convened by Stand for Children Organization to develop Guiding Principles of Effective Teaching, 2010 Member, Center for Interdisciplinary and Special Studies Advisory Committee, 2009-2010 Member, Community-Based Learning Faculty Advisory Committee, 2008-2010 Campus Coordinator, Urban Education Semester (UES), 2006 - 2011 Member, Venture Consortium UES Faculty Advisory Board, 2006 - 2009 Board Member, Inspiring Writing Corporation (IWC), 2001 – 2008 Member, AERA Div B Book Award Selection Committee, 2006-2007

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LISANN (LEE) K. DILLON 20 Woodcrest Road Boxford, MA 01921 978.314-4273 [email protected] [email protected]

PROFESSIONAL EXPERIENCE

GE Aviation, Lynn, MA, February 2011 – Present Engineering/Technology Program Leader - Product Engineering Center- Turbo machinery design and analysis for military and commercial engine applications

Edison and Capstone Engineering Program Leader

• Managed two hundred early career Edison Engineers through a customized development program designed to provide focused career planning, rotational assignments, technical training and leadership education. Effectively negotiated Edison Engineer assignment rotations while maintaining department headcount. Achieved a 96% preference rate and reduced early career attrition rate by 40%. Received the Lynn Professional Development Society Mentor Award and a GE Aviation Engagement Award.

• Managed sixty-five Mid-Career Capstone Engineers through a developmental program focused on building technical depth and breadth, enhancing business acumen and leadership skills. • Co-Leader for GE Aviation Lynn Women’s Network affinity group. Effectively led a team of eleven subcommittees to provide the Lynn site with leadership engagement, work/life balance, best practice sharing, technology and mentorship events. Coordinated the initial 2011 STEM GE/MIT Girls summer day camp for Lynn, Massachusetts middle school girls to foster an interest in science and technology.

GE Aviation, Lynn, Massachusetts 01905, July 2010 – February 2011 Operations Support- Product Engineering Center

Senior Engineer

• Established process improvements for GE’s Passport Mechanical Systems and Low Pressure Turbine Team. GE’s Passport is an ultra-long range business aircraft application. Managed a $10M budget and program critical path plan resulting in SPI= 0.95 and CPI=0.92.

• Successfully authored and received United States Government approval for an engineering military global license. Led a cross-functional team to improve the global landscape for the Product Engineering Center. Identified key improvements to the license process to reduce the cycle time by four months. Received the Product Engineering Center’s “All Star” Award. • Championed Edison Engineering Program process improvements for the Lynn Product Engineering Center as the Lynn site focal. Received the 2011 GE Aviation Lynn Professional Development Society’s Mentor Award.

GE Aviation, Lynn Massachusetts, July 2009 – July 2010 Military Systems Engineering

Senior Systems Integrator

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• Coordinated the TF34- BRU High Pressure Turbine module upgrade. The TF34 is a military turbofan engine used on the A-10 Thunderbolt II. Successfully led design and analysis teams to update the High Pressure Turbine module with a bolted rotor design. Negotiated with the

GE Aviation, Lynn Massachusetts, September 2005 – July 2009 Rotating Parts Center of Excellence- Life Management

Senior Engineer

• Successfully led and managed $2.6M Korean Helicopter Program Design to Life Program. Led Samsung/Techwin engineers to complete policy reviews for the Compressor, Gas Generator Turbine and Low Pressure Turbine modules. Mentored Global Engineers through technical fracture mechanics, low cycle fatigue analysis and program management skills. Received a GE Aviation Engineering Recognition Day award nomination.

• Effectively managed and led cross-functional teams supporting multiple commercial and military engine life improvement programs. Authored certification and qualification reports presented to the Federal Aviation Administration.

Belcan Engineering, Lynn Massachusetts, April 2003 – September 2005 Consulting

Senior Engineer

• Coordinated a High Pressure Compressor root cause failure investigation. Conducted 3D ANSYS modal analysis and successfully reported findings to GE Aviation leadership.

Stay at Home, Boxford, Massachusetts, December 1992 – April 2003 • Paused my career with GE Aviation to care for my four children during the early development years.

GE Aviation, Lynn Massachusetts, September 1984 – December 1992 Early Career

1986-1992: Lead Engineer: Rotating Parts Center of Excellence

• Performed 2D and 3D ANSYS finite element stress analysis for rotating compressor and turbine components included in military and commercial engine applications. Implemented the first auto-mesh process for finite element stress analysis. Received GE Aviation’s Young Engineer Award nomination. • 1984-1986: Edison Engineer

• Successfully completed a 2 year entry level engineering development and training program. Completed three rotational assignments in aircraft engine performance, hardware design and stress analysis. 1983-1983: Summer Intern: Heat Transfer

• Performed finite difference method heat transfer analysis on turbine rotor components.

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EDUCATION

May 1984 TUFTS UNIVERSITY Medford, MA Bachelor of Science in Mechanical Engineering - Dean’s List

SKILLS

Program Management, Six Sigma, Green Belt Certification, Stress Analysis, Finite Element Analysis, ANSYS, Heat Transfer, Fracture Mechanics, Low Cycle Fatigue Analysis, Aeromechanics, Systems Engineering, Operations, Career Planning, Mentor, Affinity Group Leader

COMMUNITY SERVICE/VOLUNTEER

GE Aviation- Lynn, MA- Women’s Network- Boston Sub-Hub- Advisory Board Counsel

Tufts University- Medford, Massachusetts- Diversity Council Board Member

Masconomet Regional High School- Topsfield Massachusetts- Engineering Day GE Aviation Representative

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MICHAEL LEO FITZGERALD

PRESENT POSITION: Lipid Metabolism Unit Center for Computational and Integrative Biology Massachusetts General Hospital Simches Research Building, Rm 7200, 185 Cambridge Street, Boston, MA 02114 Tel: 617-726-1465, Email: [email protected] Website: http://www2.massgeneral.org/fitzgeraldlab/

FACULTY APPOINTMENTS:

Assistant Professor Harvard Medical School, Boston, MA 2006-present Instructor Harvard Medical School, Boston, MA 2002-2005

POSTDOCTORAL TRAINING:

Lipid Metabolism Unit, Massachusetts General, Hospital, Boston, MA 2000-2001 Cardiovascular Biology Laboratory, Harvard School of Public Health, Boston 1996-1999 Department of Neurobiology, Colorado State, University, Fort Collins, CO 1994-1995

EDUCATION:

Ph.D. Saint Louis University, Saint Louis, MO Cell & Molecular Biology 1993 B.Sc. Central Missouri State University, MO Biology/Chemistry 1988

PROFILE: Principal investigator, 8 yrs experience directing independently funded R01 research Lead a laboratory group of two postdoctoral fellows and a full time technician Communication skills 35 peer reviewed publications, 12 first or co-first authorships & 4 senior authorships 20 oral presentations at local, national and international research conferences Won American Heart Association, NSRA and R01 grants for over 1.75 million dollars Research Expertise 10 years of cardiovascular research experience in lipid metabolism and platelet biology Lipid profiling by mass spectrometry Sphingolipid synthesis and trafficking during monocyte migration and skin barrier formation Cell based assays for sterol and phospholipid transport and metabolism Mass spectrometry analysis of protein complexes & HDL composition Protein array technologies for the analysis of protein-protein interactions Development and analysis of knockout mouse models Clinical Studies on HIV infection, CVD risk and HDL function Management Skills 7 years experience as a group leader Responsible for research direction, experimental design, productivity and publications Mentored postdoctoral fellows who now are matriculating as independent scientists Collaborative Skills

Fenix Charter School / Final Application page 182 Participation in 5 collaborations that have resulted in publications in areas of cardiovascular disease, neurobiology, cancer, microRNAs and HIV retroviral research

RESEARCH SYNOPSIS: The Fitzgerald Laboratory explores the cellular trafficking and export of cholesterol and other lipids. Termed lipid efflux, this is catalyzed by large multi-transmembrane ABC transporters and is essential for survival in the terrestrial environment. In humans, mutation of these transporters causes a number of syndromes including Tangier disease (ABCA1), acute neonatal respiratory distress (ABCA3) and Harlequin Ichthyosis, a fatal, if not treated, congenital skin disease (ABCA12).

Tangier patients with inherited ABCA1 mutations present with a complete lack of circulating HDL (“the good cholesterol”) and may have an elevated risk of cardiovascular disease. Our work has established aspects of the topology of ABCA1 and how it interacts with the major structural protein of HDL. We also have also identified a number of other protein-protein interactions that modulate ABCA1 function at the posttranslational level by altering its cellular trafficking and protein stability. Most recently we have investigated how the retroviral Nef protein from HIV and SIV can downregulate ABCA1 function. Translational work related to these studies is using mass spectrometry to profile HDL lipid and protein content from cohorts of HIV infected individuals in an effort to identify biomarkers that may explain the increased incidence of cardiovascular disease seen in these patients and if it is related to an impairment of HDL function.

We also continue to study how the lipid transport function of ABCA12 is essential for formation of the skin’s permeability barrier. An ABCA12 null mouse model has been developed that recapitulates essential features of Harlequin Ichthyosis including neonatal lethality due to loss of the skin’s permeability barrier. We now are using derived skin cultures to show ABCA12 plays an intimate role in the trafficking of glucosylceramides for processing by GCase, the enzyme that is defective in Gaucher disease, a lysosomal storage disorder. Excitingly, our data suggests substrate reduction approaches that are presently in clinical trials to treat Gaucher patients may also be of therapeutic utility in the treatment of HI patients. To advance this hypothesis we are setting up survival experiments where neonatal Abca12-/- skin is transplanted onto adult Scid mice.

TECHNICAL EXPERIENCE: Biochemical: Experience running an Agilient 6890 GC-mass spectrometer analyzing cholesterol and free fatty acids Sample preparation and application of LC-MS/MS and ESI-MS-MS for quantitative phospholipid profiling HDL mass spec protein and lipid profiling and analysis of its cholesterol crystal dissolution properties from clinical cohorts of HIV+ patients Cellular and organotypic assays: Isolation, culture and immortalization of macrophages and keratinocytes Epidermal organotypic labeling studies of ceramide and glucosylceramide synthesis Metabolic and enzymatic quantification of cholesterol, sphingolipids and triglycerides Cell migration assays, presently developing in vivo macrophage migration assays Protein trafficking and degradation assays using confocal microscopy and FACS Regulation of transcription, mRNA degradation and protein phosphorylation Molecular: cDNA construction, Southern, Northern and Western Analysis, Quantitative RT-PCR Classical and BAC mediate homologous recombination to generate mouse knockouts Computational:

Fenix Charter School / Final Application page 183 BLAST homology searches, antigen-antibody design, large data set statistics

PRIMARY PUBLICATIONS (33) 33) Cui HL, Grant A, Mukhamedova N, Mogami T. Binding of PDZ-RhoGEF to ATP- Pushkarsky T, Jennelle L, Dubrovsky L, Gaus K, Binding Cassette Transporter A1 (ABCA1) Fitzgerald ML, Sviridov D, Bukrinsky M. HIV-1 Induces Cholesterol Efflux through RhoA Nef mobilizes lipid rafts in macrophages Activation and Prevention of Transporter through a pathway that competes with ABCA1- Degradation. J Biol Chem. 2010, May 21;285 dependent cholesterol efflux. J Lipid Res. 2012 (21):16369-77 PMID: 22262807 26) Asztalos B, Mujawar A, Morrow M, Grant A, 32)Tanaka N, Abe-Dohmae S, Iwamoto N, Pushkarsky T, Wanke C, Shannon R, Geyer M, Fitzgerald ML, Yokoyama S. HMG-CoA Kirchhoff F, Sviridov D, Fitzgerald ML, Bukrinsky reductase inhibitors enhance phagocytosis by M, Mansfield K. Circulating Nef Induces upregulating ATP-binding cassette transporter Dyslipidemia in SIV-Infected Macaques by A7. Atherosclerosis. 2011 Aug;217(2):407-14. Suppressing Cholesterol Efflux. J Infectious Epub 2011 Jun 23. PMID: 21762915 Diseases. 2010 Aug 15;202 (4):614-23

31)Kim WS, Hill AF, Fitzgerald ML, Freeman 25) Tamehiro N, Mujawar Z, Zhou S, Zhuang DZ, MW, Evin G, Garner B. Wild type and Tangier Hornemann T, von Eckardstein A, Fitzgerald ML. disease ABCA1 mutants modulate cellular Cell polarity factor Par3 binds SPTLC1 and amyloid-β production independent of modulates monocyte serine cholesterol efflux activity. J Alzheimers Dis. palmitoyltransferase activity and chemotaxis. J 2011;27(2):441-52.PMID:21860089 Biol Chem. 2009; Sep 11 284(37):24881-90.

30) Mujawar Z, Tamehiro N, Grant A, Sviridov D, 24) Zuo, Z., Zhuang, D., Han, R., Isaac, G., Bukrinsky M, Fitzgerald ML. Mutation of the Manning, J., McKee, M., Welti, R., Brissette, J., ATP Cassette Binding Transporter A1 (ABCA1) C- Fitzgerald, ML, and Freeman, MW. ABCA12 Terminus Disrupts HIV-1 Nef Binding but Does maintains the epidermal lipid permeability Not Block the Nef Enhancement of ABCA1 barrier by facilitating formation of ceramide Protein Degradation. Biochemistry. 2010 linoleic esters. J Biol Chem. 2008 Dec 26; 283(52):36624-35. 29) Rayner KJ, Suárez Y, Dávalos A, Parathath S, Tamehiro N, Fitzgerald ML, Fisher EA, Moore KJ, 23) Tamehiro N, Zhou S, Okuhira K, Benita Y, Fernández-Hernando C. miR-33 coordinates Brown CE, Zhuang DZ, Latz E, Hornemann T, von genes regulating cholesterol homeostasis. Eckardstein A, Xavier RJ, Freeman MW, Science. 2010 Jun 18;328 (5985):1570-3. Fitzgerald ML. SPTLC1 Binds ABCA1 to Negatively Regulate Trafficking and Cholesterol 28) Tanaka N, Abe-Dohmae S, Iwamoto N, Efflux Activity of the Transporter. Biochemistry, Fitzgerald ML, Yokoyama S. Helical 2008 Jun 10; 47(23):6138-47. apolipoproteins of high-density lipoprotein enhance phagocytosis by stabilizing ATP-binding 22) Fitzgerald ML, Xavier R, Haley KJ, Welti R, cassette transporter A7, J Lipid Res. 2010 Goss JL, Brown CE, Zhuang DZ, Bell SA, Lu N, Sep;51(9):2591-9. McKee M, Seed B, Freeman MW. ABCA3 inactivation in mice causes respiratory failure, 27) Okuhira K, Fitzgerald ML, Tamehiro T, Ohoka loss of pulmonary surfactant and depletion of N, Suzuki K, Sawada J, Naito M, Nishimaki-

Fenix Charter School / Final Application page 184 lung phosphatidylglycerol. J Lipid Res. 2007, Properties of APOA-I Mutants Suggest Direct 48:621-632. Association between APOA-I Helices and ABCA1. Biochemistry 2004 Feb 24;43(7):2126- 21) Huang ZH, Fitzgerald ML, Mazzone T. 39. Distinct Cellular Loci for the ABCA1-Dependent and ABCA1-Independent Lipid Efflux Mediated 14) Fitzgerald ML, Morris AL, Chorni A, Mendez by Endogenous Apolipoprotein E Expression. AJ, Zannis VI, Freeman MW. ABCA1 and Arterioscler Thromb Vasc Biol. 2006 Jan; amphipathic apolipoproteins form high affinity 26(1):157-62 molecular complexes required for cholesterol efflux. J Lipid Res, 2004 Feb; 45(2):287-94. Epub 20) Okuhira KI*, Fitzgerald ML*, Sarracino DA, 2003 Manning JJ, Bell SA, Goss JL, Freeman MW. Purification of ABCA1 and associated 13) Fukumoto H, Deng A, Irizarry MC, Fitzgerald binding proteins reveals the importance of beta ML, Rebeck GW. Induction of the cholesterol 1-syntrophin in cholesterol efflux. J Biol Chem. transporter ABCA1 in central nervous system 2005 Nov 25;280(47):39653-64. cells by liver X receptor agonists increases secreted Abeta levels. J Biol Chem. 2002; 19) Kim WS*, Fitzgerald ML*, Kang K, Okuhira 277(50):48508-13. KI, Bell SA, Manning JJ, Koehn SL, Lu N, Moore KJ, Freeman MW. Abca7 null mice retain normal 12) Fitzgerald ML, Morris AL, Rhee JS, macrophage phosphatidylcholine and Andersson LP, MendezAJ, Freeman MW. cholesterol efflux activity despite alterations in Naturally Occurring Mutations in the Largest adipose mass and serum cholesterol levels. J Extracellular Loops of ABCA1 Can Disrupt Its Biol Chem. 2005 Feb 4; 280(5):3989-95. *co- Direct Interaction with Apolipoprotein A-I. J Biol first authors Chem 2002;277(36):33178-87

18) Fukuchi J, Hiipakka RA, Kokontis JM, Hsu S, 11) Fitzgerald ML, Mendez AJ, Moore KJ, Ko AL, Fitzgerald ML, Liao S. Androgenic Andersson LP, Panjeton HA, and MW Freeman. suppression of ATP-binding cassette transporter ABCA1 contains an N-terminal signal-anchor A1 expression in LNCaP human prostate cancer sequence that translocates the protein’s first cells. Cancer Res. 2004 Nov 1; 64(21):7682-5. hydrophilic domain to the exoplasmic space J Biol Chem. 2001; 276:15137-45. 17) Fitzgerald ML, Okuhira KI, Short GF 3rd, Manning JJ, Bell SA, Freeman MW. ABCA1 10) Moore KJ, Rosen ED, Fitzgerald ML, Randow contains a novel C-terminal VFVNFA motif that F, Andersson LP, Altshuler D, Milstone DSPP, is required for its cholesterol efflux and apoA-I Mortensen RM, Spiegelman BM and Freeman binding activities. J Biol Chem. 2004; 279:48477- MW. The role of PPAR-gamma in macrophage 485, Sep 3 [Epub ahead of print] differentiation and cholesterol uptake. Nature Medicine 2001; 7(1):41-7. 16) Nieland TJ, Chroni A, Fitzgerald ML, Maliga Z, Zannis VI, Kirchhausen T, Krieger M. Cross- 9) Fitzgerald ML, Moore KJ, Freeman MW, Reed inhibition of SR-BI- and ABCA1-mediated GL. Lipopolysaccharide induces Scavenger cholesterol transport by the small molecules Receptor-A expression in mouse macrophages: BLT-4 and glyburide. J Lipid Res. 2004 Jul; a divergent regulatory mechanism relative to 45(7):1256-65. Epub 2004 Apr 21 human macrophages. J Immunol 2000; 164(5):2692-700. 15) Chroni A, Liu T, Fitzgerald ML, Freeman MW, Zannis VI. Cross-Linking and Lipid Efflux

Fenix Charter School / Final Application page 185 8) Fitzgerald ML, Reed GL. Rab6 is Reviews: (4) phosphorylated in thrombin-activated platelets 4) Fitzgerald ML, Mujawar Z, Tamehiro N. ABC by a protein kinase C-dependent mechanism: transporters, Atherosclerosis and Inflammation. effects on GTP/GDP binding and cellular Invited review for the journal Atherosclerosis, distribution. Biochem J. 1999;342:353-60. 2010 Aug;211(2):361-70.

7) Reed GL, Houng A, Fitzgerald ML. Platelet 3) Fitzgerald ML, Moore KJ, Freeman MW. secretory protein, a human unc-18c homologue Nuclear hormone receptors and cholesterol that interacts with syntaxin 4 and is trafficking: the orphans find a new home. J Mol phosphorylated in activated cells: implication Med 2002;80:271-81. for triggered secretion in platelets. Blood 1999; 93:2617-26. 2) Moore KJ, Fitzgerald ML, Freeman, MW. Peroxisome proliferator-activated receptors in 6) Vora A, McCord M, Fitzgerald ML, Inman R, macrophage biology: anti-inflammatory Grandgenett D. Efficient concerted integration modulators? Curr Opin Lipidol 2001;12:519-27. of retrovirus-like DNA in vitro by avian myeloblastosis virus integrase. Nucleic Acids 1) Reed GL, Fitzgerald ML., Polgar, J. Molecular Res. 1994; 22:4454-61. mechanisms of platelet exocytosis: insights into the "secrete" life of thrombocytes. Blood 5) Fitzgerald ML, Grandgenett D. Retroviral 2000;96:3334-42. integration: in vitro host site selection by avian myeloblastosis virus integrase. J Virol., 1994;68:4314-21.

4) Grandgenett D, Inman R, Vora A, Fitzgerald ML. Comparison of DNA binding and integration half-site selection by avian myeloblastosis virus integrase. J Virol. 1993; 67:2628-36.

3) Fitzgerald ML, Vora A, Zeh B, Grandgenett, D. Concerted integration of viral DNA termini by purified avian myeloblastosis virus integrase. J Virol. 1992; 66:6257-63.

2) Fitzgerald ML, Vora A, Grandgenett D. Development of an acid-soluble assay for measuring retrovirus integrase 3'-OH terminal nuclease activity. Anal Biochem. 1991;196:19- 23.

1) Vora A, Fitzgerald ML, Grandgenett D. Removal of 3'-OH-terminal nucleotides from blunt-ended long terminal repeat termini by the avian retrovirus integration protein. J Virol. 1990;64:5656-59.

Fenix Charter School / Final Application page 186 TERESA D. SARNO 17 Silver Leaf Way Unit 1738 Peabody, MA 01960 (C)978-317-4152

PERSONAL SUMMARY

Having over a decade of managerial experience as a Bank Manager in a busy high volume office. Possessing the required leadership and dynamism necessary to provide quality service of the highest order and the efficiency to drive our products competitive advantage through outward bound calling and networking initiatives. Comprehensive knowledge of the banking industry and its procedures as well as having the ability to aim high, think smart and act fast. Currently looking for a suitable Bank Manager position with a progressive, ambitious and reputable Bank.

PROFESSIONAL EXPERIENCE

AVP Branch Manager, Eastern Bank, Market Street Lynn & Pickering Wharf Salem (2008-Present)

• Responsible for the overall management of a large sized banking office with total assets exceeding $100 million with a staff of 16 employees. Proactively guides the sales activities of the Assistant Branch Manager and platform staff toward achievement of their personal sales objectives, as well as established branch goals. Through tested techniques, engages in sales and service coaching sessions with sales staff.

• With a focus on building commercial relationships, conducts business development activities to include personal visits and outbound calling efforts as components, several of which may be joint with partners from the business banking unit.

• Promotes Eastern Bank through community involvement via membership organizations, participation in local city events, engaging in business networking (BNI and Lynn Chamber of Commerce) • . • Actively involved in CRA. Participates and volunteers for community non-profit iniatives such as Boys and Girls Club of Greater Lynn, HAWC, North Shore Pride, My Brother's Table and MA Coalition for the Homeless, to name a few.

• Exhibits a consistently strong performance in the audit area, including the quality control of signature cards and CIP, overdraft management and monitoring the Teller Manager to ensure the Branch is always well prepared for an audit. Able to achieve a strong audit for 5 consecutive years as Branch Manager. Internal audit in 2010 rated strong.

• Manages customer service levels within the branch, adhering to established guidelines.

• Consistently applies Human Resources policy for routine aspects of Management and as

Fenix Charter School / Final Application page 187 performance issues arise.

• Prepare and deliver performance appraisals for subordinates. Responsible for the hiring of staff.

• Have full understanding and knowledge of teller line/functions

• Manages the budget for the office to ensure we are within our expected limits and increasing revenue for branch

• Managed the Region 3 float pool; scheduling, hiring and performance reviews. Also managed seasonal staff of up to 8 additional employees.

• In 2008, assisted in the conversion of MassBank to Eastern Bank. In 2010, selected again to participate in the conversion of Wainright Bank to ensure smooth transition and proper training of staff.

• Train new Management staff for Region 3; coach and mentor new managers. Creates and leads new training initiatives for new hire Teller and Teller Managers

• Conduct Region 3 Teller Manager meetings on a monthly basis to train and coach on sales referrals, operations and management responsibilities.

