Collegiate Charter School

   Charter Prospectus August 2, 2010 Collegiate Charter School

Table of Contents

Charter Applicant Information Sheet...... Page 3

Commonwealth Charter School Certification Statement...... Page 4

Statement of Assurances...... Page 5

Executive Summary...... Page 8

Public Statement...... Page 11

I. Charter School Mission, Vision, and Statement of Need...... Page 12

A. Mission ...... Page 12 B. Vision...... Page 12 C. Description of the Communities to be Served/Statement of Need...... Page 13

II. How will the School Demonstrate Academic Success?...... Page 15

A. Educational Philosophy...... Page 15 B. Curriculum and Instruction...... Page 17 C. Assessment System...... Page 21 D. School Characteristics...... Page 24 E. Special Student Populations and Student Services...... Page 28

III. How will the School Demonstrate Organizational Viability?...... Page 30

A. Capacity...... Page 30 B. School Governance...... Page 33 C. Proposed Partners...... Page 34

IV. Attachment

Attachment 1: Letters of Intent/Resumes ...... Page 36

Attachment 2: Curriculum...... Page 112

Attachment 3: Proven Provider Status ..Page 143

Attachment 4: Survey Results/Identified Need .Page 153

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Collegiate Charter School

Charter Applicant Information Sheet

Name of Proposed Charter School: Collegiate Charter School

School Address: TBA

School Location: Springfield, MA

Primary Contact Person: Dr. Frank Vargo

Address: 162 Exchange St.

City: Leominster State: MA Zip: 01453-2520

Daytime Telephone: 978-534-0707 Fax:

E-mail: [email protected]

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

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

Grade Span at full enrollment: 6 to 12

Total Student enrollment when fully expanded: 700

Commonwealth charter applicants only:

Will this school be a regional Charter School? YES

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

1. Springfield

2. West Springfield

3. Chicopee

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Collegiate Charter School

Commonwealth Charter School Certification Statement

Proposed Charter School Name: Collegiate Charter School

Proposed School Location (City/Town): TBA

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

______Signature of Authorized Person Date

Frank E. Vargo

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Collegiate Charter School

STATEMENT OF ASSURANCES

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

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

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

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

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

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

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

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

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

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

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

11. Will meet the performance standards and assessment requirements set by the Board of Elementary and Secondary Education for all students in public schools including, but not limited to, administering the

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Collegiate Charter School

Massachusetts Comprehensive Assessment System (MCAS) (Mass. Gen. Laws c. 71, § 89(v), and 603 CMR 1.05(1)(i)).

12. Will submit an annual report to the Department of Elementary and Secondary Education on or before the required deadline (Mass. Gen. Laws c. 71 § 89(jj)).

13. Will submit an accountability plan no later than the end of the first year of the school’s charter, establishing specific five-year performance objectives as specified in the state regulations (603 CMR 1.05 (1)(j)) and guidelines.

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

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

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

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

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

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

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

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

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

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

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

25. Will ensure that all members of the school’s board of trustees file with the Department of Elementary and Secondary Education, the State Ethics Commission, and the city or town clerk where the charter 6

Collegiate Charter School school is located completed financial disclosure forms for the preceding calendar year according to the schedule required by the charter school office (Mass. Gen. Laws c. 71, § 89(u)). The disclosure is in addition to the requirements of said chapter 268A and a member of a board of trustees must also comply with the disclosure and other requirements of said chapter 268A.

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

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

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

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

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

______Signature Date

______Affiliation

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Collegiate Charter School

Executive Summary

Collegiate Charter School will be a high quality, innovative school serving students in grades 6-12 in Springfield, Massachusetts, and surrounding areas. The school’s mission is to prepare first-generation and other underserved students to be successful at institutions of higher learning by giving them the opportunity to earn a high school diploma while simultaneously earning college credits through American International College. Students will be afforded a chance to earn up to two years of college credits at the secondary level. Through this model, students will gain the skills and attitudes to thrive in our increasingly technological and global economy. CCS students will be educated in a caring environment that recognizes that all learners are unique and strives to tailor educational experiences to embody that concept. Using the resources of the school, American International College, students’ families, and the community, CCS will build supportive teams that encourage all students to set high academic and personal goals for themselves, achieve those goals, and proceed to further post-secondary education with confidence and college credits in hand. CCS will enroll a student body that is urban, historically underserved, and frequently underperforming. The school holds as its core the fundamental values and practices of the Early College High School and Middle High School models. Those values include: providing a small school environment in which students are known and valued; creating a collaboration among school, higher education partner, and the community—all of whom share responsibility for student success; developing an integrated curriculum that allows secondary students to earn up to a full year of transferable college credits; and offering a comprehensive support structure in school to ensure academic and social skills necessary for college access and success. (1)

The vision of CCS is to increase the rate of college entry of first-generation and underserved students in Springfield and the surrounding area. CCS will address clear needs existing at both a national level and at the local target level---Springfield and its surrounding area. In the wake of the No Child Left Behind Act and other national and state mandates, many urban schools are struggling to attain the new standards that have emerged from recent research and study groups. This struggle is particularly visible when one looks at the target population for CCS: first generation students, underserved populations, and those who lack sufficient financial resources to navigate college costs. Additionally, transforming the culture of low-achieving urban schools from a culture of failure to a culture of college going is a necessary process if post-secondary access and success are to be open to all. Research on successful transformations of urban schools suggests the necessity of innovations beyond simply academic reform in order to achieve secondary and post-secondary success. Students and their families need direct programming that provides information, encouragement, and support in seeing college and career attainment as necessary and possible. Underserved students need to be invited and trained to join the ranks of mentors, school leaders, civic participants, and community volunteers in order to recognize their talents and build their college and career portfolios. Research demonstrates that such students are less likely to have access to situations in which they can develop and practice leadership skills, take part in volunteer and civic activities, attend events on a college campus and engage in enrichment activities, in large part because of issues such as transportation, GPA, finances, lack of networking, and safety concerns. (2) Therefore, a school such as CCS can be the key change agent in providing equity. The most recent demographics of the target area for CCS reinforce the need for such a school. The student population of the Springfield Public Schools as of June, 2009, was 25, 360, with 5, 634 middle school students and 7, 067 in grades 9-12. The population by ethnicity is: 23.2% African American; 2.2% Asian; 54.8% Hispanic; 15.7 % White, 4% Multiracial; and .01% Native American. The Special Education population is 22.9%; 13% of all students are considered Limited English Proficiency, and 23% do not speak English as a first language. The percentage of all students eligible for free and reduced lunch is 81.6%. According to 2008 statistics, only 15.9% of residents held a bachelors degree and 5.9% a graduate degree. The dropout rate is high compared to the state average, and Black and Hispanic students, particularly males, are at even greater 8

Collegiate Charter School risk. Just 54.4% of students in the target geography graduated from high school, according to 2008 statistics. The rates for attendance at a four-year college in the Springfield, West Springfield, and Chicopee districts fall below the state average. The populations of potential first-generation students in Chicopee and West Springfield also are high, with only 17% and 29% of residents respectively having attained a bachelor’s degree or beyond. (3)

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

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

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

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

CCS is an inclusive school, in which students with special needs and those with limited proficiency in English will be served by the Director of Student Services. A vast array of supports in such areas as reading, writing and speech are provided. Beyond following the required protocols for such learners, s/he

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Collegiate Charter School will convene teams that include teachers, staff, parents/guardians, and, when appropriate, students, mentors and other key personnel. Assessment and modification of each student’s individualized plan are ongoing. Additionally, special students are integrated into the full experience of the school community through the expectation that they will take part in mentoring, service, leadership and career planning.

CCS also strives to be a community school. In determining the need for a school such as CCS, founding members conducted a phone survey targeting the largest of the potential communities: Springfield, West Springfield, and Chicopee. Analysis of data showed that respondents not only saw the need for an early college charter school in the area ( Springfield,89%; West Springfield, 94%, and Chicopee, 92%), but had substantial interest in sending their own school-age children to such a school (Springfield, 79%, West Springfield 72%, Chicopee, 82%). The combination of an enthusiastic college partner in AIC, community interest, and demonstrated need make the site a logical choice. In promoting family and community collaboration, CCS will invite those partners to take part in celebrations such as First Night’s Eve and Recognition Breakfasts; serve on committees; attend professional development trainings; conference quarterly with students and staff; and use the resources of the Family Coordinator and dedicated Family Resource Center at school.

1 Lieberman, J.E. (2004). The early college high school initiative: Requisites for success. Jobs for the Future. www.jff.org. 2 See, for example, Conklin, K.D., & Curran, B.K. (2005). Action agenda for improving America’s high schools. Sponsored by Achieve, Inc., and the National Govenors Association. Also Oakes, J. (1985). Keeping track: How schools structure inequality. New Have, CT. Yale University Press. McDonough, P.M. (1997). Choosing colleges: How social class and schools structure opportunity. Albany, NY: SUNY Press. St. John, E.P., Hu, S., & Fisher, A.S. (in press). Breaking through the access barrier: How Academic capital informs public policy. NY: Routledge. 3 Massachusetts Department of Elementary and Secondary Education website. Doe.mass.edu/state_report/plansofhsgrads (2008)

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Collegiate Charter School

Public Statement The mission of the Collegiate Charter School will be to prepare first-generation and other underserved students to be successful at institutions of higher learning by giving them the opportunity to earn a high school diploma while simultaneously earning college credits through American International College. Students will be afforded a chance to earn up to two years of college credits at the secondary level. Through this model, students will gain the skills and attitudes to thrive in our increasingly technological and global economy. CCS ultimately will enroll students in grades 6-12. The school will serve students in grades 6-8 in its first year, 2011-2012, adding at least one grade in each subsequent year. In order to provide the benefits of a small school environment, where students are known and respected for their unique interests and talents, CCS will enroll no more than 100 students in each grade, serving Springfield and the surrounding area.

The vision of CCS is to increase the rate of college entry for students in the target area. The hallmark of a CCS education will be that all students will be knowledgeable and prepared for a post-secondary experience that fits their talents and interests and will have the opportunity to earn up to 60 college credits while completing high school. Additionally, CCS expects all students to engage in positive leadership, service to others, citizenship, and active participation in their meeting their own educational and personal goals while attending middle and high school; the extended schedule, curriculum, and extra-curricular activities built into the school structure are designed to make all students successful in achieving those goals.

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Collegiate Charter School

Collegiate Charter School

Learning, Leading, Serving

I. Mission, Vision, and Statement of Need

A. Mission Statement Collegiate Charter School will be a high quality, innovative school serving students in grades 6-12 in Springfield, Massachusetts, and surrounding areas. The school’s mission is to prepare first-generation and other underserved students to be successful at institutions of higher learning by giving them the opportunity to earn a high school diploma while simultaneously earning college credits through American International College or other fully accredited institutions of higher education. Students will be afforded a chance to earn up to two years of college credits at the secondary level. Through this model, students will gain the skills and attitudes to thrive in our increasingly technological and global economy. B. Vision Statement CCS will enroll a student body that is urban, historically underserved, and frequently underperforming. The school holds as its core the fundamental values and practices of the Early College High School and Middle High School models. Those values include: providing a small school environment in which students are known and valued; creating a collaboration among school, higher education partner, and the community—all of whom share responsibility for student success; developing an integrated curriculum that allows secondary students to earn up to two years of transferable college credits; and offering a comprehensive support structure in school to ensure academic and social skills necessary for college access and success. (1)

The hallmark of a CCS education will be that all students will be knowledgeable and prepared for a post- secondary experience that fits their talents and interests and will have the opportunity to earn up to 60 college credits while completing high school. Were a visitor to speak with any CCS student, s/he should be able to articulate the core expectations of the school: I am a scholar preparing for college and career. I am a leader who serves others in my school and community. I am an active agent in achieving my educational goals. I am a positive member of the CCS learning community who cares about my classmates.

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

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

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Collegiate Charter School

C. Description of the Community to be Served Statement of Need:

CCS will address clear needs existing at both a national level and at the local target level---Springfield and its surrounding area. In the wake of the No Child Left Behind Act and other national and state mandates, many urban schools are struggling to attain the new standards that have emerged from recent research and study groups. This struggle is particularly visible when one looks at the target population for CCS: first generation students, underserved populations, and those who lack sufficient financial resources to navigate college costs. Additionally, transforming the culture of low-achieving urban schools from a culture of failure to a culture of college going is a necessary process if post-secondary access and success are to be open to all. Research on successful transformations of urban schools suggests the necessity of innovations beyond academic reform in order to achieve secondary and post- secondary success. Students and their families need direct programming that provides information, encouragement, and support in seeing college and career attainment as necessary and possible. Marginalized students need to be invited and trained to join the ranks of mentors, school leaders, civic participants, and community volunteers in order to recognize their talents and build their college and career portfolios. Research demonstrates that such students are less likely to have access to situations in which they can develop and practice leadership skills, take part in volunteer and civic activities, attend events on a college campus and engage in enrichment activities, in large part because of issues such as transportation, GPA, finances, lack of networking, and safety concerns. Therefore, a school such as CCS can be the key change agent in providing equity. (2)

If one looks at the most recent demographics for our target area, the need for CCS becomes even more dramatic. The student population of the Springfield Public Schools as of June, 2009, was 25, 360, with 5, 634 middle school students and 7, 067 in grades 9-12. The population by ethnicity is: 23.2% African American; 2.2% Asian; 54.8% Hispanic; 15.7 % White, 4% Multiracial; and .01% Native American. The Special Education population is 22.9%; 13% of all students are considered Limited English Proficiency, and 23% do not speak English as a first language. The percentage of all students eligible for free and reduced lunch is 81.6%. According to 2008 statistics, only 15.9% of residents held a bachelors degree and 5.9% a graduate degree. A 2009 report of state graduation rates cites Springfield at 54.4% The drop out rate for Springfield, West Springfield, and Chicopee exceed the state average. The extended target area, which includes West Springfield and Chicopee, also show evidence that there is a large, first- generation college population. In Chicopee, only 17 % of the population has a bachelor’s degree or higher; in West Springfield, it is 29%. (3)

The Springfield area has yet to establish a culture of college-going among its most underserved. The reported intentions of recent high school graduates shows that the target area for CCS falls below the state average for college-going. Even if students get to college, Massachusetts state figures place the graduation rates of African American and Hispanic students at a dismal 11% and 9% respectively, even at 150% time. (4)

A recent article, cited in AASA News of the Nation (7/21/10) provides a final reason for the need for this collaboration. In it, Education Secretary Arne Duncan is quoted as saying “Higher education and K-12 have frequently operated as if they reside in different universes.” Rather than engaging in the “finger pointing” that is relayed in the article, AIC will strive to occupy one, shareable planet: in which both parties are responsible for and celebrate in college access and success for first generation and underserved students.

Value of the School: 13

Collegiate Charter School

The need for a charter school with this mission in the designated geographic area is based upon the widening post-secondary and technological gap between those from underserved populations and those for whom post-secondary paths are assumed from a very early age. Tinto (1993) found that for underserved students, the first year of college was the critical transition point; four times more underserved students leave after the first year than do their privileged counterparts. (5) Easing the transition to college through a variety of strategies cited in a recent Pell Institute Study (2008) was seen as the key to retention. Pell researchers recommended: early college and career awareness as early as elementary and middle school; socializing students to the college culture; intervention programs that strengthened academic and social skills; family involvement; and advising, tutoring and mentoring by faculty and peers. CCS is founded upon all of those principles. To erase the aforementioned gaps, CCS will:

1. Provide a college preparatory educational experience for middle and high school students, as well as access to college-credit bearing courses in the upper grades 2. Help all students identify their interests and talents, and translate those into academic concentrations and potential careers 3. Build technological skills to be applied to on line learning and future employment 4. Support students’ families in understanding early pathways to college success 5. Eliminate the physical transition between high school and college 6. Ease fiscal constraints to college attendance by saving college tuition through free college classes and eliminating the need to apply for financial aid while in high school 7. Providing mentoring and support, leadership development, service opportunities, and inspiration to see posts-secondary education as the birthright of all students.

Such steps are consistent with research on college access and success cited in the Pell Institute for the Study of Opportunity in Higher Education’s report “Moving Beyond Access” (2008).

Assessing Demand:

The founding members conducted research to assess parental support and interest within the proposed region (see Attachment A). The results support the need for an early college charter school with CCS’s mission. Further, the majority of respondents with school-aged children expressed an interest in enrolling their own children in such a school.

Rationale:

The choice for the Springfield area and the particular model of a charter school was based on several factors. First, there is identified need, as articulated above. Second, as our survey indicates, there is substantial interest. Third, there is an institution of higher education (AIC) that enthusiastically supports the school’s mission and is willing to be a committed partner in providing the post-secondary aspect of our curriculum, as well as other resources. Further, there is a strong, dedicated board and the possibility of additional community partners who may take an interest in this approach to education. The charter model allows the school community the flexibility to work together in innovative ways to meet the high standards set for all of its students.

II. How Will The School Demonstrate Academic Success? 14

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

1) Early Career Awareness

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

Rodriguez (2003) finds “positive naming” one of the most powerful tools to promote college aspirations and access in underserved populations. (6) CCS will use positive naming—recognizing students’ potential, connecting them to their natural strengths, linking those strengths to professions, and showing students how to enter those professions—in all aspects of its early career and college awareness programming. 2) Tailored Studies Small School Atmosphere Acknowledging that small school size is a fundamental component of the Early College High School Model, CCS will offer a small school (total 700 grades 6-12), small grade cohorts, and small classes so that students are known and valued for their uniquenesses. Such a setting will permit teachers to recognize areas of strength to build upon, fundamental skills and cognate areas that need strengthening to achieve competency, and students’ goals and aspirations, so that assignments, when possible, can be individualized. Learning Profiles In conjunction with their advisors, all students will develop an Individualized Learning Profile (ILP) that articulates their learning “assets” (strengths to build upon), preferred learning styles, challenges, and strategies to address those learning challenges. Student Goals Plan Inspired by a similar model at the Met School, CCS students will collaborate with their advisors and parent(s) before the start of each school year to establish a Student Goals Plan (SGP). Each student will reflect upon his/her individual academic and social talents, passions and needs, career path, and post- secondary plans and develop an SGP that includes clear and measurable goals. Students will lead these

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Collegiate Charter School conferences, in which they will review their SGP’s with their parent(s/guardians) and advisors quarterly and revise as necessary. (7)

Differentiated Instruction (see Instructional Methods section) 3) College Expectations CCS recognizes that it will take a different kind of schooling experience to ensure that underserved youth access and graduate college at the same rate as their more advantaged peers. The expectation that a post- secondary education is a necessity and a right of all school members will be the guiding vision of the school. To make that vision a reality, CCS is founded on the core principles of the Early College High School Initiative, mentioned previously. CCS will engage parents/guardians in early career and college awareness activities throughout their child’s enrollment. College personnel and students will be partners in providing workshops, teaching online college courses, and mentoring CCS students, as well as opening the campus to appropriate events and enrichment activities. In blurring the lines between secondary and post-secondary experience, this initiative will remove many of the historical barriers to access and success. Seminal research done by Tinto and Bean notes the difficult transition for underserved students when they leave the culture of home and community and enter the culture of college. (8) CCS aims to acculturate students in a variety of ways, thus easing that transition. Factors such as lack of academic preparedness, lack of confidence, financial concerns, lack of familiarity with college-level expectations, social skills, and ease in finding a new “community” of like minded peers all were cited as reasons that underserved students fail, even after accessing college. These factors should be eased or eradicated by the intentionally created components of a CCS education. 4) Relational Learning The heart of all meaningful learning lies in relationships—between the learner and the material studied, between the learner and “teacher” or “teaching environment,” between the learner and others in his/her learning community, and between the learner and him/herself. CCS takes each of these relational aspects seriously in its planning of the curriculum and extra-curricular activities. Establishing post-secondary and career goals from the very start of a student’s enrollment helps to provide a logical connection between the learner and the material studied. Teachers, mentors, and college personnel help to continuously reinforce the rationale and the relationship between what is being studied now and who each student hopes to become in the future, thus strengthening the motivation to master the common core and other required materials. Small class size, core groups, mentoring opportunities, and service activities that engage with other school and community members make up the teaching environment at CCS. Students also are able to see that relationships can shift—for example, that one may be the mentee in a particular subject area and yet mentor another student in a different topic. Relationships between the student and others in the CCS learning community are enhanced through core groups, all –school activities, class activities, and family activities; they also are strengthened by the expectation that each student is a valued leader—albeit a unique leader—within the community, thus revamping traditional school hierarchies in which only a few students are seen as the leaders. The students grow in relation to themselves as they reflect on who they are, who they are becoming, how they are gaining in knowledge and skills, and what steps they are taking towards the college and career pathways that they have articulated for themselves. Such reflection takes place in activities such as goal setting, family meetings, and portfolio building. In essence, the relational model that undergirds CCS is derived from the concept of “distributive counseling,” which asserts that all staff, not simply those credentialed as “counselors,” play an important role in guiding, mentoring, supporting, encouraging, and nurturing the dreams and talents of all students. (9)

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5) Families as Partners

CCS recognizes that no child, especially one from an underserved group, can fully blossom into the unique individual that s/he is meant to be without support and involvement from “family”—however that family is defined by the child. The founders are further aware that for many of these family members, “school” is not an inviting place, based on their own past experiences. For these reasons, CCS will strive to establish an environment in which family members feel themselves to be valued, respected, and integral members of their child’s learning team.

A School-Family Coordinator will be responsible for co-creating such an environment in conjunction with family representatives. Families will be invited to take part in such regular events as: Orientation; First Night’s Eve Celebration (to open the school year); quarterly Recognition Breakfasts (for students who achieve their quarterly goals); school committees; Student Goal Planning; early college and career workshops; and school social events and celebrations. A Family Resource Center will house school and community resources, while serving as a meeting place for parent groups. (10)

A desired offshoot of an effective school-family program is that family members themselves may gain information, confidence, and assistance in applying to high school completion or post-secondary programs. 6) Service Leadership

Service Leadership represents the belief that all students are potential service leaders—those who use their leadership abilities to improve their schools, communities, and environment---but that young people, especially those from underserved groups, need opportunities to discover what kind of leader they want to be, learn skills that effective leaders possess, and have access to volunteer and service activities that help them refine their skills and grow in confidence. Such experiences, in some cases, may also provide career exposure. Leadership and service are experiences that are highly prized both by colleges and employers, but all youth do not have equal access to those experiences; thus schools must be active agents in leveling the playing field. All CCS students will have opportunities to fulfill a leadership in service requirement in a variety of venues—community organizations, school committees, or churches. College personnel, mentors, and community members will be vital links to leadership training and service opportunities for our students. The school will be pervaded by the expectation that all members are leaders and that there are multiple ways to be service leaders. Successful college students credit leadership and service as key elements when entering college; not only does such prior experience make one a more viable prospective candidate, but it gives students such skills as time management, the ability to find and use resources, networking, interpersonal skills, communication skills, and the awareness that one can find like-minded peers on a college campus by seeking out service and leadership clubs and activities that exist. (11)

B. Curriculum and Instruction Curriculum Design Process Curriculum at CCS will be developed in a multi-year process. As only grades 6-8 will be served in the start-up year, the middle school curriculum will be the first to be developed. The Curriculum Coordinator and middle school teachers (with input from the Director of Student Support, where appropriate) will work to develop a curriculum that considers the following essential elements: the Massachusetts Curriculum Frameworks; CCS educational philosophy; CCS teaching methodology; differentiated learning theory; best practices in teaching “at risk” students, and unique aspects of the target population entering the school.

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

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

In order to ensure success for each student, the staff at CCS must use multiple means of reaching students—relying first on students’ identified learning preferences and cultural styles, and gradually stretching each student to be able to adapt to a variety of teaching styles that might present themselves in post-secondary education and/or job training. Among these methods are: Differentiated Instruction Because each student is unique when it comes to learning profile, teachers will provide differentiated instruction that takes into account many factors. Among these are varying the modes of curriculum delivery, offering students choices in materials, and allowing a variety of styles of demonstration of knowledge. At CCS, students are given information about various learning and teaching styles, multiple intelligences, and cultural styles. They are helped to create a learning profile for themselves. While instruction will be differentiated to allow students to master core content and skills, as they progress, students will be expected to challenge themselves to stretch beyond their most comfortable modalities, so that they are prepared for what they may encounter in college and careers. Inquiry-Based Learning The important questions, interests, and career goals that each student holds are the most powerful motivators to want to learn. While all students must master the common core of skills and cognate knowledge, this core can be mastered and expressed in a variety of unique ways. Students become alive when they are trained to be researchers in search of answers to their driving questions. Our curriculum will have the additional intent of teaching such research stances and approaches so that students can become lifelong pursuers of knowledge that has a meaningful place in their lives.

Theme and Project-Based Learning Frequently, students will be exposed to thematic units that are approached from a multi-disciplinary perspective; faculty will collaborate in developing several thematic units per grade/per year to help students recognize the ways in which different disciplinary lenses can be brought to bear on a single question under inquiry. Likewise, students will have the opportunity to develop projects that relate to interests and demonstrate mastery of content and skills; such projects may at times be conducted in collaboration with others. Mentored Study Mentoring another, or being mentored, are two of the oldest forms of both classical and vocational education. At CCS, students will have the opportunity to be mentored by teachers, community members, college personnel, or other students; in turn, many of them will be trained to mentor others at their school. Peer mentoring has been found to be one of the most effective tools to increase academic performance, boost self-esteem, and model social skills. The practice produces positive gains for mentors and mentees.

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The mentor must be a master of the material (academic, social, or early college and career awareness) before sharing it with another; the mentee receives much-needed tutoring and role modeling from an admired older person. At CCS, peer mentoring will be encouraged to improve student performance, build community, and support students as they go through important developmental transitions. (12)

Technologically-based Learning In preparation both for full participation in our global society and for access to online college courses during secondary level education at CCS, students will take part in learning and demonstrating knowledge through technologically enhanced means.

Community-Centered Learning Whenever possible, CCS students will be exposed to community sites and resources as learning experiences. Those might include inviting local entrepreneurs and leaders to school for “Pizza with Professionals” or visiting historic sites. Juniors and Seniors may arrange community-based internships or job-shadowing experiences, and it is hoped that CCS students can give back to the community through their service leadership projects.

Overview of Primary Disciplines (see Appendix B for detailed curriculum)

Mathematics: Students will overcome math avoidance by seeing the need to use math in adult life on a regular basis. The same skills used to problem solve math equations are used in real life and useful skills.

English: CCS at AIC will help students to speak and write effectively as well as listen and read with understanding. Students will also be able to research, analyze and evaluate information. Writer's workshops will be generally based on John Colin's model.

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

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

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

COMPLETE CONTENT AND SKILLS ARE FOUND IN THE APPENDIX B

Grade 6 Mathematic Content: such as exponents, place values, expanded notation, mean, median, mode, graphing, probability, number line, solve distance on number lines, number theory, Mathematic Skills: such as perform all operations using whole numbers, exponents, place values, mean, median, mode, graphing, probability, number line, fractions, mixed numbers, English Content: such as structure of modern English, origins of modern English, formal English, informal English, similes, metaphors, hyperbole, personification, guided reading, English Skills: such as questioning, listening, contributing, oral presentation, vocabulary, syllabication, guided reading, develop chronological order, identify main idea,

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Science Content: such as properties of matter, elements, compounds, mixtures, earth processes, soil formation, water, classification of organisms, structure and function of cells, Science Skills: such as provide examples of ecosystems, organisms function, biological evolution, and diversity of species; explain evolution using comparative anatomy; define cells, plants, History and Social Science Content: such as History: Human origins in Africa through the Neolithic Age, Mesopotamia: site of several ancient river civilizations, History and Social Science Skills: such as the ability to make connections between topic and world events, read and use a map, study religions, governments, identify sites,

Grade 7 Mathematic Content: such as exponents, ordering, problem solving, scientific notation, number theory, order of operations, measurement, solving equations, ratios, proportions, rates, Mathematic Skills: such as define base 10 system, apply concept with exponents; identify any nonzero number, compare mixed numbers; analyze PI; create equations, use scientific notation, Pre-Algebra Mathematic Content: such as variables, coordinated, analyzing graphs and tables, patterns and rules, ratio, proportions, percents, integers, linear relationships, equations, inequalities, Mathematic Skills: such as define variables; solve using concrete, formal and informal methods; making comparisons; finding percents; estimating populations, extending the number line; English Content: such as grammar, literacy elements and devices, writing, short stories and drama, mythology, and poetry. English Skills: such as apply rules of English usage; identify parts of speech; recognize and correct mistakes in subject, verb agreement and tense; identify genre, elements of fiction, Life Science Science Content: such as Introduction and Scientific Investigations, Living Things, What is life?, Viruses, Bacteria, and Your Health, Protist and Fungi, Cells, Introduction to Plants, Seed Plants, Science Skills: such as Explain, Why scientists organize living things and the relationship between classification and evolution, the danger of red tides, what happens when light strikes a Biological Science Science Content: such as Introduction and Scientific Investigations, Living Things, Viruses, Bacteria, and Your Health, Fungi, Cells, Introduction to Plants, Seed Plants, Animals, Science Skills: such as Explain, Why scientists organize living things and the relationship between classification and evolution, the danger of red tides, World Geography History and Social Science Content: such as Africa, Western Asia, Southeastern Asia and Oceania, Northern and Eastern Asia, Europe and Russia, South America. History and Social Science Skills: such as use maps, globes, terms; explain difference between a continent and a country, absolute and relative locations, exact locations,  Grade 8 Mathematic Content: such as number sense, operations, measurement, problem solving, fractions, percents, order of operation, scientific notation, inverse relationships, integers, Mathematic Skills: such as solve 2 step equations and inequalities; solve with parentheses; identify 3D figures with physical and distinguishing features; determine surface area; 8th grade Pre-Algebra Mathematic Content: such as variables, coordinated, analyzing graphs and tables, patterns and rules, ratio, proportions, percents, integers, linear relationships, equations, inequalities, Mathematic Skills: such as define variables; solve using concrete, formal and informal methods; making comparisons; finding percents; estimating populations, extending the number line; 8th grade Algebra

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Mathematic Content: such as variables, coordinated, analyzing graphs and tables, patterns and rules, ratio, proportions, percents, integers, linear relationships, equations, inequalities, Mathematic Skills: such as define variables; solve using concrete, formal and informal methods; making comparisons; finding percents; estimating populations, extending the number line; English Content: such as grammar, literacy elements and devices, writing, short stories, poetry, folklore, historical fiction, science fiction, introduction to Shakespeare. English Skills: such as apply rules of English usage; identify parts of speech; recognize correct sentence structure, verb agreement and tense; identify mistakes in commas, pronouns, clauses, Physical Science Science Content: such as What is science?, The Scientific Method, Science, Discovery & Safety, in the Science Lab, The Metric System & Measurement Tools, Tools & the Sciences. Science Skills: such as explain the nature and purpose of science, how scientific inquiry can solve problems, safety rules, give examples of how mass is conserved in a closed system, Physical Science Technology subsection Science Content: such as Building Materials, Construction Technologies, Engineering Design, Manufacturing Technologies, Transportation Technologies, Communication Technologies, Science Skills: such as Identify, appropriate materials, paper, plastic, aggregated, ceramics, metals, solvents, measuring tools, power, hand, lift, fasten, carry, drills, piers, screws, hammer, World History I History and Social Science Content: such as roots of Western Civilization: Ancient Israel, c. 2000BC/BCE-70 AD/CE, roots of Western Civilization: Ancient Greece, c 800-300 BC/BCE, History and Social Science Skills: such as Identify, ancient Israelites, multiple ways to express time relationships and dares, selected vocabulary, people and documents,

Grade 9 Geometry A Mathematic Content: such as vocabulary, segment and angle bisectors, construction, angle pair relationships, reasoning and proof, conditional statements, deductive reasoning, Mathematic Skills: such as proof of perpendicular, parallel, indirect and transversals; find area of triangles, quadrilaterals, trapezoid, kites, rhombuses; use properties of triangles, English Content: such as short story, classical epic: The Odyssey, modern drama: A Raisin in the Sun, composition: the essay from planning to final draft, grammar and style. English Skills: such as understand and articulate how narrative point of view contributes to meaning; identify method, and types of characterization; identify elements of plot, themes, US History I History and Social Science Content: such as Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1745-1789, Political Democratization, History and Social Science Skills: such as Identify causes of French and Indian War, new colonial leaders and conflict with Britain, key battles on a map, purpose of Judiciary Act,

C. Assessment System Too often in contemporary education, assessment is conducted and analyzed but the results are never disseminated in ways that make sense for the learning community or that subsequently are used to improve professional practice. At CCS, we strive to make the results of our assessment efforts widely publicized, presented in a fashion that all stakeholders can understand, and used as the basis for continuous improvement. The following guide our assessment strategies: 1) Articulated Objectives and Rubrics: Every member of the learning community can access clearly articulated learning objectives for each course and grade level, as well as the rubrics, which articulate and illustrate the quantity and quality of work necessary to meet these learning objectives. Students

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and family members will receive training in how to understand and use rubrics to interpret and evaluate their own work. 2) Traditional Assessments: See below for a description of the traditional assessments to be used. Workshops and conferences will be held with parents and students to educate them on interpreting the results and developing strategies for making improvements, where needed. 3) Student Self-Assessment: All students will be educated in how to use the rubrics and other measurements to assess their own work at appropriate times in the curriculum. Additionally, students will measure success in self-generated goals and also will compile and be able to reflect upon their growth as part of their Post-secondary Portfolio.

4) Authentic Assessment: Wiggins (1998) defines authentic assessment has having students use their knowledge to create performances that are effective and creative. These performances are demonstrations of knowledge in response to tasks that replicate or are analogous to real-life problems that adults or professionals face in everyday life or in their field. Such demonstrations may take a variety of forms and use multiple intelligences or styles in their expression. (13)

5) Assessments-in-Practice: Educational personnel and students can point to ways in which they have used the results of ongoing assessments to improve their practice or their scholarly outputs. External Assessments

As required by state law, CCS must administer the MCAS test according to the state schedule. In addition, CCS will administer the Iowa Test of Basic Skills to annually assess reading and mathematics skills at the beginning and end of the school year. These results will provide diagnostic information critical to objectively measuring students’ success in these basic skills areas and will allow teachers to measure student progress and make necessary interventions.

CCS also will administer The Diagnostic Assessment of Reading (DAR) to all incoming students to diagnostically assess reading skills and help guide instruction and support. This will be given at the end of the first year to show progress and afterwards will be given only if students are deemed to need specialized diagnostic reading testing; (b) PSATs—the PSATs will be given to students in their junior and senior year to prepare them for the SATs. (c) the Accuplacer—used by many colleges as a college entrance assessment, the Accuplacer will be administered to students starting in their sophomore year in order use to determine academic preparedness. Teachers will develop tailored curricula and support for students not meeting college-level reading, writing, and mathematics. The Accuplacer will also be used to determine when students are ready to commence college classes at AIC and to place students in appropriate classes. Internal Assessments There are numerous internal assessments that are ongoing at CCS. Among these are Classroom Assessments (tests, quizzes, scholarly papers, powerpoints, demonstrations oral presentations, projects, homework, etc.); Student Self Assessments (processes and discussions such as parent conferences, rubric use in classes, conferences with teachers, conferences with classmates, Post-secondary Portfolio, etc.); Feedback from Others (mentor feedback, assessments from job site supervisors, internship supervisors, facilitators of SIC’s, etc.); and Goals Assessments (how the student and others view the student in relation to the school values of community, mentoring, service leadership, individual goal setting, and caring for others). For students in the dual enrollment program, there obviously is an additional layer of evaluation in relation to the college courses being taken.

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Data Reporting

Teachers, staff, and administrators will collect and review performance data on an ongoing basis. Cumulative student and school-wide performance data, such as standardized test scores and student highlights, will be disseminated annually to all stakeholders (the Board of Trustees will receive quarterly updates during Board meetings). Individual student performance data (e.g., formal report cards, narrative evaluations of students’ academic and ethical performance, and Student Goals Plan progress) will be disseminated quarterly to students and parents. Students’ achievements and successes will be celebrated at quarterly Recognition Breakfasts to which stakeholders will be invited. Cumulative and individual performance data will be synthesized and explained, detailing strengths and weaknesses as well as action steps for improvement. All reports will be shared in the native language of parents/guardians. In many instances, data will be disaggregated according to important variables, so that a more comprehensive understanding can be reached. Sub-scores on a particular test, mastery of particular sub-skills within a content area, and group performance on an assessment are examples of how this might occur.

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

Data Usage Data collected at CCS must be used widely and effectively if it is to be of any real value. To that end, all stakeholders must learn how to understand and use data to promote best practice. Staff Professional Development As a part of on-going staff professional development, there will be workshops and sessions to learn about best practice in assessment, disaggregation of data, interpretation of data, and using data to drive curricular reform. AIC faculty will take part in providing many of these opportunities. As part of each teacher’s evaluation (reported in the self-assessment section of the form and discussed with his/her supervisor) s/he will give examples of how s/he has used data during the year to shape curriculum, teaching methods and/or evaluation processes. Family Education Similar to staff professional development, there must be development opportunities for family and community members to understand different kinds of assessment, their use, how to interpret the findings, and how to be partners with students and staff in promoting best practice in their own interactions with students, based upon such outcomes. Throughout the year, there will be written materials, web site postings, conferences, and workshops to aid this educational process. Additionally, since teachers will communicate with parents at least bi-monthly, there will be opportunities for questions and answers about specific students’ outcomes and needs. Student Education Students must become savvy consumers of data, especially as it relates to their own academic progress. To that end, they must learn how to use rubrics, as previously mentioned; understand test results; set personal goals and determine if they have met them successfully; and learn how to showcase their

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accomplishments in a Post-secondary Portfolio that they can share with colleges and prospective employers. Administration School leaders will use outcome data to identify promising practices and areas of weakness; help teachers improve their practice, as part of the annual evaluation process; mentor new teachers into the school; communicate with stakeholders; and make decisions about meaningful professional development in conjunction with staff. Board of Trustees Ultimately, the Board will use data to see that the school’s mission is being met. Outcomes may also aid members in identifying new projects to address weaknesses or expand strengths within the school’s programming, personnel, or other offerings. D. School Characteristics School Calendar The founding members of CCS have created a school calendar that recognizes the necessity of expanding the concept of a school day if the goals of college preparedness and access for all students are to be met. Such a school day must have component time periods that address core content, enrichment, and community time. Additionally, we recognize that dedicated time at the end of the school day for mentoring, tutoring, and homework assistance is critical for our student population. The following represents a sample middle school student’s schedule, with explanations of the various blocks provided below: Core Group: This is a “family” group or advisory, in which students have a peer group assigned to one teacher or staff member who acts as a mentor and guide throughout the student’s school year. The group can function in a variety of ways, based upon its collective desires, and provides a check in point to begin each day. Enrichment Activity: This time may be used in myriad ways that support the school’s mission. It may include career or college activities, leadership or peer mediation training, guest presentations, service opportunities, or supplemental support instruction for special learners. Interest groups may also be offered during these slots. School Improvement Committees (SIC’s): As part of their service leadership requirement, students join or form SIC’s, which may take many shapes: advisory; curricular; social; environmental; school culture; mentoring; fund raising; community outreach; public relations and communications, and the likes. Achievement Center: Because gains made during the day can be lost if students do not have an appropriate environment in which to complete their assignments and prepare for demonstrations of learning, CCS extends its day to include home work assistance, tutoring and mentoring.

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

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12:50 12:50- History History History Ethics Class History 1:50 1:50- Enrichment SIC Enrichment SIC Enrichment 2:30 Activity Activity Activity

2:30- Enrichment Enrichment Enrichment Enrichment Enrichment 3:50 Activity Activity Activity Activity Activity 3:40- Achievement Achievement Achievement Achievement Achievement 5:00 Center Center Center Center Center Implementation of Educational Program

The CCS Middle School will contain grades 6-8, while the High School contains grades 9-12. CCS will begin with grades 6-8 and add at least one more grade level each subsequent year to come to full enrollment. Students Students will follow a schedule that includes all of the aforementioned components. As juniors and seniors, qualified students may enroll in online college courses through American International College at no cost. They also may use the afternoon Enrichment and Achievement Center time for those courses and/or for community service, internships, or job-shadowing experiences approved by CCS.

All students will receive direct instruction in leadership skills, mediation skills, and mentoring. The school will pay particular attention to students’ developmental needs at the key transitional points during their schooling. There will be a family orientation for all students newly entering CCS. Additionally, after the start-up year, eighth graders will be responsible for developing and running an orientation for entering sixth graders on an annual basis. The first week of school in middle school will be devoted to team building, goal setting, developing/revising learning profiles, and getting oriented to the new grade.