• Trained all platform staff in the Region 3 division on Teller Insight to support Management's goal of the Universal Employee. Received an “Above and Beyond” award for achievement.

• Selected to attend The New England School for Financial Studies at Babson College. Graduated in May 2012 with a Certificate in Finance

• Inducted into the prestigious “President's Club” in 2011 at Eastern Bank

Assistant Branch Manager II Eastern Bank Lynnfells Office (2006-2007) Assistant Branch Manager, Eastern Bank, Melrose (2005-2006)

• Exceeds the quarterly and yearly sales goals of the branch by clearly communicating the sales and service objectives to the staff, motivating the team to achieve these objectives, proactively creating sales initiatives to promote the sales of Eastern Bank products and services and effectively reporting on the sales and service activities of the branch.

• Strong operations skills, training and teaching staff the process of CIP/KYC, account title matrix and ensuring appropriate documentation for business accounts. Received a strong audit for each year, (2005-2007)

• Conducts prospecting for business referrals, develops new business relationships, and manages the onboarding process within the first 6 months of initiating a new customer relationship, with

Fenix Charter School / Final Application page 188 appropriate follow-ups to ensure the relationship remains strong.

• Continues to expand job ability by proactively enrolling in B2B training to enter small business loan applications, as well as gaining an understanding of bill paying and budget management. Assists the Manager with personnel issues, including employee training and coaching, as well as conducting sales/service meetings, weekly huddles and coaching sessions.

Teller Manager, Eastern Bank Melrose (2001-2005)

• Managed a staff of 7-13 tellers with only limited supervision of the Branch Manager

• In the absence of the Branch Manager, responsible for decision making with a broad impact on office performance

• Possess a complete understanding of the Teller Operating System, as well as other Branch Operating Systems and work processing software

• Complete understanding of Retail Policy and Procedures, including audit, security and BSA Requirements

• Strong operational skills, received strong audit from Retail (2001-2005)

EDUCATION

New England School for Financial Studies at Babson College, May 2011-2012 Certificate in Finance

Somerville High School, 1987-1991 High School Diploma

PROFESSIONAL INITIATIVES

• Board of Directors for Lynn Area Chamber of Commerce • Assistant Treasurer for Lynn Area Chamber of Commerce • Active Member in BNI/Atlantic Referral Exchange

Fenix Charter School / Final Application page 189 DARRYL N. WILLIAMS 29 Kingston St. Somerville, MA 01244 (240) 381-7399 [email protected] Ph.D.

EDUCATION

Ph.D Chem. Engineering, Univ. of Maryland, College Park July 04 M.S. Chem. Engineering, Univ. of Maryland, College Park May 01 B.S. Chem. Engineering, Hampton University, Hampton, VA May 99

PROFESSIONAL EXPERIENCE

2013-present: Associate Dean, School of Engineering, Tufts University, Medford, MA

• Administer efforts across the School of Engineering related to recruitment, retention, and community engagement (both internal and external); build strategic partnerships across academia, industry, government, and K-12 institutions to create supportive infrastructure for innovate engineering education; initiate and lead efforts for broadening participation of underrepresented groups in engineering-related disciplines. • Direct the Center for STEM Diversity (CSD), which coordinates programming related to broadening participation in STEM across the university at large for both undergraduate and graduate schools; lead research, evaluation, and dissemination of program models developed by the CSD; co-facilitate university-wide efforts to develop and sustain a diverse and inclusive learning community.

2009-2013: Program Director, National Science Foundation, Arlington, VA

• Managed programs for area of critical importance, K-12 engineering education, across EHR (DR K-12, ITEST, ATE, National Robotics Initiative) that bridge the complex nature of research on STEM teaching and learning, formal and informal learning environments, and workforce development. • Lead ITEST coordinator, program supported by H-1B visa that involves a unique collaboration with OAD and budget analysts, requiring an advanced analysis of the portfolio and coordination with other NSF cyberlearning and infrastructure programs as it relates to issues concerning broadening participation in ICT and STEM workforce development. • Initiated synergy across NSF directorates (EHR and ENG) involving developing strategies for pipeline development and outreach efforts to build capacity at both majority and minority serving institutions (MSIs), in addition to collaborating with lead ERC program directors and Industry Liaison Officers (ILOs) to cultivate and nuture "innovation ecosystems". • Established new strategic international relationships by serving on several working groups in Europe, Middle East, and Asia to build program and research capacity in engineering education as it relates to developing engineering curricular frameworks for K-16, attracting and retaining students in engineering, and advancing engineering careers through lifelong learning.

Fenix Charter School / Final Application page 190 2008-2009: Consultant, STEM Technologies LLC, Philadelphia, PA

• Developed strategies for the improvement and/or building of effective formal K-12 science, technology, engineering, and math (STEM) programs (e.g. alt cert programs, recruiting STEM professionals, developing communities of practice). • Organized and documented a standards-based high school biotechnology curriculum for implementation in the School District of Philadelphia via the Philadelphia Academies, Inc. • Co-designed informal science curricular units for the Chemical Heritage Foundation's new museum to facilitate a pre-visit and post visit experience for high school students. • Incorporated engineering design principles into middle grade teacher training workshops to enhance teacher proficiency in problem-based learning and use of inquiry. • Broadened capacity by leveraging partnerships between industry, academia, and the community at large to strengthen and build STEM learning networks. • Clients included the Philadelphia Education Fund, Chemical Heritage Foundation, Philadelphia Biotechnology and Life Sciences Institute, Drexel University (Dept. of Academic Advising, Retention, and Diversity), and the Philadelphia Academies. • National Science Foundation (NSF) merit reviewer for Discovery Research K-12 (DR K12), a program under the Division of Research on Learning in Formal and Informal Settings.

2006-2008: Executive Director, iPRAXIS, Inc., Philadelphia, PA

• Built a network of 100 volunteer practicing scientists (“Scienteers”) from industry and academia that served as science fair mentors for 300 middle grade students in several West Philadelphia schools. • Co-directed the UPenn Graduate School of Education (GSE) NSF Academies for Young Scientists (AYS) program: responsibilities included overseeing program implementation, assistance with program research/evaluation, and developing and teaching curricular modules in biotechnology, biomimicry, and engineering design for urban middle grade students and teachers. • Developed key partnerships with School District of Philadelphia, the Philadelphia Zoo, Drexel University, University of Pennsylvania, Science Center, Wistar Institute, Science Leadership Academy, Franklin Institute, and the George Washington Carver Science Fair to leverage resources for the enhancement of iPRAXIS programs. • Built evaluation tools to assess impact of iPRAXIS programs on volunteers and partner schools. • Served as an NSF merit reviewer for Discovery Research K-12 (DR K12), a program under the Division of Research on Learning in Formal and Informal Settings.

2005-2009: Adjunct Assistant Professor, Drexel University School of Public Health

• Coordinated graduate level research experience for class of Masters of Public Health (MPH) students in the Department of Community Health and Prevention focused on cancer disparities and awareness. • Developed evaluation tools to extract information from underserved populations concerning basic knowledge about health and prevention. • Advised four MPH students in community-based practicum that led to survey analyses of over 300 Philadelphia 6-12 grade students and the development of a professionally filmed documentary.

Fenix Charter School / Final Application page 191

2004-2006 NIH Research Fellow, Children's Hospital of Philadelphia (Pediatric Cardiology Research Division)

• Characterized the efficacy of biodegradable, magnetic nanoparticle uptake in various mammalian cell cultures in vitro. • Formulated studies of localized delivery of magnetic nanoparticle-loaded cells to stents (in vitro) exposed to external magnetic field gradients. • Co-developed a system for targeting and sequestering magnetic nanoparticles undergoing various flow conditions to optimize localization. • Expanded knowledge of the modification of inorganic nanoparticles for therapeutic delivery application. • US Patent #20090216320- Magnetic Gradient Targeting and Sequestering of Therapeutic Formulations and Therapeutic Systems

HONORS AND AWARDS

"Up and Coming" ScienceMaker 2011 - The History Makers' ScienceMakers Project NIH Ruth L. Kirschstein National Research Service Award 2004-2006 Sloan Foundation Engineering Fellowship, 2001-2004 Dept. of Education GAANN Fellowship, 2003-2004 GEM (National Consortium for Minorities in Engineering and Science) Fellowship, 1999-2002

PROFESSIONAL AFFILIATIONS

American Association for the Advancement of Science (AAAS) American Educational Research Association (AERA) American Society for Engineering Education (ASEE) GEM Alumni Association National Society of Black Engineers (NSBE)

PRESENTATIONS (lead author underlined)

Williams, D. N., Borrego, M. “Engineering in K-12: Preparing the Future U.S. STEM Workforce”, ISMTEC 2013, Bangkok, Thailand, 01/13.

Williams, D.N. “U.S. National Robotics Initiative”, LACCEI 2012, Medellin, Colombia, 07/12.

Williams, D.N., Gottfried, M.A. “Student Factors Predicting STEM College Major Choice and Subsequent Career Entrance”, ACS Spring National Meeting, 03/10.

Williams, D.N., Kumar, R., Womack, C., “Bridging from STEM Fundamentals to Career Readiness in Biotechnology”, NSTA National Meeting, 03/10.

Yoon, S.A., Chessler, M., Williams, D.N., Flicker, J., Dunham, S. (2009, April). “Challenges of Science Learning Across Multiple Contexts.” NARST 2009 Annual Conference, 4/19/09.

Fenix Charter School / Final Application page 192 Williams, D.N., Chorny, M., Yellen, B.B., Fishbein, I., Friedman, G., Levy, R.J. "Magnetic Nanoparticle Mediated Gene and Cell Delivery”, ASGT 8th Annual Meeting, 6/4/05. Williams, D.N., Pulliam Holoman, T.R., Ehrman, S.T., Wilson, O.C., Jr. “Cellular Response to Functionalized Magnetic Nanoparticles”, AIChE Fall National Meeting, 11/20/03.

Williams, D.N., Pulliam Holoman, T.R., Ehrman, S.T., Wilson, O.C., Jr. “Surface modified magnetite nanoparticles for biological applications”, ACS Fall National Meeting, 09/08/03.

Williams, D.N., Pulliam Holoman, T.R., Ehrman, S.T., “Nanoparticles and Biological Cells: Understanding the Perplexing Relationship”, AIChE Fall National Meeting, 11/8/02.

Williams, D.N., Pulliam Holoman, T.R., Ehrman, S.T., “Nanoparticles and Biological Cells: Understanding the Perplexing Relationship”, United Engineering Foundation Conference: Nanoparticles and Nanostructures through Vapor Phase Synthesis, Barga, Italy, 6/16-21/02.

Williams, D.N., Pulliam Holoman, T.R., Ehrman, S.T., “Characterization of Microbial Cell Membrane and Nanoparticle Interactions”, ACS Spring National Meeting, 4/3-5/01.

PUBLICATIONS

Williams, D. N., Wilson, Jr., O. C., Gugsa, A., Ehrman, S. H. and Anderson, W. A. (in progress). Gum Arabic Modified Magnetic Nanoparticle Interactions with Prostate Carcinoma Cells.

Gottfried, M.A, Williams, D.N., (in press, Education Policy Analysis Archives). STEM club participation and STEM schooling outcomes.

Yoon, S.A., Van Schooneveld, J., Chessler, M., Lei, L. and Williams, D.N. (submitted, Journal of Learning Sciences). The Application of a Systems Design Model for the Educational Improvement of an Informal Science Learning Project.

Williams, D.N., Gottfriend, M.A. Who Chooses the E in STEM? Proceedings of Engineering Education 2010: Inspiring the Next Generation of Engineers, paper 34, Birmingham, UK.

Polyak, B., Fishbein, I., Chorny, M., Alferiev, I., Williams, D.N., Yellen, B.B., Friedman, G., and Levy, R.J. “High field gradient targeting of magnetic nanoparticle-loaded endothelial cells to the surfaces of steel stents”, PNAS, 105 (2008), pg. 698-703.

Williams, D.N., Gold, K., Pulliam Holoman, T.R., Ehrman, S.T., Wilson, O.C., Jr. “Surface modification of magnetic nanoparticles using Gum Arabic”, Journal of Nanoparticle Research, 8 (2006), pg. 749-753.

Williams, D.N., Pulliam Holoman, T.R., Ehrman, S.T., “Evaluation of Microbial Growth Response to Inorganic Nanoparticles”, Journal of Nanobiotechnology, 4:3 (2006), pg. 1-8

Koh, I., Williams, D.N., Cipriano, B.H., Ehrman, S.H., Pulliam Holoman, T.R., L.J. Martinez-Miranda, “Interactions between magnetic nanoparticles and Escherichia coli: An X-ray scattering study”, Journal of Applied Physics, 97 (2005), 084310-1 - 084310-5.

Fenix Charter School / Final Application page 193 SUSAN M. SOLIMINE, RN, BSN

27 Michael Road, Lynn, MA 01904 781-598-5664 [email protected]

PROFESSIONAL SUMMARY

My nursing career started at the age of 14 when I became employed at the former Lynn Public Medical Center as a tray girl. There I learned how important it was to care for people with kindness and compassion. My first professional job out of college was at Duke University Medical Center on the trauma transplant nurse. My passion for caring for the injured and those facing major surgery enhanced my desire to become a certified Emergency Room Nurse. I worked in the emergency rooms until1996 when my role at Lynn Shore became a full time job and my children were becoming more involved in school and extra-curricular activities. First at Lynn Shore in 1993 and then at Atlantic in 1998, I have been instrumental in developing a quality of care for the residents that has allowed them to remain vibrant members of our community. I work closely with local agencies to support this program.

WORK HISTORY

Executive Director for Lynn Shore and Atlantic Rest Homes since 2010 Administrator of Lynn Shore Rest Home 1993 until 2010 Administrator of Atlantic Rest Home 1998 until 2010 First as administrator then as the executive director I am responsible for the daily operations of both facilities. I work closely with the Board of Directors to enable the best quality of care that we can provide within our budget. As a RN, 1 am also responsible for the medical and psychiatric care that each of the 55 residents receive. I review all care plans and medications as well as working closely with the doctors that care for our residents.

Emergency Room Staff Nurse Brigham and Women's Hospital, Boston, MA, July 1991 until September 1996

Emergency Room Staff Nurse Wake County Medical Center, Raleigh, NC Spring 1986 until July 1991

Staff Nurse and Assistant Nurse Manager Duke University Medical Center, Durham, NC August 1982 until Spring 1986

EDUCATION Bachelor of Science in Nursing Saint Anselm College, Manchester, NH 1982

REFERENCES Available upon Request

Fenix Charter School / Final Application page 194 CHRISTINA STOHL 25 Prospect Avenue, Swampscott, MA 01907 978.530.6096 [email protected] [email protected]

PROFESSIONAL EDUCATOR EXPERIENCE

• Special Educator, Special Education Program Coordinator, Co-chair NEASC Committee, Masconomet Regional High School, Topsfield, MA (2010 - present)

• Math Special Educator, Sub-Separate Placement, Lynn Classical High School, Lynn, Ma (2009 - 2010)

• Math and English LD Special Educator, grades 9 and 12, Lynn Vocational Technical Institute, Lynn, MA (2008 - 2009)

• Math and English Resource, grades 9-12 CDC Alternative High School, Lynn, MA (2004 - 2008)

• 5th Grade Resource, Lynn School District, Lynn, MA (2002 - 2004)

Professional License: Special Education Moderate Needs 5-12 (2013) Initial License: Principal/Assistant Principal 9-12 (2011)

OTHER PROFESSIONAL EXPERIENCE

Literacy in Mathematics. Keynote Presentation. Professional Development, Masconomet Regional High School (2012)

Inquiry in the Classroom (2010). Published Research. http://eric.ed.gov #ED509645

SAT Math Prep, North Shore Community College, Lynn, MA (2006 - 2008)

Mentor, Youth Astronomy Apprenticeships (2007) and Chandra Astrophysics Institute (2005 - 2006), Massachusetts Institute of Technology, Boston, MA

Founder, Director, Choreographer, Company Teacher, Lead Dancer. New England Dance Ensemble, Inc. (1981 - 2003)

Awarded choreographic intensive with Mark Morris (1992)

Co-Host, Swampscott Profiles, public access TV (1985 - 1987)

Writer, Contemporary Dance News, Boston dance journal. (1978 - 1980)

Fenix Charter School / Final Application page 195 CREATIVE EDUCATOR SKILLS

Composed integrated, interdisciplinary multiple intelligences inquiry/constructivist Understanding by Design units of study and specific lesson plans for special education high school mathematics classrooms (2008 - present)

Masconomet Website Development, https://sites.google.com/site/mathematicianstakenote/home Invented and presented Beowulf Bingo, © mnemonic, multiple intelligences inquiry/constructivist activity

EDUCATION

Candidate, Doctor of Education. Curriculum, Teaching, Learning, and Leadership Concentration, College of Professional Studies, Northeastern University, Boston, MA (2012 - present)

Certificate of Advanced Graduate Studies in Education Leadership, Salem State College, Salem, MA. Highest Honors (2010)

Masters Degree, Special Education Moderate Needs 5-12, Salem State College, Salem, MA. Highest Honors (2007)

Post-Masters Mathematics and Curriculum Graduate Courses, Salem State College, Salem, MA (2007 - 2008)

Astrophysics and Astrobiology Classes, Massachusetts Institute of Technology, Boston, MA (2005 - 2007)

Bachelor of Arts, English, Salem State College, Salem, MA (1977)

Dance Major, Boston Conservatory of Music, Boston, MA (1974 - 1975)

Fenix Charter School / Final Application page 196 VICKY WU DAVIS 30 Vine Street Andover, MA 01810 (617) 290-5499

SUMMARY

My current interests are centered around youth education, especially in the areas of entrepreneurship and innovation, STEM (Science Technology Engineering Math) education, and 2nd language learning. These interests have been inspired by a combination of my own educational/professional experiences, as well as through the lens of a mom of 2 young kids.

I am a big proponent of experiential learning (and learning within context), so that learning isn't just about acquiring the knowledge content, but also about how to get kids to become engaged in that content, asking the right questions, and self-perpetuating the intrinsic motivation to learn.

EXPERIENCE

Executive Director and Founder Youth CITIES September 2008 – Present (5 years 2 months)Greater Boston Area Youth CITIES (Creating Impact Through Innovation, Entrepreneurship, and Sustainability) that focuses on helping middle school and HS students drive change in their community by applying entrepreneurial principles and creative problem-solving skills. We provide a classroom and experiential education, tools, and network to help students succeed.

Through its various in-and-out-of school programs, Youth CITIES challenges students to learn beyond just the academics of building businesses. Youth CITIES frames real-life problems, real-life constraints, and real-life criteria as the launch pad for students to create a value-driven, sustainable solution to real- life market opportunities. Even though taught in the context of social-value generation, skills such as how to network, how to research and back up an idea with data, and how to make a presentation, and critical problem-solving skills are applicable in a variety of future settings.

Youth CITIES has been commended by the Commonwealth of Massachusetts, the City of Boston, and the City of Cambridge for mentoring youth in the area of entrepreneurship, and advancing small business and technology.

Founder Adalia, LLC March 2012 – Present (1 year 8 months) Focused on building a learning eco-system for second-language learning and STEM (Science, Technology, Engineering, Math) education for kids under 6 years of age.

Fenix Charter School / Final Application page 197 VMS Mentor MIT Venture Mentoring Service 2004 – Present (9 years)Greater Boston Area VMS supports innovation and entrepreneurial activity throughout the MIT community by matching prospective entrepreneurs with skilled volunteer mentors.

Jerry Zadow Mentor at MIT Venture Mentoring Service Entrepreneur, social entrepreneur, manager, mentor, education & experiential educationView

Member Beacon Angels January 2013 – Present (10 months)Boston Beacon Angels is a Boston-based angel group that makes investments in the $100,000 to $300,000 range in small fast-growing companies.

Board Member Foster Kids of the Merrimack Valley 2009 – Present (4 years) Foster Kids of the Merrimack Valley provides social support for foster children living in the Merrimack Valley through mentoring programs for aging-out youth, financial assistance for a range of purposes such as emergency funds, higher education, job training, college assistance, summer camp, and more.

Steering Commitee National Adoption Day - Boston 2003 – Present (10 years)Boston Was impetus for Boston's National Adoption Day celebration to bring awareness and advocacy for foster care adoption.

Board Member Future Boston Alliance November 2012 – Present (1 year)Boston To advocate and support the progressive and cultural growth of Boston through the sum of its parts (growth industries such as medicine, biotechnology, hi-tech, financial services, higher education, and venture capital).

Board Member/Treasurer Leading Cities July 2013 – Present (4 months)Boston A global network of businesses, municipal governments and universities committed to strengthening international cities with vibrant business ecosystems that develop the local economy and exchange solutions to improving the region’s workforce, infrastructure, standard of living and other factors influencing a city’s ability to compete globally.

Fenix Charter School / Final Application page 198 Parent Representative Bancroft School Improvement Council 2013 – Present (less than a year) The Bancroft School Improvement Council was established in 1994 and is comprised of teachers, parents, and community representatives who assist our school in identifying goals and areas in need of improvement. The primary responsibility of the School Improvement Council is to create an annual School Improvement Plan, which is based on a needs assessment.

Chairperson Froghop 2010 – March 2013 (3 years)Boston

CEO and Founder Froghop, Inc. May 2000 – 2010 (10 years)Boston Founded company in 2000 as a cross-platform for cellphones and PCs. Survived the dotcom bubble and evolved company as technology-enabler assisting companies in connect disparate platforms via a common, community building foundation. Became pioneer for Transmedial Access technologies for persistent and multi-user environments such as MMO's and social games (later launched consulting arm to complement tech).

Board Member Merrimack River Watershed Council 2007 – 2009 (2 years)

Board Member Merrimack Valley Venture Forum 2006 – 2009 (3 years)

Regional Executive Director & Co-Founder International Orphans Foundation 2002 – 2005 (3 years) Established the ground framework for the organization that helped older orphans find forever families. Implemented policies and procedures, and ran the Boston Chapter. Was the impetus for Boston’s First Annual National Adoption Day, and remains on annual Steering Committee.

Sr. Manager - Process Engineering & Project Management Nextel 1998 – 2000 (2 years)

Financial Analyst TCG 1997 – 1998 (1 year)

PUBLICATIONS Transmedial Interactions and Digital Games ACE 2007

Fenix Charter School / Final Application page 199 PAUL LUKEZ FAIA LEED AP 1310 Broadway #104 Somerville, MA 02144

EDUCATION

Massachusetts Institute of Technology Cambridge, MA School of Architecture and Planning Master of Architecture AIA School Medal for Top Student Goody Prize for Best Thesis in the Building Arts.

Miami University, Oxford, OH Bachelor of Environmental Design

WORK EXPERIENCE

Paul Lukez Architecture, Somerville, MA, Principal, 1992- Present William Rawn Associates, Boston, MA Skidmore, Owings, Merrill LLP, Chicago, IL Arrowstreet, Cambridge, MA Wallace Floyd, Boston, MA

TEACHING EXPERIENCE

Rhode Island School of Design, Providence, RI Assistant Professor of Architectural Design, Spring 2013,

Massachusetts Institute of Technology, Cambridge, MA Assistant Professor of Architectural Design, 1999 - 2006

Washington University, St. Louis, MO Visiting Professor of Architectural Design, 2009-2010

Roger Williams University, Bristol, RI Visiting Professor of Architectural Design, Spring 2011, Instructor of Architectural Design, 1990 - 1999

Miami University, Oxford, OH Visiting Assistant Professor of Architectural Design, 1996 - 1997

Boston Architectural Center, Boston, MA Instructor of Architectural Design 1988 – 1990

Fenix Charter School / Final Application page 200 PUBLICATIONS “The Architect Who Saved the Day, or How Details Improve Stock Plans.” Fine Homebuilding. April Transforming the Mid-Polis, Southeast University 2003. Press, China, Expected Release Date: 2013 “Private Residence: Newton, Massachusetts.” Visual “Transforming Paris: ‘Le Grand Paris 2030’ as a Post- Architecture, Fall 2001. Kyoto Metropolis.” WorldChanging (Website Blog), July 31, 2009. Vitullo, Rick. “Setting Boundaries.” Residential Architect, August 2001. Urban Edges Transformed: Time-Based Architecture, TU-Delft, Summer 2009. “Urban Design Award: North End Traces.” Invited as Guest Editor. Contributors include Architecture Boston: The Year In Review, Summer MVRDV, Ken Yeang, Urbanus, Portzamparc and 2001. others. “Private Residence: Lexington, Massachusetts.” “How to Save Our Suburbs.” The Boston Globe, Visual Architecture, Spring 2001. March 22, 2009. Ravgaila, Gail, Sarah Susanka. “When Less Is More.” “Connecting Waterfront to Transit.” Urban Land, The Boston Globe Magazine, April 8, 2001. January, 2009. Campbell, Robert. “Jazzing up a Cookie-Cutter “Changing How we Build the Suburbs can Bolster House.” The Boston Globe, Life at Home Section, National Security.” Naples Daily News, January 4, 2001. September 28, 2008. Susanka, Sarah. “A House In Harmony.” Creating “Suburban Transformations.” Urban Land, May the Not-So-Big-House, Taunton Press, October 2001. 2008. “Private Residence, Massachusetts.” Visual Interview for “The New Suburbia.” FLYP, April 2008. Architecture, Spring 2000.