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

As students enter their senior year, they will take part in College 101—a preparatory experience to ease transition into college. While it is true that many students will have earned up to two years of college credits while at CCS, those credits are earned on line. Preparing to enter residential colleges, which some students may choose to do, can be daunting, so this course will assist them in feeling ready. Additionally, students will be assisted in transferring their credits to AIC or elsewhere, applying for scholarships and financial aid, and polish their Post-secondary Portfolio, which is a showcase of their accomplishments in high school. Prospective employers also will be invited to address the students about how to present themselves in job interviews and resumes. Teachers Teachers will teach two to three core classes per day as well as facilitate two SIC’s per week. Teachers will also rotate their participation in the Achievement Center and Enrichment Activities. In addition, teachers will begin the day with their Core Group, have dedicated planning and preparation time during the week, and communicate with parents at least bi-monthly. 25

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Interns As CCS forges its relationship with AIC, it is hoped that the school will serve as a site for supervised internships, teaching practica, and field experiences that will benefit both parties. Snapshot of a Student’s Day in Eighth Grade When I arrive at CCS, I greet my friends and head over to the place where I start every school day: at my Core Group. Core Group is a group of us students who are assigned to one student advisor who meets with us daily all year to make sure that we get a good start to the day, stay on track, and succeed in meeting our goals. I think of Core Group as a little family and it makes me feel good to know that there are people who know me really well and care about what happens to me during the day. Sometimes in core group we may listen to someone’s problem or get our questions answered. Other times, we might talk about an event that’s happening at school. Frequently our advisor will ask us to share our personal goals and how we are progressing towards those goals; if anyone’s having troubles, we help brainstorm a way to overcome them. All week, our core group has been planning an orientation program that we will give for new students coming into sixth grade next year. All of the eighth graders are responsible for making that program and being the hosts and presenters. We’re all thinking about what we wish we knew before we came to this school and what kinds of information would be helpful to the new kids. My morning and the periods right after lunch are my core courses—stuff like math, language arts, social studies and science. But each class is different and there are lots of ways that teachers teach or let us teach ourselves. Sometimes we’ll work in groups on a project, and other times, we will study something that we are really interested in and make a powerpoint or other kind of way to show our classmates what we are learning. This week, each of us is giving a presentation about a career that we think we’d like to pursue. We’ve made a powerpoint that shows the career, what kind of training and education you need, what you can make for a salary, and where some good colleges are to major in that career. That’s actually a project for my language arts class because it helps us with research, writing and public speaking. Getting less afraid to speak in public is one of the goals that I set for myself in my SGP, and I think I’m making some progress! I also have some good ideas about what I might want to do for a career and what it takes to get there. I have always wanted to do something in law enforcement and now I understand what a criminal justice major is and all of the different kinds of jobs that can go with that. We do get an hour’s break for lunch and some free time. I like that our teachers eat lunch with us because we get to know each other more as people. After lunch today, I hang out with my mentee from sixth grade and see what’s up with him. Even though it is not a formal mentoring session, I know that he’s excited to see me and catch me up on what he’s been doing. The part of the day at CCS that is most different from other schools is the afternoon period from when we finish our core courses until five o’clock---yeah, we are here till five. Today during Enrichment Period we had a group of college students from AIC come in to talk to us about high school and how what you do there relates to being a college student. They talked about how to pick courses and how to excel so that you can take college courses on line right while we’re in high school. They answered our questions about how they chose their majors, what college life is really like, and how to get along with room mates! One of the students, DJ, is on the basketball team, and we’re going to get to see him play at AIC in a week. After Enrichment, today is a day in which we have SIC’s. These are part of our service to the school and community. I chose to be on the Environmental Committee and today we are talking about how to cut down on waste in our school cafeteria by not having so many foam trays for our food and other ways to be more “green” at CCS. Finally, I head to Achievement Center. You might think that it’s a drag to have to be in school till 5, but I really don’t mind. Before, I wouldn’t always get my home work finished each day because stuff might be going on at home or in my neighborhood. If I needed help, my mom or dad couldn’t always help me, and

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Collegiate Charter School we don’t have a computer at home so it’s great to be able to use one here to do my reports and look up information. For a lot of kids, the snacks that we get during this time make up for not having much for dinner at home. But for me, the big thing is to go home knowing that all, or the most confusing parts of my homework, are all finished. Snapshot of a Teacher’s Day in CCS Eighth Grade

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

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

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

CCS at AIC Culture

The culture at CCS will be derived from the belief that all students are capable of being active learners, service leaders, mentors, and engaged members of their school community. But the founders are not naïve about the potential obstacles to making this belief manifest in 100% of its student population. Using the characteristics articulated by Henderson and Milstein (1996), school personnel and college and community partners will strive to integrate the 12 “external protective factors” that are characteristics of schools that foster resiliency, believing that as students’ resiliency is maximized, they will better equipped

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Collegiate Charter School to take risks, exert leadership, set and achieve higher academic goals, and challenge and support their peers and younger classmates in doing the same. (14)

Those twelve factors, mirrored in the component parts of the school philosophy and practices, are:

1. Promoting close interpersonal bonds 2. Valuing and encouraging education 3. Using a high warmth/low criticism style of interaction 4. Setting and enforcing clear boundaries (rules, norms, code of conduct) 5. Encouraging supportive relationships with many caring others 6. Promoting sharing of responsibilities, service to others, “required helpfulness” 7. Providing access to resources for families’ basic needs (employment, education, housing, etc.) 8. Expressing high, realistic expectations for success for all 9. Encouraging goal setting and mastery 10. Encouraging pro-social values (like altruism) and life skills (like cooperation) 11. Providing leadership, decision-making, and other opportunities for meaningful participation 12. Appreciating the unique talents of each individual

The School in the Community/The Community in the School

The culture developed within CCS must be derived from and sustained by the community surrounding the school. While each year will feature many activities and events aimed at developing a school culture of achievement, caring, leadership and service, CCS also will reach out to its surrounding community. Invitations to events such as First Night’s Eve, Recognition Breakfasts, Enrichment Activities, and participation on school committees will establish CCS as community-centered. The Family Resource Center, workshops, and meeting space provided free for community events will be available. The connection with AIC and access to some campus-based events, in addition to establishing a culture of college for students, may do the same for family and community members who wish to further their own education. E. Special Student Populations and Student Services CCS is meant to be a school that welcomes a diverse student population, such as students with cultural, ethnic, physical, religious, and learning differences. Our inclusive approach—which includes tailored and personalized instruction, modifying curriculum and instruction to best suit students’ varied intelligences, tutoring, mentoring, and core group advising—is aimed at reducing the number of problems that atypical learners might encounter in a more traditional learning environment.

No matter how well designed and inclusive CCS may be, some students will need additional supports, specifically, English Language Learners, special education students and students with disabilities. CCS will be fully compliant with state and federal regulations for special student populations and, in many aspects of the school programming, will exceed what is required by law. The Least Restrictive Environment (LRE) model, in which students’ accommodations are met within the regular classroom, will always be used when appropriate. In some cases, pull out from the classroom for more intensive support will be deemed the best course of action. However, our emphasis is upon the special needs staff working within the regular classroom, using well-trained peer mentors and college interns to augment staff work, and engaging the family support structure of each student to provide out-of-school follow through.

Special education staff and mainstream teachers are seen as partners who collaborate to design, implement, and assess effective strategies that best meet the needs of special students. The special

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Collegiate Charter School education staff will train all mainstream teachers in identifying and implementing instructional strategies for special needs students. They will also have regularly scheduled common planning sessions to provide ongoing support for students needing modifications. Family members and upper grades peer mentors who are identified as especially skilled at working with special needs populations also will be able to receive education and training, and are valued as important components of a high-functioning team. Limited English Proficient Students

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

For those students who have a language other than English is spoken at home, the ESL teacher will administer the MEPA to evaluate the student’s English skills. The MEPA will determine if a student is in need of specialized English instruction or other services.

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

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

As part of a more comprehensive approach to the inclusion of LEP students and their families, core advisors and other members of the school community will brainstorm to see if there are other levels of social support that can be used. For example, there may be upper grades peer mentors who speak the same language or come from the same culture who can act as tutors or guides; similarly, there may be parents and community members who can act as resources. Students themselves may wish to form interest groups or host programming during some of the enrichment periods, and college students from various cultural clubs may be invited to augment the more formal intervention programs. Special Education and Students with Disabilities The Director of Support Services will be responsible for gathering information (e.g., cumulative records, special education reports, referrals, individual testing, Individual Educational Plans) from the student’s sending schools and from information included on the CCS Home Survey in order to identify students who have already been found eligible for special education support services. In addition, all teachers will receive training from the Director and the special education teachers to recognize signs of processing weaknesses, speech/language deficits, behavioral issues that contribute to learning difficulties. Staff will receive dedicated training to ensure that all special needs students are able to be academically successful.

In planning time and other scheduled meetings, teachers, core advisors, and Special Education staff will identify students whom they feel might require additional support. For students experiencing difficulty and suspected of needing special education, the first step will be to follow the required Response to

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Intervention (RTI) model. In the RTI model, classroom teachers and special education teachers design and apply research-based interventions to help student meet classroom goals. In order to have all members of the student’s “team” working together, appropriate faculty and family will be notified. Intervention plans will include additional support, personalized approaches and materials, and additional time to complete tasks, or other strategies deemed viable in assisting the student achieve without further, more formal intervention.

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

When evaluations are completed, the school team and parents/guardians will meet to discuss the results of evaluations and to determine whether or not a student is eligible for special services. If so, an IEP will be developed. The IEP will include information about how the student’s disability affects his/her performance in the classroom, classroom adaptations, measurable goals, and supports and services. When it is determined that a student needs specialized support services from a speech/language pathologist or an occupational therapist, these will be contracted by CCS from qualified staff in the community. School staff, parents, and students, when appropriate, will formally meet twice annually for a review of each student’s IEP, evaluate his/her progress, and modify if necessary. The school also will invite qualified members of the AIC faculty and staff who specialize in education, human development and other related topics to provide education for staff, family and community members, and students on topics related to learning differences of both typical and atypical learners.

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

All students will be served nutritious meals. Students will be taught about good nutrition and encouraged to eat healthy meals and snacks. Reduced/Free meals will be available to qualifying students. As one possible SIC, students will be encouraged to form a committee that works with the cafeteria staff to develop healthy and appealing meals. If space and future grant funding allow, it would be ideal to eventually establish a community garden, as well.

III. How Will the School Demonstrate Organizational Viability?

A. Capacity

The CCS founding group was initially assembled in the October 2009 and is comprised of a group of highly educated and experienced public education and business professionals including seasoned superintendents, corporation executives, teachers, professors and parents. Collectively, this group has been extremely concerned about the high student dropout rate, poor graduation rate, and lack of college 30

Collegiate Charter School entrance and success of students in the Springfield area, especially students from underprivileged backgrounds. Founding group members have a substantial amount of experience working in or with public schools or the proposed college partner, with many have strong ties to both.

The founding group has met at least one time per month for the past ten months to discuss the need, applicable research and data, and ideas on how to craft the various sections of this prospectus. We met a number of times in June and July and several of our members have remained in contact with our lead writer--Christine Michael--on a near daily basis during the past four weeks via phone and or email to provide input on the final prospectus.

The founding group proposes Dr. Isabelina Rodriguez as the CSS Executive Director. As the proposed school leader, the Board of Trustees will carefully consider Dr. Rodriguez’s qualifications and experiences before a final appointment determination is made. The Board would, depending upon the outcomes from that process, take a confirmation vote or opt to advertise the position more widely. It should be noted that several Board members have met on a monthly basis to plan for and develop this Charter Prospectus.

The following are the CSS at AIC founding group members:

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

Christine Michael is currently the National Program Director for the College For Every Student (CFES) (formerly known as the Foundation for Excellence Schools--a Bill and Melinda Gates Foundation funded urban and schools of poverty national initiative that has sought school improvement in more than 700 locations across the country). She has more than thirty years of experience working in or with public schools, especially with low incomes and underprivileged students at the middle and secondary level. Dr. Michael worked as a secondary teacher and school leader before joining CFES a decade ago. She holds an AB in English and a M.Ed. in English from Brown University, a M.A. in Counseling Psychology from Union University, and a Ph.D. in Human Development and Learning from the University of Connecticut. Dr. Michael is a proposed member of the Board of Trustees for the Collegiate Charter School.  Herbert Levine is currently the Executive Director for the New England Association of School Superintendents and a professor at Endicott College and Salem State College. Dr. Levine has more than four decades in education, having served as a teacher, high school principal, superintendent of schools and special assistant to the lieutenant governor and overall coordinator of recovery high schools. He holds a B.S. in History, M.A. in Education Administration and a Ph.D. in Curriculum, Instruction and School Management. Dr. Levine is a proposed member of the Board of Trustees for the Collegiate Charter School.

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

Frank Vargo is currently Director of The Fireside Center-Psychological and Educational Services and a School Psychologist at the Ashburnham/Westminster Regional School District. Dr. Fargo has over three

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Collegiate Charter School decades of experience working in public schools, having served as a permanent substitute teacher, special needs counselor/case manager and school psychologist. He holds a B.M. in Music Education, M.Ed in Guidance and Counseling, M.A. in Clinical Psychology and an Ed.D. in Educational Psychology. He is currently completing a Ph.D. in Educational Studies. Dr. Vargo is a proposed member of the Board of Trustees for the Collegiate Charter School.

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

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

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

Edward Noonan is currently Owner and President of one of the largest heating oil companies in Western Massachusetts, Noonan Energy Corporation in Springfield. He holds a B.A. in Political Science. Mr. Noonan is a proposed member of the Board of Trustees for the Collegiate Charter School.

Isabelina Rodriguez is currently Superintendent of Schools in Northampton, Massachusetts. Dr. Rodriguez has more than two decades in education, having served as a special education teacher, director of pupil services and superintendent of schools. She holds B.S. in Education, M.Ed. in Administration and an Ed.D. in Educational Leadership. Dr. Rodriguez is the proposed educational leader for the Collegiate Charter School.  Mark Berman is currently Interim Vice President for Institutional Advancement and Vice President for Educational Enterprise at American International College. He holds a B.A., M.B.A. and a J.D. all from Syracuse University. Mr. Berman is a proposed member of the Board of Trustees for the Collegiate Charter School.  Suzanne Marotta is currently the retired Superintendent of Schools of the West Springfield Public Schools (retired on 6/30/10). Dr. Marotta has more than four decades in education, having served as a teacher, elementary principal, middle school principal, high school principal, assistant superintendent and superintendent of schools. She holds a B.S. in Education, M.A. in Educational Administration and an Ed.D. in Educational Administration.   B. Governance Structure

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Collegiate Charter School

Organizational Narrative The CCS Board of Trustees will be the legal holder of the Commonwealth Charter and will provide ultimate governance of the school. The Board will ensure that CCS is fiscally sound, educationally successful, organizationally viable, and consonant with the school’s mission and vision. The Board will appoint the principals of the middle and high schools and will receive monthly reports from them as to all major functions of the school. Principals are considered non-voting members of the Board and are responsible for implementing and supervising the day-to-day educational, managerial, and fiscal operations of the school.

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

Recruitment, Selection, and Development Plans for Board Members.

Founding Board members will be responsible for identifying and recruiting additional Board members during the charter application process. The Founding Board also will write up a Board member job description detailing qualifications and responsibilities; further, they will establish a Board Recruitment Subcommittee. The subcommittee’s primary job will be to identify potential candidates, contact the, and, if they are interested, and an interview based on an interview guide with questions they have articulated. Names of candidates deemed suitable, who are interested in assuming the responsibilities of being a Board member will be forwarded to the full Board, which will consist of nine to fifteen members. The full Board then will schedule an additional interview and will have the final say in determining new members.

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Collegiate Charter School

The administration, Board Chair, and selected Board members will hold an orientation session for all new Board members. New Board members will receive a copy of the CCS Charter Application, the Massachusetts Charter School Guide for Trustees, minutes from previous meetings, and a CCS informational packet with relevant enrollment and performance data. Each new Board member will volunteer at least one day per semester to attain a more comprehensive understanding of the school’s culture and operations. Board members will be invited to all major school-community events during the year.

C. Proposed Partners

The Founding Board/team proposes to enter into partnership agreements with American International College (AIC) and Futures Collegiate Education, Inc as well as potentially other institutions of higher education going forward. AIC and Futures currently collaborate to design, promote and staff undergraduate courses delivered to eligible non-traditional and traditional college-age students. AIC and Futures Education, Inc. each have a lengthy track record in the educational arena. AIC has been in operation since 1865 and, amongst its many accomplishments, has the distinction of serving the largest percentage of minority students of any high education institution in New England. Futures Education, Inc. also provides educational services, particularly special education-related services (i.e., contracted OT, PT, speech therapy), to more than 200 schools and similar institutions across the country to include several in the Commonwealth of Massachusetts.

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

References 1 Lieberman, J.E. (2004). The early college high school initiative: Requisites for success. Jobs for the Future. www.jff.org. 2 See, for example, Conklin, K.D., & Curran, B.K. (2005). Action agenda for improving America’s high schools. Sponsored by Achieve, Inc., and the National Governors Association. Also Oakes, J. (1985). Keeping track: How schools structure inequality. New Have, CT. Yale University Press. McDonough, P.M. (1997). Choosing colleges: How social class and schools structure opportunity. Albany, NY: SUNY Press. St. John, E.P., Hu, S., & Fisher, A.S. (in press). Breaking through the access barrier: How Academic capital informs public policy. NY: Routledge. 3 Massachusetts Department of Elementary and Secondary Education website. 4 Doe.mass.edu/state_report/plansofhsgrads (2008) 5 Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. Chicago: University of Chicago Press. 6 Rodriguez, L. (2003). Positive naming. About Campus, 17-22 7 Personal conversation and visit, Met School, Providence, Rhode Island

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8 Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. Chicago: University of Chicago Press. Bean, J.P. (1990). Why students leave: Insights from research. In The strategic management of college enrollment. Hossler, D., & Bean, J.P. (Eds.). Jossey-Bass Publishers. 9 Born, T. Middle and early college high schools-providing multilevel support and Accelerated Learning. New Directions for Community Colleges, no.135, Fall 2006, 49-57. 10 Parent Information Research Center. Involving parents: Best practices in the middle and high school. (2006). 11 See Youth Helping America: Leveling the Path to Participation (2007). Corporation for National and Community Service. 12 See In Our Voice: How Peer Mentoring is Changing Lives. College for Every Student. www.collegefes.org. 13 Wiggins, G. (1998). Educative assessment. San Francisco: Jossey-Bass 14 Henderson, N., & Milstein, M. (1996). Resiliency in schools: Making it happen for students and educators. Corwin Press.

                               

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APPENDIX A

LETTERS OF INTENT AND RESUMES x Suzanne Marotta x Eduardo Carballo x Christine Michael x Herbert Levine x Dominick Vita x Frank Vargo x Henry Thomas III x Gregory Schmutte x Michael Neiman x Edward Noonan x Isabelina Rodriguez x Mark Berman

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

Dr. Mitchell Chester, Commissioner Department of Elementary and Secondary Education 75 Pleasant Street Malden, Massachusetts 02148-5023 Attention: Charter School Office

Dear Commissioner Chester:

It is with great pleasure that I write this letter as a founding member of the Collegiate Charter School (CCS). As an educator for over 40 years I am delighted to be a part of this project which will meet the needs of many students in several communities in Western Massachusetts.

As the former superintendent of the West Springfield Public Schools for 13 years, I understand first hand what it takes to educate students with 21st Century skills. I have long known that Charter Schools were a viable alternative to public education which can be slow to change, bureaucratic and unresponsive. Charter Schools eliminate those hurdles and provide models for the future exemplary public school practices.

Working on the design team for Collegiate Charter School has enlivened my hope for the future of education in the Commonwealth. CCS has brought together the best minds to design a school that is unique but replicable in other settings. The college connection makes CCS viable to fast track college students and accessible to those students who are not sure if college is in their future.

The ability to create this school in Western Massachusetts is a testament to the vision of educational professionals, legislators, school leader, business leaders and futuristic thinkers who want not only an educated citizenry but a highly qualified workforce able to solve future world challenges. Not only does CCS look to develop that vision in students, it also has an eye toward the global acumen needed to succeed in the competitive world market.

I whole-heartedly endorse the formation of Collegiate Charter School and I pledge my expertise and experience to make it successful. I ask you to approve CSS.

Sincerely,

Dr. Suzanne Marotta Executive Director of Medical Knowledge Institute

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Collegiate Charter School

20 Labrie Lane Holyoke, MA 01040

Letter of Intent

This letter is written both as a founding member and a life-long educator. I am happy to be part of the group that submits this proposal for the Collegiate Charter School (CCS). I have seen education from many perspectives and the CCS fulfills a definite ‘niche’ in the educational arena.

The elements of this project that I find most exciting are the opportunities for students to succeed in a small school, take on leadership roles and obtain college credit for work done in high school. It is evident that well designed alternative models of education are making a difference in the lives of students. CCS is such a model.

The Early College High School model is important to first generation college students and is an emphasis that is critical to attracting, maintaining and developing student interest in higher education. Those who consider this school attractive will become invested in its mission, vision and future development. This kind of school will not only succeed but it will thrive in the Springfield region.

In approving this charter school, you will be providing the Western Massachusetts area with a school that is based on a relational model and unique in design. As the recently retired Superintendent of Schools for the Holyoke Public Schools, I pledge to offer my support and assistance to make CCS a success for its future student body.