“Past, Present and Future ‘Futures.’ Symposium: Talarico, Wendy. “The Open Kitchen as Theater.” Planning for a New Provincial Capital in Chungnam, Architectural Record, September 1999. Korea, January 2008. “Monsoon Restaurant.” Visual Architecture, Fall Suburban Transformations, Princeton Architectural 1999. Press, 2007. King, Paul. “Upscale Asian dining storms into New "Transforming Beijing's Northeast Rail Corridor: A England with Monsoon.” National Restaurant News, Microcosm of China's Changing Urban Condition." June 21, 1999. World Architecture / Tsinghua University. March 2005, pp. 17 - 19. Ravgiala, Gail. “Arts & Crafts.” The Boston Globe Magazine, May 16, 1999. Stein, Jeffrey. “Innovative Architecture Specialty of the House Restaurant.” Banker & Tradesman, “Creating Partnerships for Rebuilding Communities.” January 12, 2003. Boston Business Journal, January 23, 1998.

Fenix Charter School / Final Application page 201 “Lowell’s Moody Street Project.” Banker and Southeast University. Nanjing, China. March 2010. Tradesman, June 9, 1997. “The Mid-Polis Transformed“

“Whither://Multi-Media.(Cyber).Libraries?” University of Hartford. Hartford, CT. February 18, Architectural Design: Library Builders, June 1997. 2010. “Suburban Transformations”

“Architekturburo in Boston, USA.” Detail, March Needham Envisions a Sustainable. Needham, MA. 1995. October 19, 2009. “Fixing the Suburbs”

“The Rolling Bridge Initiative.” Theory / Praxis, 1995. Savannah College of Art and Design. Savannah, Georgia. May 2009. “Edges Transformed” “Rolling Bridge Initiative.” Architectural Design: Architecture of Transportation #109, Sept 1994. University of Utah. Salt Lake City. March 2009. “Urban Edges” “Kenmore Square.” Places, September 1993. Action Speaks. Rhode Island, Public Forum and “Time and Space Between.” The Space Between, Panel. October 28, 2009. “Can the Suburbs be Fixed” September 1992. BSA Exploring Design Lecture Series, Public Lecture. “Traces of the Artery.” Where We Are (Conference Boston, MA. March 2008. “Transforming the Proceedings), April 1992. Suburbs”

New Concepts in Housing: Support in the Georgia Institute of Technology. Atlanta, Georgia. Netherlands (80-page booklet – 3,000 copies). Spring 2008. “Sprawling Atlanta” Network, 1986. (Sponsored by SAR at TH Eindhoven, The Netherlands). Build Boston. Boston, MA. Fall 2008. “Redesigning the Suburbs” “Academic Encounters.” Progressive Architecture, March 1985. Harvard University. Cambridge, MA. Fall 2008. “Transformation as a Design Process” Presentation SELECTED LECTURES to Urban Design Studio

Roger Williams University. Bristol, RI, April 20, 2011 Education for an Open Architecture. Muncie, IN. Fall “Transforming the Mid-Polis” 2008. Keynote Speaker: “Open Design Process”

Urban Land Institute Lecture. Boston, MA, February Alfred W. French III Lecture. Naples, FL. Fall 2008. 15, 2011 “Urban(e) Village Development in and “Can our suburbs be saved? Searching for new urban around Boston” form in a post petroleum era”

Hangzhou International Design Forum. Hangzhou, A Suburban World Conference. Reston, VA. Spring China. April 29-30, 2010. Keynote Speaker: “The 2008. “Global Transformations” Contemporary Chinese City - Seeking an Identity” Mass Impact Cities & Climate Change Symposium. Northeastern University. Boston, MA. April 11, 2010. Cambridge, MA. Spring 2008. “Suburban Surfaces Open Classroom Series” and Impact on Climate Change”

Fenix Charter School / Final Application page 202 Polytechnic University of Catalonia. Barcelona, Spain. Fall 2007. “Transformations in Suburban Design” Design Excellence Award / Western Massachusetts, Graham Residence, 2005 Washington University. St. Louis, MO. Fall 2007. “Suburban Transformations’ Housing Award, NY AIA / Boston Society of Architects, Glass-Walsh House, 2004 North Carolina State University. Raleigh, NC. Fall 2007. “Suburban Transformations” Interior Design Award, Boston Society of Architects, Indigo Restaurant, 2004 Zhejiang University. Hangzhou, China. Fall 2006. “Boston-Hangzhou: Sister Cities” Dead Malls Competition, LA Forum, Finalist, 2003

Hong Kong University. Hong Kong, PRC. Fall 2005. Urban Design Award, North End Traces, Boston “Transforming Topographies – Harbors and Cities Society of Architects, Special Citation, 2002 Technical University of Bari. Trani, Italy. Spring 2005. “Spatial Temporal Typologies” Charles / MGH Subway Station Competition, Honorable Mention, Co-recipient with Steven J. Tsinghua University. Beijing, China. Spring 2004. Beaucher, 1998 “Advanced International Housing Concepts” New England / AIA Awards, Moody Street Housing, Technical University Delft. Delft, The Netherlands. Lowell, MA, 1995 Fall 2003. “Erasmus Studio” NAHB Awards / Renaissance 95, Sherry Tea House, Harvard University Graduate School of Design. Grand Prize, 1995 Cambridge, MA. December 2002. “Ecology in Architecture Series/ Suburban Transformations” Graham Foundation, “Investigating, Integrating Housing, Education, and Mentorship Programs,” SELECTED AWARDS Co-recipient with Akhtar Badshah, 1993

BSA Unbuilt Architecture Award, Guimaca Mission Young Architects, Selected for Progressive Retreat, Guimaca, Honduras 2012 Architecture Issue on “Young Architects,” July 1993

FAIA, American Institute of Architects, Fellowship American Perspectivists, Donald Schmitt Juror’s Award, 2011 Award, Juror’s Prize for outstanding rendering, Traces of the Artery-Navy Yard Drawing, 1992 Jinhua Invited Competition, Large Cultural and Multi- Use Urban Design Project, Jinhua, China, 2010 Boston “Visions” Competition, Second Place Award, Urban design proposal for the Central Artery entitled Zoushan Invited Competition, Large 22 HA CBD, “Urban Palimpsest,” 1988 Master Plan, 2009 Seattle’s “Four in One” Competition, Second Place, Edge as Center, International Urban Design Ideas A proposal for prototypical housing and urban Competition. One of four top prize winners. design models, Somerville, MA, 2006 1988

Fenix Charter School / Final Application page 203 FRANK DEVITO 33 Breed Street Lynn, MA 01902 Phone: (617) 818 – 4939 E-mail: [email protected]

EDUCATION

BOSTON UNIVERSITY Boston, MA 1994 - 1999 Doctoral Studies in Developmental Education: Administration, Literacy, and Policy Title VII Fellowship Recipient

BOSTON COLLEGE Chestnut Hill, MA 1989 - 1991 Masters Studies in Philosophy: Critical Learning Theory and Hermeneutics

GREGORIAN UNIVERSITY Rome, Italy 1987 - 1989 Masters Studies in Theology (Candidate for Roman Catholic Priesthood) Recipient of Full Scholarship from the Archdiocese of Boston

SAINT JOHN'S SEMINARY COLLEGE Brighton, MA, 1983 - 1987 Bachelor of Liberal Arts Double Major: Philosophy and Social Sciences Graduated Magna Cum Laude

PROFESSIONAL EXPERIENCE

FENIX CENTER FOR INNOVATIVE SCHOOLS Lynn, MA 2007- Present Founder / CEO / School Innovation Coach

• Founded a non-profit education agency committed to collaborating with families, educators, and community partners to design and sustain innovative and high performing Pre-K to 12 schools and community-based youth and adult education programs • Provide school-based coaching and professional development to urban public and private schools in the following areas: district/network/school improvement planning, school redesign projects, leadership development, family/community partnerships, backward design and unit/lesson planning, curriculum mapping, differentiated instruction, best practices for English Language Learners, accelerated literacy and math instruction, and teaming practices (looking at student and teacher work) • Conduct district and school reviews in collaboration with the Massachusetts Department of Elementary and Secondary Education to support comprehensive or targeted improvements and to create a data warehouse of best instructional and leadership practices • Provide national and international networking support to schools to share best practices or problem-solve issues around student learning and achievement • Support new school design projects (public charter schools): drafting charter application, design team and board recruitment and training, curriculum development, leadership recruitment and training, and budget and facilities management

Fenix Charter School / Final Application page 204 LA VIDA Lynn, MA, March-June 2011 Interim Executive Director

• Provided strategic leadership to a youth and adult education center to improve the college and career readiness of Latino students • Created a work environment that was compassionate, collaborative, equitable, mission-driven, fun, high-performing, and supported the personal and professional learning of staff • Assessed the effectiveness of existing programs and developed assessment systems that could track impact. • Researched and explored new and innovative program models to improve higher education and career readiness for diverse learners • Contributed in making La Vida a trusted household name in the community of Lynn and cultivated partnerships with families, Lynn schools (public and private), colleges/universities, government offices, and community agencies • Expanded and diversified funding streams through foundation grants, corporate sponsors, federal and state contracts, and fundraising activities. Minimized and eliminated costs to students and families. Instituted budget management practices that were efficient, transparent, and supported La Vida’s mission • Ensured that the physical space was aesthetically pleasing, clean, functional, and honored students and their families. Maintained and updated technology systems

CENTER FOR COLLABORATIVE EDUCATION Boston, MA, 1999-2007 Director of Turning Points / School Development Coach

• Collaborated with school staffs in New England, New York, and Los Angeles to implement whole- school reform based upon the principles and practices of Turning Points (a research model for effective middle schooling and the Pilot School model (an education model that advances autonomy in governance, budgeting, curriculum, and teaching) • Directed development and implementation of best math and literacy models for the middle grades • Provided coaching and professional development in the areas of educational equity, school leadership, teaming, literacy, curriculum mapping, second-language learning, effective partnerships with parents/communities, and best teaching practices • Worked with district and school administrators to develop and implement school improvement plans

CHELSEA HIGH SCHOOL Chelsea, MA 1991-1999 Teacher / Headmaster

• Co founded Bridge School, first "school within a school" in Chelsea that combined a project based curriculum with integrated courses • Facilitated staff meetings dealing with curricular planning, student support services, and school policy • Developed and taught interdisciplinary courses in American Studies and Humanities that integrated Language Arts and Social Sciences • Piloted and co taught an Environmental Studies course that combined Biology, Chemistry, and Social Science

Fenix Charter School / Final Application page 205 • Infused into the city curriculum thematic units and projects that helped students understand their community and personal histories. Students coordinated: a voter registration project targeting minorities; an election forum where candidates for the 1994 Chelsea city wide elections responded to questions from the community and discussed their campaign pledges; a health fair in conjunction with Massachusetts General Hospital that educated the community about immunization schedules and preventative medicine • Collaborated with School to Work coordinator to develop curricular ties between work-¬based learning and school based learning • Organized teams of students to participate in the annual Mock Trial Competition, a program sponsored by the Massachusetts Bar Association that teaches students about the judicial system • Coordinated the Model United Nations Program, utilizing simulations to teach students about the United Nations and pressing global issues • Collaborated with school business and grant managers to finance courses and projects • Established a Teacher Mentoring program that provided a support network for new teachers • Founded the Pathway program, a competency-based curriculum, that helped students who had dropped out of high school to earn diplomas as part of the Next Century Schools initiative • Participated in restructuring of Chelsea High School to create "schools within a school" based upon the success of the Pathway model • Coordinated mentoring program for Pathway students • Directed Academy of Educators program, designed to introduce students to careers in education, bioscience, medicine, and law

GREAT EXPECTATIONS, CHELSEA HIGH SCHOOL Chelsea, MA Summer 1999 Teacher / Director

Directed an orientation program for incoming freshmen that combined a theater arts and Science program with cultural trips to Boston and local colleges

DEVITA, CHELSEA HIGH SCHOOL Chelsea, MA Summers 1994 - 98 Teacher / Director

Co authored grant proposal outlining program that would introduce students to computer technologies and biosciences through applied environmental projects in Chelsea and the surrounding communities Coordinated curricula implementation and budgeting process

UPWARD BOUND, ENDICOTT COLLEGE Beverly, MA Summer 1993 Teacher / Advisor

Conducted college preparatory courses in Latin American History and U.S. History for Chelsea youths

PATHWAY SUMMER PROGRAM, CHELSEA HIGH SCHOOL Chelsea, MA, Summer 1992 Teacher / Advisor Directed Exploring Our National Parks program combining hiking expeditions to national parks with study of nature conservation

Fenix Charter School / Final Application page 206 LEARNING RESOURCE CENTER, BOSTON COLLEGE Chestnut Hill, MA 1990-1991 Graduate Assistant / Academic Advisor

Devised and implemented study strategies for struggling and learning disabled student athletes Planned and conducted tutorial sessions in Humanities, Social Sciences, Languages

UPWARD BOUND, BENTLEY COLLEGE Waltham, MA Summers 1990 - 91 Teacher / Advisor Taught college preparatory courses in Philosophy and Sociology for Chelsea youths

PUBLICATIONS / PRESENTATIONS

• Developing a book on the need for new direction in school reform called: Beyond School Reform: A Practical Guide for Creating and Sustaining Innovative Schools • Presented strand seminars on effective teaching practices in a Turning Points schools at the 2003, 2004, and 2005 Turning Points National Summer Institutes • Presented workshops on differentiated instruction, literacy, and second language learning at the New England Turning Points summer institutes, 2000-2002 • Presented workshop at 2002 National Urban Middle School Conference entitled, “Creating Powerful Thinkers, Readers, and Writers in Urban Schools” • Co authored and presented paper at 1996 NABE Conference (National Association for Bilingual Education), entitled, "School to Work: Implications for Bilingual/Bicultural Students," published by the Education Development Center • Co authored presentation on integrated courses and projects for the 1996 Coalition of Essential Schools Conference

SPECIAL SKILLS

• Proficient in Spanish, Italian, and Brazilian Portuguese • Education coaching and professional development in effective leadership and management, best teaching and assessment practices, targeted interventions, and family and community partnerships • Strategic/Business Planning • Grant writing

Fenix Charter School / Final Application page 207 IRENE L. PORRO

PROFESSIONAL PREPARATION

1996 University of Padova Padova, Italy Harvard-Smithsonian Center for Astrophysics Cambridge, Massachusetts Ph.D. in Space Science and Technology

1991 University of Torino Torino, Italy Laurea in Physics (equivalent to master’s degree): Magna cum Laude.

PROFESSIONAL APPOINTMENTS

2011 – pres Massachusetts Institute of Technology Cambridge, Massachusetts MIT School of Engineering Manager of Operations and New Initiatives Develop and coordinate evaluation processes for science and engineering programs. Organize and coordinate internal and external communications strategies Create and implement standardized systems for programmatic logistics, budgeting and evaluation. Lead the submission of written reports and proposals for current and prospective funders. Assist the Executive Director with investigating the need and feasibility of developing new enrichment opportunities for students, parents, and program instructors.

2007 – 2011 Massachusetts Institute of Technology Cambridge, Massachusetts Kavli Institute for Astrophysics and Space Research Public Education and Communications Officer Director of the Education and Outreach Group Designer, developer and coordinator of formal and informal science education initiatives with MKI lead or participation Supervisor of 5 full time staff and up to 5 part-time interns Instructor in the facilitation of science and math activities for after-school professionals Grant proposal writer Organizer of professional conference Presenter at professional conferences in formal and informal science education, learning in out-of- school time (with STEM focus), astronomy Co-founder and leader of national working group to promote STEM programming MKI liaison with MIT press office and news agencies Guest science lecturer for non-science majors courses Science speaker for initiatives in support of public engagement with science

2000 – 2007 Massachusetts Institute of Technology Cambridge, Massachusetts Kavli Institute for Astrophysics and Space Research Education and Public Outreach Scientist Designer and coordinator of teacher professional development programs and outreach initiatives in collaboration with the Boston Museum of Science, associated with NASA missions: Chandra X-Ray Observatory, and High Energy Transient Explorer

Fenix Charter School / Final Application page 208 Responsible for the Education and Public Outreach program of the IOTA project at the Smithsonian Astrophysical Observatory Instructor in the facilitation of science and math activities for after-school professionals Supervisor of 1 full time staff and up to 2 part-time interns Grant proposal writer Presenter at professional conferences in formal and informal science education, astronomy Guest science lecturer for non-science majors courses

2000 – 2001 Harvard-Smithsonian Center for Astrophysics Cambridge, Massachusetts Education and Public Outreach Scientist Coordinator for the Education and Public Outreach program for the Infrared Optical Telescope Array (IOTA) project Developer and facilitator of teacher professional development activities

1999 – 2000 Harvard-Smithsonian Center for Astrophysics Cambridge, Massachusetts Visiting Scientist Supported the instrument design and scientific operation of the IOTA project Optical design, interferometry observations on Mt. Hopkins, Arizona, analysis of interferometry data Part-time coordinator for IOTA education and outreach program

1997 – 1999 Max-Planck Institute für Astronomie Heidelberg, Germany Post Doctoral Fellow Analysis via computer simulation of the effects of atmospheric turbulence on mid-infrared visibility measurements with the Mid-Infrared Interferometric Instrument for the Very Large Telescope Interferometer (European Southern Observatory)

1992 – 1993 International Space University Huntsville, Alabama Summer Teaching Assistant Assisted faculty in the Space Physical Science Department

1992 – 1993 Istituto Virgilio (High School) Torino, Italy Mathematics and Physics Teacher

GRANTS AWARDED

NASA: 20 awards, total amount awarded $700,000 National Science Foundation: 2 awards, total amount awarded $2,218,000 Massachusetts Cultural Council (Co-PI): 1 award, total amount awarded $53,000

ADDITIONAL INFORMATION

Science for the Public: Member of the Board of Directors, since 2009 Catalyst Collaborative @ MIT: Member of the Advisory Board, since 2008 American Association for the Advancement of Science: Member, since 2008

Fenix Charter School / Final Application page 209 MIT School of Science’s Infinite Mile Awards: Award recipient in 2009 Radcliffe Institute for Advanced Study at Harvard University: Bunting Fellow 1999-2000 Smithsonian Astrophysical Observatory: Predoctoral Fellow, 1994-1997 International Space University: Alumna (Japan 1992, United States 1993)

SYNERGISTIC ACTIVITIES

2011 Management for Excellence – Management and Leadership Development at MIT Managing for Excellence is a program to develop experienced managers’ strengths in managing individuals and groups. Individuals who participate in this program: Identify the behaviors and competencies that exemplify managerial excellence Describe the impact of managerial excellence on individual staff, a work group, and department Create and implement strategies that advance a group’s work in support of MIT’s mission Manage a work group for optimal effectiveness

2009 - pres. Co-Founder and Leader of the Older Youth Consortium This professional working group focuses on out-of-school time programming in science, technology, engineering and math (STEM) for teenage youth as an integral and fundamental component of the continuum of efforts to promote both STEM engagement and careers choices among young people. The objective of the Consortium is to inform policy and research projects and to promote best practices for STEM programming for youth 14 and older.

2009 Host and Organizer of "Older Youth & Science in Out-of-School Time" Conference 70 professionals, representing more than 30 organizations that work with high-school age youth, attended the conference. Conference participants discussed existing practices and proposed new strategies to effectively engage older youth from underserved groups in science learning and skill developing initiatives. One of the outcomes of the conference supported the formation of a professional working group to promote policy, research and programming initiatives for older youth in science. Funded by National Science Foundation, Informal Science Education program.

2006 - 2011 PI, Designer and Director for the Youth Astronomy Apprenticeship program (YAA) YAA is an out-of-school time initiative that uses an apprenticeship model to promote science learning among urban teenage students and their communities. One of the primary goals of YAA is to broaden the awareness of science education as an effective way to promote overall youth development and to lead to competitive professional opportunities. The program includes 3-month training for YAA instructors and professional development sessions for after-school instructors and professional astronomers focused on the implementation of inquiry-based skills, strategies for student-driven learning, foundations of positive youth development, astronomy and physics content, the use of software tool for digital imaging, and interpretation of scientific data. Program developed in collaboration with science educators at the Smithsonian Astrophysical Observatory and the Timothy Smith Network, a network of 40 plus community-based technology centers in Boston. Funded by National Science Foundation, Informal Science Education program.

2006 - 2011 Co-Director and Curriculum Designer for Kids Capture their Universe (KCU) KCU is an astronomy project for middle-school students. The program was developed in collaboration with the Smithsonian Astrophysical Observatory and Citizen Schools (a nation-wide after-school initiatives with headquarters in Boston). In KCU children develop a portfolio of astronomical images they

Fenix Charter School / Final Application page 210 have taken and processed with the MicroObservatory online telescopes and then organize the processed images into a public astrophotography exhibit. The program includes professional development sessions for after-school instructors and professional astronomers focused on the implementation of inquiry-based skills, strategies for student-driven learning, the use of software tool for digital imaging, and interpretation of scientific data. Project funded by NASA Space Science EPO program, Chandra X-ray Observatory mission.

2005 – 2009 Designer, Director and Instructor for the Chandra Astrophysics Institute (CAI) CAI is a yearlong research program in x-ray astrophysics for high school students from populations underrepresented in science. The goal of the institute is to enable participants to use their own observations to engage in model building, testing and revising as practicing scientists do. To this end, participants are first introduced to professional software tools for the analysis of Chandra data. Then students, working in small groups, use these tools to conduct authentic research in x-ray astronomy. Project funded by NASA Space Science EPO program, Chandra X-ray Observatory mission.

2004 – 2005 Co-Developer, Director and Instructor for Astrobiology Course A 14-week program for Middle and High School Science Educators – in collaboration with Cambridge Public Schools and Harvard-Smithsonian scientists: the goal of the program is to increase teachers' own understanding of key topics in the field of astrobiology and to provide a practical context in which science can be taught with an interdisciplinary approach. A highly integrated science, astrobiology offers a rich venue for life science, physical science, and earth and space science teachers to engage students with intriguing questions and ideas that introduce them to scientific inquiry out of curiosity. As an integral part of the program, teachers work together to identify the science content learning standards in the Massachusetts Science and Technology/Engineering Curriculum Framework that they will be able to address with the proposed set of astrobiology activities. Project funded by NASA Space Science EPO program, Astrobiology Institute.

2004 Designer, Director and Facilitator for the After-School Astronomy Project (ASAP) In collaboration with science educators at the Smithsonian Astrophysical Observatory and the Timothy Smith Network: youth in out-of-school time programs reinforce learning in physics and space science through activities that also develop students' computer skills. The ASAP investigations stimulate youth’s discussions on the appearance and origins of the objects we see in the sky, about the forces that shape our universe and about our place in the universe. Students conduct their own explorations of the night sky using MicroObservatory, a network of educational ground-based telescopes that can be controlled over the Internet. Project funded by NASA Space Science EPO program, Chandra X-ray Observatory mission.

2004 Co-Developer, Director and Instructor for the HETE Summer Institute The HETE Institute is a Space Science Program for Secondary School Teachers created in collaboration with the Cambridge Public Schools. A one-week education program designed to increase teachers’ understanding of the structure and evolution of the universe. The activities, lectures, and events for this institute are framed by three overarching questions: How does the development of new technologies to collect data in all regions of the electromagnetic spectrum contribute to our understanding of the origin, structure and evolution of the universe? 2. How does the principle of universal gravitation help to explain the architecture of the universe? 3. How does the life cycle of a star exemplify conservation of mass and energy in the universe? Project funded by NASA Space Science EPO program, HETE mission.

Fenix Charter School / Final Application page 211 PUBLICATIONS (SELECTED) Porro I., “Youth Astronomy Apprenticeship: Astrobiology Course For Secondary School Addressing STEM Underrepresentation as a Teachers,” ASP’s 117th Annual Meeting, 2005. Human Capability Realization Issue” Spectrum, Porro, I., “Enlarging the STEM pipeline working Newsletter of the American Astronomical with youth-serving organizations,” Bulletin of Society, 2011. the American Astronomical Society, Vol. 37, Porro I., “Insights on Engaging Older Youth in p.1416, 2005. STEM Learning Experiences,” white paper for Monnier, J. D., Millan-Gabet, R., Tuthill, P. G., ITEST Conference Event – Defining an Traub, W. A., Carleton, N. P., Afterschool Research Agenda, St. Paul, June 9- Coudé du Foresto, V., Danchi, W. C., 11 2010. Lacasse, M. G., Morel, S., Perrin, G., Porro, I. L., Schloerb, F. P., Townes, C.H., “High-Resolution Porro I., “Making the Case for Quality Science Imaging of Dust Shells by Using Keck Aperture Programming for Older Youth in Out-of-School Masking and the IOTA Interferometer,” Time,” ASP Conference Series, Science Astrophysical Journal, Vol. 605, pp. 436-461, Education and Outreach: Forging a Path to the 2004. Future, 2009. Monnier, J. D., Traub, W. A., Schloerb, F. P., Porro I., Dussault M., Reinfeld E., “After-School Millan-Gabet, R., Berger, J.-P., Pedretti, E., Astronomy: From the Basement to the Roof Carleton, N. P., Kraus, S., Lacasse, M. G., Top!,” ASP Conference Series, “Science Brewer, M., Ragland, S., Ahearn, A., Education and Outreach: Forging a Path to the Coldwell, C., Haguenauer, P., Kern, P., Future,” 2009. Labeye, P., Lagny, L., Malbet, F., Malin, D., Foutz S., Hall M., Porro I., Wenger A., “Youth as Maymounkov, P., Morel, S., Papaliolios, C., Science Consumers and Facilitators: Perraut, K., Pearlman, M., Porro, I. L., Continuums of Participation,” Panel Session, Schanen, I., Souccar, K., Torres, G., Wallace, G., ASTC Conference, 2009. “First Results with the IOTA3 Imaging Interferometer: The Spectroscopic Binaries λ Sakimoto P. J., Luckey V., Landsberg R.H., Virginis and WR 140,” Astrophysical Journal, Hawkins L., Porro I. “Building an IYA Legacy for Vol. 602, pp. L57-L60, 2004. Underserved Communities,” ASP Conference Series, p. 68, Vol. 400, 2008. Porro I.L., Berkefeld Th., Leinert Ch., “Simulation of the effects of atmospheric Porro I., Dini V., Prol T., "Youth Astronomy turbulence on mid-infrared visibility Apprenticeship (YAA): An Initiative to Promote measurements with MIDI-VLTI,” Applied Optics, Science Learning Among Urban Youth and Their Vol. 39 No. 10, 2000. Communities,” ASP, Conference Series, p. 187, Vol. 389, 2007. Porro I.L., Traub W.A., Carleton N.P., “Effect of telescope alignment on a stellar Krishnamurthi, A., Porro, I., “Astronomy After- interferometer”, Applied Optics, Vol. 38 No. 28, School Programs: Effective Pathways to 1999. Success.” ASP Conference Series, Vol. 389, “EPO and a Changing World: Creating Linkages and Traub W.A., Carleton N.P., Porro I.L., “A search Expanding Partnerships,” 2007. technique for planets in nearby binary stars using a ground-based interferometer,” Journal Traub W.A., Porro I.L., “True Learning Is All of Geophysical Research, 101, E4, 1996. About Making The Connections - An

Fenix Charter School / Final Application page 212

BRIDGET MOLLOY 5347 S. DATURA CT. LITTLETON, CO 80120 [email protected] (303)5066790

EDUCATION

Boston University, Boston, MA, 2013 M.A.T. Science Education, Biology Graduate Certificate in Global Ecology Education

Georgetown University, Washington, DC, 2011 Graduate coursework in Pharmacology

Harvard University Extension School, Cambridge, MA , 20102011 Graduate coursework in Biochemistry and Medicinal Chemistry

University Of Colorado, Boulder, CO , 2009 B.A. Molecular, Cellular, & Developmental Biology B.A. Ecological & Evolutionary Biology, cum laude

TEACHING AND CURRICULUM DEVELOPMENT

Science Teacher, La Academia School At The Denver Inner City Parish, Denver, CO , 2013Present • Teach 9-12th grade science classes including general science, biology, chemistry, and physics. • Work with a 95% Latino student population from disadvantaged backgrounds. • Develop science class curriculum in physics, chemistry, biology, and earth sciences using the NGSS (NextGeneration Science Standards). • Differentiate and scaffold lessons, activities, and notes to assist students with different learning abilities. • Implement project based learning and student leadership into the curricula. • Organize and coordinate field trips throughout the community relevant to various science • subjects, and bring in science professionals and professors for individual classes or school wide • Friday seminars.

Master Science Lesson Planner, United Classrooms, San Fransisco, CA , 2013Present • Design and develop new science curriculum for a global online lesson sharing platform on uclass.org. • Work with the United Classroom team to work on technology troubleshooting and end user experience.

Fenix Charter School / Final Application page 213

Lecturer, Cu Science Discovery, University Of Colorado, Boulder, CO , 20082013 • Designed, developed, and taught 11 science courses for a summer K-12 science outreach program. • Collaborated with science instructors, program manager, and director.

Student Teacher, Quincy High School, Quincy, MA , 2013 • Taught high school honors biology, conceptual biology, and integrated science courses. • Designed lesson plans exploring scientific concepts using research articles and hands on activities. • Incorporated various technologies and videos into lesson plans. • Revised lesson plans and activities to accommodate students for differential learning. • Collaborated with science department and other local science teachers to compile educational resources. • Designed a unit plan which I present at the National Science Teacher Association national conference • Mastered skills in time management and handled multiple ongoing projects at once.

Curriculum Development & Design, New England Aquarium, Boston, MA, 20122013 • Developed and designed lesson plans for grades 5-12 in coral symbiosis and ocean acidification. • Revised and compiled new resources on coral reefs for the Teacher Resource Center (TRC). • Collaborated with the TRC supervisor of teacher services, to design new lesson plans. • Presented ocean acidification lesson plan for a teacher workshop in professional development. • Created Google website containing lessons and other resources for educators featuring coral reefs.

Teaching Assistant, School Of Education, Boston University, Boston, MA, 20122013 • Evaluated research papers for undergraduate students for the integrated sciences course.

Substitute Teacher, Windsor County, VT, 20092010 • Taught and supervised students ages 10-17 (grade 4-12) in science.

Teaching Assistant, University Of Colorado, Boulder, CO, 2007 • Taught cellular and molecular biology concepts and lab techniques to biology undergraduates. • Directed students in developing research projects. • Evaluated student’s laboratory techniques and research projects.

STUDENT PROGRAMS AND SCIENCE EDUCATION OUTREACH

Community Programs Facilitator, Girl Scouts Of Eastern Massachusetts, 2012 • Led hands on program activities on a weekly basis for girls ages 6-12 for low income and at risk groups. • Prepared programs in science and leadership and wrote weekly reflections on community programs.

Fenix Charter School / Final Application page 214 President, Biology Club, University Of Colorado, Boulder, CO, 20082009 • Developed, coordinated and promoted 40+ programs, lecture series, research symposia and field trips.

Resident Advisor & Academic Support Resident, University Of Colorado, Boulder, Co 20062008 • Oversaw regulations, conflict resolution, events, and academic support for 500 undergraduates. • Completed trainings in leadership, programming, community development and diversity. • Coordinated and oversaw 70+ educational and social programs.

SCIENTIFIC RESEARCH AND ADMINISTRATION

Research Assistant, Hhmi Science Education Grant, Boston University, Boston, MA, 20122013 • Participate in weekly research seminar on the nature of science and weekly research lab meetings. • Perform developmental and signaling manipulations on the starlet sea anemone Nematostella vectinsis. • Carry out molecular biology techniques including RNA-seq, in-situ hybridization, & function studies.

Procurement Coordinator, Howard Hughes Medical Institute at MIT, Cambridge, Ma, 2012 • Coordinated purchases for 19 HHMI-funded biomedical research laboratories. • Provided customer support to laboratory managers on a daily basis for 19 laboratories. • Resolved purchasing issues with vendors. • Developed user guide for and trained new lab employees to use the purchasing database.

Laboratory Assistant II, Howard Hughes Medical Institute at Harvard, Cambridge, MA, 20102011 • Provided support to and worked with 50+ scientists and vendors on a daily basis. • Coordinated lab materials and managed a procurement system across multiple databases. • Produced budget reports and oversaw budget spending and tracking. • Prioritized tasks under a fast-paced, deadline driven work environment.

Research Assistant, Honors Thesis, University Of Colorado, Boulder, CO, 20082009 • Completed literature review of coral bleaching and climate change using genetic coral sequences.

Research Assistant, Reu Award, University Of Colorado, Boulder, CO, 2008 • Monitored, identified, and recorded invasive and native plant population data for a climate change study.

Research Assistant, Su Lab, University Of Colorado, Boulder, CO, 20062008 • Maintained colonies of p53 mutant Drosophila melanogaster, collected and recorded data. • Carried out a 10,000 chemical drug screen project with a post-doc. • Performed fluorescence microscopy and x-ray machine irradiation trials, and mixed solutions.

Fenix Charter School / Final Application page 215 Field Researcher, Colorado Division Of Wildlife, Denver, CO, 2006 • Created profiles and habitat assessments of various streams around Colorado. • Collected and analyzed stream flow, water quality, and fish habitats throughout Colorado. • Attended meetings with the State Forest Service, Division of Wildlife, and CO Water Board.

EDUCATION PRESENTATIONS AND WORKSHOPS

Presenter, HHMI/ MIT Science Education Group, Cambridge, MA, 2013 • Presented a unit in leadership, climate change, and technology in the High School biology classroom.

Presenter, National Science Teacher Association, San Antonio, TX, 2013 • Designed and led a workshop on a unit plan at the National Conference for the student showcase. Attended sessions on common core standards and in biology curriculum development strategies.

Presenter, New England Aquarium, Boston, MA, 2013 • Presented ocean acidification unit plan provided materials for a science teacher’s workshop.

Global Leadership Education Certificate Workshop, Boston Univeristy, 2012 • Participated in a 7 week workshop on global leadership in the classroom. • Designed and presented a unit plan to implement global connections using various apps and technology.

Mobile Education Workshop (EDLAB), Smithsonian Institute, Washington, DC, 2012 • Attended a week-long workshop on creating curriculum that brings technology into the classroom. • Collaborated in teams using the mobile learning space and created a mission-based learning plan.

CERTIFICATIONS High School And Middle School Biology Teacher Certification State Of Massachusetts, 2013 (Certificate is reciprocal within all states besides CA)

PROFESSIONAL MEMBERSHIPS National Science Teachers Association , 2012 Present

OTHER LANGUAGES Spanish - Intermediate Conversational

VIANNA ALCANTARA

Fenix Charter School / Final Application page 216 1 Lindner Court Lawrence, MA 01841/ [email protected]/ 978- 902-4176

EDUCATION

Denison University, Granville, OH Bachelor of Arts in International Studies and Women’s Studies, May 2009 Awarded Posse Foundation Scholarship, 2005-2009

PROFESSIONAL AND MANAGERIAL EXPERIENCE

Lawrence Family Development Charter School Lawrence, MA June 2012- Present Alumni Coordinator • Provide support to students transitioning to high school • Maintain student database to determine long-term impact of school programming

Product and Clinical Education Intern Hologic, Inc, Bedford. MA July 2011- June 2012 • Responsible for maintaining organizational databases • Provide training confirmation to clients. • Maintain organizational history of completed technical trainings on medical technologies. • Compile resources for use by multi-site corporation. • Manage correspondence, data entry and information for nationwide grant applications from women’s health non-profit organizations. • Edit workshop and training materials targeting different areas in the medical field • Research and merge supplemental material to aid in keeping the company up to date on cutting-edge research

Leadership Academy Middle School Director LA VIDA INC, Lynn, MA, June 2010-June 2011 • Responsible for coordinating the implementation and development of middle school after school program. • Developed curriculum • Managed daily operations of program • Coordinated Supplemental Education Services programming • Developed and maintain a network of resources to enhance programing • Conducted program tracking and evaluation • Actively participate in team development Program Coordinator, Promoted after 2 months • Responsible for coordinating the implementation and development of the after school program • Supervised forty students (6th-8th grade) attending program • Managed volunteers and four staff members. • Identify local partners and resources to enhance coordination and program delivery. • Maintained accurate student records of the program. • Developed policies and procedures for effective operation of after school program • Generated detailed written and oral reports for Executive Director and state contracts

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Executive Assistant Provided overall support to Executive Director and programs staff, as needed. Promoted after 3 months.

Summer Director (2009) / Summer Assistant Director 2008-2009

LET’S GET READY, Lawrence, MA • Overall coordination of summer SAT and college prep program including fundraising efforts, volunteer training and six college campus visits. • Coordinated College Choice workshops • Recruitedt: 60 Latino high school student participants, 10 college volunteers • Monitored and tracked SAT test scores and college application materials for 55 high school students.

Bilingual Customer Service Representative Moore Staffing, Methuen, MA, 2008-2010 Alicare Medical Management, Salem, NH

Administrative Assistant Greater Lawrence Family Health Center, Lawrence, MA

HONORS, AWARDS & RECOGNITIONS

Studied abroad School for International Training, Development Program, Kampala, Uganda, Fall 2007 Posse Foundation leadership development programs and opportunities, 2005-2009 Presenter: Innovation in the Service of Human Dignity Conference, at the University Of Notre Dame, 2008 Selected for: Denison Young Scholar Program, ten week funded research project on Militarization, Sexual violence and the continuum of Violence in Eastern Congo, 2007 Selected for: Denison Women’s Studies Fellow: Academic and Leadership Honor 2007-2009 Selected for: Nan Novik Award for Activism: Leadership, activism, and social justice award 2007

COMPUTER SKILLS Microsoft Word; Microsoft Office, Macintosh OS, PowerPoint

LANGUAGES Fluent in Spanish and English

REFERENCES Available upon request

Fenix Charter School / Final Application page 218 LUISA E. EHRICH 53 Tremont St., Cambridge MA 02139 (617) 955-4838 [email protected]

PROGRAM DEVELOPMENT & MANAGEMENT

• Develop and manage year-round out-of-school time programs for students in grades K-3. Design program and staffing structure, advise in the development of arts-integrated curriculum, build relationships with collaborative partners (such as schools, teachers, and parents), oversee implementation of program, and provide documentation and evaluation of program. • Developed Reading Mentors, a program which employs high school students to act as mentors to 1st and 2nd grade students through long-term relationship building and dialogic reading skills. Provided training for all Reading Mentors before and during the Reading Mentors program. • Supervise teaching teams in the implementation of out-of-school time programs. Provide regular support in curriculum development and bi-weekly feedback sessions focused on reflection, growth, and improvement. • Redesigned and managed Goddard College’s alumni magazine, including budget management, recruiting and supervising contributors, and overseeing all operational aspects of the publication.

CURRICULUM DEVELOPMENT

• Co-developed a cross-disciplinary intensive 6-week workshop in climate change science and filmmaking, in which students made their understanding visible through narratives and public service announcements (Grades 9-12). • Developed a pilot curriculum in arts-integrated English language development for ELL students (Grades K-2). • Developed a unit on both the technological and stylistic principles behind stop-motion animation, leading students through the process of making stop-motion animation videos (Grades 3-6). • Developed intensive workshops on storytelling and identity in the medium of narrative, documentary, and experimental filmmaking (Grades 8-12). • Developed a unit focused on media literacy and critical exploration of advertising (Grades 7-12).

COMMUNICATION, COLLABORATION & OUTREACH

• Outreach to communities of predominantly Spanish-speaking families to build enrollment for out-of-school time programming. Build and maintain relationships with families who enroll in programs. • Collaborate with Boston Public School administrators and classroom teachers to design and deliver cross- disciplinary, arts-integrated instruction within Boston Public Schools. • Organized several culminating events to showcase project-based work of K-12 students. • Collaborated with academic and non-profit clients to design and execute multimedia campaigns as a founding member of the production company Fantastic Soup. Wrote, directed, and produced videos; scouted and secured shoot locations.

EMPLOYMENT

After/Out of School Program Coordinator May 2012-Present Inquilinos Boricuas en Acción, Boston, MA

Lead Teacher & Curriculum Developer Sept 2011-May 2012 Inquilinos Boricuas en Acción, Boston, MA

Teaching Artist Sept 2012-Feb 2013 The Advent School, Boston, MA

Teaching Artist May 2012 Next Step, Cambridge, MA

Fenix Charter School / Final Application page 219 Teaching Artist Aug 2010-Aug 2011 Cambridge Public Schools, Cambridge, MA

Digital Media Instructor March 2011-May 2011 Inquilinos Boricuas en Acción, Boston, MA

Co-Founder & Creative Director March 2008-Feb 2011 Fantastic Soup, Cambridge, MA

Video Production & Publishing Coordinator Oct 2007-June 2008 Facing History & Ourselves, Boston, MA

Assistant Editor / Editor Jul 2006-May 2009 Nama Productions, Somerville, MA

Communications Coordinator / Design Consultant Jul 2003-Jun 2006 Inquilinos Boricuas en Acción, Boston, MA

Editorial Assistant Nov 2001-Jun 2002 Random House, Inc., New York, NY

EDUCATION

Harvard Graduate School of Education, Cambridge, MA MEd in Arts in Education, 2012

Emerson College, Boston, MA MA in Visual Media Arts, 2007

Bennington College, Bennington, VT BA in English and Creative Writing, 2001

New York University in Paris, Paris, France 6-month study-abroad, 1999

Bard College at Simon’s Rock, Great Barrington, MA 1996-1998

LANGUAGES AND OTHER SKILLS

• Intermediate Spanish and French language skills • Digital and analog still & motion picture photography • Visual art • Computer: Office, Avid, FinalCut Pro, ProTools, Soundtrack, AfterEffects, PhotoShop, DVD Studio Pro, Cleaner, HTML, basic JavaScript

Fenix Charter School / Final Application page 220 JOANNA DAWN GALLAGHER 170 Oxford Street, Unit 401 | Lynn, MA 01901 | 209.277.6074 | [email protected]

EDUCATION

B.A. in History, Minors in Spanish and Bible May 2012 Gordon College, Wenham, MA

A.J. Gordon Honors Program—four year scholarship awarded for academics and leadership Alpha Mu Gamma—national foreign language honor society for students who maintain a GPA of 3.5 and have received no grade below a B in foreign language

EMPLOYMENT

Substitute Teacher March 2013-Present Lynn Public Schools, Lynn, MA

Substitute teach for Kindergarten through 5th grade classes

Project Coordinator July 2012-Present The Family Dinner Project, Watertown, MA

Coordinate volunteers from Gordon College in weekly lunch mentoring programs in 3 Elementary schools in Lynn Create and develop curriculum for lunch mentoring programs that cultivate children’s social language skills as well as their desire and capacity for family-style meals Schedule and facilitate Community Dinner Series and Parent Workshops with Lynn families

Teacher’s Assistant Academic Years 2009-2010, 2010-2011 Spanish Department, Gordon College, Wenham, MA

Craft Counselor July-August 2010 Hawthorne Valley Farm, Ghent, NY

Developed and taught Waldorf-inspired craft projects to children ranging in age from 7 to 11

TRAVEL

Colegio Moriah, San Pedro De Macorís, D.R. March 2011, 2012

Co-led team of Gordon College students for 2 service-learning trips to the Dominican Republic

Additional travel in Argentina, Uruguay, Spain, Mexico, Russia, Romania, Israel/Palestine, Austria, England, Ethiopia, and Swaziland for study, vacation, or service

References available upon request

Fenix Charter School / Final Application page 221 CLAUDIA MARTINEZ 240 Western Ave ▪ Cambridge, MA 02138 917-833-1133 ▪ [email protected]

SKILLS & QUALIFICATIONS Native Spanish speaker ▪ Excellent writing and communication skills ▪ 5+ years working with youth 12-24 years old ▪ Exceptional facilitator ▪ Extensive curriculum development experience ▪ Proficient in MS Office and internet research

EXPERIENCE

The City School, Dorchester, MA ▪ Summer 2013

Youth Support Manager Responsible for developing, evaluating and establishing overall structures for youth support; create curriculum that supports the social emotional development of participants; manage outside referrals; oversee conflict- mediation and restorative justice practices

Charlestown High School, Charlestown, MA ▪ 2012 - 2013

Guidance Intern Provide one-on-one bilingual counseling to students; co-lead a young men’s counseling group focused on academic improvement, self-efficacy and skill building; contact parents on a regular basis; advocate for students with their teachers; support 1st generation college students in applying to college; assist in the development and implementation of a graduate course for guidance counselors, teachers and school administrators focusing on the 8th to 9th grade transition.

Day One, Manhattan, NY ▪ 2010 - 2012

Community Educator Taught youth 12-24 years old and trained professionals on teen dating violence, reaching over 7,200 people; conducted over 265 workshops in 2011; developed and implemented new curriculum; coordinated outreach, scheduling and invoicing; created program materials; led strategic planning, program expansion and evaluation; tracked data through databases and measurement tools; supervised interns; supervised Spanish translation of over 20 agency documents

Sadie Nash Leadership Project, Brooklyn, NY ▪ 2007 - 2012

Teacher, Dean Worked on a consultant basis in multiple capacities, most recently as the teacher of “Sisterhood Academy”; created a logic model, designed all curricula, and launched “Sisterhood Academy” an 8 month after-school class for 20 young women from New York City public schools; used workshops and creative arts to increase self esteem, develop leadership skills, foster community, increase knowledge about systems of oppression and build self-care skills.

Cypress Hills Local Development Corporation, Brooklyn, NY ▪ 2008 - 2009

Youth Organizer, Future of Tomorrow

Fenix Charter School / Final Application page 222 Worked with youth to develop and implement educational justice campaigns through identification and research of issues, using consensus to choose an issue, setting demands, identifying targets and carrying out actions; oversaw all daily operations of program; designed and facilitated trainings; led city wide campaigns with the Urban Youth Collaborative; individually mentored 20 high school students; successfully raised participation through outreach.

Spontaneous Celebrations, Jamaica Plain, MA ▪ 2007 - 2008

Youth Programs Coordinator, Rentals Manager Coached 60 middle and high school students through individual sessions, tutoring, and college and career counseling; responsible for supporting youth in their individual growth and leadership development; adult point person for design and implementation of a youth led violence intervention program for middle school youth (Curley Project); campaign representative on the steering committee of United Youth and Youth Workers of Boston (UYYW); coordinated network of youth serving organizations in the Boston Metro area; managed all rentals of community center facilities.