Yours truly,

Eduardo Carballo, Ed.D Former Superintendent of the Holyoke Public Schools

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Letter of Intent:

I am excited to be asked to be a member of the Founding Board of Collegiate Charter School. As a veteran educator of 35 years, I know full well the need for this kind of education in the Springfield, Massachusetts area. Through my work at College for Every Student (formerly the Foundation for Excellent Schools) over the past ten years, I have been devoted to working with first-generation and underserved populations. In settings such as Denver and Cincinnati, I have seen the obstacles that present themselves to such students as they attempt to access and graduate from college. However, I also have seen the difference that well-designed, relational models of schooling can have in making college access and success available to all.

In my estimation, CCS has integrated the key elements for success into its design. The fact that it will be a small school developed on the Early College High School model means that students will be known as the unique individuals that they are. Mentoring, opportunities for leadership and service, early college and career exposure, and high academic expectations, coupled with necessary support, are winning components of the proposed design. I also believe strongly in the school’s desire to reach out to family and community as integral parts of the students’ success. I have great faith that the people who are attracted to such a model as teachers, administrators, and community partners will be a skilled and dedicated group with whom to work.

I urge you to charter the Collegiate Charter School and pledge to use the experience and enthusiasm that I bring to the initiative over the early years of its development. Springfield and the surrounding areas deserve such a school, and I am happy to lend my support however it best can be put to use to further the school’s mission and vision.

Sincerely,

Christine Michael, Ph.D. Program Director, College for Every Student

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Collegiate Charter School

14 Hamilton Road, West Peabody, MA 01960

Letter of Intent

I am writing this letter both as a founding member of the Collegiate Charter School and as the former Superintendent of Schools for the Salem Public Schools. I strongly endorse the Collegiate Charter School as a viable alternative to public and private education. As an alternative, charter schools are needed to impart 21th Century skills to students in an unencumbered manner.

Collegiate Charter School will serve a need in the community as well as become an educational powerhouse. Springfield and surrounding communities have a need for a scholastically oriented educational program that supports college preparatory and college coursework from grades 6-12. The educational strength of the Collegiate Charter School lies in its strong curriculum that was designed by a highly capable team of professionals representing decades of academics and school leadership experience. The design team that worked on this charter school is extremely impressive.

I guarantee my support for CCS and will work in whatever capacity is necessary to ensure the success of the project. I have committed my expertise to this undertaking and will continue that promise after the charter is given. It is with great confidence that I contend that CCS will become a model for innovation in the public schools.

I know that this proposed charter will be successful and bring honor to the Department of Elementary and Secondary Education, to the communities it serves, and to the students whose lives it will enhance. I, therefore, strongly urge you to give this proposal serious consideration and support.

Sincerely,

Herbert Levine, Ph.D.

Dominick Vita, Ph.D Shelbourne Drive 40

Collegiate Charter School

Goshen, CT 06756

July 24, 2010

Letter of Intent

I am honored to submit this letter as a founding member of the Collegiate Charter School. As a former superintendent of schools and director of special education for many years, I wholeheartedly endorse this project confident that it will meet the needs of many students in Western Massachusetts. I know what it takes to educate students with 21st Century skills. The time has come for former public school educators to move from the rigid position that public schools are the only way to provide students with free education and recognize that innovation in education is only possible outside of the constrictions of unions and poor governance models.

Working on the design team for Collegiate Charter School has been an exciting experience. I can assure you that CCS will be a school model that is replicable in other settings. The college connection makes CCS a unique experience and provides early opportunities for college interaction.

I applaud the formation of Collegiate Charter School and I pledge my expertise and experience to make it successful. I ask for your approval of CSS.

Very truly,

Dom Vita, Ph.D

Letter of Intent

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Collegiate Charter School

July 12, 2010

To Whom It May Concern:

It is with pleasure that I offer this letter of intent to formally pledge my support for the creation of the Collegiate Charter School in the Springfield, MA region. As a founding member, I have had the opportunity to work on the development team, which is comprised of highly talented and skilled educators who fully understand how to operate a charter school with a college preparatory/college- oriented mission and curriculum. As part of the process leading up to our prospectus for this school, our team conducted substantive surveys and interviewed school leaders, educators and potential parents in the region. Formal and anecdotal data from this discussions/research has thoroughly convinced me that there is a need for a Collegiate Charter School in the Springfield and surrounding area. As for the college focus, we have reached out to a number of counterparts in the country to investigate the Early College/Middle College concepts very thoroughly. We have also been fortunate to have a number of engaged college faculty and administrators willing to assist with this project, several of whom have worked for years at American International College. I believe the proposed College Charter School holds great promise in bridging the gap between middle/high school and post-secondary schooling, thereby creating substantive opportunities for first generation students, in particular. This charter school has also assembled a first-rate team of educators who understand how to design effective educational interventions for children from disadvantaged backgrounds; thus I am extremely excited to be part of this initiative. If approved, I will do all I can to ensure the success of the Collegiate Charter School.

Respectfully,

Frank, E. Vargo, Ed.D.

Letter of Intent

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Collegiate Charter School

July 24, 2010

I am excited to support the Collegiate Charter School as a founding member. As the President of the Urban League and a member of the Board of Trustees at American International College, I am extremely pleased to be part of this distinguished group that is committed to making the Collegiate Charter School a reality. I believe that the Collegiate Charter School holds great promise in giving disadvantaged children and youth in the Springfield and surrounding communities a substantial leg up on life, by offering a college preparatory/college credit bearing opportunities. Infusing the college culture into a charter school environment will broaden the horizons of the students, making them believe early on that they can and will be successful in higher education. Another reason for my support of this charter proposal is that I am personally connected to educators who are working to make this a reality. Finally, I believe the students who will be attracted to, and complete this course of study, will be well positioned in the future to make significant contributions to the community at large. Please approve Collegiate Charter School and know that I fully support CCS and I will help to make it successful. Thank you for your consideration.

Very truly,

Henry Thomas

Gregory T. Schmutte

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Collegiate Charter School

Letter of intent

I am writing in support of the proposed Collegiate Charter School at American International College. As a life-long college professor and administrator I clearly recognize the value of education and strive to deliver quality programming to as many as possible.

The Collegiate Charter School at American International College will be unique by its affiliation with an institution of higher education and by its providing students the opportunity to satisfy certain high school requirements while earning college credits, as well. Given the high cost of a college education this affiliation will help students and their families get a jump on the completion of a bachelor’s degree in a very affordable manner and allow them to enter the workforce more quickly.

Sincerely,

Gregory T. Schmutte, Ph.D. Executive Vice President for Academics American International College Springfield, Massachusetts

Dr. Michael Neiman

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Collegiate Charter School

Letter of Intent

July 22, 2010

I am writing this letter for the purpose of expressing my interest in becoming a founding board member of the Collegiate Charter School. The school’s unique vision and programming will serve the Springfield community with an exemplary educational experience for its students, and one that is clearly needed given the challenges facing American education at this time.

From a personal standpoint, I believe that my background as a clinician-researcher will contribute to the board, and therefore to the students’ educational experience. It will be extremely gratifying to contribute to the board in knowing that the policies it enacts will have a direct bearing on the lives of students.

In short, this will be a tremendous honor to serve the board, the community, and the students in this extremely innovative and important endeavor.

Sincerely,

Michael Neiman, Ph.D. Longmeadow, MA

Letter of Intent

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Collegiate Charter School

July 29, 2010

To Whom It May Concern,

As a founding member of the Collegiate Charter School of American International College, I am pleased to write a letter of support for this wonderful new enterprise.

I have had strong ties and a deep commitment to American International College since 1970. As an AIC alumnus and an AIC trustee, I have first-hand knowledge of AIC’s mission to prepare its students, many of them first-generation college students, for the challenges and opportunities presented in the global environment. AIC’s mission, at its core, is focused on transforming lives through a personalized educational experience with academic programs founded on the knowledge, skills, and values of the liberal arts to engage students in theory and emphasize applied learning.

I believe that the Collegiate Charter School of American International College will carry forth the proud mission of AIC as it seeks to serve the needs of children in grades 6 – 12, and I will put forth every effort to support its growth and to ensure that it stays true to the mission of American International College.

Sincerely,

Edward J. Noonan 563 Ridge Road Wilbraham, MA 01095 Tel. 413-575-0750 [email protected]

63 Overlook Drive Springfield, MA 01118 46

Collegiate Charter School

July 7, 2010 To Whom It May Concern:

I am pleased to offer my support for the Collegiate Charter School proposal. As a veteran educator with more than twenty-five years of experience as a teacher, director of pupil services and superintendent of schools, I can see the benefit of an innovative charter school that seeks to provide a strong high school/college link for first generation prospective college students in the Springfield region. This proposed charter school, consistent with the Early College concept, has been purposely designed to serve the needs of youth and young adults who want a college preparatory focus coupled with the opportunity to complete college courses while still enrolled in high school. The data is clear and compelling: Too many potential first generation college students, particularly urban youth, fail to meet basic high school graduation standards let alone pursue a post-secondary education. This proposed school will do its part to mitigate those obstacles by developing and promoting a culture of academic achievement and a clear bridge from grade 6 to 16.

The team behind this proposed charter school is amazing—several former superintendents who have lead highly successful school improvement initiatives as well as talented higher education faculty members. All are in this to make a serious difference in the lives of young adults, while seeking to develop a model of education that can later be replicated by public schools across the commonwealth. If approved, I pledge to offer my support and assistance to make the Collegiate Charter School a resounding success. Furthermore, I would seriously consider accepting a leadership role in this new school. Thank you for your time and consideration in this matter.

Sincerely,

Isabelina Rodriguez, Ed.D.

Mark Berman Letter of Intent

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Collegiate Charter School

I would like to affirm my support of American International College’s proposed Collegiate Charter School. This arrangement would allow students the opportunity to take dual-credit courses, satisfying high school requirements while building credit toward a college degree. A program such as this would be unique to the area and would create a mutually beneficial situation for American International College and the families of the greater Springfield community. Students would be able to gradually introduce themselves to the expectations of a post-secondary classroom and eventually be able to transition more easily into a full-time collegiate atmosphere.

Perhaps one of the most attractive benefits to students is the cost savings. Having spent several years in education and administration, I am certainly aware of the interminably rising price of receiving a traditional college education. The Collegiate Charter School at American International College will help alleviate some of that cost.

The creation of a Collegiate Charter School is another way that American International College can provide an educational pathway for the students of Springfield, and I fully support it.

Sincerely,

Mark Berman Interim Vice President for Institutional Advancement

Dr. Suzanne Marotta 69 Sherwood Ave.

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Collegiate Charter School

West Springfield, MA 01089 Home (413) 737-9849 Cell (413) 221-5847 E-mail address: [email protected]

EDUCATION

NOVA SOUTHEASTERN UNIVERSITY– Fort Lauderdale, FL; 1988-1992 x Doctor of Education– received 11/92

VILLANOVA UNIVERSITY– Villanova University, Villanova, PA; 1984-1986 x Master of Arts – received 12/86

GWYNEDD MERCY COLLEGE – Gwynedd Valley, PA; 1967-1976 x Bachelor of Science – received 6/76

PRACTITIONER CREDENTIALS

FELLOWSHIP, SENIOR FELLOWSHIP AND INTERNATIONAL DIPLOMATE These designations are considered a distinguished credential within our professional organization.

x All three designations were awarded May 17, 2009 from American International College and the Massachusetts Association of School superintendents

CERTIFIED READING TEACHER x Certified Level One Teacher x Linda Moodbell 5 day training

CERTIFIED YOGA INSTRUCTOR x Completed 200 hour yoga teacher training, Amherst Yoga Center, Yoga Alliance Certified (November 2008). o Enrolled in 500 hour yoga teacher training, Yoga Vermont, Yoga Alliance Certified (upon completion).

EDUCATOR LICENSES (Commonwealth of Massachusetts issued) x Licensed Superintendent of Schools (grades ALL) x Licensed Principal (N-6) x Licensed Teacher (elementary)

EDUCATOR LICENSES (State of New Hampshire issued) x Licensed Principal (K-12) x Eligible for Superintendent’s licensure

HIGHER EDUCATION EXPERIENCE

UNIVERSITY of PHOENIX- Phoenix, AZ: 2003 - 2010

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Collegiate Charter School

Adjunct Faculty on various administrative courses x I teach a series of administrative internship courses for students in various parts of the US as well as in foreign countries. These students are receiving Master’s Degrees in School Administration.

WESTFIELD STATE COLLEGE– Westfield, MA: 2003 - 2006 Adjunct Faculty on various administrative courses x I have taught for the graduate division of the college including a seminar for teachers in “Differentiated Instruction” and the online course “The Role of the Principal”.

AMERICAN INTERNATIONAL COLLEGE – Springfield, MA: 2007 - 2009 Adjunct Graduate Professor – 2007-2009 x I assisted the graduate faculty in the School of Education with designing a graduate course for student teachers online. This is the first time this course has been taught online. I have also taught graduate classes in Curriculum and Supervision.

PRACTITIONER EXPERIENCE

MEDICAL KNOWLEDGE INSTITUTE Springfield, MA July 2010 Executive Director- Responsible for the development of all MKI operations, programs and finances in the USA. MKI is a 501c3 new non-profit corporation in the USA but has existed in the Netherlands for over 10 years. The mission of the organization is Prevention through Education, currently working in South Africa with HIV positive people to enrich their lives by providing basic education programs.

WEST SPRINGFIELD PUBLIC SCHOOLS West Springfield, MA July 1997- June 2010 Superintendent of Schools – Responsible for all district programs and services including, but not limited to, financial management of a $35million dollar budget, oversight of curriculum and instruction, personnel selection and supervision, communicating and working with the West Springfield School Committee and school community, staff development, transportation, custodial services and food services. West Springfield is a 4,000 pupil suburban school district. One high school (1,400), one middle school, (1,000), five elementary schools, one early childhood and kindergarten center and 2 alternative education programs.

NARRAGANSETT REGIONAL SCHOOL DISTRICT Baldwinville, MA July 1993 - June 1997 Assistant Superintendent - Duties in the Narragansett Regional School District include supervision and evaluation of instruction, professional development, teacher training, and grant writing.

WINCHENDON PUBLIC SCHOOLS Winchendon, MA May 1992 - July 1993 Acting Superintendent - This position in the Winchendon Public Schools was a trial collaborative superintendency. Four administrators acted as the superintendent. The Boston Globe and AASA featured articles about this innovation.

WINCHEDON PUBLIC SCHOOLS Winchendon, MA October 1989 - September 1993 Principal - Memorial School is a preK-5 elementary school. It served over 1000 students in 4 different locations.

MOUNT SAINT MARY'S HIGH SCHOOL Nashua, NH August 1988- October 1989 Principal- An all girls high school of 300 students in financial trouble. It is now closed.

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Collegiate Charter School

SS. PETER AND PAUL SCHOOL Easton, MD September 1985- June 1989 Principal - This is a preK-12 school with about 450 students.

VARIOUS SCHOOLS VA and PA September 1966-June 1985 Teacher - Nineteen years experience in various schools and grades ranging from pre-school to grade 12 in 3 different states.

ADDITIONAL PROFESSIONAL EXPERIENCES

CONNECTICUT VALLEY SUPERINTENDENT’S ROUNDTABLE (Western Massachusetts Chapter of the Massachusetts Association of School Superintendents) – 6/2001 – present Member - 6/1997 – present CVSR Executive Board member (elected 6/2000) – served in this capacity from 7/1/2000 – 6/30/04 CVSR Vice-President (elected 6/2002) – term spanned the period 7/1/02 – 6/30/03 CVSR President (elected 6/2003) – term spanned the period 7/1/03 to 6/30/04

EASTERN STATES EXPOSITION TRUSTEE– 7/1/1998- present Trustee from Massachusetts– (elected 1998) by the Trustees Chairperson of the Western Mass Grants Committee (elected 2003) we determine the yearly distribution of $12,500 in grant funds Vice-Chairperson of the Eastern States Foundation (elected 2007)

HARMONY HOUSE 2006-2009 Vice-Chairman of the Board (elected 12/2006) a 501(c) (3) non-profit corporation for terminally ill persons who have no caregivers

WEST SPRINGFIELD TEEN CENTER 1998-present Board Member (elected 6/1998)

WEST SPRINGFIELD BOYS AND GIRLS CLUB 1998-2003 Board Member (elected 6/1998) served as a board member

LOWER PIONEER VALLEY EDUCATIONAL COLLABORATIVE 7/1997-present Chairperson (elected yearly) to represented the member superintendents

FEMA Emergency Management Institute Introduction to the Incident Command System and National Incident Management System completed IS-00700 and IS-00100, January 2008

Middle States Association of Schools and Colleges Principal during accreditation 1985, assembly reader 1987, school visitation team leader 1988 New England Association of Schools and Colleges Superintendent during accreditation 2003, visiting team member for 2 high schools 2001 and 2002 Preventing Discrimination in the Workplace sponsored by the Massachusetts Commission Against Discrimination (MCAD) train the trainer program complete April, 2008

PRESENTATIONS

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Collegiate Charter School

“School Committee/Superintendent Relationships” (Suzanne Marotta). Presented at the MASC/MASS 45th Annual Joint Conference, Hyannis, MA,. November 19, 2009.

"The Educational Administrator’s Role in Advancing Technology” (Suzanne Marotta). Presented at the MASS Cue Fall Conference, Foxboro, MA, October 28, 2009.

“Transitioning Students from non-English to English Curricula" (Suzanne Marotta). Presented at an International conference in the United Arab Emirates, Abu Dhabi, March, 19, 2009.

“Strategies that Work” (Suzanne Marotta). Presented to all district paraprofessionals in the West Springfield Public Schools, West Springfield, MA. November 2, 2004.

“Looking at Student Work” (Suzanne Marotta). Presented to all district administrators and supervisors in the West Springfield Public Schools, West Springfield, MA. September 27, 2004.

“Classroom Observations via Walk Through” (Suzanne Marotta). Presented to all district administrators and supervisors in the West Springfield Public Schools, West Springfield, MA. November 2, 2004.

“Effective Teacher Performance Evaluations” (Suzanne Marotta). Presented to the elementary administrators of the Amherst Public Schools, Amherst, MA. March, 2002.

“Using Appreciative Inquiry in Living Values” (Suzanne Marotta/Marjorie Schiller). Presented at the Living Values Conference, Hunter, NY. August 8-11, 2002.

“Co-constructing Exemplary Schools” (Suzanne Marotta/Marjorie Schiller). Presented at the 2002 TASSP Fall Institute, Austin, TX. November 10-12, 2002.

“Writing Narrative Performance Evaluations Using CEIJ” (Suzanne Marotta). Presentation to West Springfield District Administrators, August 19, 1999 and August 23, 2000.

“Building Better Teaching Skills” (Suzanne Marotta). Presented at West Springfield High School, West Springfield, MA. March 20, 2000.

“Wildly Successful” (Suzanne Marotta). Presented at to all new teachers in West Springfield, MA. each year.

“Shopping for Rubrics” (Suzanne Marotta). Presented at Fausey Elementary School, West Springfield, MA. March 6, 2001.

“Observing Reading for Principals” (Suzanne Marotta). Presented at the International Reading Conference, Stavanger, Norway, August, 1999. “Observing and Analyzing Instruction” (Suzanne Marotta). Presented at Narragansett Regional High School, Baldwinville, MA. April 12, 1995.

“Building Better Teaching Skills” (Suzanne Marotta). Presented at Narragansett Regional High School, Baldwinville, MA. October 18, 1994.

PUBLICATIONS

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Collegiate Charter School

Marotta, S (2010) “Small School Case Study, Narragansett Regional School” (Publication pending).

Professional Education/Instructional Videos for Educators

Marotta, S. (2010) Teaching jobs for ESL certification. Part of the Language and Literacy Series. Filmmaker: Demand Video, Santa Barbara, CA.

Marotta, S. (2010) How to teach at online universities. Part of the Learning and Perception Series. Filmmaker: Demand Video, Santa Barbara, CA.

Marotta, S. (2010) How to motivate ESL students to learn. Part of the Learning and Perception Series. Filmmaker: Demand Video, Santa Barbara, CA.

Marotta, S. (2010) How to teach college classes online. Part of the Language and Literacy Series. Filmmaker: Demand Video, Santa Barbara, CA.

Marotta, S. (2010) Student benefits of online learning. Part of the Learning and Perception Series. Filmmaker: Demand Video, Santa Barbara, CA.

Marotta, S. (2010) The impact of computer based teaching. Part of the Learning and Perception Series. Filmmaker: Demand Video, Santa Barbara, CA.

Marotta, S. (2010) How do employers feel about online degrees. Part of the Professional Development Series. Filmmaker: Demand Video, Santa Barbara, CA.

Marotta, S. (2010) How do online classes work. Part of the Learning and Perception Series. Filmmaker: Demand Video, Santa Barbara, CA.

Marotta, S. (2010) How do you balance work and online school. Part of the Professional Development Series. Filmmaker: Demand Video, Santa Barbara, CA.

Marotta, S. (2010) Reasons for attending an online college. Part of the Professional Development Series. Filmmaker: Demand Video, Santa Barbara, CA.

Marotta, S. (2010) Tips for students taking online classes. Part of the Professional Development Series. Filmmaker: Demand Video, Santa Barbara, CA.

Marotta, S. (2010) What are the advantages of online learning? Part of the Professional Development Series. Filmmaker: Demand Video, Santa Barbara, CA.

Marotta, S. (2010) What is the difference between online classes and traditional learning? Part of the Professional Development Series. Filmmaker: Demand Video, Santa Barbara, CA.

Marotta, S (2009), “Adopting and Promoting Technology in Schools: The Role of Educational Administrators. TheCue, January, 2010 issue.

Marotta, S. (2008). “A Picture Is a Thousand Words” (pending publication) Marotta, S. (2007). “Can We Get There From Here” (pending publication)

Marotta, S. (2006). “Optimizing Administrating” (pending publication)

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Collegiate Charter School

Marotta, S (2000). “Today’s Literacy Instruction: What Do Principals Need to Know” The MRA Primer vol. 28#3 1999-2000.

Marotta, S. (1992). “The Development and Implementation of a Program to Enhance the Achievement of Underachieving Gifted Elementary Students” Unpublished doctoral dissertation written while a doctoral student at NovaSoutheastern University, Ft. Lauderdale, FL.

Marotta, S. (1971). “Child of Many Wonders” (Published by the Missionary Sisters of Verona, edited by Sr. Gemma).

PROFESSIONAL MEMBERSHIPS

x American Association of School Administrators x Phi Delta Kappan x Massachusetts Association of School Superintendents x American Association School Administrators x Yoga Alliance

Eduardo Carballo, Ed.D 20 Labrie Lane Holyoke, MA 01040 54

Collegiate Charter School

Professional Experience

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

1998 – 2001 Assistant Superintendent, Lawrence Public Schools

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

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

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

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

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

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

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

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

PERSONAL STRENGTHS

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

PROFESSIONAL SKILLS

• Effective communicator with excellent interpersonal skills • Cooperativeandflexible,adaptingeasilytochange • Creative, resourceful and persistent approach to problem resolution • Able tohandle multiple task and set sensible priorities • Excellent organization, administrative and time management skills

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Collegiate Charter School

• Accurate documentation, record-keeping and computational skills

Education

1972 BA Sociology/Education/Foreign Language Bridgewater State College

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

Related Experience

1987 – 1993 Adjunct Professor, University of Massachusetts Lowell

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

1979 – 1980 Part Time Adjunct Professor, Boston State College

Awards and Fellowships

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

Professional Organizations

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

Publications

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

Professional Resume Christine Nevada Michael 78 Fleming Lane, Salem, NY 12865

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Collegiate Charter School

(518) 854-9824 [email protected]

PROFESSIONAL BACKGROUND

Education

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

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

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

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

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

1973 A.B. Brown University Providence, Rhode Island British & American Literature

Professional Positions Higher Education: Teaching

December 2008-present Director, Ed.D. Program, American International College

June 2008-June 2010 Doctoral Faculty, Pre-Cohort Program, Union Institute & University

October 2000- Core Faculty, Division of Graduate Studies, First Core to learners in the June 2008 Master of Arts, Certification of Advanced Graduate Studies, Department of Graduate Psychology and Counseling Master of Arts Programs.

Faculty member on the UIU Doctoral Committee of current doctoral learners. Have served in the first core, second core, and adjunct roles. Union Institute & University Brattleboro, VT (Full Time) July 1998- Associate Professor of Graduate Studies (Tenured 2000) October 2000 Norwich University Brattleboro, VT (Full Time)

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Collegiate Charter School

First Core faculty to 24 learners in the Master of Arts and CAGS Program

October 1993- Assistant Professor of Graduate Studies June 1998 Norwich University Montpelier, VT (Full Time since January 1995) First Core faculty to 24 learners in the Master of Arts Program

Fall Term Adjunct Faculty 1993 Department of Education Castleton State College Castleton, VT Responsible for oversight of teaching practica for undergraduate and graduate students.

1989-1998 Adjunct Faculty Department of Applied Psychology, MACP Program Antioch/New England Graduate School Keene, NH Taught sections of lifespan psychology to graduate learners in the Master of Arts in Counseling Psychology Program

1983-1987 Faculty Member Special Services Program, National Trio Grant, Humanities Department, and Upward Bound Program Southern Vermont College Bennington, VT (Full Time) Taught courses for first-generation and learning disabled undergraduates and bridge program for Upward Bound students entering the freshman year

1981-1987 Adjunct Faculty Member North Adams State College North Adams, MA

Summer Individual Enrichment Program for Minority Students Center for Academic Advancement. Taught summer program and advised incoming minority students who were academically under-prepared and/or first- generation college students.

1977-1980 Adjunct Faculty Department of Psychology Rhode Island College Providence, RI

Higher Education: Leadership October 2001- Chair of The Weekend Option Graduate Program July 2002 Vermont College Montpelier, VT

January 1994- Chair of Brattleboro Core Faculty Graduate Program December 2002 Vermont College Brattleboro, VT

July 1998- Director of The Graduate Program April 1999 Vermont College Montpelier, VT

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Collegiate Charter School

January 1998- Co-Director of The Graduate Program June 1998 Vermont College Montpelier, VT

October 1997- Director of The Certificate of Advanced Graduate Study Program present Vermont College Brattleboro, VT

July 1996- Associate Director of The Graduate Program December 1997 Vermont College Montpelier, VT

January 1994- Graduate Program Teacher Licensure Coordinator December 1995 Vermont College, Montpelier, VT

July 1988- Academic Dean and Dean of Faculty December 1992 Southern Vermont College Bennington, VT

Helped to lead college through successful NEASC accreditation after the College had been on probation. Served on Board of Trustees. Helped to develop the first Week End College for non-traditional learners. Oversaw federal TRIO program, including Upward Bound and Special Services, as well as developing programs for learning disabled college students.

September 1987- Academic Coordinator July 1988 Southern Vermont College Bennington, VT

Became Academic Coordinator, in the absence of an Academic Dean, after having been elected Chair of the Faculty Forum for three years. Served on the Board of Trustees. Helped to revitalize college enrollments from 200 (1983) to nearly 1000 (1992) through academic and student support program development.

Secondary Teaching

1981-1983 English Teacher Mt. Greylock Regional High School Williamstown, MA Middle School

1976-1978 English Teacher Middle & High School New England Academy of Torah Providence, RI

1974-1976 Humanities Teacher and Wilderness Expedition Leader St. Xavier Academy Providence, RI

1979-1980 Curriculum Consultant Family Learning Center Providence, RI

1979, Summer English Teacher, Gifted & Talented Advanced Study Program St. Paul’s School Concord, NH

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PROFESSIONAL CERTIFICATIONS OR LICENSES

1994 Principal and Superintendent’s Licensure

1976 Reading Specialist

1974 Secondary Teaching

PROFESSIONAL ASSOCIATIONS

Council for Adult and Experiential Education (current member, conference presenter)

National Rural Education Association (current member, conference presenter)

Association for Supervision and Curriculum Development (current member)

Adult Higher Education Alliance (current member, conference presenter)

Society for Research on Adult Development (current member, conference presenter)

Association of Vermont Independent Colleges (past member, institutional representative)

American Men’s Studies Association (current member, conference presenter)

COMMUNITY, CIVIC AND PROFESSIONAL SERVICES NON- UNIVERSITY- RELATED

1996-present World Association for Children and Parents, Renton, Washington. Sponsor of children in South America and Thailand for agency from whom we adopted our children from Thailand, Ecuador, and Columbia.

1996-8 Salem Washington Academy, Salem, NY. Parent representative to Shared Decision Making Team for K-12 public school.

1993-8 Salem Washington Academy, Salem, NY. Facilities Planning Committee. Co-authored report that led to successful funding of facilities expansion for the local school.

1992. Salem Washington Academy, Salem, NY. Chair, Principal's Search Committee.

1988-1990. Town of Salem. Member, Land Use Committee. Co-authored report on impact of development on town and village lands.

1990-2 United Counseling Services, Bennington, VT. Board of Trustees member for local hospital and mental health services institutions. COMMUNITY, CIVIC AND PROFESSIONAL SERVICES UNIVERSITY- RELATED

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Committee Work: Norwich University Committees:

1999-2000 NEASC Subcommittee on Programs and Evaluations, Norwich University, Montpelier, VT

April 1999-2000 Continuing Education Advisory Committee, Norwich University, Montpelier, VT

1997-1999 University Budget and Finance Committee, Norwich University, Montpelier, VT

Vermont College Committees:

Current Vermont College Academic Affairs Committee, representative for the Department of Graduate Psychology and Counseling Master of Arts Program

2005-present Union Institute & University, Academic Psychology Committee

2000-2002 Vermont College Academic Affairs Committee, Vermont College, Montpelier, VT

Spring 1998-2000 Doctoral Advisory Committee, Vermont College, Montpelier, VT

1997-2001 Vermont College Policy Group, Vermont College, Montpelier, VT

1996-2000 Vermont College Planning Group, Vermont College, Montpelier, VT

Vermont College- Master of Arts Program Committees:

1993-2003 Graduation Group member of Weekend Graduation Group, Vermont College, Montpelier, VT

1993-2002 Chair, Brattleboro Academic Committee, Vermont College, Montpelier, VT

1995-2001 Coordinating Committee, Vermont College, Montpelier, VT

1997-1998 Member, Task Force for Licensure in the State of Maine

1996-1998 Transcontinental Graduation Group, Vermont College, Montpelier, VT

1995-1997 Chair, Development Committee, Vermont College, Montpelier, VT

AWARDS AND RECOGNITIONS

2001 Invited Keynote Address to Faculty

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“Staying the Course” Bellevue Community College, Bellevue, Washington

1998-9 Faculty Development Grant “Nice Guys” A qualitative study of the developmental experiences of androgynous men. Norwich University Brattleboro, VT

1997-8 Faculty Development Grant “Coming ‘Round Right” Qualitative interviews with graduate learners in a non- traditional program to determine keys to persistence to graduation. Norwich University Brattleboro, VT

1992 Outstanding Contribution to Society Award. Women's History Month. Recognized for my development of women’s history, literature, and arts courses, and for support of scholarship on women’s issues at Southern Vermont College. Southern Vermont College Bennington, VT

1989 National Identification Program: Emerging Professional Award National award recognizing the leadership accomplishments of young professionals for my work as Academic Coordinator and Faculty Forum Chair at Southern Vermont College. American Council on Education Rutland, VT

1985 Educator of the Year Award North Country Chapter of National Trio Program award for accomplishments in academic support of first generation and learning disabled college students through exemplary teaching and program development.

North Country National Trio Directors Burlington, VT

1984 Outstanding Faculty Member of the Year Southern Vermont College Bennington, VT

1980-2 Teaching Fellowship Department of Educational Psychology & School of Human Development and Family Relations University of Connecticut Storrs, CT

1980- 1 Doctoral Research Fellowship University of Connecticut Storrs, CT

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SCHOLARLY ACTIVITIES

Scholarship of Discovery

Michael, C., & Young, N. (Eds.) (in progress). School, family, and community: Collaborating to promote positive student development.

Michael, C. (August, 2010). Our time to serve, our turn to lead. Funded by New York Life Institute.

Young, N., & Michael, C. (Eds.). (August 2010). Creative solutions in small and rural schools in America. World Wide Learning Disabilities Press.

Michael, C. (2009). The leadership through service handbook. Cornwall, VT: College for Every Student Press.

“Preparing for the Pathway to College, “Kentucky State Gear Up Conference, Lexington, KY. March 4, 2010.

“Leadership through Service Institute,” College for Every Student National Conference. The Sagamore, Bolton Landing, NY. November 14, 2009.

“Leadership through Service: Successful Transitions to College,” College for Every Student National Conference. The Sagamore, Bolton Landing, NY. November 13, 2009.

Young, N., & Michael, C. (Eds.) (2009). Counseling with confidence: From pre-service to professional practice. Amherst, MA: The Psychosynthesis Press.

Book chapter: “We are human: Health and the helping professional,” Co-authored with Nicholas Young. In Counseling with confidence: From pre-service to professional practice.

“Leadership through Service,” Two hour institute for participants at College for Every Student National Conference, The Sagamore, Lake George, NY. November 15, 2008.

“Diversity: Implications for Learning and Leading,” College for Every Student National Conference, The Sagamore, Lake George, NY. November 14, 2008.

“Resiliency in practice: Promoting better health in helping professionals. (Christine Michael/Nicholas Young). Presented at the 2008 Association for the Advancement of Psychosynthesis International Conference, June 28, 2008. Brattleboro, Vermont.

Member, Conference Committee. Association for the Advancement of Psychosynthesis, International Conference, June 27-30, Brattleboro, Vermont.

“Leaving the rural comfort zone: How do we prepare our students to succeed in college?” Rural Symposium, Paul Smith’s College, Saranac Lake, NY. May 29, 2008.

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“Rural Issues: College Access and Success.” Annual College Connect Conference, Lake Placid, NY. January 17, 2008.

“The Use of an Adaptive Case Consultation Model to Strengthen the IEP Team Meeting Process” (Nicholas Young/Chris Michael/Richard Judah/Frank Vargo). Presented at the 16th Annual World Congress on Learning Disabilities Conference in Marlborough, MA., November 2, 2007.

“LD: A lived perspective” (Nicholas Young/Chris Michael/Richard Judah/Frank Vargo). Presented at the 16th Annual World Congress on Learning Disabilities Conference in Marlborough, MA., November 1, 2007.

Ongoing: Small and rural schools in America: Contemporary challenges, creative solutions. Co-edited with Dr. Nicholas Young. 2009 publication.

Counseling in a complex society. Co-edited with Dr. Nicholas Young. (2007). Amherst, MA: Psychosynthesis Center Press.

Book chapter, “Toward best practice in clinical supervision: The 3-D model,” co-authored with Dr. Nicholas Young. (2007).

November 17, 2007 “Student Leadership,” College for Every Student, National Conference, The Sagamore, NY. Three hour institute on promoting leadership through service.

November 16, 2007 “Diversity: Promoting Cultural Competence,” College for Every Student National Conference, The Sagamore, NY.

November 2, 2007 “The Use of an Adaptive Case Consultation Model to Strengthen the IEP Team Meeting Process,” 16th Annual World Congress on Learning Disabilities, Marlborough, MA. Co- presentation with Dr. Nicholas Young.

November 1, 2007 “LD: A Lived Perspective,” 16th Annual World Congress on Learning Disabilities, Marlborough, MA. Co-presentation with Dr. Nicholas Young.

Invited Presentation: American Men’s Studies Association National Conference, March 31, 2007, St. Louis, Missouri. “Nice guys: The lived experience of psychologically androgynous men.

January 18, 2007 Facilitator, “Diversity,” Consortium for Educational Excellence through Partnerships, Annual Conference, Jiminy Peak Resort, MA.

Michael, C.N., & Young, N.D. (2006) Preparing the next generation of school administrators: Advice from veteran leaders. ERIC.

November 17, 2006 “Helping Young Men Succeed.” Foundation for Excellent Schools National Conference, Bolton Landing, New York.

November 5, 2005 “Leadership through Service.” Foundation for Excellent Schools National Conference, Hartford, CT.

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Michael, C.N., & Young, N.D. (2005). Seeking meaningful school reform: Characteristics of inspired schools. ERIC.

November 12, 2003 "The Inspired School.” Foundation for Excellent Schools National Conference, Bolton Landing, New York.

November 1, 2002 “Addressing College Retention.” Foundation for Excellent School National Conference, Bolton Landing, New York.

October 17, 2002 “Breathing Life into School Reform: A Case of Six ‘Inspired’ Rural Schools (Christine Michael/Nicholas D. Young). National Rural Education Association, Annual Conference, Portland Oregon.

November 12, 2001 “Staying the Course.” Keynote Address, Bellevue Community College, Bellevue, Washington.

November 9, 2001 “Discover Your Staying Power.” Foundation for Excellent Schools National Conference, Burlington, Vermont.

March 12, 2001 “The Vital Professoriate: Faculty Health and Well Being Over the University Career Cycle.” University of South Carolina’s Wellness 2001 Conference, Myrtle Beach, South Carolina.

June 24, 2000 “The Difficult Art of ‘Translation’: Bridging the Academic and Personal Worlds of Non- traditional Adult Learners” (Christine Michael/Nicholas D. Young). Annual Society for Research on Adult Development Symposium, New York, New York.

Summer 2000. Offering a vision for the journey: The case for peer mentoring. The Connecticut School Psychologist 7(9). Michael, C.N. & Young, N.

2000 Michael, C. Charting our inner courses: Developing students’ edu-autobiographies. In Taylor, K., Fiddler, M., Marieneau, C. (eds.), Developing adult learners: Strategies for teachers and trainers. San Francisco, CA: Jossey Bass.

May 28, 2000 “Finding the Great Courage to Change” (Christine Michael/Nicholas D. Young). National Conference on the Adult Learner, Atlanta, Georgia.

November 12, 1999. Michael, C.N. & Young, N. You look for meaning in the cracks. The Department Chair. 10(2).

October 21, 1999 “The Shadow of Doubt Resides Within” (Christine Michael/Nicholas D. Young). 19th Annual Alliance/American Council on Education Conference, Saratoga Springs, New York.

Fall 1999 “Seeing a Bigger Picture that Could Be Me: Educational Persistence Among Non-traditional Graduate Students“(Christine Michael/Nicholas D. Young). Council for Adult Experiential Learning (CAEL), International Conference, Seattle, Washington.

August 1999 Beyond psychometrics and behavioralism. The Connecticut School Psychologist. Michael, C.N. & Young, N.

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May 1999 New traditions for the calling. Progressive practitioner education in Vermont College’s Graduate Program. CAEL Forum. Michael, C.N. & Young, N.

Spring 1999 Like a fish in water: Meaning making and satisfaction in college level teaching. Alliance Newsletter. 11(2). Michael, C.N. & Young, N.

May 31, 1999 “Crisis in the Classroom” National Conference on the Adult Learner, Richmond, Virginia. Christine Michael/Nicholas D.Young

January 21, 1999 “Identity and Integrity: Making Meaning in the Professional Lives of University Faculty” American Association of Higher Education Conference, San Diego, California. Christine Michael/Nicholas D. Young.

October 8, 1998 “Identity and Integrity: Making Meaning in the Professional Lives of Progressive Educators” American Council on Education/Alliance Conference, San Diego, California. Christine Michael/Nicholas D.Young.

June 20, 1998 “The Shadow and the Substance” (Christine Michael/Kate Waitte). Annual Society for Research on Adult Development Symposium, Montpelier, Vermont.

May 21, 1998 “Standardization Versus Individualization: The Challenge of Creating Quality Professional Preparation Programs Within a Student-Centered, Inquiry-Based Graduate Educational Model” (Christine Michael/Nicholas D. Young). National Conference on the Adult Learner, Richmond, Virginia.

June 28, 1998 “Coming ‘Round Right: Education and Transformation in the Vermont College Graduate Program” Annual Society for the Research on Adult Development Symposium, Boston, Massachusetts. Margaret Blanchard/ Christine Michael.

1998 Coming ‘round right: Adult development and transformation. In Blanchard, M. (Ed.) Transformative learning: The Vermont College Experience. Michael, C.N. & Blanchard, M.

1998 In grave danger of growing: A developmental perspective on practitioner education. In Blanchard, M. (Ed.) Transformative learning: The Vermont College Experience. Michael, C.N. & Young, N.

1998 The shadow and the substance: Spirituality and transformation in Vermont College’s Graduate Program. In Blanchard, M. (Ed.) Transformative learning: The Vermont College Experience. Michael, C.N. & Waitte, K.

Interdisciplinary Scholarship

March 12, 2001 “The Vital Professoriate: Faculty Health and Well Being Over the University Career Cycle.” University of South Carolina’s Wellness 2001 Conference, Myrtle Beach, South Carolina. Invited presentation to college educators on original research into the factors that promote faculty longevity and work satisfaction.

1998 Co-facilitated “Teachers Teaching Teachers,” a collaborative to bring together Vermont educators from a variety of backgrounds and subject areas to explore issues of contemporary education through a variety of disciplines, and to encourage public school teachers to see themselves as mentors for each other.

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1995 Invited to lecture to BECCA (Bennington VT. Association of Early Childhood Educators) on using children’s literature to assist children and their families in dealing with psychological crises and life transitions

1992 Developed and presented “Awakenings,” a multi-part discussion program offered in public libraries integrating film, literature, and psychology depicting women’s lives. Funded by the Vermont Reading Project.