EDUCATION

Harvard University, Cambridge, MA Masters of Education May 2013 Prevention Science and Practice

Brandeis University, Waltham, MA Bachelor of Arts May 2007, Cum Laude Women’s and Gender Studies and Sociology

HONORS

Posse Foundation Full Tuition Leadership Scholarship, 2003 – 2007 Oliveri Family Prize for Student Leadership in Women’s Studies 2007 The Elise Boulding Sociology and Social Activism Award 2007 Urban Scholars Full Tuition HGSE Scholarship 2013-2014

Fenix Charter School / Final Application page 223 ANDREW FRISHMAN 101 Holden Green, Cambridge, MA 02138 [email protected] (401) 743-8136

EDUCATION Harvard University, Cambridge, MA , anticipated 2014 • Doctorate of Education Leadership (EdLD) • Coursework at Harvard Graduate School of Education, Harvard Kennedy School of Government & Public Policy, Harvard Business School, Harvard Law School, Harvard Graduate School of Design • Project work, site visits and consultation in Providence, Boston, New Orleans, Detroit, SF Bay Area • Awarded Gordon Ambach Fellowship (Summer 2012) – served at Massachusetts Department of Elementary and Secondary Education, Division for Accountability, Partnerships, & Assistance in Center for Targeted Assistance. Implemented district turnaround plan in Lawrence Public Schools with state-appointed Superintendent Receiver’s leadership team • 4/2013 Student Research Conference Roundtable Presentation (w/Eva Mejia, Vaishali Dharmadhikari) “Scaling Innovations Through Networks”

University of Southern California, State Capital Center, Sacramento, CA , 2010 • Health Leadership Program of the Sierra Health Foundation • Curriculum delivered by USC School of Policy, Planning & Development, Marshall School of Business

California State University, Sacramento, CA , 2008 • Administrative Credential, Educational Leadership and Policy Studies – Urban Cohort • Field Study Plan - Improving the Administration of the Internship Program at the Met Sacramento

Brown University, Providence, RI , 2002 • Master of Arts in Teaching, secondary education. Biology and General Science certifications • Co-designed Brown Environmental Leadership Lab (BELL), a pre-college summer program

Wesleyan University, Middletown, CT , 1997 • Bachelor of Arts, Biology major, emphasis in Chemistry • Varsity Squash captain, 1997 Division III NCAA National Champions

WORK EXPERIENCE

Big Picture Learning, Providence, RI , 2013 - Present Director of Program Development • Manage and facilitate high-level projects, partnerships and organizational knowledge • Support and collaborate with national and site staff on local and regional initiatives • Design and create organizational infrastructure necessary to attain bottom line goals • Maintain Big Picture Learning as an influential voice in the national discourse on education

Big Picture Learning, Providence, RI , 2004 - 2013 Fenix Charter School / Final Application page 224 Network Support Consultant, Trainer, School Coach • Coach and train Big Picture school principals and staff • Design, lead, and facilitate workshops on elements of Big Picture Learning pedagogy/philosophy • Support development of Internship Program coordination within and across the Big Picture Network • Visit Big Picture schools in the United States and the Netherlands to share best practices • Host and coordinate educator and media visits to The Met (Providence) and The Met Sacramento

The Met Sacramento High School, Sacramento, CA , 2007 - 2011 Internship Coordinator, Administrator (Advisor, College Transition Counselor – 2007) • Supervised student Internship Program; matched students to real-world learning opportunities • Developed and maintained partnerships with mentors from local businesses and non-profit organizations • Assisted principal and staff with development of school mission, vision, and administration • School Advisory Board of Directors (2007-2011), Secretary (2007-2009) • Founding Board Member of “Foundation for College and Career Readiness” 501(c)(3) non-profit org. • Supported students through college application and post-high school planning processes

Capital Public Radio, Sacramento, CA Jan - June 2008 Associate Producer/Intern – Insight Talk Program • Assisted in producing in-depth interview program focusing on issues facing the Sacramento region • Researched topics/segments; prepared synopses of background information and questions for host • Identified and contacted possible guests; coordinated logistics and follow up from the show

Brown University, Providence, RI, Fall 2005 Adjunct Professor – Department of Education • Taught Methods of Teaching, a course for Master of Arts in Teaching candidates • Supervised and mentored degree candidates during student teaching

The Met High School, Providence, RI, 2002 - 2006 Advisor/Teacher (grades 9-12) • Led advisory class of 15 diverse urban students throughout their high school career • Worked with students, parents, mentors, and staff to develop individualized learning plans • Scaffolded internship projects to reflect students’ unique interests, background, learning style • Developed close, long-term relationships; provided counseling, conflict management, referrals • Teacher/Neuroscientist Partnership Award (Society for Neuroscience national conference ’05) • Organized and supervised student trip to Nicaragua to compare educational systems and culture

Hackley School, Tarrytown, NY 1999 - 2001 Teacher of Chemistry, Life Science (grades 7-8) • Co-designed and implemented integrated curriculum for Life and Physical Science in Middle School • Recognized in administrative evaluation as “Outstanding Instructor” 2000-2001 • Served as Boarding Associate: supervised 30 girls and boys in grades 8-12 • Served as Advisor; high school varsity boys squash coach; middle school softball and tennis coach

Renbrook School, West Hartford, CT 1997 - 1999

Fenix Charter School / Final Application page 225 Teacher of Honors Biology, Pre-Algebra, Earth Science (grades 6-9) • Grade 9 advisor, varsity tennis coach, varsity girls soccer coach, advisor to chess and skateboard clubs • Initiated Math-O-Rama (weekly challenge puzzle) and hosted game-show-style assemblies

Exploration Summer Program, Wellesley, MA Summer ’96 ’98 ’99 • Resident Director for 140 grade 8-9 students; trained in crisis management and disciplinary situations • Supervised staff of 16 Resident Advisors; led field trips, activities, athletics, discussion groups • Instructor: designed curriculum and taught courses in Aquatic Biology and Experimental Science

National Forest Service, Mono Lake Scenic Area, CA Summer ’94 ’95 • Led interpretive programs on ecology and natural history; assisted with Visitor Center staff training • Assisted with invertebrate ecology research studies with Prof. David Herbst, UC Santa Barbara

PALS Program, Andover, MA Summer ’92 ’93 ’97 • Designed and taught creative math, natural sciences, computer, reading, and writing enrichment activities for students in grades 6-8; worked with groups, tutored individuals, led field trips

COMMUNITY INVOLVEMENT

ATRAVES Board of Directors , Nicaragua 2007 - Present • Secretary of Nicaraguan/American international nonprofit association working to support collaborative, creative, small-scale, locally controlled initiatives in development, education, health and social justice • Initiate and support fund raising efforts; mobilize our network to become a powerful support system • Create and maintain an international network of people in solidarity with Nicaraguan communities

CERTIFICATIONS

NCLB highly qualified teacher of Science (Biology) CA Certificate of Eligibility for the Administrative Services Credential CA Clear Single-Subject Biology Teaching Credential CA Clear Cross-cultural, Language and Academic Development Credential RI Teaching Credentials, Secondary Education – Biology & General Science

SKILLS

Spanish fluency, computer-proficient, engaging public speaker and presenter

Fenix Charter School / Final Application page 226 MICHAEL P. FAHEY 224 Hanover St. Apt. 14 Boston, Massachusetts 02113 Cell: (402) 881-1339 [email protected]

OBJECTIVE My objective is to obtain a valuable experience by working with talented professionals in a comprehensive design environment. I will passionately contribute skills learned from my education and previous work opportunities as a member of a design team.

SKILLS Rhinoceros Autodesk Revit Architecture Autodesk AutoCAD Google SketchUp Adobe Design Suite CNC Routing Machine Operation Laser Cutter Operation Proficient at Reading, Writing, and Speaking German

EDUCATION University of Kansas School of Architecture, Design and Planning Fall 2007 – Spring 2013 Master of Architecture German Minor Member of the American Institute of Architecture Students Member of the National Society of Collegiate Scholars Member of the Order of Omega Honors Society Global Awareness Program Certification with Distinction

University of Stuttgart School of Architecture and Urban Planning Stuttgart, Germany Fall 2010 - Summer 2011

International Cultural Institute Vienna Vienna, Austria Summer 2010

WORK HISTORY Paul Lukez Architecture Designer Somerville, Massachusetts January 2013 - Present Project Manager for residential projects in the Boston area, responsible for all phases of design and construction administration. Member of the design team for small-scale commercial projects.

Architecture-Studio

Fenix Charter School / Final Application page 227 Intern Architect Beijing, China Office September 2012 - December 2012 Participated in schematic design, design development and marketing for museums and large-scale, mixed-use developments, including international competitions and local design projects.

HDR Architecture, Inc. Intern Architect Omaha, Nebraska Office Summer 2012 Worked primarily on schematic design, design development and marketing for healthcare related projects. Volunteered as a member of a design/build team, constructing a dining pavilion, which was featured at a local fundraising festival.

Fabrication Shop Supervisor Lawrence, Kansas Summer 2011 - Spring 2012 Operator and lab technician in the woodshop, CNC routing and laser cutting facilities for the University of Kansas School of Architecture, Design and Planning

Revelations Architects/Builders Corporation Intern Architect Steven’s Point, Wisconsin Summer 2009 Member of the design/build team, involved in design, construction, and marketing. Our prototype for the Experimental Dwelling for a Greener Environment (The E.D.G.E.) received an AIA Small Building Award and has been widely published.

Blackstone Lawn, Landscape, and Design Omaha, Nebraska Summer 2009 In-house Landscape designer/drafter for residential and small commercial projects

Midlands Development, Inc. Omaha, Nebraska Summer 2008 Worked in a variety of rolls including in-house design/drafting, light construction, light mechanical repair and real estate management and renovation. Designed the John Deere of Bennington, Nebraska regional sales building.

VOLUNTEER Freedom By Design - Design Team Captain ACTIVITIES Worked on the design and fabrication of projects improving the accessibility of homes for handicapped members of the local community.

Fenix Charter School / Final Application page 228 Swim Team Coach Spring 2007 Volunteered as a swim team coach and classroom assistant at the Madonna School for Disabled Children. Accompanied the swim team as they competed in the Special Olympics.

Operation Others For the past 14 years, participated in preparing and delivering food to needy families in the Omaha, Nebraska area during the Christmas season.

ACHIEVEMENTS 2012 -Recipient of the Global Awareness Program Certification with Distinction, awarded to students who have demonstrated a heightened degree of global engagement through their academic coursework, experiences abroad and co- curricular involvement - Recipient of a Center for International Programs Scholarship - Recipient of a University of Kansas Foreign Study Scholarship

2011 -Two-time recipient of the Baden-Württemberg-Stipendium, awarded to students who want to extend their academic and intercultural competence through a study and research period in Baden-Württemberg, Germany -Recipient of the Larry D. and Donna Manning Horner Study Abroad Scholarship from the University of Kansas Office of Study Abroad -Recipient of the Donald P. Ewart Memorial Traveling Scholarship from the University of Kansas School of Architecture and Urban Planning

2010 -Inducted into the Order of Omega honor society

2009 -Recipient of the Athina Kambouri Barr-Kumar Award for exceptional promise in architectural graphics and design

2008 -Inducted into the National Society of Collegiate Scholars

2007 -James Canfield Scholar certificate of recognition - University of Nebraska, Lincoln -Omaha Education Association Scholarship, awarded to a student who has made outstanding achievements as a student in high school and who shows promise of the qualities, traits, and attitudes, which are basic to success in becoming an active and contributing member of society. -Recipient of a Magis Award for pursuit of excellence in becoming a man committed to helping others, Creighton Preparatory High School -Architecture Computer Graphic Design, Southwest Iowa Eastern Nebraska Juried Competition Winner

Fenix Charter School / Final Application page 229 -Outstanding Senior in Architecture: Architectural Design and Special Service Project, Creighton Preparatory High School -Outstanding Achievement in Architecture, Creighton Preparatory High School -Outstanding Achievement in Computer Graphics, Creighton Preparatory High School

2006 -Eagle Scout – Eagle project involved renovating an inner-city school gymnasium

INTERESTS Humanitarian Design Solutions, Globalized Practice, Materials Research

Fenix Charter School / Final Application page 230 GUARIONEX RODRIGUEZ 18 Boylston St / Lynn, Ma 01902 781-595-4487 / [email protected]

CERTIFICATION Commonwealth of Mass, Department of Education Math Certification (5-9) and (9-12) Special Needs (5-12) TBE (5-12) Certification #324430

EDUCATION BACKGROUND 1998 Salem State College Salem, MA Master of Education

1994 Salem State College Salem, MA 27 Educational credits toward Mass Math certification

Universidad Autonoma de Santo Domingo Dom. Republic Electro-Mechanical Engineer TEACHING EXPERIENCE 2004 – 2011 La Vida Yes program Lynn, MA Bilingual Teacher

1991 - PRESENT Lynn Public Schools Lynn, MA Bilingual Special Education Teacher

1974 – 1977 Dominican Private Schools Dom. Republic Math and Physical Science Teacher PROFESSIONAL PREPARATION/ DEVELOPMENT 1998 Northeastern University Boston, MA Mathematics Workshop (3 credits)

2001 Endicott College Beverly, MA Improving Math Instruction (3 credits)

2003 Salem State College Salem, MA Geometry for Teachers (3 credits)

2005 Gordon College Wenham, MA Sheltered Instruction Observation Protocol (3 credits)

2009 Salem State College Salem, MA Data, Statistics and Probability ( 3 credits ) AFFILIATION American Federation of Teachers National Council of Teachers of Mathematics

Fenix Charter School / Final Application page 231 FRANCISCO R. GRULLON, ED.D. 104 Laighton Street | Lynn, MA 01902 781-592-2403 | [email protected] [email protected]

EDUCATION:

Fischler Graduate School of Education and Human Services of Nova Southeastern University. Doctorate in Education and School Leadership. April, 2003.

Salem State University and Northeast Consortium. Graduate School of Education. Certificate of Advanced Graduate Study (C.A.G.S) in Curriculum & Instruction. May 1998.

Salem State University. Graduate School of Education. Master’s Degree in Education with a Concentration in School Administration. May 1996.

Institute of Technology and Petroleum of Moscow. Master’s Degree in Chemical Engineering with a concentration in Petrochemical. June 1982.

Universidad Autonoma de Santo Domingo (UASD). School of Engineering. Chemical Engineering Bachelor Degree. July 1976.

MASSACHUSETTS CERTIFICATIONS:

Principal/Assistant Principal (9-12). Professional. Principal/Assistant Principal (5-9). Professional. Director/Supervisor (All). Professional. Mathematics (9-12). Professional Chemistry (9-12). Professional. Bilingual (All)

LANGUAGES:

Fluent in English, Spanish, and Russian.

EXPERIENCE:

Resource Teacher. Waltham High School. 2005-Present. Chemistry I & II teacher. • Shared responsibility for the promotion of opportunities of high achievement for all students in the Waltham High School and development and implementation of mathematics and science curriculum. • Share responsibility for the promotion of standards based curriculum. • Share responsibility for the development of assessment practices to measure student growth to refine educational practices in science. • Implement different teaching and assessment methodologies.

Fenix Charter School / Final Application page 232 • Shared responsibility in the coordination of MCAS, books and material selections. • ELL students placement • Coordinate with Housemaster MCAS. • Analyze MCAS results. • Monitoring FLEP students. • General curriculum review and implementation.

Resource Teacher for ELL programs. Waltham Public Schools. 2001-2005.

• Shared responsibility for the promotion of standards based curriculum in ELL programs. • Responsible for the development of summative and formative assessments to measure student growth and refine educational practices in ELL programs. • Shared responsibility for grant writing. • Shared responsibility for the coordination and implementation of student assessment and placement across the district (MELA-O, LAS, BVAT, IDEAS, MCAS). • Shared responsibility for collecting data and organizing the summer Programs. • Applied federal and state laws to ELL education. Other duties as assigned by the ELL director.

Assistant Principal. Lawrence High School. 10/30/1997-2001.

• Served as instructional leader in the development and implementation of whole school improvement plan. • Assumed responsibility in the absence of the principal. Assisted the principal in the administration of the school. • Responsible for Monitoring student attendance, discipline and achievement. • Kept records and data for the state statistics. Set up and handled detention, suspension, and teacher coverage. • Responsible for the school building and ground security. • Shared responsibility with principal of supervision and evaluation of professional staff. • Curriculum implementation • Data Analyzes • Coordinate students detention • Analyze Retention and Promotion • Performed other duties assigned by the principal.

Full time Educational Consultant for Superintendent. Lawrence Public Schools. 07/01/1997-10/30/1997.

• Membership in district-wide curriculum team. • Shared responsibility for the promotion of opportunity of high achievement for all students in the Lawrence High School. • Shared responsibility for restructuring Lawrence High School for effective education practices. • Shared responsibility for the alignment high school curriculum with Massachusetts Curriculum Frameworks and for the integration of the knowledge across disciplines. • Shared responsibility in the collection of data and analysis of the areas of school culture, dropout rate, attendance, tardiness, school/community relationships, and parent involvement.

Fenix Charter School / Final Application page 233 • Shared responsibility for designing and implementing alternative programs, clustering, academies, teaming teachers, inclusion, bilingual education and special education. • Performed other duties assigned by the superintendent.

Mathematics & Science Teacher. Lynn English High School. 1987- 1997.

• Taught algebra, pre-calculus, calculus, advanced math, Statistics, general science, and advanced chemistry. • Taught classes both in English and Spanish. Member of conflict and mediation team. Advisor for Hispanic and Russian school’s clubs. • In charge of after school tutoring program. • Worked side by side with principal and vice-principals in order to manage discipline concerns in the school.

Massachusetts Federal-Migrant Educational Program. Part Time Position. Summer 1994, 1995.

Home/school liaison between school, business, and community agencies to ensure smooth living and working transition. Determined eligibility for program services.

PROFESSIONAL ORGANIZATIONS:

Massachusetts Teachers Association (MTA) Pi Lambda Theta International Honor Society and Professional Association in Education.

National Society of Professional Engineers; Massachusetts Society of Professional Engineers, Northeastern Chapter.

Massachusetts Hispanic-American Association.

REFFERENCES:

Mr. Thomas O’Toole. Director of English and Drama. Waltham Public Schools. 781-314-5486. Mr. Daniel Doyle. Supervisor of Attendance. Waltham Public Schools. 781-314-5525. Mrs. Frances Martinez. Executive Director. La Vida, Inc. 781-586-0193

Fenix Charter School / Final Application page 234 E. CELESTE RIVERA, PH.D., B.C.C. Office Address: 85 Fifth Avenue Suite 921 New York, NY 10003 Home Address: 647 President St. Apt. 1D Brooklyn, NY 11215 Phone number: (917) 536-6767 E-mail: [email protected]

EDUCATION

Doctoral degree in Clinical Psychology (GPA 4.0) University of Puerto Rico, San Juan, Puerto Rico 2001- 2005

Master’s degree in Clinical Psychology (GPA 4.0) University of Puerto Rico, San Juan, Puerto Rico 1998-2001

Bachelor degree – Major in Psychology; Minor in French (Summa Cum Laude) University of Puerto Rico, San Juan, Puerto Rico 1994-1998

Université de Paris VIII Study Abroad Program, Paris, France 1995- 1996

Tufts University (Tufts University Dean’s List) Freshman Year, Medford, MA 1993-1994

LANGUAGES

Spanish, English, and French Completely fluent (written and spoken) Italian Basic conversational skills

INTERNSHIP

Clinical Psychology Internship NYU/Bellevue Clinical Psychology Internship Program, New York 2003-2004

POSTDOCTORAL TRAINING

Fenix Charter School / Final Application page 235

Research Fellowship Depressive disorders and parental bonding. Supervisors: Dr. C. Vázquez/Prof. Dr. H. Lizardi Bellevue Hospital/Lehman College collaboration, New York 2004- 2005 LICENSURE

Licensed psychologist (Puerto Rico) License #2685 2006-present

Licensed psychologist (New York State) License #017161 2007-present

CERTIFICATIONS

Board Certified Coach 2012-present

SHRM Essentials of Human Resource Management June 2012-present

HOSPITAL AND FACULTY APPOINTMENTS

Clinical Instructor New York University School of Medicine, Langone Medical Center, New York 2009-present

Psychologist Department of Psychiatry, NYU/Bellevue Hospital Center, New York 2005-present

Psychology Intern NYU/Bellevue Hospital Clinical Psychology Intern, New York 2003-2004

CLINICAL EXPERIENCE

Clinical Psychologist, Private practice, 2008-present Individual therapy for patients with diverse mental health needs including affective disorders, alcohol abuse, PTSD and relational issues Couples therapy Family therapy Mind-Body approaches for wellness

Fenix Charter School / Final Application page 236

Clinical Psychologist/Consultant, RG Psychological Services, New York. 2009-present Psychological evaluations and individual therapy in Spanish, English, and French at long term care facilities

Staff Psychologist, Bilingual Treatment Program Clinic (BTP), Director: Yvette Caro, Ph.D., Bellevue, Hospital, New York, 2005-2008 Worked at a multicultural outpatient mental health clinic conducting psychological evaluations and psychotherapy in English and Spanish for patients of diverse cultural and socio-economic backgrounds Provided individual, group, couples, and family therapy Provided clinical supervision to undergraduate, graduate, doctoral, and postdoctoral students in training

Staff Psychologist, World Trade Center Healthcare Program, Director: Joan Reibman, M.D., Bellevue Hospital, New York, 2005-2008 Worked at a specialty clinic providing services to people affected by the events of September 11, 2001 (rescue and recovery workers, residents, volunteers, and day laborers who worked in the clean-up effort) Provided individual, group, couples, and family therapy Provided clinical supervision of master’s level and doctoral students in training Psychological evaluations to determine need for mental health services and substance abuse treatment Individual and group treatment for trauma, affective disorders, and substance abuse

Clinical Interviewer, World Trade Center Medical Monitoring Program, Director: Denis Harrison, M.D. NYU Medical Center, New York, 2004-2006 Worked at a specialty clinic evaluating rescue and recovery workers, volunteers, and day laborers who worked in the clean-up effort Psychological evaluations to determine need for mental health services and substance abuse treatment

Group Therapist (Art therapy group for female adolescents) Women 2 Be group Senior Therapist: Julie Duffy, M.A. Raw Art Works, Lynn, Massachusetts 2002-2003 Worked at a non-for-profit community based organization providing art therapy group treatment for a group of adolescents Worked on the coordination and organization of art exhibits

Head Therapist and Program Coordinator– Applied Behavioral Analysis (ABA) Home-based treatment program for children with autism spectrum disorders San Juan, Puerto Rico

Consultant/Supervisor: Samantha Marks, Behavior Analyst, 2000-2002 Worked as coordinator of the program and consultant to parents of children with autism spectrum disorders Hired and supervised staff that provided therapy to children Worked as a liaison between school, parents, doctors, and the treatment program

Therapist -Applied Behavioral Analysis (ABA)

Fenix Charter School / Final Application page 237 Home-based treatment program for children with autism spectrum disorders San Juan, Puerto Rico Program Coordinator/Supervisor: Samantha Marks, Behavior Analyst 1999-2000 Provided one-on one treatment to children with autism spectrum disorders

CONSULTING AND COACHING EXPERIENCE

Coach IDOLOGY, New York CEO: Caroline McHugh New York Office Director: Hal Strickland 2009-present Worked providing executive coaching and professional training to employees of Goldman Sachs and Credit Suisse

Coach Michael Baldwin, Inc., New York 2011 CEO: Michael Baldwin Worked providing executive coaching and professional training to employees of Ralph Lauren

Columnist/Coach Huffington Post, Voces May 2012-present Write monthly column for Huffington Post website

Columnist/Coach AOL Latino November 2011-April 2012 Write monthly column for AOL Latino Salud website

Consultant/Coach Transdiaspora Network, New York April 2012-present Cultural health consultant

SPEAKING ENGAGEMENTS

Speaker/Trainer American Psychological Association and YMCA Partnership for Healthy Lifestyles Lecture series for 2011 developed by Dr. Celeste Rivera and Dr. Bornali Basu: One step closer to creating the Life you want: Goal setting for the New Year Say what you mean and mean what you say: Communication skills for improved relationships Meditations for relaxation Improve your health through the practice of positivity Sleep better

Fenix Charter School / Final Application page 238 The art and science of self - love : learning how to give to yourself

TEACHING EXPERIENCE

Clinical Supervisor NYU-Bellevue Hospital Psychology Internship Program Supervision of undergraduate, graduate, doctoral, and post-doctoral students on their individual, group, couples, and family psychotherapy cases , 2005-present

Lecturer NYU/Bellevue Hospital Intern Didactic Seminar Lecture entitled “Treating Diverse Populations: Issues in Treatment with Latinos/as”, 2005-present

Director of the BTP Family Therapy Team/Seminar NYU/Bellevue Hospital Weekly seminar and one-way mirror live supervision of psychology interns, psychology externs and psychiatry fellows, 2006-2011

RESEARCH EXPERIENCE

Research Fellowship Depressive disorders and parental bonding Bellevue Hospital/Lehman College collaboration, New York Supervisors: Dr. C. Vázquez/Prof. Dr. H. Lizardi, 2004- 2005

Research Assistant Spiritually-informed group intervention for patients with social anxiety Danielsen Institute at Boston University, Boston, Massachusetts Research seminar conducted by Kenneth Pargament, Ph.D., Carrie Doehring, Ph.D., and Nancy Devor, Ph.D., 2002-2003

Research Assistant HIV-AIDS Latino/a Research Training Program (PAIVS) PI: Irma Serrano-García, Ph.D. and José Toro-Alfonso, Ph.D. University Center for Psychological Services and Research University of Puerto Rico, Río Piedras, 1999

Research Assistant VOCES, research project on HIV prevention with heterosexual women PI: Irma Serrano-García, Ph.D. University Center for Psychological Services and Research University of Puerto Rico, Río Piedras, 1998

Research Assistant Research Project on the Corse Immigration to Puerto Rico in the 19th century PI: Nydia Lucca, Ph.D. Servicios Científicos y Profesionales, San Juan, Puerto Rico, 1997-98

Fenix Charter School / Final Application page 239 MAJOR COMMITTEE ASSINGMENTS

Intern Selection Committee NYU/Bellevue Clinical Psychology Internship Program, New York, 2005-2008

Latino Mental Health Conference Organizing Committee NYU Medical Center, New York, 2007

AWARDS AND HONORS

Graduate Honors Scholarship, University of Puerto Rico, 1999-2005

Dean’s Award as Most Distinguished Psychology Student of the Class of 1998, University of Puerto Rico 1998

Summa Cum Laude – B.A. University of Puerto Rico, 1998

Nomination and invitation to join the Golden Key National Honor Society, 1997

National Dean’s List, 1997

Undergraduate Honors Scholarship, University of Puerto Rico, 1995-97

Tufts University Dean’s List, 1993-94

PROFESSIONAL AFFILIATIONS AND LEADERSHIP ROLES

Institute of Coaching Professional Association (ICPA) Affiliate 2010-present

Association of Hispanic Mental Health Professionals (AHMHP) Board of Directors, Secretary 2007-2009 Member 2005-present

American Psychological Association (APA) Member 2001-present

Asociación de Psicología de Puerto Rico (APPR) Member 1996-present

American Psychological Association of Graduate Students (APAGS) Member 2001-2005

Asociación de Estudiantes de Psicología, University of Puerto Rico Board of Directors, Senior Vocal 1997-98

Fenix Charter School / Final Application page 240 ADDITIONAL TRAINING EXPERIENCE \ Coaching in Medicine & Leadership 2002 September 2009, September 2010, October 2011 Dealing with Religious and Spiritual Issues in Harvard Medical School, Boston Psychotherapy Workshop APA 109th Annual Convention, San Psychodrama Training Group Francisco, CA Psychodrama Training Institute of New York August, 2001 2004-present Critical Incident Stress Magement (CISM) WAIS-IV Training Seminar Seminar October 2008 San Juan, Puerto Rico Bellevue Hospital, New York December, 2001

Intensive Short-Term Dynamic Psychotherapy Training Program (ISTDP) Bellevue Hospital Center 2003-2010

Structured Clinical Interview for DSM-IV- TR Axis I Disorders (SCID I) and Structured Clinical Interview for DSM-IV- TR Axis II Disorders (SCID II) September 2004, New York

WISC-IV Training Seminar November 2003 Bellevue Hospital, New York

Traumatic Grief Seminar Mental Health Association of New York City, New York October 2003

Advanced Rorschach: Scoring and Interpretation Rorschach Workshops, Comprehensive System, Boston, MA June, 2003

Rorschach Tutorial Rorschach Workshops, Comprehensive System, Ashville, NC June, 2002

Psychodrama Introductory Seminar San Juan, Puerto Rico

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PROFESSIONAL PRESENTATIONS

Rodríguez, M.A., Rivera-Toro, E. C., Matte, L, & DeSollar, A. (2008). A Culturally Competent Approach to a Mind and Body Intervention in Group Psychotherapy for Latinos. Poster presentation at the Second Annual Latino Mental Health Conference. NYU Langone Medical Center, New York.

DeSollar, A., Rivera-Toro, E. C., Matte, L., & Rodríguez, M.A. (2008). Group Psychotherapy Mind/Body Intervention for Spanish-speaking Population: Lessons Learned. Poster presentation at the American Psychological Association 116th Annual Convention. Boston, Massachusetts.

Rivera-Toro, E. C., & Reyes, M. (2006). Overview of World Trade Center (WTC)-associated social and mental health problems. Oral presentation at the symposium of the WTC Health Impacts Treatment Program, Bellevue Hospital Center.

Rivera-Toro, E.C., Lizardi, H., & Scharrón del Río, M.R. (2006). Childhood experiences, Early Maladaptive Schemas, and Depression in Latina Students. Poster presentation at the 114th Annual Convention of the American Psychological Association at New Orleans, Louisiana, August 2006.

Rivera-Toro, E. C., & Scharrón del Río, M. R. (2002). El Mito de la Bruja: Imágenes, Historias y Subjetividades. Oral presentation at the forum Psicología en Otro Medio, at the II Feria de Tecnologías y Educación, Facultad de Educación, University of Puerto Rico, Río Piedras.

ONLINE PUBLICATIONS

Rivera, E.C. (2012). Cómo fortalecer la confianza en ti mismo. Online monthly column. Huffington Post, http://voces.huffingtonpost.com Rivera, E.C. (2011). Cómo fortalecer la confianza en ti mismo. Online monthly column. AOL Latino Salud, http://salud.aollatino.com

PUBLICATIONS

Basu, B. & Rivera, E.C. (2009). Mind Body Approaches for Healthy Weight Management: Psychological Interventions that Promote Success. NYSPA Notebook, November/December 2001, 21 (6), 14-15.

Diaz, N., Lizardi, H., & Rivera, E.C. (2008). The Relationship Between Parental Bonding and a Lifetime History of Major Depressive Disorder in Latino College Students. Journal of Ethnic & Cultural Diversity in Social Work, 17 (1), 21-36.

ABSTRACTS

Rivera-Toro, E. C., & Trujillo, M. (2008). Latinos at the World Trade Center site: Psychological symptoms 7 years after the September 11th attacks. Accepted abstract for the Critical Research Issues In Latino Mental Health Treatment of Latinos with Mental Disorders: Conceptual and Empirical Approaches. Santa Fe, New Mexico.

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DeSollar, A., Rivera-Toro, E. C., Matte, L., & Rodríguez, M.A. (2008). Group Psychotherapy Mind/Body Intervention for Spanish-speaking Population: Lessons Learned. Accepted abstract for the American Psychological Association 116th Annual Convention. Boston, Massachusetts.

Rodríguez, M.A., Rivera-Toro, E. C., Matte, L, & DeSollar, A. (2008). A Culturally Competent Approach to a Mind and Body Intervention in Group Psychotherapy for Latinos. Accepted abstract for the Second Annual Latino Mental Health Conference. NYU Langone Medical Center, New York.

PODCASTS

Rivera-Toro, E. C., & Basu, B. (2011). Mindfulness and Weight Management New York State Psychological Association (NYSPA) ”Psychology and You” Public Education Program.

REFERENCES

Manuel Trujillo, M.D., Director of the Public and Global Psychiatry Program, NYU School of Medicine, 550 First Avenue, Psychiatry Floor 3, Room HN317 Milhauser Labs, New York, NY 10016 Email: [email protected] Phone: (212) 758-3153

Yvette Caro, Ph.D., Director of Queens College Psychological Center, Department of Psychology, Queens College CUNY, New York11367,

Email: [email protected] Phone: (718) 570-0359

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HARRY D. SCHNUR 15 Standish St., Cambridge MA 02138 (216) 650-2873 [email protected]

LEADERSHIP AND MANAGEMENT

Enriched Schools, New Orleans, LA Sept. 2013 – Present Director, Talent and Operations

Responsible for all operations and talent support processes in an education staffing company. Manage relationships with over 200 educators, oversee process matching staff with school positions, plan professional development and networking programming for educators. Manage and conduct hiring processes.

4.0 Schools, New Orleans, LA Jun. 2013 – Aug. 2013 Education Pioneers Graduate School Fellow

Support operations and community engagement for education startup that brings diverse community talent into local schools as substitute teachers

Lynn Community Health Center, Lynn, MA Aug. 2008 – Aug. 2012 Kaya Youth Program Coordinator

• Designed, administrated and facilitated culturally relevant after-school program for Cambodian- American youth, oversaw enrollment increase from 1 to over 100 youth over two-year period • Raised $100,000 in grants to fund 3-year program; built and sustained relationships with partners organizations • Represented program with external constituents, partners, funder and community members • Coordinated youth – driven city – wide cultural and health events drawing over 2500 people annually • Provided case management for youth and patients with social service needs • Appointed to the Shannon Community Safety Initiative Steering committee on violence prevention • Gave presentations on community organizing, promotions bi-cultural identity among Cambodian-American teens

Committee to Elect Hong Net, Lynn, MA May 2011 – Nov. 2011 Campaign Manager

• Co-managed Hong Net’s successful and historic bid for city Councilor-At-Large • Devised campaign strategy and written materials for city-wide race • Coordinated voter registration and turnout efforts among first-time and non-English speaking voters • Managed and trained a diverse staff of over fifty volunteers

coMMotion fresh food, Cambridge, MA Oct. 2012 – present Founder

• Lead research and planning for a youth development and community building food truck • Coordinate and facilitate team meetings, write business plan • Team became Harvard iLab residents in February 2013

Khmer Cultural Planning Committee, Lynn MA Sept. 2008 – present Project Coordinator and Secretary

• Organized large community cultural events and conducted meetings • Coordinated project committee for More Than a Number: Stories from Lynn, an intergenerational multi-media museum exhibit featuring the translated oral histories of Lynn- Based Cambodian genocide survivors

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RESEARCH AND SUPPORT

Lynn Community Helath Center, Lynn MA. Aug. 2012-Present Consultant Advise and provide support to Youth Program Director

Harvard Graduate School of Education, Cambridge, MA Sept. 2012-Present Research Assistant

Code transcripts and analyze findings for Dr. Nacy Hill’s study on effective parenting strategies during middle school Conduct research project on the peer experiences of diverse middle school students

Neary Khmer Organization, Siem Reap Cambodia, Jun. 2007 – Aug. 2007 Capacity –Building Intern

Assisted with report-writing, promotion and fundraising in nutritional health organization serving 1400 rural households.

Wat Samaki Cambodian Buddhist Temple, Buxton, ME Oct. 2007 – May 2008 Advocate

Provided explanatory documents to inform and educate Planning Board during public hearings in controversial zoning dispute over the allowed use of a Buddhist temple. Letter to the editor was published in the state’s largest newspaper

HONORS AND AWARDS

Community Ally Award (2013), Lynn Khmer Cultural Planning Committee Intellectual Contribution / Faculty Tribute Award (2013), Harvard Graduate School of Education Leadership in Education Fellowship (2012), Harvard Graduate School of Education Public Health Award (2012) Lynn Community Health Center Laura Speranza Hope Award for Youth Development (2011), Lynn Communities That Card Coalition Highest Honors (2008), Bowdoin College Religion Department

EDUCATION AND TRAINING

Harvard Graduate School of Education, Cambridge MA Master of Education, Prevention Science and Practice Courses in family engagement, leadership and performance management, school-to-career connections

Bowdoin College, Brunswick, ME Bachelor of Arts, Religion Magna cum Laude, Summa cum Laude in Religion

University of Wisconsin, Madison, WI Southeast Asian Studies Summer Institute

BEST Initiative, Boston, MA Youth Worker Certificate Youth Development Approach to Violence Prevention

LANGUAGES AND OTHER SKILLS

Khmer (proficient), Spanish (intermediate), Office, Photoshop, Illustrator, Stata, Social Media Sites, Drums

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CINDY E. RODRÍGUEZ www.cindyerodriguez.com | [email protected] 6 Washington Avenue, Cambridge, MA 02140 | 212-810-1100

EXPERIENCE

Emerson College Journalist-in-Residence. 8/2011 to present Teach classes in journalism to undergraduate and graduate students, incorporating traditional methods and digital technologies.

International Center for Journalists International Reporting Fellow, 2/2011 to 8/2011 Won a fellowship to travel to Jerusalem to do reporting on the crisis that exists among gay Orthodox men. My video and text stories were published on Time.com.

ABCNews.com Permalance Producer/Reporter, 10/2010 to present Produce several stories on the biggest issues each day, from entertainment news to international politics. Research, file, and post news stories and related sidebars utilizing SEO best practices.

The New York Times, The Huffington Post, Columbia Magazine Freelance writer, 11/2007 to present Wrote pieces on the intersection of immigration policy and culture for the New York Times At the invitation of Arianna Huffington, I blog about issues of the day for The Huffington Post. Wrote several 3,000-word profiles on scientists and theorists for Columbia Magazine.

The Detroit News Race Relations and Cultural Affairs Reporter, 5/2003 to 4/2007 Was the chief reporter for an award-winning series on the 40th anniversary of the 1967 Detroit riots. Developed multimedia pieces including audio slideshows and video packages.

The Denver Post Staff Columnist and Blogger, 5/2003 to 4/2007 Wrote an award-winning column on lifestyle, political and social issues that ran in newspapers across the country. Updated my blog daily, keeping a conversation going with readers.

The Boston Globe Immigration and Demographics Reporter, 5/2000 to 5/2003 Traveled throughout the country, covering issues relating to trends and issues shaping American life Humanized and explained the impact of U.S. immigration policy. Beat the New York Times and The Washington Post, my larger competitors, regularly. Covered the 9/11 terrorist attacks and continued to cover the aftermath for several months. General-Assignment Reporter, 9/1997 to 5/2000 Covered breaking news throughout Boston, New England and across the nation.

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The Syracuse Post-Standard Youth Editor, 5/1994 to 8/1997 Planned, organized, and designed the pages of weekly teen magazine, hj. Oversaw and edited the work of a staff writer, two interns, and a team of 50 teen correspondents. Columnist and Urban Affairs Reporter, 4/1991 to 5/1994 Wrote an award-winning column on urban affairs issues while covering issues in the city Night General-Assignment Reporter, 6/1990 to 4/1991 During my time on the beat, I had more front-page stories than anyone else in the newsroom.

ACADEMIC POSITIONS

9/2010 to present Fordham University, New York, NY Adjunct Professor of Journalism, http://lincolnsquarenews.org is the hyperlocal website I created for the class.

1/2008 to 5/2009 New York University, New York, NY Adjunct Professor of Journalism Taught Journalistic Inquiry, infusing the curriculum with a multimedia approach

Fall 2008 Hunter College (CUNY), New York, NY Adjunct Lecturer, Film & Media Studies Taught Basic Reporting. My students all kept news blogs.

Spring 2005 Metropolitan State College of Denver, Denver, CO Adjunct Professor of Journalism Taught Introduction to Journalism and Mass Media

Fall 2002 Boston University, Boston, MA Adjunct Professor of Journalism Taught Newswriting and Reporting I

Fall 2001 Northeastern University, Boston, MA Adjunct Professor of Journalism Taught News Reporting and Writing

9/1993-9/1997 S.I. Newhouse Minority High School Journalism Program Director Syracuse Newspapers Syracuse, NY

OTHER TEACHING EXPERIENCE

Essay Writing Coach, NAACP ACT-SO, 1994-1997 Assignment Editor, The ASNE Reporter, 1993 and 2003 Editor, The Latino Reporter (NAHJ), 2000-2004

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Co-editor of The Unity News, the conference newspapers of UNITY, 2004 and 2008 Mentor to dozens of aspiring journalists over the past two decades

EDUCATION

August 2010 Columbia University Graduate School of Journalism Master of Science in Journalism Digital Media Concentration

Summer 2008 Fordham University Graduate School of Education Post-Baccalaureate Coursework: Cognitive Psychology, Developmental Curriculum, Youth Literacy

May 1990 The City College of New York (CUNY) B.A. in English, graduated cum laude

FREELANCE WORK

Articles have appeared in dozens of newspapers and websites, including The Chicago Tribune, The Miami Herald, The Village Voice, Working Mother Magazine, The New York Times, Latina magazine, Vista magazine, and Neiman Reports, the magazine of the Neiman Foundation for Journalism at Harvard University.

BROADCAST APPEARANCES

Television appearances include “Inside Boston,” and occasional segments on “Boston Globe Reports.” Was a guest twice on “Visión,” a bilingual talk show broadcast in Massachusetts. Was a regular guest of “Revista Hispana,” all broadcasted on local channels in Boston, MA. Interviewed on several radio programs including “The Al Franken Show” on Air America.

SPEECHES/LECTURES

Guest lecturer, College Media Association, New York City, March 2011 Our Day on the Hill, February 2009, Topeka, KS Mistress of Ceremonies, ACE Tuition Program Fundraiser, Denver, CO Keynote speaker, Women’s Leadership Conference, Denver, CO Keynote speaker, Youth Mentoring Collaborative, Denver, CO Speaker, Get Out the Vote campaign, Denver, CO Keynote speaker, Media Diversity Day, University of Colorado at Boulder Keynote speaker, University of Arkansas high school journalism program Have given dozens of other presentations and speeches at colleges and high schools across the country.

VOLUNTEER WORK

Board Member and Coach, NAACP ACT-SO, 1994-1997 Girl Scout Troop Leader, Syracuse, NY, 1994-1997

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Mentor to dozens of aspiring journalists over the past two decades

AFFILIATIONS

Committee Member, the James Aronson Award for Social Justice Journalism, 2008 to present Vice President-Print, National Association of Hispanic Journalists, 2006-2008 At-Large Officer, National Association of Hispanic Journalists, 2004-2006 Board Member, UNITY: Journalists of Color, Inc., 2007-2008 Lifetime Member, National Association of Latino Journalists Member, Online News Association Member, Society of Professional Journalists Member, National Association of Black Journalists

AWARDS

Salute to Excellence Award, NABJ for “Detroit's Racial Divide,” 2008 First Place Award, Best Serious Columnist 2005, Colorado Press Association National Press Foundation fellow, 2000 New York State AP Award for column writing, 1996

RELATED SKILLS

Adept at using Photoshop, Final Cut Pro, Audacity, SoundSlides, and several other multimedia applications; able to produce video and audio web content; knowledge of HTML, CSS, web design, and various content management systems; working knowledge of Flash CS4. Fluent in Spanish.

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MOISÉS PARK

Department of Languages and Linguistics 255 Grapevin Wenham, MA 01984 [email protected] Rd. Office Phone: (978) 867-4397 Cell Phone: (530) 220-2712

CURRENT VOCATIONAL AFFILIATION

Assistant Professor in Spanish (Tenure Track) August, 2010-now Department of Languages and Linguistics Gordon College, MA

EDUCATION

University of California, Davis Ph.D., Latin American Literature and Cultures June, 2010 Designated Emphasis: Critical Theory Dissertation Title: Figuraciones del deseo y coyunturas generacionales en la literatura y el cine post- dictatorial (Desire and Generational Conflicts in Post-dictatorial Literature and Film) Director: Dr. Michael Lazzara (Spanish) Committee members: Dr. Robert Irwin (Cultural Studies), Dr. Neil Larsen (Critical Theory)

University of Michigan, Ann Arbor Bachelor of Science, Spanish Literature, Minor in Biology May, 2003 Emphasis on creative writing, literary theory and psychology Recipient of University Honors for superior scholastic achievement

ACADEMIC INTERESTS 19th-21st Century Latin American literature (dictatorships and transitions), Critical Theory, Film Studies, Comparative Literature, Poetry, Cultural Studies, Trans-pacific Interactions, Orientalism, Korean diaspora in Latin America

CURRENT BOOK PROJECTS Ni Che, Ni Pinochet: Hacia el entendimiento político de la conciencia anárquica de la indiferencia (Towards a Political Understanding of Conscious Anarchic Indifference)

De América a Corea: Narrativas del papel latinoamericano en la Guerra de Corea (From América to Korea: Narratives of the Latin American Role in the Korean War)

TEACHING EXPERIENCE

Assistant Professor, Department of Languages and Literatures, Gordon College, Fall 2010-present

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SPANISH 101, 102 – Beginning Spanish SPANISH 202 – Intermediate Spanish SPANISH 315 – Advanced Spanish Conversation: Cinema and Conversation SPANISH 371 – Latin American Cinema of the 21st Century SPANISH 371 – Latino literature SPANISH 493 – Coming of Age in Latin American Literature SPANISH 494 – Macondo and McOndo Literature SPANISH 494 – Chilean Poetry and Politics

Guest Cinema Lecturer, Department of Spanish, College of the Holy Cross, May, 2012

“Iniciación sexual y política en Machuca (2004)”

Associate Instructor / Literature Lecturer, Department of Spanish and Portuguese, UC Davis, 2009

Upper Division. SPANISH 151N – Contemporary Latin American Literature and Culture. Three 25-student classes. Led weekly discussions on texts by Juan Rulfo, Horacio Quiroga, José Pacheco, Jorge Luis Borges, Juan Rulfo, Juan José Saer, José María Arguedas, Gabriela Mistral and others. (Supervisor: Dr. Michael Lazzara)

Upper Division. SPANISH 151N – Introduction to Latin American Culture: Culture as a Resource. Weekly discussions on lecture. Led weekly discussions on literature and cultural studies by works by Oswaldo de Andrade, Menchú, Corky Gonzalez, Darío, Rodó, Asturias, José Vasconcelos, Martí, Mariátegui, Storni, Quiroga, Guillén, and other, as well as Latin American cinema, music and visual arts. (Supervisor: Dr. Robert Irwin)

Upper Division. SPANISH 173 – El cine latinoamericano. Guest lectured on contemporary Latin American film and graded papers. (Supervisor: Dr. Robert Irwin)

Associate Instructor / Lecturer, Department of Asian American Studies, UC Davis, 2010

ASA 001 – Introduction to Asian American Studies. Two 25-student classes. Weekly discussions on lecture. Survey on Asian American literature and representation of Asian Americans. Graded assignments, exams and papers. (Supervisor: Dr. Richard Kim)

ASA 002 – Contemporary Issues of Asian Americans. Two 25-student classes. Weekly discussions on lecture. Survey on Asian American literature and contemporary representation of Asian Americans. Guest lecture on Edward Said’s Orientalism, Asian American film and graded assignments, exams and papers. (Supervisor: Dr. Kieuh Lihn)

Guest Literature Lecturer, Department of Spanish and Portuguese, UC Davis, 2005-2009

“Indigenismo, inca cosmology and ‘Warma Kuyay (Amor de niño)’ by José María Arguedas”. 80-student class. Upper Division. SPANISH 151N – Contemporary Latin American Literature and Culture. Designed course syllabus, corrected assignments and lectured. (Supervisor: Dr. Michael Lazzara)

“Realismo Mágico, el boom y Jorge Luis Borges”. 75-student class. Upper Division. SPANISH 170 – Introduction to Latin American Culture: Culture as a Resource. (Supervisor: Dr. Robert Irwin)

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“Indigenismo and in José María Arguedas”. 50-student class. Upper Division. SPANISH 159 – Latin American Identities: Utopias and Dystopias. (Supervisor: Dr. Michael Lazzara)

“Conflictos urbanos: Cine Latinoamericano contemporáneo”. 75-student class. Upper Division. SPANISH 173N – Latin American Films. (Supervisor: Dr. Robert Irwin)

“Central do Brasil: Urban and Rural Brazil”. 75-student class. Upper Division. SPANISH 173 – Latin American Films. Held office hours. (Supervisor: Dr. Robert Irwin)

Associate Instructor: Language Lecturer, Department of Spanish and Portuguese, UC Davis, 2005-2009.