1989-98 Program development and presentation of “Mother Goose” early literacy programs. This was a joint project between the Vermont Center for the Book and the National Science Foundation, funded by NSF. The goal of the project was to increase the comfort level of elementary school teachers, newly- literate parents, and low-income families and their children when confronting daily science concepts. Using high-quality picture books and children’s literature, coupled with hands-on science experiments involving common household items, we led groups through multi-week family sessions to advance the enjoyment of science.

1985-1990 Developed, taught, and organized guest speakers and performances for “Women’s Creative Expression,” an integrated, credit-bearing course that looked at the history, cultural underpinnings, and psychology behind women’s creative contributions in the various artistic media. Taught at Southern Vermont College, the course also featured guest artists, interactive workshops, and speakers funded by the Student Association; these activities were open to the public.

Scholarship of Engagement, Service and Social Action

September 2007- Program Director Present In conjunction with Berea College, the country’s first inter-racial, co-educational institution of higher education, created a partnership with Gear Up, College for Every Student, and nine rural Kentucky schools to help underserved students succeed in high school and access post-secondary education. August 2006- Present Program Director In conjunction with Union Institute & University, sponsored a three collaborative grant with three inner city Cincinnati schools to help underserved students access post-secondary education. Funded through General Electric, Met Life and Foundation for Excellent Schools.

July 2003- Program Director Present The Century Program, Kellogg Foundation/National Foundation for Excellent Schools. Responsible for a rural schools-Mesa State College partnership in Colorado under a three-year Kellogg Foundation Grant to increase high school graduation and post-secondary educational attainment of at-risk high school students in rural Colorado public schools. Particular focus on developing mentoring programs for teens in first-generation, ESL, and homeless families.

September 2000- Engaged in collaborative research with rural Adirondack high schools and Present 12 colleges and universities to develop strategies for greater retention of college- going Adirondack students

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July 1999- Program Director Present National Foundation for Excellent Schools. Responsible for oversight and school change initiative in rural schools in the Vermont Excellent Schools Program and the Adirondacks Excellent School Program.

1994- Independent Educational Consultant Present Ongoing consultation, school-based research, and professional development programs. Recent clients include the Met School, Providence, RI, Chittenden (VT) Central Supervisory Union, Windsor Southwest (VT) Supervisory Union, Floodbrook (VT) Union School Board.

1991-1998 Educational Consultant for Teacher In-Service Programs Vermont Council on the Arts and Humanities Vermont Center for the Book Development and presentation of teacher in service program for public school teachers on topics of: developmental issues in education; diversity in learning; multiple intelligences; using children’s literature to address developmental issues; the use of literature to enhance multicultural awareness; gender issues in education.

1989-1998 Lecturing Scholar/ Program Development Vermont Council on the Arts and Humanities x Development and presentation of scholarly lectures for communities and public libraries. x “Connections” scholar for collaborative projects with Head Start, Adult Basic Education, and the Family Reading Project. x Facilitator for Teen Parent Project, which was recognized as one of nine exemplary programs by the President’s Committee on Arts and Humanities; in 1996 awarded a “Coming Up Taller” Award. x One of three scholars nationally chosen to launch the National Connections Program, 1999, in 40 sites around the country, funded by the National Endowment for the Humanities.

1989-1998 Lecturing Scholar/ Program Development Vermont Center for the Book x Have given over 100 Scholarly lectures on literature for public libraries (ranging from psychological topics to works by Jane Austen, Doris Lessing, Margaret Atwood and Zora Neale Huston. x Program development, in service training and school based programs to increase family literacy. x Program development and presentation of “Mother Goose” programs, founded by the National Science Foundation. x Presentations on family literacy at the New England Reading Association (1990) and Teachers Who Write (1999) Conferences. x The VCB was awarded the Hope S. Dean Award (1994) by the Foundation for Children’s Books for these programs.

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Scholarship of Teaching and Learner Guidance

2006-8 Developed curriculum and administrative practices, student and faculty handbooks, and supporting materials for Department of Graduate Counseling and Psychology, CAGS Program (to begin 7/2009).

2002-present Serving as doctoral committee member for learners currently enrolled in the UIU doctoral program studying in the fields of education, psychology, and human development and learning. First core faculty to learners in the Department of Graduate Psychology and Counseling. Residency presentations on topics such: Female Development; Male Development; Human Development and Diversity Over the Lifespan; Action Research; Qualitative Research Methodologies; Adult Development; Adolescent Development; Transformative Education; Educational Leadership; Reflective Practice; Meaning-making in the Workplace; Resiliency Theories; Counseling Men and Boys.

2001 Expanded CAGS program to include a concentration for learners interested in studying Human Development and Learning. Mentored all learners in this concentration as First Core Faculty.

1999-2000 Co-developed successful proposal for the current Department of Graduate Psychology and Counseling at Vermont College. The program’s mission is to provide high quality licensure-track and non-licensure track study for learners at the masters and post masters level using a mentored, learner- centered model that also meets stipulations of external credentialing agencies.

1998-2002 Using the findings from an ongoing action research project with successful Graduate Program learners, developed a workshop/presentation for orientation residencies entitled “Finding the Great Courage to Change.” The interactive workshop included verbatim quotes and strategies from students who had persisted to graduation, and focused on the inextricable link between personal and academic life in transformative education.

1996-1997 Developed successful program proposal for a post-masters Certificate of Advanced Graduate Study Program at Vermont College. The program’s mission is to provide high quality, professional study for practitioners using a mentored, learner-centered model. Wrote Student Handbook and Cooperating Practitioner’s Handbook.

1995-present Served as the only full-time Graduate Division faculty member at the Brattleboro Center, Vermont College. Was responsible for assisting Admissions with prospective student interviews; recruited, interviewing, and helped in hiring of new faculty; mentored new faculty; developed and disseminated residency schedules; planned graduation ceremonies.

1988-1992 Revamped Southern Vermont College academic offerings to provide two and four-year traditional and non-traditional students with new programs (such as Child Care Management, Resort and Hotel Management, and Social Work), with a greater multicultural emphasis in courses, minors in fields such as sociology and human development, an Honors Program, and cross-departmental courses such as “Maslow Meets McGregor.”

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1987-1988 In absence of Academic Dean and Dean of the Faculty positions, filled all academic roles in support of traditional and non-traditional learners. Chaired Curriculum Committee, Academic Excellence Committee, and Academic Standing Committee.

1986-1992 Developed and implemented a highly successful “academic probation” program for at-risk college students at Southern Vermont College which led to a dramatic decrease in students’ being placed on academic probation and increases in retention to graduation. Developed materials and educated faculty and staff mentors to oversee the program. Developed and implemented a supportive, individualized counseling and study skills program to help underprepared college students succeed.

1983-1998 For Southern Vermont College and Antioch/New England Graduate School, developed and taught the following courses to undergraduate and graduate students: Women’s Creative Expression Lifespan Development Human Development and Diversity Human Behavior in the Social Environment Research Methods for Human Behavior in the Social Environment

AREAS OF SPECIALIZATION

K-12 Education Curriculum and Instruction Educational Leadership Human Development and Learning Higher Education Administration Children’s Literature and Family Literacy Developmental Psychology Educational Psychology Counseling Psychology

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HERBERT W. LEVINE 14 Hamilton Road West Peabody, MA 01960 Home: (978) 535-3653 Cell Phone: (978-836-6029 Email: [email protected]

EDUCATION:

May, 1996 Doctor of Philosophy (Ph. D.) Curriculum, Instruction and School Management Boston College, Chestnut Hill, MA May, 1988 Fellow in Educational Leadership and Advanced School Management Boston University, Leadership Academy May, 1977 CAGS, Education Administration Boston State College, Boston, MA May, 1973 Masters Degree, Education Administration Boston State College, Boston, MA May, 1969 Bachelor of Science, History Boston State College, Boston, MA

PROFESSIONAL EXPERIENCE: (Administration) 2007-2008 -Interim Superintendent of Schools -Blackstone-Millville Regional School District -Blackstone, MA

2005-2007 -Special Asst. to the Lt. Governor and overall Coordinator of Recovery High Schools

2006-Present (part-time) -Director-Endicott College-Sports Mgmt. Practicum Program

2004-present -Executive Director: New England Association of School Superintendents

1998 to 2005 -Superintendent of Schools (Retired) -Salem Public Schools -Salem, MA

Salem is a diverse community of over 40,000, with a student population of 5,000 system wide and 700 employees. As superintendent, duties included responsibility to oversee a $110 million dollar building project to construct and/or renovate four elementary schools and the high school. We significantly lowered the dropout rate from 6.8% to 3.1% over a period of three years, lowered class sizes in elementary and high school significantly, implemented new programs such as Cisco Academy at the high school and the United States Marine’s Junior ROTC Program, and updated the school department’s entire policy manual. All curricula guides were rewritten and articulated to the state 71

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curriculum frameworks. As superintendent, duties include responsibility for all aspects of personnel, contract negotiations, and curriculum and instruction. In 2006, we completed the restructuring of Salem High School into houses (small learning communities) with Freshman House as an independent entity, and implemented the long-block schedule of 60 minute periods.

1995 to 1998 Deputy Superintendent of Schools Wakefield Public Schools Wakefield, MA Wakefield is a suburban community of 26,000 with a 3,500 student school system and 500 employees. As Deputy Superintendent, duties included responsibility for all aspects of personnel, contract negotiations with the teachers’ union and paraprofessionals, administration of all district grants (approximately $900,000) and the supervision of the mentoring and METCO programs, being primary evaluator for the Director of Curriculum and Instruction, Director of Technology, Director of Athletics & Student Activities, the High School Principal and two of the four elementary school principals. Responsible for creation and implementation of all evaluation processes and procedures for all personnel in the district.

1992 to 1995 Principal Chelmsford High School Chelmsford, MA Chelmsford High School is a comprehensive educational institution of approximately 1,500 students known for its outstanding academic, athletic and activities programs, with a professional staff of 110, 3 deans, 9 department heads and 30 secretaries and support staff.

1988 to 1992 Principal Timberlane Regional High School Plaistow, NH Timberlane is a comprehensive regional high school of approximately 940 students and 80 professional staff, two assistant principals, six department chairs and 20 support staff.

1977 to 1988 Assistant Headmaster/Dean of Students South Boston High School Boston, MA Responsible for discipline of entire school population, ranging from minor classroom disturbances to major confrontations; buffer between staff and student body. Responsible for the Work-Study Program, all security officers, the Student Planning Center and the Violent Offenders Program.

1971 to 1980 Chair of English and Reading Boston State College Boston, MA Consultant/Boston State College.

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Helped establish and supervise support programs for high school students and adults. Chaired the English Department for Flexible Admissions Program, designed to improve basic skills for pre-college high school seniors. Also chaired the Reading Program for the GED, designed to provide a means through which adults could obtain an equivalency high school diploma.

1972 to 1977 Teacher/Supervisor Alternative High School Program Revere Public Schools Revere, MA Helped create and administer an alternative high school for the Revere School System, a school designed specifically to recapture high school dropouts and identify possible future dropouts.

PROFESSIONAL EXPERIENCE: (Instruction)

Spring 2004-present Professor – Social Context in American Schooling Endicott College Beverly, MA

Fall 2001-present Professor -- Urban and Suburban Legal Issues Salem State College Salem, MA

1973 to 1982 Adjunct Associate Professor Boston State College Boston, MA 1969 to 1972 Teacher of History and English, Grades 7-12 Revere Public Schools Revere, MA CHAIRMANSHIPS/MEMBERSHIPS OF COMMISSIONS/COMMITTEES:

2004-2005 Creator and Chair: Salem Anti-Drug Task Force 2004 Member: MIAA (MIAC-Interscholastic Athletic Council) 2003 Chair: North Shore Consortium, Board of Directors 1998 to 1999 Secretary: Northshore Superintendent’s Roundtable 1997 Chair: Director of Special Education Search Committee Wakefield Public Schools 1997 Chair: School Business Administrator’s Search Committee Wakefield Public Schools 1996 Chair: Director of Curriculum and Instruction Search Committee Wakefield Public Schools 1996 Chair: Director of Athletics Search Committee

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Wakefield Public Schools 1994 to 1995 High School Rep.: Time & Learning Commission: State Department of Education Dept. of Education: Vocational/Technical Education Commission Massachusetts Business Alliance for Education M.S.S.A.A.: Legislative Committee 1993 to 1994 Chair: Personnel Selection Committee Chelmsford Public Schools, Chelmsford, MA Chelmsford School Choice Committee Co-Chair: Chelmsford Redistricting Committee 1991 to 1992 Chair: Director of Curriculum & Instruction Search Committee Timberlane Regional School District Chair: Aids Task Force: 1992 Timberlane Regional School District

SPECIAL PROJECTS: 2002 Created the T.I.L.E. program, (Teachers in Leadership Training) a local consortium of the Beverly, Danvers and Salem Public Schools, in partnership with Salem State College, which trained local teachers through the college for a special Masters Degree in School Leadership. The 1st cohort has graduated, with over 50% of the 22 original students now serving as principals, asst. principals and/or directors in their field of specialty.

1993 Completed 50 hour course and certified as expert in the personnel selection process for professional teaching and administrative staff

1993 to 1995 Project Alliance Completed High School Principal Training Forum on Safe Schools for Gay and Lesbian Youth: An Interactive Training

Merrimack Education Center Completed Professional Development on Preparing Students for a Changing World

1985 to 1992 Consultant Northeastern University Boston, MA

Administered preparation courses in a variety of programs, including: Scholastic Aptitude Preparation, Law School Exam Preparation, and Business School Exam Preparation.

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Jan. 19-26, 1991 Training course completed Northeast Regional Center for Drug-Free Schools and Communities U.S. Department of Education SPECIAL RECOGNITION:

2005 Compass Award, North Shore Medical Center, Salem, MA The Compass Award recognizes an individual on the North Shore who most contributed to the North Shore Community in a particular year.

2005 Harry Agganis Massachusetts Citizenship Award: Given to a person who most exemplifies the personal character traits demonstrated by Harry Aggannis throughout his life. COMMUNITY INVOLVEMENT: Earth Angel: complete ground transportation for Angel Fight patients and families

1996 to 2000 Basketball Coach: P.L.B.A. 1996 to 2000 Major League Coordinator: Peabody Western Little League 1997 to 2000 Executive Board Member: Peabody/Lynnfield Basketball Assoc. 1997 to 2000 Executive Committee Director: Higgins Middle School Traveling Program 1992 to 1995 Coach: Peabody Western Little League

CERTIFICATION AND MEMBERSHIPS:

New Hampshire Experienced Educator endorsed as Principal Massachusetts Principals Certificate Massachusetts Teachers Certificate Massachusetts Occupational Education Superintendent/Director Massachusetts Superintendents Certificate

PROFESSIONAL ORGANIZATIONS:

Advisory Board, Harvard University Principals’ Center: 1991 - 1994 Greater Haverhill Civil Rights Commission: 1992 New Hampshire Association of School Principals Association for Supervision and Curriculum Development

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National Association of Secondary School Principals Merrimack Valley Principals Association Phi Delta Kappa, Harvard University American Association of School Administrators REFERENCES:

Former Mayor Stanley Usovicz City of Salem, Salem, MA

Dr. Lawrence Callahan, Retired Superintendent Salem Public Schools

Darleen Melis, Former Chair Salem School Committee

Dr. Marilyn Gigliotti, Assistant Superintendent Curriculum & Instruction (retired) Salem Public Schools

Norene Gachignard Former member: Salem School Committee

Barbara L. Fortunato Executive Secretary to Superintendent Salem Public Schools

Mr. Kenneth Paul, Former Chair Timberlane Regional School Committee, Plaistow, NH Dr. Richard Moser, Superintendent of Schools (retired) Chelmsford Public Schools, Chelmsford, MA Mr. Terrance Holmes, Former Superintendent of Schools Wakefield Public Schools, Wakefield, MA Mr. William Chetwynd, Chair Wakefield School Committee, Wakefield, MA Ms. Barbara Ward, Former Chair Chelmsford School Committee, Chelmsford, MA

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Dominick C. Vita, Ph.D. 173 Spartina Avenue St Augustine, Florida 32080 904-429-7386 / 203-228-7817 [email protected]

PROFESSIONAL RESUME

EXPERIENCE

Education Consultant July 2008 – present ¾ Consulting related to special education, organization and management, personnel matters, professional development and related services. Worked on more than 25 projects independently and in conjunction with Futures Healthcore / Futures Education for School districts and other organizations in Arizona, Connecticut, Georgia, Idaho, Illinois, Indiana, Massachusetts, New Jersey, New York, North Carolina, Rhode Island, Texas, Virginia, Washington DC, as well as for the Connecticut State Department of Education, Connecticut Regional Education Services Centers. Participated in numerous Clinical and Educational Services Analyses (CESA) with Futures Healthcore / Futures Education as a member of the core team and Senior Special Education Consultant.

¾ Field Representative (consultant) for Phi Delta Kappa International for the east coast (New England to Florida) of the United States, Puerto Rico, Virgin Islands, and Central America (Panama) – Consulting related to management, organization, member services, professional development,

Interim Superintendent of Schools July 2009 - August 2009 Orange Public Schools Orange, CT Interim Superintendent of Schools July 2008 - November 2008 Litchfield Public Schools Litchfield, CT Superintendent of Schools (retired) August 2005 – July 2008 Litchfield Public Schools Litchfield, CT Superintendent of Schools July 1997 – August 2005 Bethany Public Schools Bethany, CT Director of Pupil Services and Special Education Regional Schools District #1 Falls Village, CT July 1992 – July 1997 Director of Student Services and Special Education July 1985 – June1992 Norwalk Public Schools Norwalk, CT Supervisor of Special Education July 1983 – July 1985 Assistant Supervisor of Special Education and Principal July 1979 – July 1983 Norwalk Public Schools Norwalk, CT Also Administrator (and program developer) of Special Education Alternative Middle / High School Program School Counselor September 1976 – July 1979 Brien McMahon High School and Roton Middle School, Norwalk, CT

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Teacher (Social Studies, Psychology, Physics, Music) September 1972 – June 1976 Cathedral High School Bridgeport, CT

OTHER PROFESSIONAL EXPERIENCE

Adjunct Instructor College of Health Sciences 1978-1980 University of Bridgeport Adjunct Instructor Counseling and School Psychology 1980-1982 Southern Connecticut State University Acting Director of Adult Education 1979-1982 Norwalk Public Schools Norwalk, CT Geriatric Psychotherapist / Counselor 1976 -1978 Department of Health Norwalk, CT Greater Norwalk Chamber of Commerce 1976 -1979 Special Youth Projects Leader Norwalk, CT

EDUCATION

Doctor of Philosophy (Ph.D.) in Counseling Psychology 1976 ¾ Dissertation: “A Study of Aging as a Basis for Psychological Counseling” ¾ Heed University - Florida

Advanced Graduate Study in Educational Administration 1990-1991 ¾ Fairfield University - Connecticut

Advanced Graduate Study in Special Education (Certification) 1981-1983 ¾ Southern Connecticut State University - Connecticut

Sixth Year Professional Degree (CAGS / 6TH year) 1974 ¾ Counselor Education and Human Resources ¾ University of Bridgeport – Connecticut

Master of Arts (MA) in Counseling 1973 ¾ Fairfield University – Connecticut

Bachelor of Arts (AB) 1972 ¾ Assumption College – Massachusetts

AFFILIATIONS AND PROFESSIONAL ACTIVITIES

American Association of School Administrators 1997 – present

New England Association of School Superintendents 1997 – present ¾ Board of Directors

Connecticut Association of Public School Superintendents 1997 – present ¾ Co-chair – Retired Member Committee (2009)

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¾ Special Education Committee Study Committee (2006) ¾ New Superintendent Mentor (2005-2009) ¾ Chair – South Central Superintendent’s Group (2005)

Connecticut State Department of Education 1990 - 2010 ¾ Comprehensive System of Professional Development for Special Education ¾ Bureau of Certification Advisory Committee ¾ Connecticut / Federal Self-Assessment Steering Committee – Special Education ¾ Special Education Improvement Planning Group ¾ Special Education Advisory Council ¾ State Continuous Improvement Planning Team – Special Education ¾ Suicide Prevention Guidelines – Development and Review Committee ¾ Connecticut Administrator Test – reviewer

Phi Delta Kappa International 1978 – present ¾ Chapter Member Liaison – Southern New England ¾ Chapter officer and founder of Litchfield Hills Chapter ¾ Educational travel study seminar to Russia (2004) ¾ Educational travel study seminar to New Zealand (2008)

Curriculum Management Services Institue (CMSI) 2008-2009 ¾ Participated in 3 intensive Curriculum Audit training programs in San Antonio, TX and Tucson, AZ for certification as a Curriculum Auditor.

CERTIFICATION AND LICENSURE

Connecticut State Department of Education ¾ Superintendent of Schools (093) ¾ School Business Administrator – inactive ¾ Intermediate Administrator (092) ¾ Special Education Teacher (K-12) ¾ History and Social Studies Teacher (7-12) ¾ School Counselor (K-12)

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RESUME

FRANK E. VARGO, Ed.D. 162 Exchange Street Leominster, MA 01453 Business # (978) 534-2930 e-mail: [email protected] web: http://www.firesidecenter.com

Education

9/89 - 5/92 Doctor of Education in Educational Psychology (Ed.D.) Primary Concentration: Learning Disabilities Secondary Concentration: Counseling Psychology Post-Doctoral Internship/Training in Clinical Psychology 6/92-6/93 Pre-Doctoral Internship in Applied Educational Psychology 1/91- 1/92 American International College Springfield, MA

9/09 – present Doctor of Education (Ed.D. candidate) Primary Concentration: Educational and Curriculum Leadership Secondary Concentrations: Organizational Management/International Education Northeastern University Boston, MA

7/86 - 6/88 Certificate of Advanced Graduate Studies (CAGS) Concentration: School Psychology Northeastern University Boston, MA

1/05 - 9/07 Master of Arts in Clinical Psychology (MA) Dual Concentrations: School Neuropsychology and Clinical Child Development Educational Leadership/Special Education Administration Union Institute & University Cincinnati, OH Brattleboro, Vermont Campus

9/80 - 5/83 Master of Education (M.Ed.) Concentration: Guidance and Counseling Fitchburg State College Fitchburg, MA

9/73 - 5/78 Bachelor of Music (BM) Concentrations: Music Education & Music Performance Berklee College of Music Boston, MA

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Current Educational and Clinical Licenses/Certifications (Massachusetts and National)

Licensed Psychologist License #6693 Registered Health Service Provider Commonwealth of Massachusetts Commonwealth of Massachusetts

Licensed Educational Psychologist Nationally Certified School Psychologist Commonwealth of Massachusetts NCSP Certification #18985

National Provider (Psychologist) Provider Number - 1174750830 National Plan and Provider Numeration System

School Superintendent (pending) Special Education Administration (pending) School Psychologist School Principal (Secondary/Elementary levels- pending) Guidance Counselor (Pre K-9) School Social Worker/School Adjustment Counselor Guidance Counselor (5-12) Music Educator (Pre K-9) (5-12)

Employment Experience

3/02 - Present Professor of Graduate Studies Department of Graduate Psychology and Counseling Union Institute and University Cincinnati, Ohio Brattleboro, Vermont Campus

1/10 - Present President & Chief Executive Officer Learning & Teaching International (LTI) Learning & Teaching International is a non-profit international educational organization that through a broad network of professional affiliations provides a range of educational, teaching and training, consultative, clinical, and research services to a diverse population of educational and clinical professionals.

6/94 - Present Executive Director The Fireside Center for Psychological and Educational Services Leominster, Massachusetts The Fireside Center is a Massachusetts/New England based clinic that provides direct psychological and educational services to school systems, mental health clinics and hospitals, social service agencies, court/legal systems, colleges/universities, and individuals.

1/99 - Present Director: The Vargo Institute of Martial Arts Science, Health, & Wellness The Vargo Institute is an international center of higher learning pertaining to professional martial artists, as well as to a diverse population of psychology, philosophy, and theology students. The Institute utilizes an independent learner model, utilizing current information technology resources, independent faculty advising, and structured seminar participation. Institute offerings include internationally recognized martial arts programs, and a range of health and wellness programs.

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9/03 - Present School Psychologist Ashburnham/Westminster Regional School District Ashburnham/Westminster, Massachusetts

9/95 - 4/04 Staff Psychologist/Clinical & Developmental Neuropsychologist North Shore Children’s Hospital Salem, Massachusetts Responsibilities include: comprehensive neuropsychological, cognitive, emotional, and educational evaluations; clinical and counseling interventions to children and adolescents; consultation to parents, school systems, and medical personnel. This position provided ongoing intensive training in pediatric/developmental and clinical neuropsychology, as well as ongoing training in the assessment and treatment of learning disabilities and neuropsychological disorders of children, adolescents, and adults.

1/96 - 12/01 Adjunct Lecturer in Psychology and Education Graduate Department of Psychology and Education Vermont College of Norwich University Brattleboro, Vermont

5/93 - 8/95 Assistant Director of Psychological Services Coordinator: Learning Assessment Clinic Co-coordinator: Attention Deficit Hyperactivity Disorder Clinic The Lipton Community Mental Health Center Fitchburg, Massachusetts Responsibilities encompassed both clinical and administrative roles, including: responsibility for direct supervision and training of professional staff, as well as psychology interns; direct involvement in budgeting processes and personnel management; contributing to ongoing services planning and program development, including marketing activities and liaison responsibilities with numerous client related organizations, school systems, colleges, businesses, and judicial systems; responsibility for directing and complete functioning of Psychological Services Program in absence of Unit Director; the creation, development, and ongoing coordination of a Learning Assessment/Learning Disabilities Clinic providing a wide range of diagnostic, consultative, and clinical services to appropriate agencies and educational systems; co-coordination of an Attention Deficit Hyperactivity Disorder Clinic, that included psycho-diagnostic, consultative and training services; individual, child, family, and group therapy; comprehensive psycho-diagnostic evaluations assessing areas of intellectual, cognitive, and emotional functioning; participation in affiliate Early Childhood Development Clinic.

3/90 - 5/93 Staff Psychologist Lipton Community Mental Health Center Fitchburg, Massachusetts 82

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Responsibilities (prior to Assistant Directorship) included: direct therapy services to children, adults, and families; psychodiagnostic services; consultation to numerous public school systems.

9/89 - 6/92 Graduate Teaching Fellowship Ethel S. Blake Teaching Fellowship Award American International College Springfield, Massachusetts Responsibilities included all aspects of teaching psychology and education courses at the graduate level, including lecturing, course preparation, and student advising.

1/87 - 8/89 Adjunct Lecturer - Social Science Department Mt. Wachusett Community College-Social Science Department Gardner, Massachusetts

4/87 - 3/90 Psychotherapist/Psychodiagnostician Human Resource Institute Lowell, Massachusetts Responsibilities included; individual, group, and family therapy; psychodiagnostic evaluations; and consultation to area school systems.

9/87 - 6/89 School Psychologist Salem School District Salem, New Hampshire Responsibilities included psychodiagnostic and educational evaluations; student counseling; and consultation to educational personnel.

6/84 - 8/86 Special Needs Counselor/Case Manager Dr. Franklin Perkins School Lancaster, Massachusetts Responsibilities included development, implementation, and monitoring of individual program plans and services for special needs students; scheduling and chairing case conferences to develop individual service plans within the guidelines of the Office for Children and Massachusetts Department of Education Special Education Laws; providing individual counseling to special needs students, as well as developing and coordinating individual behavior modification programs when appropriate; providing direct consultation, supervision, and training to staff; serving as liaison to families and to all referring agencies, including public school systems, the Department of Social Services, and the Department of Mental Health; identifying and utilizing appropriate community resources for students.

1/82 - 5/84 Program Specialist North Central Human Services Gardner, Massachusetts 83

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Responsibilities included clinical case management; individual client counseling; crisis intervention and emergency services coverage; planning and supervision of various program activities; and coordination of client transportation.

9/78 - 12/81 Permanent Substitute Teacher Elementary and Secondary Levels Leominster Public School System Leominster, Massachusetts

Internship and Professional Training Experiences

3/07 - 12/07 Internship in School Neuropsychology Vermont College of Union Institute & University with Affiliate Regional School Systems & Special Education Departments

1/06 - 6/06 Internship in School Principal/Administration (Secondary Level) Hadley, MA School Department/Office of Superintendent Academic coordination/coursework: Vermont College of Union Institute & University

11/00 – 11-01 Professional Training Program Clinical Training Program: Acquired Brain Injury: A Comprehensive Overview-Recognition, Assessment, and Clinical Management A year long training program (11/00-11/01) covering Foundations of Neuroanatomy, Neurovascular Disorders, Metabolic/Anoxic Disorders, Infectious Disorders, Traumatic Brain Injury, Neurotoxic Disorders, Neurodiagnostics, Psychopharmacology, Neuropharmacology, and Cognitive Remediation and Treatment. Program co-sponsored by the Massachusetts Executive Office of Health and Human Services, the Massachusetts Psychological Association, the Massachusetts Department of Education, and The Executive Office of Elders Affairs.

1/99 - 6/99 Internship in Special Education Administration Hadley, MA School Department/Office Special Education Academic coordination/coursework: Norwich University, Vermont

6/92 - 6/93 Post-Doctoral Fellowship in Clinical Psychology One Year Post-Doctoral Training: MA Licensure as Psychologist/Health Service Provider Lipton Community Mental Health Center Fitchburg, Massachusetts

1/91 - 1/92 Psychology Intern: Applied Educational Psychology/Learning Disabilities Blake Child Development Center Springfield, Massachusetts

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Pre-doctoral internship training focusing on advanced diagnostic procedures and related clinical and educational services for learning disabled children, adolescents, and adults.

9/86 - 5/87 Family Therapist Psychological Services/ Natick Public School System Natick, Massachusetts Responsibilities included family and individual therapy; consultation to educational personnel; and psychodiagnostic/educational assessments (Met partial requirements for Massachusetts School Psychology certification).

9/87 - 6/89 Associate School Psychologist (concurrent with contracted School Psychology position) Salem, NH School District Salem, New Hampshire Met hour requirements for both State and National School Psychology Certification and Massachusetts Educational Psychologist license.

Honors, Awards, and Appointments

Professional Affiliate & Supervising Associate Hubert Humphrey International Fellowship Program Institute of International Education Washington D.C. 2010

Appointment: Board of Directors Learning Disabilities Worldwide (October 2010 – October 2012)

National Provider (Psychologist) National Plan and Provider Numeration System Provider Number -1174750830

Appointment: President Practitioner Publications, Inc. Appointment: November 1, 2009

Appointment: Board of Directors Practitioner Publications, Inc. Appointment: April 1, 2006 Appointment: Editorial Board Journal of Practitioner Studies Appointment: April 1, 2006 Appointment: Institution Review Board Union Institute & University Cincinnati, OH (Appointment 3/06-3/07)

Consulting Editorial Board Member

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Insights on Learning Disabilities: An International Journal Appointment: August, 2004

Committee Member The Learning Disabilities Worldwide, Inc. Weston, Massachusetts Appointment: October, 2004

Consulting Editor: Learning Disabilities: A Contemporary Journal Published by: The Learning Disabilities Worldwide Organization Appointment: 2003-2005

Appointment: Fellow in Psychology Massachusetts Psychological Association: Awarded May of 1999

Recipient: Educator of the Year Award Presented by the United States Martial Arts Hall of Fame Award presented on July, 2003 in Dallas, Texas

Recipient: Humanitarian of the Year Award Presented by the United States Martial Arts Hall of Fame Award presented on July, 2003 in Dallas, Texas

Recipient: Sport Psychologist of the Year Award Presented by the World Sports Medicine Hall of Fame Award presented on March, 2001 in Akron, Ohio

Massachusetts Special Education Advisory Council Member Appointed by Office of the Massachusetts Commissioner of Education Massachusetts Department of Education: (appointments 10/00-6/03)

Committee Member: Disability Definition on Neurological Impairment for the Development of Eligibility Guidelines for Special Education Massachusetts Department of Education (October, 2002)

Recipient: Clinical Psychologist of the Year Award Presented by the World Sports Medicine Hall of Fame Award officially presented on March 25, 2000 in Akron, Ohio

School Committee Member: (elected official) City of Leominster, Massachusetts (elected terms: 12/00-12/01; 1/01-12/03; 1/4-12/6)

Five Year Service Award Recognition of Dedicated Service Neurodevelopmental Center North Shore Children’s Hospital North Shore Medical Center Salem, Massachusetts (September 2001)

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Reserve Deputy Sheriff Worcester County Deputy Sheriff’s Association Appointed 4/02-present: Sheriffs of Worcester County Commonwealth of Massachusetts

Master Freemason Fraternal Order of Freemasons Home Lodge: Wilder Lodge of Freemasons Leominster, Massachusetts

Appointment: Notary Public Commonwealth of Massachusetts: Commission appointed 9/00 - present

Appointment: Executive Vice-President: World Sports Medicine Hall of Fame Cleveland Heights, Ohio (7/99 - 7/03)

Ethel S. Blake Teaching Fellowship Award Honored recipient for three consecutive years (9/89 - 6/92) American International College Springfield, Massachusetts

Appointment: School Council Member Fitchburg School District, Fitchburg MA (9/93-6/95)

Formal Congratulations and Recognition: In regard to receival of Ethel S. Blake Scholarship American International College Congressman Richard E. Neal United States House of Representatives August 8, 1991

Recent Professional Presentation

Learning, Teaching, and Assessment: Applied Foundations, Cognitive Models, and Neurodevelopmental Functions (12 Hour Professional Training Program) Presented at: The 19th Annual World Congress on Learning Disabilities Learning Disabilities Worldwide Organization October 21-23, 2010 Fairfield, New Jersey

Neurodevelopmental Assessment: Applied Foundations and Cognitive Models (18 Hour Professional Training Program/Presentation) Presented at: The 18th Annual World Congress on Learning Disabilities Learning Disabilities Worldwide Organization October 28-30, 2009 Burlington, Massachusetts

Neurodevelopmental Assessment: Applied Foundations and Cognitive Models (18 Hour Professional Training Program/Presentation) Presented at: The 17th Annual World Congress on Learning Disabilities 87

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Learning Disabilities Worldwide Organization November 6-8, 2008 Burlington, Massachusetts

Differential Diagnosis in Special Education For Parents and Teachers: Educational Implications and Remediations Presented at: The 17th Annual World Congress on Learning Disabilities Learning Disabilities Worldwide Organization November 8, 2008 Burlington, Massachusetts

The Use of Educational Consultation Services to Enhance the Effectiveness of Special Education Interventions Presented at: The 17th Annual World Congress on Learning Disabilities Learning Disabilities Worldwide Organization November 7, 2008 Burlington, Massachusetts

The Human Side of Learning Disabilities Presented at: The 17th Annual World Congress on Learning Disabilities Learning Disabilities Worldwide Organization November 6, 2008 Burlington, Massachusetts

Foundations of Internet Counseling: Current Models and Topics Presented at: The International Psychosynthesis Association 2008 Conference June 28, 2008 Brattleboro, Vermont

Executive Function Disorder and Learning Disabilities: The Connection, Diagnosis, and Strategies for Intervention Presented at: The 16th Annual World Congress on Learning Disabilities Learning Disabilities Worldwide Organization November 3, 2007 Marlborough, Massachusetts

The Use of an Adaptive Case Consultation Model to Strengthen the IEP Team Meeting Process Presented at: The 16th Annual World Congress on Learning Disabilities Learning Disabilities Worldwide Organization November 2, 2007 Marlborough, Massachusetts

Learning Disabilities: A Lived Perspective Presented at: The 16th Annual World Congress on Learning Disabilities Learning Disabilities Worldwide Organization November 1, 2007 Marlborough, Massachusetts

Executive Function Disabilities: Educational Implications and Remedial Considerations Presented at: The 15th World Congress on Annual Learning Disabilities Learning Disabilities Worldwide Organization October 26-28, 2006 Burlington, Massachusetts

Nonverbal Learning Disability: Educational Implications and Remedial Considerations

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Presented at: The 15th Annual World Congress on Learning Disabilities October 26-28, 2006 Burlington, Massachusetts

Educational Implications of Neurodevelopmental and Child/Adolescent Psychiatric Disorders Presented at: The 13th Annual World Congress on Learning Disabilities October 16, 2004 Boston, Massachusetts

Language and Reading Disabilities Presented at: The 13th Annual World Congress on Learning Disabilities October 16, 2004 Boston, Massachusetts

Executive Function Learning Disabilities: An Overview for Educators and Parents Presented at the Learning Disabilities Association of Massachusetts Twelfth Annual Conference on “Learning Disabilities” November 1, 2003 Regis College, Weston, Massachusetts

Reading Disabilities: An Overview for Educators and Parents Presented at the Learning Disabilities Association of Massachusetts Twelfth Annual Conference on “Learning Disabilities” November 1, 2003 Regis College, Weston, Massachusetts

International Martial Arts Awards and Honors

Award and Title: Headfounder/Grandmaster and Shodai Soke 9th Degree Black Belt: Chiedo Saigo Ha Daito-Ryu Aikido AikiJujutsu 5th Degree Black Belt: Chiedo Ryu Aikido Awards presented: June of 2004 by the International Society of Headfounders and Headfamilies (ISSH) and the Saigo-Ha Daito Ryu Bujutsu Organization: Japan, Canada, United States. Ranks and titles also recognized by the Aikido Association of America and the International Aikido Association.

Award and Title: Professor of Martial Arts Presented and Acknowledged by: International Society of Headfamilies/Headfounders- The Inazuma Ryu Martial Arts Organization -The Kumiuchi Ryu International Martial Arts Federation Presented on August of 2000 Boston, Massachusetts

Recipient: Master Instructor of the Year Award Presented by the World Martial Arts Hall of Fame, Inc. Presented on March 27, 1999 Cleveland, Ohio

Recipient: Soke Dai of the Year Award Presented by the World Martial Arts Hall of Fame, Inc. Award officially presented on March 27, 1999 Cleveland, Ohio

Appointment: Executive Vice-President World Martial Arts Hall of Fame. Inc. Cleveland Heights, Ohio (7/99 - 7/03)

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Shihan Award and Title (Teacher of Teachers) Inazuma Ryu Martial Arts Organization/Kokon Ryu Bujutsu Renmei International Martial Arts Association Award presented on February 24, 1996 in Warwick, Rhode Island

Induction: World Martial Arts Hall of Fame Recipient: Associate Instructor of the Year Award Presented by the World Martial Arts Hall of Fame, Inc. Cleveland Heights, Ohio Presented on 5/6/94 in Jacksonville, Florida

Current Internationally Recognized Martial Arts Ranks and Studies 9th Degree Black Belt: Chiedo Saigo Ha Daito-Ryu Aikido AikiJujutsu 9th Degree Black Belt: Kokon Ryu Kempo Karate 6th Degree Black Belt: Kindai Inazuma Ryu TaiJutsu 5th Degree Black Belt: Chiedo Ryu Aikido 5th Degree Black Belt: Saigo Ha Daito-Ryu AikiJutsu 1st Degree Black Belt: Kindai Kumiuchi Ryu Jiu Jitsu Sifu (Instructor) Shotokan Karate Do Iaido (Japanese/Zen Sword) T’ai Chi Chuan Wing Chun Kung Fu/Sil Lum Kung Fu

PROFESSIONAL AFFILIATIONS Member: American Psychological Association Member and Fellow: Massachusetts Psychological Association Member: Massachusetts Neuropsychological Society Member: National Association of School Psychologists Member: Learning Disabilities Worldwide Member: Learning Disabilities Association of Massachusetts Member: Learning Disability Association of America Member: National School Boards Association National Affiliate Program Member: Fraternal Order of Freemasons Chief Executive Officer: Chiedo Kai International Martial Arts Association Executive Board Member: International Society of Head Families/Head Founders Member: Aikido of America Association/ Aikido International Association (Japan, United States)

Publications

Vargo, F.E., Young, N., & Vargo, C.P. (2010). Reading and Writing Disorders: Neurodevelopmental Frameworks. Practitioner Publications/Psychosynthesis Center Press, Amherst, MA (in press).

Vargo, F.E., Judah, R.D., & Young, N.D. (2010). Executive Function Disorders and Learning Disabilities: The Connection, Diagnosis, and Strategies for Intervention (Book Chapter). In Wamba, N.G., & Citro, T.A. (Eds.), Learning Differences: Research, Practice, and Advocacy. Published by Learning Disabilities Worldwide, Weston, MA. Judah, R.D., Young, N.D., & Vargo, F.E. (2010). The Human Side of Living with Learning

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Disabilities: In Search of the Shared Experience (Book Chapter). In Wamba, N.G., & Citro, T.A. (Eds.), Learning Differences: Research, Practice, and Advocacy. Published by Learning Disabilities Worldwide, Weston, MA.

Vargo, F.E. (2009). An Overview of Counseling Models and Theories: Psychoanalytic, Humanistic, and Cognitive/Behavioral Perspective (Book Chapter). In Young, N., & Michaels, C. (Eds.), Counseling: From Pre-Service to Professional Practice. Practitioner Publications/Psychosynthesis Center Press, Amherst, MA.

Vargo, F.E. (2008). Counseling Considerations and Implications for Individuals with Language Disabilities (Book Chapter). In Young, N., & Michaels, C. (Eds.), Counseling in a Complex Society. Practitioner Publications/Psychosynthesis Center Press, Amherst, MA.