Lower Division. Elementary Spanish Language: [First year - SPANISH 1, 2, 3]. Communicative approach. Lectured, wrote and evaluated examinations. (Supervisor: Norma López-Burton)

Lower Division. Intermediate Spanish Language: [Second year - SPANISH 21, 22]. Lectured, wrote and evaluated examinations. Prepared students for Upper Division courses in language, literature and culture. (Supervisor: Dr. Travis Bradley)

Lower Division. Advanced Spanish Language and composition: [Third year - SPANISH 23, 24]. Lectured, wrote and evaluated examinations. Prepare students for Upper Division courses in language, literature and culture with emphasis on composition, reading and film comprehension. Prepare students for literary analysis and criticism in Spanish. Analysis of novels La casa en Mango Street and Como agua para chocolate. Analysis of films Como agua para chocolate, El hijo de la novia, Ramo de fuego, Machuca and El norte (Supervisor: Dr. Celicia Colombi)

PUBLICATIONS

Books: Desire and Coming of Age in Contemporary Chilean Narrative and Cinema, Peter Lang Publishers: New York, 2012 (under review) Articles:

“Initiation to Limited Racial Atonement: Coming of Age in ‘Warma Kuyay’ (Child’s Love) by José María Arguedas”. Accepted. Forthcoming, 2012.

“Postmortem (2010): San Salvador Allende y la autopsia histórica”. Accepted. Forthcoming, 2012.

“Sexualization on the Oriental Ruins: Moreno-Durán’s Mambrú, the Colombian Battalion, the Korean War, Picasso and the (Marilyn) Monroe Doctrine” East Reads West; West Reads East. Cambridge Scholars: Cambridge, 2011.

“Postmortem. Chile. Dr. Pablo Larraín”, Chasqui, May 2011.

“Second Hand Orientalism: Kiltro, a Chilean-Korean-Palestinean Martial Arts Film ”. One World Periphery Reads the Other: Knowing the Oriental in the Americas and the Iberian Peninsula. Volume 2. Cambridge Scholars Press, 2009.

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“Mambrú, novela sobre el Batallón Colombia en la Guerra de Corea: Memoria, erotismo y olvido en La doctrina Marilyn Monroe”, Brújula. 6.1 (2008)

RECENT PRESENTATIONS SCOLAS (Southwest Council of Latin American Studies) March 10-12, 2011 San Juan, Puerto Rico “Ni Che, ni Pinochet: Tony Manero de Chile (2010)”

3rd Conference on Orientalisms and the Asian and Arab Diasporas April 22-23, 2011 University of California, Merced “Sexualizing Oriental Ruins: Moreno-Durán’s Mambrú, Colombia, Korean War, Picasso and (Marilyn) Monroe Doctrine”

National Conference on Christianity and Literature – Ecology and Christianity October 22, 2011 Regis College, Weston, MA “Initiation to Limited Racial Atonement: Coming of Age in ‘Warma Kuyay’ (Child’s Love) by José María Arguedas”

NECLAS November 5, 2011 Dartmouth University, Hanover, NH “Machuca and Tony Manero: Chilean melodrama and psychological-crime-thriller as pedagogical filmic materials on the Chilean repression” (Novembre 12, 2011)

XVIII Biennial Louisiana Conference on Hispanic Languages and Linguistics February 16-18, 2012 Louisiana State University, Baton Rouge, LA “Postmortem (2010): San Salvador Allende y la autopsia histórica”

East Winds: East Asian Cinema and Cultural Crossovers March 2-4, 2012 Coventry University, UK “A Korean-Palestinean Martial Arts Confrontation in Santiago, Chile: 'Second Degree' Orientalism in Kiltro (2006), the First Chilean Martial Arts Film”

SCOLAS (Southwest Council of Latin American Studies) March 8-10, 2012 Miami, FL “Tres años para nacer, el testimonio de los niños como verdad vedada”

ACLA (American Comparative Literature Association) conference March 29-April 1, 2012 Brown University, Providence, RI “Dog Day Afternoon in Santiago, Chile, 1990: Sexual and Political Initiation in Johnny cien pesos”

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ADRIA MURRELLE SMITH Aborn st #1-102 | Peabody, MA 01960 Phone: 978-587-5250 | E-mail: [email protected]

EDUCATION

University of Massachuetts Lowell, 2012 – Present Lowell, MA Currently 13 credits toward Master of Music Education / GPA 3.9

Berklee College of Music, 2001 Boston, MA Bachelor of Music Arrangement and Composition

University of Madison Wisconsin, 1997 Madison, WI Bachelor of Science

PROFESSIONAL EXPERIENCE

Marblehead Community Charter School, January 2012 - present Marblehead, MA

Arts and Music Director Teach concert, jazz band, choir, within integrated arts curriculum connected to core academic subjects Coordinate integration of arts curriculum within core academic subjects Develop project-based curriculum that integrates arts with academic subjects.

Marblehead School Of Music, Summer 2007 Marblehead, Massachusetts

Music Instructor Provided lessons in piano, voice, and clarinet

References Upon Request

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MOHAMED ADAM 10 Codman Street Boston, Ma 02124 617-913-2948 Email: [email protected] Focus Areas: Education, And Youth Empowerment

EXPERIENCE

6/2010 -Present African School Project Independent School Development Consultant Creating two technical schools in East-Africa: Hargeisa Technical Academy and Mogadishu Polytechnic Institute.

8/2009 -5/2010 Somaliland Youth Association Hargeisa, Somaliland Youth Development, Director Organized complex academic development issues for local youth education organizations. Created after school programs, Managed and coordinated diverse community and neighborhood services. Coordinated youth employment programs. Created youth civic program for National Election Project.

9/2008 – 6/2009 Curley K-8 School Middle School Jamaica Plain, MA Math and Science – ELL Teacher Developed and implemented student centered lessons in all subject areas for a diverse group of sixth, seventh, and eight graders. Adopted lessons to meet individual needs by reviewing student’s backgrounds and learning needs through IEP’s. Participated and completed Pathway Special Education Seminars. Participated in grade level curriculum and team meetings, parent’s conferences, and IEP meetings.

1998–2006 Chelsea High School Chelsea, MA ESL/ELL and Bilingual Teacher, Grades 9-12

Math and Science Teacher Skills and Accomplishments Challenged and motivate students in a multicultural setting. Promoted effective involvement of parents regarding Chelsea Public Schools curriculum and standards. Observed, Assessed and Collected data from ESL/ELL students for BU ESL graduate program. Incorporated MCAS math preparation in the curriculum. Developed and presented several Professional Development activities (BU Cultural around Us Series) about Somalis and East African cultural awareness for the Chelsea Public Schools faculty and administration. Advised Multicultural Club in Chelsea High School Co-ordinate the yearly International Festival at Chelsea High School. Supported students that struggled academically in the Safety Net after School Program.. Mentor for Chelsea Institute for New Teachers (CINT). Served as a cooperative teacher to student teachers from Boston University, and Lesley University.

1989-1995 IFTIN Magazine New York, N.Y Co-Publisher/Editor Researched issues related to Somalis in the North America, and Horn of African Communities.

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Co-sponsored and Assisted the International Congress of Somali Studies Conference at Holy Cross College, MA.

1993-1997 Global Athletics Agency Koln, Germany Manager/Owner Represented, assisted, and promoted 14 World Class Runners and track Teams from Africa, Asia, and West Indies. Scheduled seasonal activities, managed travelling and Visa applications

EDUCATION

M.A in Applied Linguistics with ESL Concentration University of Massachusetts, Boston, 2004 GPA: 3.70

B.A in Education/English and Biology Somali National University, College of Education. 1985

VOLUNTEER United Nations General Assembly 10/1986, New York. N.Y. Delegate Assistant

UNESCO World Cultures Conference 1997, New York. N.Y Tour Guide

LANGUAGES English, Somali, plus understanding of Italian, Spanish, and Arabic

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LORENA MARIA LOPERA 38 Dix St. # 2. Boston, MA 02122 · [email protected] · 772-342-5974

EDUCATION

Boston College Chestnut Hill, MA Applicant for Masters in Social Work

Boston College Chestnut Hill, MA Bachelor of Arts in Hispanic Studies, minor in International Studies, May 2008. Coursework included: Hispanic Literature, Intro to Business Law, Ethics, Globalization, Comparative Social Movements

WORK EXPERIENCE

Epiphany School Dorchester, MA Development Associate/ Graduate Support Associate Jan. 2012- Present • Administrative duties include but not limited to: Keet accurate records, organize materials, schedule meetings and provide information to the public • Development duties include but not limited to: Identify, cultivate and directly solicit foundation and • corporate funding prospects, develop detailed and competitive written proposals and project budgets, ensure accurate grant reporting to foundation and corporate supporters. • Write press releases and manage communications with media outlets. • Create and release monthly e-newsletters regarding noteworthy events around the school • Assist with updating social media and website • Create marketing materials—photo books, brochures, coffee mugs, etc. • Researching and establishing relationships with trade schools and other employment-related education and training/apprenticeship programs for Epiphany's older graduates. • Identifying and building partnerships with colleges and post-secondary academic programs that have a proven track record of providing an excellent education at an affordable price. • Assisting with outreach to Epiphany’s graduates in colleges, including school visits and assessments of needs and academic and career goals. • Creating and developing a Graduate Support playbook aimed at outlining resources available to Epiphany’s older graduates. This would be a living document and would be organized according to the categories of services we provide. • Reaching out to local and other graduate support professionals in order to identify some of the best practices that other organizations are employing in support of their older graduates.

La Vida, Inc Director of High School Program Nov. 2010-June 2011 • Administrative duties included but not limited to: Kept accurate records, organized materials, scheduled meetings and guest speakers, provided information to the public • Development duties included but not limited to: Completed funder reports, facilitated site visits, wrote press releases and provided support for funding events • Organized and prepared monthly parent meetings providing information on college life and accessibility

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• Developed curriculum for parent workshops relating to family role in student’s education • Recruited, interviewed and assessed students and families for participation in program • Guided a group of 47 students and families through the college admissions process, including preparation for SATs, FAFSA, college applications, scholarship searches and college visits.

Boston International High School Dorchester, MA Internship Coordinator Jan. 2010- June 2010 • Scheduled and planned weekly meetings with group • Worked with recently immigrated high school students coordinating internship opportunities throughout Boston to provide hands on work experience • Guided and mentored students through internship process, providing workshops, leading meetings and conducting one on one check ins.

Boston College, Learning to Learn McNair (TRiO) Program Chestnut Hill, MA McNair Graduate Assistant Oct. 2009- May 2010 • Organized and conducted workshops regarding how to succeed in college, applying to fellowships and monthly lunch meetings • Recruited and interviewed undergraduate students for participation in the McNair Scholars and MEP Programs. • Assisted in faculty recruitment for mentoring positions • Worked with undergraduate students in exploring post-graduate education options • Conducted one on one meetings with program participants

Sociedad Latina Roxbury, MA Community Organizer/ Youth Program Coordinator Aug. 2008- July 2009 • Administrative duties included but not limited to: Created monthly calendars, mailed monthly newsletters, answered phone and provided information to the public • Scheduled and organized meetings and events with community and civic leaders, including City Councilors, State Representatives, and Boston Public School Committee members • Planned and organized community events around various topics, including anti-tobacco, green living and quality education for Boston Public Schools • Recruited, interviewed, hired and trained 15 Youth Community Organizers on job readiness, youth development, leadership and organizing skills to take on initiatives concerning their communities • Supervised work study students, volunteers and youth • Guided youth and families through understanding government processes so that they could shape and impact local policy • Collaborated with other youth serving organizations in the area to ensure youth voice was represented in the community

SKILLS Computer: Microsoft Word, Excel, PowerPoint, Outlook, Filemaker Pro, Adobe Photoshop CS2, Macintosh OS Language: Fluent in Spanish

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MARK S. KAMPERT 76 Fifth Street #1, Cambridge, MA 02141 724.570.2109 | [email protected]

EDUCATION PROFESSIONAL EXPERIENCE

MITx, May 2013 Youth Development Org., Inc., Lawrence, MA Certificate, Challenges of Global Poverty Jun 2013 – present edX Online Courses Executive Director

Duquesne University - Pittsburgh, PA, July 2011 Youth CITIES, Andover, MA MBA, Concentration in Sustainability, cum laude Nov 2012 – May 2013 International study trips to Germany and Project Director Scandinavia Edvance Foundation, Boston, MA Bucknell University - Lewisburg, PA, May 2006 Jan 2012 – Oct 2012 B.S. Mathematics; B.A. Classics, cum laude Assistant Project Director Study abroad semester in Rome, Italy U.S. Peace Corps in Namibia Nat. Institute for Ed. Development (NIED) AWARDS & RECOGNITION Jan 2009 – Jan 2010 Education Officer Student Graduation Speaker Selected by classmates for MBA Sustainability Computers for Kavango Class of 2011 Dec 2007 – Jan 2010 Founder and Director Peace Corps Fellowship Established after-school group for youth Andara Combined School interested in technology and green jobs Jan 2007 – Dec 2008 Teacher/Project Manager Living Our Values Award Selected by Duquesne faculty for academic excellence and service to others OTHER HIGHLIGHTS

JFK Award, Peace Corps Namibia Advisory Council for Bicycles Against Poverty Peer-elected for service exemplifying President Member Kennedy’s vision Cambridge Innovation Center’s weekly Venture Café Contributor

Interlingue School of Languages in Rome, Italy TEFL/TESOL-Certified teacher

Boy Scouts of America Eagle Scout

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ATTACHMENT 8: CURRICULUM SCOPE AND SEQUENCE FOR GRADES 5 TO 12

CURRICULUM SCOPE AND SEQUENCE FOR GRADES 5 TO 8 Grade 5 MATH INTEGRATION I SCIENCE INTEGRATION I SOCIAL STUDIES ENGLISH LANGUAGE ARTS Theme: Identity Theme: Identity INTEGRATION I INTEGRATION I Key Standards/Skills: Key Standards/Skills: Theme: Identity Theme: Identity Algebraic Thinking: Write Physical Sciences: Key Standards/Skills: Key Standards/Skills: and interpret numerical Identify structures and Power & Authority: Reading: Determine point expressions (fractions) properties of matter Emergence of democratic of view, draw inferences, Geometrical Thinking: two- (particles seen and not ideal, individual rights compare/contrast dimensional objects seen, water in different Philosophy & Beliefs: characters (graphing) forms); how substances Aristotle, John Locke, Texts: stories, plays, mix, force, energy native American beliefs dramas, poems Life Sciences: Organism Culture & Language: Writing: Narrative, use development (life cycle), Native cultures of Latin details to describe actions, simple ecosystems America, music, art thoughts, feelings Earth/Space Sciences: Interaction People & Review models for Environments: Impact of development stars and European expansion planets, orbits, earth Economies: Emergence of systems (ecology) banking, stock market and Engineering/Technology: expanded global trading Designing models and Technology & Innovation: testing Navigation and travel Grade 6 MATH INTEGRATION II SCIENCE INTEGRATION II SOCIAL STUDIES ENGLISH LANGUAGE ARTS Theme: Community Theme: Community INTEGRATION II INTEGRATION II Key Standards/Skills: Key Standards/Skills: Theme: Community Theme: Community Ratios and Proportional Physical Sciences: Identify Key Standards/Skills: Key Standards/Skills: relationships: Use ratios to structures and properties Power & Authority: Types Reading: Determine solve problems of matter, force, energy of governing bodies in important ideas and give Expressions and Equations: Life Sciences: Organism Europe, Asia, Africa, and textual evidence Relationship between development, simple Middle East Texts: non-fiction dependent and ecosystems Philosophy & Beliefs: Writing: Persuasive, independent variables Earth/Space Sciences: European, Middle Eastern, explanatory texts with Geometrical thinking: Explain models for and Asian philosophies topic, relevant facts, surface area and volume development of stars and Culture & Language: arguments, and domain Statistics and Probability: planets, orbits, earth Global review of art, specific vocabulary Analysis of distribution systems (ecology) music, and architecture Engineering/Technology: Interaction People & Designing models and Environments: Impact of testing immigration and emigration Economies: Emergence of capitalism, communism, and socialism Technology & Innovation: How technology impacts emerging global economies.

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Grade 7 MATH INTEGRATION III SCIENCE INTEGRATION III SOCIAL STUDIES ENGLISH LANGUAGE ARTS Theme: Patterns Theme: Patterns INTEGRATION III INTEGRATION III Key Standards/Skills: Key Standards/Skills: Theme: Patterns Theme: Patterns Ratios and Proportional Physical Sciences: Visible Key Standards/Skills: Key Standards/Skills: relationships: Analysis of vs. non-visible particles Power & Authority: Types Reading: Analyze, proportional relationships (atoms), types of simple of governing bodies in interaction of individuals, Expressions and Equations: chemical reactions, force, Ancient civilizations and events, and ideas Algebraic expressions and energy, Medieval/Renaissance Texts: equations Life Sciences: Organism periods Writing: Summaries and Geometrical thinking: development (life cycle), Philosophy & Beliefs: observations, explanatory Three-dimensionality simple ecosystems, Greek, Roman, Middle texts with topic, relevant Statistics and Probability: heredity Eastern, and Asian facts, arguments, and Evaluate probability models Earth/Space Sciences: philosophies; Rediscovery domain specific vocabulary Explain models for of humanist ideals during development of stars and Renaissance planets, orbits, earth Culture & Language: Art, systems (ecology) architecture, and music Engineering/Technology: Interaction People & Designing models and Environments: Impact of testing empires on communities Economies: Emergence of global trading and commerce Technology & Innovation: How architecture reflect core values Grade 8 MATH INTEGRATION IV SCIENCE INTEGRATION IV SOCIAL STUDIES ENGLISH LANGUAGE ARTS Theme: Systems Theme: Systems INTEGRATION IV INTEGRATION IV Key Standards/Skills: Key Standards/Skills: Theme: Systems Theme: Systems Expressions and Equations: Physical Sciences: Key Standards/Skills: Key Standards/Skills: Radicals, and linear Identify atoms and pure Power & Authority: Reading: Determine equations substances, types of Emergence of U.S. as important ideas, cite Geometrical thinking: chemical reactions, laws global power textual evidence and draw Pythagorean theorem, of force, energy Philosophy & Beliefs: inferences cylinders, cones, spheres Life Sciences: Organism Manifest destiny, John Texts: Statistics and Probability: development (life cycle), Winthrop’s “City on a Hill” Writing: Research reports, Analyze patterns of simple ecosystems, Culture & Language: explanatory texts with bivariate data heredity Interaction People & topic, relevant facts, Earth/Space Sciences: Environments: Impact of arguments, and domain Explain models for globalization specific vocabulary development of stars and Economies: Rise of planets, orbits, earth banking, stock market, systems (ecology) capitalism, communism, Engineering/Technology: and socialism Designing models and Technology & Innovation: testing Industrial inventions

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properties of rational and structure of atomic Power & Authority: Reading: Support analysis irrational numbers; particles and simple Emergence of democratic through textual evidence Represent complex chemical reactions, force ideal, individual rights and inferences; Determine numbers systems; Model and velocity, energy Philosophy & Beliefs: emergence of themes and with vertices; Apply Life Sciences: Cellular Aristotle, John Locke, ideas; Determine figurative matrices processes, complex native American beliefs and connotative meaning ecosystems, genetics Culture & Language: Texts: stories, plays, (DNA structure) Native cultures of Latin dramas, poems, non- Earth/Space Sciences: America, music, art fiction Properties of sun and Interaction People & Writing: Narrative, development of galaxies, Environments: Impact of explanatory texts with motion and gravity, earth European expansion topic, relevant facts, systems (ecology) Economies: Emergence of arguments, and domain Engineering/Technology: banking, stock market and specific vocabulary Designing models and expanded global trading testing, research and Technology & Innovation: development Navigation and travel Grade 10 MATH INTEGRATION II SCIENCE INTEGRATION II SOCIAL STUDIES ENGLISH LANGUAGE ARTS Theme: Community Theme: Community INTEGRATION II INTEGRATION II Key Standards/Skills: Key Standards/Skills: Theme: Community Theme: Community Algebraic Thinking: Physical Sciences: Key Standards/Skills: Key Standards/Skills: Interpret structure of Structure of an atom, Power & Authority: Types Reading: Support analysis expressions, polynomials, simple chemical of governing bodies in through textual evidence create equations that reactions, force and Europe, Asia, Africa, and and inferences; Determine describe relationships, use velocity, energy Middle East emergence of themes and graphs to solve equations Life Sciences: Cellular Philosophy & Beliefs: ideas; Determine figurative and inequalities processes, complex European, Middle Eastern, and connotative meaning ecosystems, genetics and Asian philosophies; Texts: Stories, dramas, (DNA structure) Rediscovery of humanist poems, non-fiction Earth/Space Sciences: ideals during Renaissance Writing: Persuasive, Properties of sun and Culture & Language: explanatory texts with development of galaxies, Global review of art, topic, relevant facts, motion and gravity, earth music, and architecture arguments, and domain systems (ecology) Interaction People & specific vocabulary Engineering/Technology: Environments: Impact of Designing models and immigration and testing, research and emigration development Economies: Emergence of capitalism, communism, and socialism Technology & Innovation: How technology impacts emerging global economies Grade 11 MATH INTEGRATION III SCIENCE INTEGRATION III SOCIAL STUDIES ENGLISH LANGUAGE ARTS Theme: Patterns Theme: Patterns INTEGRATION III INTEGRATION III Key Standards/Skills: Key Standards/Skills: Theme: Patterns Theme: Patterns Geometrical thinking: Physical Sciences: Key Standards/Skills: Key Standards/Skills: Understand congruence, Structure of an atom, Power & Authority: Reading: Analysis of similarity, right triangles, complex chemical Emerging cultural and interaction of individuals, and trigonometry, reactions, force and global conflicts in events, and ideas theorems about circles; velocity, energy Americas, Europe, Asia, Texts: Nonfiction,

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express geometric Life Sciences: Cellular and Africa historical documents, properties with equations processes, complex Philosophy & Beliefs: reports, scientific texts ecosystems, genetics European, Asian, African, Writing: Summaries and (DNA structure) and Greek philosophies Observations, explanatory Earth/Space Sciences: Culture & Language: texts with thesis, relevant Properties of sun and Identify patterns in facts, arguments, and development of galaxies, emerging civilizations and domain specific vocabulary motion and gravity, earth empires systems (ecology) Interaction People & Engineering/Technology: Environments: Impact of Designing models and civil wars, colonial rule, testing, research and and rise of empires development Economies: Emergence of global trading and commerce Technology & Innovation: How architecture reflect core values Grade 12 MATH INTEGRATION IV SCIENCE INTEGRATION IV SOCIAL STUDIES ENGLISH LANGUAGE ARTS Theme: Systems Theme: Systems INTEGRATION IV INTEGRATION IV Key Standards/Skills: Key Standards/Skills: Theme: Systems Theme: Systems Statistics and Probability: Physical Sciences: Key Standards/Skills: Key Standards/Skills: Summarize, represent, and Structure of an atom Power & Authority: Reading: Analysis and interpret quantitative data; (stable vs. unstable); Emergence of U.S. as synthesis Understand and evaluate Predict chemical global power, Civil Rights Texts: Nonfiction, random processes; Make reactions, force and Movement historical documents, inferences and justify velocity, energy Philosophy & Beliefs: reports, scientific texts conclusions from surveys, (mechanical vs. chemical) Manifest destiny, John Writing: Research reports, experiments, and Life Sciences: Cellular Winthrop’s “City on a Hill” explanatory texts with observational data; processes, complex Culture & Language: thesis, relevant facts, Understand independence ecosystems, genetics Emergence of jazz, Latin, arguments, proper and conditional probability; (DNA structure) and folk music citations, and domain Use probability to evaluate Earth/Space Sciences: Interaction People & specific vocabulary outcomes Properties of sun and Environments: Impact of Calculus: development of galaxies, World Wars I &II, Vietnam, Define and apply the motion and gravity, earth Gulf wars, and properties of elementary systems (ecology) globalization functions, including Engineering/Technology: Economies: Rise of algebraic, trigonometric, Designing models and banking, stock market, exponential, and composite testing, research and capitalism functions and their inverses development Technology & Innovation: Weapons of war, global and social communication

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ATTACHMENT 9: CORE INSTRUCTIONAL PRACTICES FOR DIVERSE LEARNERS

Practice 2: Provide Appropriate Structures to Support Student Learning (Gradual Release of Responsibility)  Modeling: Students effectively learn a new strategy and/or skill through teacher demonstration or explicit instruction.  Shared Practice: Students have ample opportunity to practice strategy in a variety of contexts with the help of the teacher. Students receive appropriate, immediate and constructive feedback.  Guided Practice: Students effectively work with each other to practice strategy. Students see the teacher moving from group to group and student to student, making observations, and providing immediate feedback tailored to their level of mastery and individual learning style.  Independent Practice: Students can work independently after mastering strategy. Students see the teacher conferencing with individual students. Students work on and receive immediate feedback on a series of increasingly complex activities leading to an original project, public presentation, publication or demonstration.

Practice 3: Give Authentic or Meaningful Work that has connections beyond the classroom  Students can understand, explain and provide their own justification about why they are learning something.  Students see connections between topic/problem/question and their own experiences based upon race, culture, language, and personal interest. Students understand why they are learning something.

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 Students recognize the implications of their learning to understand issues affecting their community and world.  Students develop a sense of responsibility for their community and world as they come to wrestle with issues/questions affecting their world outside the classroom.  Students become agents of change where they are able and willing to apply their knowledge to address inequities/injustices in the world.  Students regularly produce original, beautiful work that is publicly displayed in the classroom and in their communities.

Practice 4: Sustain Focus on Essential Questions and Learning Goals (Coherent Curriculum)  Students demonstrate deep understanding of topics/questions because they have the opportunity to focus on these topics/questions over multiple lessons, across subject areas and through multiple entry points.  Students understand “big picture” ideas, draw connections between subjects, and apply what they learn to address problems/issues in their community and world.  Students experience the continuity of lessons and understand the relationship between strategy/activities and learning goals.  Students demonstrate complexity in their understanding of topic/questions through the questions they pose, the evidence they cite, and the variety of ways they solve complex problems.  Students understand the essential role of the arts, technology, and media in advancing big ideas and concepts.

Practice 5: Using Ongoing and Multiple Forms of Assessment  Students have a clear understanding of the criteria used to judge their work and learning.  Students can explain their work and compare its quality against exemplary work. Students know how to use scoring guides to critique their own and each other’s work.  Students see the value of acknowledging what they do and do not understand and how to apply appropriate fix-up strategies and/or ask for targeted help from fellow students and teachers.  Students are accustomed to various forms of assessment: writing portfolios, student and teacher led conferences, projects, exhibitions, school-wide performance tasks, and standardized tests.  Students understand themselves as learners and can explain their areas of strength and weakness.  Students can explain why particular ideas and questions are important. They value learning and demonstrate an intellectual curiosity about their world.  Students use arts and technology to demonstrate their understanding of essential concepts. These can include the performance arts (theatre, music), media (films, documentaries) and the visual arts (graphic design, sculpture, architectural drawings)

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ATTACHMENT 10: RESPONSE TO INTERVENTION MODEL (RTI)

Tier I: Core Instructional Practices for Diverse Learners / Morning Circle Project-based learning will serve as the primary vehicle to support student learning needs. The core instructional practices for diverse learners that are integral to project-based learning emphasize engaging students using multiple learning modalities, flexible grouping, contextualized (authentic) learning experiences, critical thinking/problem-solving, and emphasizing literacy and numeracy across the content areas. A full description of our Core Instructional Practices for Diverse Learners can be found in Attachment 9. To support both their academic and social/emotional development, students will have Morning Circle (30 minutes per day) where they connect with a Fenix staff member about personal or academic issues and receive explicit training about resiliency strategies. PEAR (a joint collaboration of Harvard University and McLean Hospital) will train Fenix staff in strategies to build student resiliency.

Tier II: Instructional Modifications / Accelerated Learning Labs (ALL) / Counseling If a student is performing below grade level or has social/emotional challenges that are affecting academic performance, they will receive two additional levels of support. First, a Learning Specialist will work with Core Integration teachers to determine additional classroom modifications that need to be made to support student learning. If the issue is social/emotional, a student resiliency counselor will work with classroom teachers to structure modifications that will support social/emotional development. The second level of support is provided through the Extended Learning Program. Struggling students will have the opportunity to participate in Accelerated Learning Labs (ALL) that provide intensive tutoring in either Math or Literacy using research-based practices that emphasize learning in multiple modalities (kinesthetic, linguistic, mathematical, spatial, and musical). This model has successfully improved student performance in math, reading, and writing in California and Arizona schools that mirror Lynn’s demographic. Students would be required to attend ALL twice per week, 75 minutes per session. If a student requires additional social/emotional help, resiliency counselors will run support groups twice per week within the Extended Learning Program.

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ATTACHMENT 11: SAMPLE PROJECT RUBRIC

SAMPLE PROJECT RUBRIC / BIG PICTURE LEARNING 2nd – 3rd rd th st nd RIGOR 3 – 4 year year of 1 – 2 year Little to No of experience experience of experience experience

Challenge: Student can describe how they were high level Student Student Student did appropriately challenged through the course of challenge challenged challenged not challenge this project and in the multiple aspects. throughout the her- or her- or her- or himself course of the himself at a himself, but in the project. project, in most fairly high not as much as or all aspects level in many appropriate to aspects of the her/his goals, project. needs and abilities.

Investigation Process: Student demonstrates Student Student Student Student that they have completed an in-depth demonstrates demonstrates demonstrates demonstrates investigation. Key indicators include: most or all many some one or no • uses essential question/hypothesis to indicators of in- indicators of indicators of indicators of frame/drive investigation depth in-depth in-depth in-depth • gathers and synthesizes relevant information, investigations investigations investigations investigations including facts as well as expert opinions • analyzes/interprets and applies relevant information (numerical data, facts, etc.) • draws meaningful conclusions and communicates them clearly

Career Knowledge and Skills: The student Student Student met Student Student did provides evidence that he/she is developing & exceeded the the career- approached not meet the applying career knowledge and skills through career-related related goals the career- career-related their project work and that goals are informed by goals and and related goals goals and appropriate professional standards - as described objectives objectives and objectives objectives in their Project Proposal and/or Individualized Project Rubric.

Academic Knowledge and Skills: The Student Student met Student Student did student provides evidence that he/she is exceeded the the approached not meet the developing & applying knowledge & skills in CO, expectations in expectations the expectations in ER, SR, and QR through their project work and Learning Goal in Learning expectations in Learning Goal described in their Project Proposal and/or areas Goal areas Learning Goal areas Individualized Project Rubric. areas

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Resources: Student utilized a diverse range of Student used a Student used Student used Student did resources. Key qualities: Validity, high quality, wide variety of a variety of some variety not use a balance of primary/real world, and secondary. valid, high- valid, high- of sources, variety of quality sources, quality though not all sources; including both sources, may have been and/or some primary/real including both of high quality, sources were world and primary/real and of secondary world and primary/real questionable sources. secondary world sources validity. sources. may have been missing.

2nd – 3rd RELEVANCE, RELATIONSHIPS, REFLECTION, rd th st nd 3 – 4 year year of 1 – 2 year Little to No ESPONSIBILITY R of experience experience of experience experience

Relevance: The project is relevant to the Student Student Student Student does student’s interests and passions and/or Post Met demonstrates demonstrates demonstrates not Plan. the ways in the ways in the ways in demonstrate which the which the which the the ways in project is highly project is project is which the relevant. relevant. somewhat project is relevant. relevant.

External Benefit: The project has clear The project is The project is The project is The project is benefits to the LTI site, school or community. Key extremely useful/valuab useful/valuabl not indicators of success: useful/valuable le: though e, but has useful/valuabl • It is used by the site and/or in other and meets the there may or some flaws. e to the site appropriate real-world contexts site’s standards may not be a Explanation and there is no • The student is able to explain the project’s of professional tangible may require tangible use clearly, and may connect it to related quality: product that prompting, product for issues can continue have limited future use. • The impact of the project is strong and wide; to be used in impact, and may impact multiple audiences the future. has not • There is a tangible product that can continue tangible to be used in the future product.

• Student was actively engaged in indentifying the project’s benefit during its design.

Learning Relationships: The student Student can Student can Student can Student describes and provides evidence that he/she has clearly describe describe and describe - cannot developed strong learning relationships with a as well as provide some there may be describe or real world mentor, ally, or community through this provide strong evidence - room for more provide project. Key indicators of success: evidence there may be detail. No evidence • Level of detail and amount of evidence room for evidence is describing and providing strong evidence of more detail. provided. utilizing the mentor for a resource.

Feedback: The student demonstrates that they Student Student Student Student does sought, received and intentionally incorporated provides provides provides some not provide convincing convincing evidence that evidence that

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feedback to improve their project. evidence that evidence that they received they received Key indicators of success: they sought, they sought, feedback. feedback. • Level of thorough and convincing evidence received and received and describing for seeking and intentionally intentionally incorporated incorporating targeted feedback. incorporated feedback. meaningful, targeted feedback. 2nd – 3rd RELEVANCE, RELATIONSHIPS, REFLECTION, rd th st nd 3 – 4 year year of 1 – 2 year Little to No ESPONSIBILITY R of experience experience of experience experience

Reflection: Student is able to reflect on their Student Student Student Student growth and learning through the project. demonstrates demonstrates demonstrates demonstrates most or all many some one or no Key indicators of successful student reflection: indicators of indicators of indicators of indicators of • identify strengths of the project Reflection Reflection. Reflection: Reflection - • identify weaknesses of the project • identify at reflective • identify areas of growth and set goals least one comments Additional areas that demonstrate exemplary strength related to the reflection: of the project may be • explain why they were as successful as they project superficial, were in the different areas • identify at vague, and/or unsupported • explain decisions they made in project least one by evidence. process weakness The student is • reflect on their learning process and progress of the not able to at several points in the project project and may also identify at be able to least one make other strength and reflective one weakness comments of the project. related to the project, though they are superficial and/or vague.

Ownership: Student demonstrates ownership Student Student Student Student over the project - process and product. Key provides provides provides provides indicators of success - students: evidence that evidence that evidence that evidence that • monitored the progress of their work s/he did all or s/he did most s/he did some s/he did none • sought appropriate help when needed nearly all of the of the of the of the key or very few of • persevered when presented with obstacles or key indicators of key indicators indicators of the key inconveniences ownership of ownership ownership indicators of • actively sought advisor and/or mentor(s) to ownership discuss project progress, or participated actively in meetings set up by adults • completed tasks that were not originally called for in the project and/or were not required, but the student was interested

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and/or felt they would improve the project

Time Management: Student demonstrates All or nearly all Most project Some project Few or no timely completion at project benchmarks. project benchmarks benchmarks project benchmarks were were benchmarks were completed completed on completed on were on time. time. time. completed on time.

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ATTACHMENT 12: FACILITIES CONCEPTUAL DESIGN

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ATTACHMENT 13: LETTERS OF SUPPORT FAMILY AND CHILDREN SERVICES OF GREATER LYNN, INC

October 10, 2013

Commissioner Mitchell Chester Massachusetts Department of Elementary and Secondary Education Office of Charter Schools and School Redesign 75 Pleasant Street Malden, MA 02148-4906

Dear Commissioner Chester,

I am writing to express my support for Fenix Charter School to become a public school within Lynn. As the Executive Director of Family and Children Services of Greater Lynn, I feel that Fenix Charter School offers an innovative program that addresses the educational needs of students and families in Lynn. I am impressed with the team’s commitment to enroll students from high-risk families, and I look forward to working with them to identify struggling families whose children could greatly benefit from their school program.

Family and Children Services of Greater Lynn (FCSLynn) strengthens the life skills of families, children and individuals of all ages. This is accomplished through a range of preventive programs offered directly or in collaboration with other organizations in our community. Since 1885, our services touch the lives of families through generations to help them to achieve their fullest potential, and increase their capacity to thrive and succeed in life. Our services include: Early Childhood Programs & Activities at our Family Resource Center to encourage early literacy and healthy child development; Parent Education & Family Support Programs to teach skills, share resources and foster connections in our community; Teen Violence Prevention & Asset Building Programs to build resiliency and increase opportunities for youth; Individual and Family Counseling to relieve crisis and provide tools for healing; and Elder Care Management Guardianship Services to ensure the safety and preserve the dignity of elders

We are looking forward to working with Fenix Charter School to support their enrollment of at-risk students and families and to provide ongoing support to ensure that students successfully complete school. On behalf of FCSLynn, I strongly urge that you grant a charter to Fenix Charter School because they have the potential to provide a powerful impact in the Lynn community.

Please contact me if you have any questions.

Sincerely,

Maroli Licardie Executive Director Family and Children Services of Greater Lynn

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GORDON COLLEGE IN LYNN

October 14, 2013

Commissioner Mitchell Chester Massachusetts Department of Elementary and Secondary Education Office of Charter Schools and School Redesign 75 Pleasant Street Malden, MA 02148-4906

Dear Commissioner Chester,

On behalf of Gordon College, I am pleased to submit a letter of support on behalf of Fenix Charter School’s application for a public charter school. Gordon College partners with dozens of schools, after- school programs and social service agencies in the City of Lynn. Building on ten years of mutually beneficial partnership work, we are eager to partner with Fenix to help further their stated goals of innovation, creativity, collaboration, social responsibility and community.

As a Gateway City, Lynn is home to resilient refugees and entrepreneurial immigrants. Excellent schools for children and educational options for immigrant adults are paramount in unleashing Lynn’s potential. Creative learning environments that give youth new ways of developing their skills are important to offer to families in Lynn. The interactive and integrated learning model proposed by Fenix Charter School is exactly the kind of unique learning environment that would help many Lynn families thrive.

Each year over 500 Gordon students complete over 10,000 hours serving and learning in the Lynn community. Students served weekly at local schools like Ford School, Brickett School and Harrington Schools. We also serve in afterschool programs such as the New American Center, Lynn YMCA, Boys & Girls Club, as well as adult education programs like the Catholic Charities ESOL programs. We focus on college access themes and encourage all the Lynn youth we serve to think and plan for higher education. Last year’s highlights included an overnight college visit of 35 refugee youth from New American Center and a Lynn youth leadership intensive helping Lynn teens build upon their assets. We would be pleased to partner with Fenix Charter School in multiple ways including youth leadership programs, tutoring and mentoring and college visits designed especially for Fenix students.

Gordon College is excited to support the development of the Fenix Charter School. We view it as a unique opportunity to help transform Gordon student learning and build capacity in Lynn partnering with people who working hard to make Lynn an even better place to live, study, and work.

Sincerely,

Valerie Buchanan Director, Office of Community Engagement Gordon College 781 599 0821 October 10, 2013

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OPERATION BOOTSTRAP, INC

October 21, 2013

Commissioner Mitchell Chester Massachusetts Department of Elementary and Secondary Education Office of Charter Schools and School Redesign 75 Pleasant Street Malden, MA 02148-4906

Dear Commissioner Chester,

I am writing to support Fenix Charter School’s application to open a grade 5 to 12 charter school in Lynn. I believe that Fenix Charter School is offering an educational program that we advance at Operation Bootstrap: a focus on contextualized learning that will prepare Lynn residents for the 21st century and beyond.

Operation Bootstrap offers comprehensive community education services that include: ESOL classes, Adult Basic and Secondary Education, Pre-GED/GED classes, Career Pathways in Advanced Manufacturing, Healthcare Learning Network, Transitional Coaching (supporting transitions from Adult Education to careers), and Distance Learning. We are also coordinating the Lynn Reads Literacy Campaign that promotes family literacy through school-based parent workshops.

We are looking forward to collaborating with Fenix Charter School to support their Family and Community Education Program. Since we would be sharing the same home at 20 Wheeler Street, we anticipate a number of opportunities to collaborate in ways that dramatically raise the education levels of students and families in Lynn. We have a long waiting list, and we look forward to another partner who can help support our cause to provide critically needed education services to Lynn residents who want to be a part of the American dream.

I strongly recommend that you grant a charter to this school.

Thank you for your consideration. Please contact me if you have questions or concerns.

Sincerely,

Edward Tirrell Executive Director Operation Bootstrap (781) 599 - 8543

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PROGRAM IN EDUCATION, AFTERSCHOOL, AND RESILIENCY (PEAR)

October 8, 2013

Commissioner Mitchell Chester Massachusetts Department of Elementary and Secondary Education Office of Charter Schools and School Redesign 75 Pleasant Street Malden, MA 02148-4906

Dear Commissioner Chester,

On behalf of PEAR (Program in Education, Afterschool, and Resiliency), at McLean Hospital and Harvard Medical School, I am happy to submit a letter of support on behalf of Fenix Charter School to become a Commonwealth Charter School. After reviewing the school plan, I was impressed with the way that the school integrates real-world learning with social/emotional support. This school design has the potential to be a model to schools and districts that serve a similar demographic to that of Lynn.

My team at PEAR is looking forward to a fruitful collaboration with Fenix Charter School. PEAR's mission is to create and foster school and afterschool settings in which all young people can be successful. Dedicated to the whole child; the whole day; the whole year, PEAR continuously integrates research, theory, and practice for lasting connections between youth development, school reform, and mental health. PEAR creates and fosters evidence-based innovations so that increasingly young people can learn, dream, and thrive. PEAR is a joint initiative between Harvard University and McLean hospital. Since I founded PEAR in 1999, we have expanded services to Boston schools and our model has been replicated across the country.

PEAR has developed and hosts a variety of assessment tools used to measure success in classrooms and across healthy youth development. Our goal is to train Fenix Charter School staff in the effective use of these tools to support students’ academic, social, and emotional growth.

I very much recommend that you grant a Commonwealth Charter to Fenix Charter School. I am excited to support the development of this school and see many opportunities for further collaboration once chartered. If you have further questions, please don’t hesitate to contact me at (617) 484 – 2730.

Sincerely,

Dr. Gil Noam Director, Program in Education, Afterschool and Resiliency Associate Professor, Harvard Medical School

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ATTACHMENT 14: IMPACT OF BIG PICTURE’S LEARNING MODEL IN RAISING STUDENT PERFORMANCE Fenix Charter School’s proposed design components correlate to Big Picture Learning’s (“BPL”) three foundational design principles: relevance, relationships, and rigor. Project-based learning is based on the interests and goals of each student; project-based curriculum must have real-world application; and abilities are authentically measured by the quality of work. BPL configures these components in a highly innovative school structure and culture focused on a personalized program of study that addresses each student's academic and career interests. An independent evaluation conducted for the Gates Foundation by the American Institutes for Research in 200633 identified the BPL design as one of three highly successful school designs based on student performance and on its ability and capacity to scale. All but three34 of the 60 schools started by BPL are still operating and are part of the BPL School Network. The William and Flora Hewlett Foundation selected BPL because of its deeper learning pedagogy, which has been credited for exemplary achievement in comparison to local district averages. For example, BPL attendance averages nationwide are well above 90% and graduate rates nationwide are higher than 92%. Specific examples of success include the MET East in Camden, NJ and the MET in Providence, RI, both of which perform 50% higher than the respective districts in math proficiency and have a reading proficiency above 84% and 89% respectively. Moreover, both schools have above a 98% college acceptance rate.

Among the most compelling demonstrations of BPL’s long-term success is the percentage of students who graduate high school, achieve college acceptance, attend postsecondary, and move successfully toward college graduation. In a recent survey of BPL’s MET school in Providence, since 2000, 95% of graduates have been accepted into college programs (98% as of 2010) and of those students, 75% attend college and 78% either graduate or are still attending college. Most students are the first in their family to attend college, demonstrating that BPL performs well above the national average of college graduation rates for first-time college goers of 54.1%.35

An evaluation of BPL’s 7 California schools36 indicates that BPL dropout rates were substantially lower, graduation rates were higher, and academic performance was better than comparable high schools in the respective districts. A recent study (December 2012) conducted by MPR Associates on the graduates of three BPL schools in California found that the college attendance, college persistence (from freshman to sophomore year), and college graduation rates exceeded those of the general population of similar students (i.e. those with a minority population exceeding 50%) and in some cases rates exceeded the national average for all populations, a major accomplishment given the additional challenges faced by low-income and IEP students. For example, the persistence rate at the three BPL schools surveyed averaged 6 points higher than the national average among all populations.37

33 American Institutes for Research (2006, August). Evaluation of the Bill & Melinda Gates Foundation's high school grants initiative: 2001-2005 final report. Retrieved from http://www.gatesfoundation.org/learning/Documents/Year4EvaluationAIRSRI.pdf 34 None of the three schools were closed because of poor academic performance. 35 National Student Clearinghouse Research Center. 36 Day, N. (2010, July). Big Picture Schools in California: An analysis of outcomes using California Department of Education “Data Quest” information retrieval service. University of Melbourne. 37 MPR Associates (December 2012). Big Picture Learning: High School Alumni Report. Berkeley, CA.

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All BPL schools share key design components that will serve as the core of Fenix Charter School. The proposed school will use the BPL design adaptations employed by the San Diego Met because of its exceptional performance meeting California’s state standards both in absolute terms and in comparison to similar demographic populations of students. The San Diego Met has won numerous commendations, is a Blue Ribbon school and is one of California’s best high schools. The San Diego Met’s first graduating class (2008) had a 100% pass rate on the CAHSEE, 98% completion of the state’s A-G requirements and 98% of its first graduates attending a two or four year college or university. The school also matched or surpassed its API/AYP targets every year since 2004 and in 2008 received the California Distinguished School Award. While emulating the Big Picture San Diego MET, The Academy will also include the STEAM focus, elements of which can be found at other NYC BPL schools like the Bronx Guild High School. BPL has become a nationally recognized pioneer of STEAM-focused learning.

Key Design Components for Learning: A consensus is emerging among leading researchers and practitioners on the essential elements necessary to close the achievement gap. These elements— BPL’s core design features—are most frequently cited for materially contributing to enhanced achievement and long-term success:

Personalized Curriculum Design will customize a learning program for each student that fulfills the Common Core State Standards (CCSS), meets Massachusetts’ academic and graduation requirements and the requirements for a STEM-distinguished diploma. Such customized learning housed in a small school environment amounts to a “career academy” for each student. (Dweck, 2006; Erikson, 1968; Gustavson, 2007; Levine, 2002; Pink, 2009; Sarason, 2006).

Advisory Structure will be employed by Fenix Charter School ensuring every student is part of small advisory groups of approximately 18 students that progress as a cohort with the same advisor for four years, during which time peer critique and support are constantly modeled and expected. Through small advisories, students will get to know one adult well who will guide the personal learning plans for each student and four-year development (Van Ryzin, 2009).

Applied Learning will challenge students to apply their academic skills and understandings to real-world problems through individual and small group projects (Berryman, 1993; Brown & Vaughan, 2009; Coyle, 2009; Gustavson, 2007; Sennett, 2008).

Project-based Learning will be focused on each student's interests providing a context and structure for integrating academic, technical, and career skills into holistic learning opportunities (R. Berger, 2003; Boss & Krauss, 2007; Levine, 2002; Trilling & Fadel, 2009).

Learning Through Internships (LTIs) will provide students opportunities to learn outside of the school, in settings where they can observe and work with adults addressing real-world problems and challenges. (Bailey, Hughes, & Moore, 2004; Blustein, 2006; Christensen, Horn, & Johnson, 2008; Halpern, 2009; Pink, 2009; Resnick & Wirt, 1996).

Integrated (Embedded) Academics will ensure academic achievement with deep emphasis on literacy and numeracy skills. Students will work in classes, small groups, and in one-on-one tutoring sessions including online learning. (Jacobs, 2010; Lesgold, 2009).

Performance Based Assessments, in addition to traditional assessments, will be employed to measure progress and ensure data-driven instruction. Such assessments include exhibits of work and learning on individual and group projects, service learning, college classes, and internships

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(American Educational Research Association [AERA], 2000; Baker, 2007; R. Berger, 2003; Lesgold, 2009; Linn, 1994; Silva, 2008). Parental Involvement in a student's education is required through quarterly meetings to ensure parental engagement in their child’s personal learning plan and parental review of student exhibitions of learning and work (R. Berger, 2003; Epstein, 2009; Gustavson, 2007).

College-and-Career Readiness, Transition Support and Longitudinal Tracking are an integral part of the entire K-12 experience (Arnold, Fleming, DeAnda, Castleman, & Wartman, 2009; Bloom, 2007; Conley, 2003; Kahlenberg, 2004; Sedlacek, 2004).

Business Engagement is an essential ingredient for success. Fenix Charter School will change the nature of business and school partnerships from a pure funding model to a partnership that includes collaborative programs, curriculum design, mentoring and instructional support, and program assessment (Blustein, Juntunen, & Worthington, 2000).

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ATTACHMENT 15: RESEARCH REFERENCES

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