Vargo, F.E., Young, N., Judah, R., Vargo, C.P., & Carlin, K. (2008). Language Disabilities and Related Dyslexic Subtypes: Assessment and Diagnosis. Insights on Learning Disabilities: From Prevailing Theories to Validated Practices. Learning Disabilities Worldwide, Inc. Weston, MA. (in print)

Vargo, F.E., Young, N., Judah, R. (2008). The Role of Word Automaticity and Reading Fluency in Reading Disorders: A Guide for Assessment, Diagnosis, and Remediation. Insights on Learning Disabilities: From Prevailing Theories to Validated Practices. Learning Disabilities Worldwide, Inc. Weston, MA.

Vargo, F.E. (2007). Diagnosis and Remediation of Early Reading Problems in Young Children: A Neurodevelopmentally Based Integrated Program. Unpublished Master’s Thesis. Union Institute & University, Cincinnati, OH/Brattleboro, VT.

Young, N., & Vargo, C.P. (2004) The Role of Phonological Processing in Reading Disorders: a Guide for Assessment, Diagnosis, and Remediation. The Journal of the Learning Disabilities Association of Massachusetts Volume 15, No.1.

Vargo, F.E. Contributing Committee Member (2001): Is Special Education the Right Service? A Technical Assistance Guide. Massachusetts Department of Education.

Vargo, F.E., & Vargo, C. P. (1999) Learning Problems and Self-Esteem. Gazette: Journal of the Learning Disabilities Association of Massachusetts. Volume 9, No.4, 10-11.

Vargo, F.E., Grosser, G.S., & Spafford, C.S. (1995). Digit Span and other WISC-R scores in the diagnosis of dyslexia in children. Perceptual and Motor Skills, 80, 1219-1229.

Vargo, F.E. (1992) Wechsler subtest profiles: Diagnostic usefulness with dyslexic children. Unpublished doctoral dissertation, American International College, Springfield, MA. Published in part in: Dyslexia: Research and Resource Guide, by Spafford, C.S. & Grosser, G.S. (1995). Allyn & Bacon, Boston, MA.

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HENRY M. THOMAS, III

PROFESSIONAL EXPERIENCE

1974 - Present Urban League of Springfield, Inc. Springfield, MA President and Chief Executive Officer Responsibility for overall agency operations and advancement.

1980 - Present Camp Atwater North Brookfield, MA Chief Executive Officer A national summer youth residential camp. Camp Atwater is also a National Historic Place and the oldest camp of its’ kind in the country. Responsibilities include: general oversight, national and local public relations and fund development.

1985 - 1992 Beneficial Office Supplies & Services, Inc. Springfield, MA Owner/Board Chairman

1989 - Present WTCC Radio Station Springfield, MA Producer and Host (Urban League Community Focus Program) One hour, weekly community programming talk show

1995 - 1998 National Urban League, Inc. New York, NY Vice President, Youth Development Special assignment: Focusing on infrastructure development to support youth within inner city communities; worked on national public policy issues and fund development for youth initiatives in Urban League cities

1998 - 2001 University of Massachusetts Amherst, MA Visiting Professor Landscape Architecture & Regional Planning Department 1999 - 2002 Curry College Milton, MA Visiting Professor

EDUCATION

1994 Westfield State College Westfield, MA PhD Public Service - Honorary 2000 BayPath College Longmeadow, MA PhD Doctor of Letters -- Honorary

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HENRY M. THOMAS, III PAGE 2 

EDUCATION

1983 Western New England College, School of Law Springfield, MA Jurisprudence Doctorate

1973 American International College Springfield, MA Master of Arts, Human Resource Development

1971 American International College Springfield, MA Bachelor of Arts, Psychology

AFFILIATIONS Member, Sigma Phi Fraternity (Boule) Member, Omega Psi Phi Fraternity, Inc. Member, Richard B. Allen Lodge #30 Masonic Order Member, Martin Luther King Community Presbyterian Church

APPOINTMENTS President/CEO Search Committee, National Urban League, Inc. – 1995 Chairman, Springfield Fire Commission – 1975 - 1979 Chairman, Springfield Police Commission – 1990 – 1996 Elected Trustee, American Camp Association, New England Section Board 1977 - 1980 Co-Founder/Vice President, National Association of African American Professionals in Camping Former, Board of Directors, Community United Way Former Trustee, UMass Extension Service, 1976-1979 Executive Committee, Hampden County Regional Employment Board Chairman, Springfield Cable Endowment Former President, National Association of Urban League Executives Former Member, Board of Directors, Springfield Library and Museum Association Former Member, Board of Trustees, Sabis International Charter School Founder & Chairman, New Leadership Charter School (middle & high schools), 1998-present Board of Directors, National Mentoring Partnership Visitor (Quality Control Reviewer), Educational Testing Service; 1994 - 1996 Founder & Chairman, Mason Square Community Development Corporation (CDC) Elected, Trustee Member, American Camp Association Springfield School Department Superintendent Search Committee 2001 Western New England College School of Law, Alumni Board of Directors 2000 - 2003 Strategic Planning Committee, Massachusetts Service Alliance 2000, 2006 Co-Chairman of City of Springfield’s Millennium Celebration, 2001 - 2005 Member and Vice Chairman, MA State Board of Education, 2001- 2007 Founder and Co-Chairman, Step Up Springfield Campaign (Academic and Character Proficiency), 2000-2008 Gubernatorial appointments: Transition Team, “Pre-K through Higher Education”, 2007 Education Readiness Taskforce, 2007 Co-Chair the Governor’s 2007 Greater Springfield Inauguration Celebration. University of Massachusetts, Board of Trustees, 2007-present MA Board of Higher Education, Trustee, 2007-present

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American International College, Board of Trustees, 2008-present University of MA Building Authority, Trustee, 2010 -present

AWARDS/RECOGNITION Massachusetts Legislative Black Caucus, “Community Service Award” National Association for the Advancement of Colored People, “Distinguished Leadership Award” National Urban League, Association of Executives, “Exemplary Ethic Awards” National Urban League, “Urban League Affiliate CEO of the Decade” 2000 Springfield Urban League, “Community Builder Award” Prince Hall Mason, Richard Allen Lodge Recognition Award (Community Service and Leadership) Western New England College, “President’s Medallion Award” (Exemplary Community Service) 2004 University of Massachusetts, Distinguished Achievement Award 2007

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GREGORY T. SCHMUTTE

Ten Tall Timber Drive Home Phone: (413) 596-3303 Wilbraham, Massachusetts 01095 Office Phone: (413) 205-3449 Email:[email protected]

EDUCATION Ph.D., Psychology (1979) M.A., Psychology (1977) Kent State University - Kent, Ohio B.A. (cum laude), Psychology (1975) University of Cincinnati - Cincinnati, Ohio

ADMINISTRATIVE EXPERIENCE Executive Vice President for Academics 7/09-Present Vice President for Academic Affairs 1/06-7/09 American International College – Springfield, Massachusetts Manage the Schools of Arts, Education & Sciences, Business Administration, Health Sciences, and Continuing and Extended Studies.

Responsibilities: provide direction and vision for the academic affairs of the College; supervise four academic deans, the librarian, registrar, academic support personnel, the office of institutional effectiveness, information technology, and 81 FT faculty and 150 adjunct faculty; manage $12m academic budget.

Dean of the School of Psychology and Education 1/02-9/07 American International College – Springfield, Massachusetts Manage the departments of Psychology, Education, Criminal Justice, and Human Resource Development. Responsibilities: provide direction and vision for the School; supervise graduate and undergraduate faculty (17 FT, 40 PT); control budget; prepare accreditation reports

Chairperson of Psychology Department 9/96-1/06 American International College - Springfield, Massachusetts Supervise and evaluate full- and part-time faculty, plan curriculum, and schedule courses

Supervisor, Standardized Testing Center 4/84-7/08 Educational Testing Service - Princeton, New Jersey American College Testing - Iowa City, Iowa The Psychological Corporation - San Antonio, Texas Applied Measurement Professionals – Lenexa, Kansas Manage all aspects of test administration Responsibilities: scheduling; hiring; securing test materials

Director of Student Development 9/85-1/02 American International College - Springfield, Massachusetts Conceptualized and developed a campus office to promote student retention. Responsibilities: created and implemented programs and workshops; provided direct student counseling; directed research on factors impacting retention; hired and supervised office personnel.

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Page 2/ GREGORY T. SCHMUTTE

TEACHING EXPERIENCE Professor of Psychology 9/96-Present Associate Professor of Psychology 9/85-9/96 Assistant Professor of Psychology 9/79-9/85 American International College - Springfield, Massachusetts Teach undergraduate and graduate psychology courses, supervise doctoral dissertations and undergraduate student research, advise and counsel psychology majors, chair and serve on various college committees

RESEARCH PUBLICATIONS/PRESENTATIONS Textbook on research methodology, Understanding Educational Research, (1990), Prentice-Hall. Seven scholarly publications in psychological and interdisciplinary journals Seven oral paper presentations at professional meetings

FUNDRAISING EXPERIENCE RFK Children’s Action Corps Board Member 1999-2006 Capital Campaign, Commemorative Breakfast, Rodman Ride for Kids United Way of Pioneer Valley volunteer 1983-2003 Catholic Stewardship Appeal volunteer 1993-2002 Minnechaug Regional High School Dugout Project 2004

OTHER PROFESSIONAL EXPERIENCE Private Research Consultant 9/79-Present Execute all aspects of research from conceptualization through final report Specific projects: Evaluation of special education, career development, and social service programs; market research; doctoral dissertations; jury selection consultation; personnel assessment for police departments

PROFESSIONAL MEMBERSHIPS American Psychological Society Eastern Psychological Association Society for the Advancement of Social Psychology Society for Personality and Social Psychology Psi Chi, Honorary Psychology Society Council of Undergraduate Research Massachusetts Association of Colleges for Teacher Education

COMMUNITY INVOLVEMENT United Way Volunteer Step Up Springfield college representative

REFERENCES Available upon request

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Michael Neiman, Ph.D. CCC/S-LP 61 Ellington Street Longmeadow, MA 1-413-567-7978 e-mail: [email protected]

EDUCATION: University of Connecticut Storrs, CT Ph.D. December 1997 Field of Study: Speech-Language Pathology Area of Expertise: Neurogenic Communication Disorders

Northwestern University Evanston, IL M.A. December 1990 Field of Study: Speech-Language Pathology

Boston University Boston, MA B.A., Magna Cum Lauda, May 1987 Major: English Literature

CERTIFICATION/ LICENSURE: x American Speech and Hearing Association (ASHA)-Certificate of Clinical Competence x Connecticut State Licensure x Massachusetts State Licensure x North Carolina State Licensure x Washington DC State Licensure

PROFESSIONAL EXPERIENCE: FUTURES EDUCATION Springfield, MA January 2007-Present Vice President of Clinical Programs. Responsibilities include development and oversight of numerous clinical initiatives including school program audits, Medicaid compliance, and continuing education partnerships.

FUTURES HEALTHCORE Amherst, MA September 2002-Present Speech-Language Pathologist and area manager for a variety of schools, nursing homes, and residential programs serving adults with mental retardation.

RIVERSIDE INDUSTRIES East Hampton, MA February 2001-September 2002 Speech-Language Pathologist and clinical team leader for a variety of day habilitation programs serving the adult mentally retarded. In addition, clinical responsibilities include occasional home care services and assessments for school-aged children.

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VENCOR, INC. July 1998-February 2001 Rehabilitation Program Manager for skilled nursing facilities. Responsibilities included budgeting, scheduling, development of programs, and general oversight of inpatient and outpatient operations. In addition, I provided the speech-language pathology services.

MANCHESTER MANOR Manchester, CT June 1997-June 1998 Speech-Language Pathologist in a skilled nursing facility serving subacute and chronic care patients Clinical responsibilities include evaluation and treatment of aphasia, dysarthria, dysphagia, voice, and cognitive deficits.

MASONIC GERIATRIC CARE CENTER Wallingford, CT August 1995-August 1997 Speech-Language Pathologist in a skilled nursing facility. Clinical responsibilities included evaluation and treatment of aphasia, dysarthria, dysphagia, voice, and cognitive deficits. Conducted extensive in- house Modified Barium Swallow studies. Initiated an aural rehabilitation group with staff audiologists and social workers.

MEDIPLEX OF WETHERSFIELD Wethersfield, CT November 1994-August 1995 Speech-Language Pathologist in a subacute care facility. Responsibilities included evaluation and treatment of aphasia, dysarthria, dysphagia, cognitive, alaryngeal and laryngeal voice deficits.

HARTFORD HOSPITAL September 1992-January 1994 Speech-Language Pathologist in a hospital setting. Responsibilities consisted of evaluation and treatment of acute care patients with aphasia, dysarthria, dysphagia, cognitive, and voice deficits.

REHABILITATION CENTER OF FAIRFIELD COUNTY Bridgeport, CT August 1991-August 1992 Speech-Language Pathologist in an outpatient center. Responsibilities consisted of evaluation and treatment of traumatic brain-injured (TBI) adults with an emphasis on community reintegration.

NEW BRITAIN PUBLIC SCHOOLS New Britain, CT January 1991-June 1991 (temporary position) Speech-Language Pathologist in a middle school. Responsibilities included the evaluation, treatment, and formulation of educational plans for students with language impairments, disfluency, voice disorders and phonological disorders.

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TEACHING EXPERIENCE: AMERICAN INTERNATIONAL COLLEGE Springfield, MA September 2008-Present Chief Professor and administrative head for newly created Speech- Language Pathology Assistant Minor

ELMS COLLEGE Chicopee, MA September 2000-May 2003 Taught undergraduate courses in acoustic phonetics, speech science, and anatomy and physiology.

RESEARCH: Neiman, M. R., Duffy, R. J., Belanger, S. A., & Coelho, C. A. (1994). Concurrent validity of the kaufman hand movement test as a measure of limb apraxia. Perceptual and Motor Skills, 79, 1279-1282.

Neiman, M. R., Duffy, R. J., Belanger, S. A., & Coelho, C. A. (1995). An investigation of a method of simplified scoring for the kaufman hand movement test as a measure of limb apraxia. Perceptual and Motor Skills, 82, 267-271.

Neiman, M., Robb, M., Duffy, R., & Lerman, J. (1997). An acoustic examination of modal and falsetto voice registers. Acta Otolaryngologica, 22, 135-138.

Neiman, M. R. (1997). The relationship between performance on multiple-object tasks and single-object tasks by left-hemisphere-damaged aphasic adults: Implications for the assessment of limb apraxia: Unpublished doctoral dissertation, University of Connecticut.

PRESENTATIONS:

Crean, M., Gore, D., & Neiman, M. (1996). A comprehensive dysphagia protocol in the identification and management of elders in a skilled nursing facility. Poster session presented at the 1996 ASHA Convention.

Neiman, M. R. (1995). Acoustic analysis of fundamental frequency and second harmonic of modal and falsetto registers. Poster session presented at the 1995 ASHA Convention.

Neiman, M. R., Duffy, R. J., Belanger, S. A., & Coelho, C. A. (1994). The concurrent validity of the kaufman hand movement test as a measure of limb apraxia. Presented at the 1994 ASHA convention

Neiman, M. R., Duffy, R. J., Belanger, S. A., & Coelho, C. A. (1995). Kaufman hand movement test: Simplified scoring for limb apraxia. Poster session presented at the 1995 ASHA Convention

REFERENCES: Available upon request

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563 Ridge Road 413-575-0750 Wilbraham, MA 01095 [email protected]

Edward J. Noonan

Experience 1973 – Present Founder, Owner and Chairman of the Board, Noonan Energy Corporation, Springfield, MA

1991 – Present Founder and sole stockholder, Springfield Terminals, Inc., Springfield, MA

Education 1970 – 1974 American International College, Springfield, MA B.A. Political Science - 1974

Interests 1984 – Present Board of Trustees, Wing Memorial Hospital, 1993 – 2009 Chairman of the Board, Wing Memorial Hospital; 1985- Present Board member, past chair, New England Fuel Institute ; 1985 – 1995 Town Moderator, Palmer, MA; 1989 – 1992 Selectman, Town of Palmer, MA; 1987 – 2005 Board member, past chair, Mass. Oilheat Council; 1998 – Present Board of Trustees, American International College; 1999 – Present Charter member and present chair, National Oilheat Research Alliance (NORA), Washington, D.C.

Personal Wife, Ellen; 7 children, 9 grandchildren;

Corporate Sponsor for Palmer Little League, Palmer Softball, Springfield St. Patrick’s Day Parade, Open Pantry, Wilbraham Police Dept. and Dive Team

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ISABELINA RODRIGUEZ, ED.D. 63 Overlook Drive Mobile: 413-348-8616 Springfield, MA 01118 Home: 413-301-6866 [email protected] Office: 413-587-1327

“I believe in the best of others, encourage the best and give them the opportunity to grow. I believe we are all leaders in Education.”

PROFILE

Visionary, innovative and dedicated Education Administrator with proven excellence in administration as Superintendent of Schools, Director of Pupil Services and Supervisor of Special Education; teaching as a special education teacher and college adjunct faculty; and collaborative leadership encompassing strategic planning, board/committee membership, continuous improvement and outreach for Massachusetts Department of Education (DOE), Massachusetts Association of School Superintendents (MASS), and the Governor’s Readiness Committee. Dynamic leader and change agent with exceptional communication and consensus-building strengths. Bilingual in English and Spanish.

Competencies include:

ƒ Administration and Financial Management / Faculty Recruitment and Development / Staff Evaluation ƒ Curriculum Development / Differentiated Instruction / Budgeting / Fund Raising / Grant Applications ƒ Program Development and Management / Program Evaluation / Community Relations / Public Speaking ƒ DOE Reporting / Regulatory and Legislative Affairs (State and Federal) / Collective Bargaining

CREDENTIALS / FELLOWSHIPS / CERTIFICATIONS

AMERICAN INTERNATIONAL COLLEGE, Springfield, MA: x Senior Fellowship, Educational Leadership, May 2009 x Fellowship in Educational Leadership, May 2009 NOVA SOUTHEASTERN UNIVERSITY, Ft. Lauderdale, FL: x Ed.D., Educational Leadership, 2003 WESTFIELD STATE COLLEGE, Westfield MA: x M.Ed., Administration, 1988 x Bachelor of Science, Education, Cum Laude, 1985 LICENSURE/CERTIFICATIONS: x Massachusetts Certification in Superintendent of Schools x Massachusetts Certification in Administration of Special Education x Massachusetts Certification in Principal/Assistant Principal Levels: Pk-6 and 9-12

EDUCATION ADMINISTRATION / TEACHING EXPERIENCE

NORTHAMPTON PUBLIC SCHOOLS, Northampton, MA ...... 1994 to Present

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ʊ SUPERINTENDENT OF SCHOOLS (2004 to Present) Promoted to bring the District back on track, restore morale and community confidence following former Superintendent’s sudden termination. Direct the administrative activities of a school system comprised of 4 elementary schools, 1 middle school, 1 high school and 1 alternative high school with a combined 500 employees and 2,800 students. Prepare strategic plans with a focus on driving high quality instruction and curriculum, prudent fiscal management, and regulatory compliance. Scope of responsibilities:

x Fiscal Management & Contract Negotiations: Prepare and control a $40 million annual budget (appropriation allocation, grants and City expenses) with a working budget of $28 million to include gathering community support and input for annual budget development. Assist school Principals in preparing site budgets. Oversee all financial activities of the School District, investigate opportunities to secure financial resources for the District, and manage $1.1 million in federal and state entitlement grants. Meet with the community at public forums to discuss budget, answer questions, and address concerns. Negotiate Principal and central office staff contracts. Key Achievements: ƒ Reviewed all contracts with every Unit and met with all staff; contracts had been open over a year, with some delayed more than 2 years; quickly moved the stalled negotiations to successful agreement. ƒ Set a new vision and District goals incorporated within the District Improvement Plan after initiating a School Committee/Administrator retreat and meeting with PTOs, School Councils and staff members to identify strengths and concerns. ƒ Secured several thousand dollars in technology support through DESE grants for a data warehouse project as part of a state pilot program in which Northampton Public Schools participated.

x Human Resources Management: Recruit, supervise, and evaluate Principals and central office administrators. Direct reports include 6 Principals, Special Education Director, Business Manager and Directors of Health and Technology non-based personnel. Provide collaborative leadership, guidance and support to all staff members throughout the District schools. Foster a collaborative team effort among staff and all district stakeholders. Key Achievements: ƒ Revamped, created and implemented a consistent, performance incentive-based principal evaluation process. Researched tools aligned with State standards and includes a rubric benchmark. ƒ Led Principals to author individual SIPs in alignment with District goals and vetted through shared stakeholders, driving all financial, educational and programmatic decisions in District. ƒ Instituted district-wide professional development that enhanced teachers’ skills in Math Investigation implemented in K-5 and Connected Math at the Middle School.

x Administration & Compliance: Approve all personnel hires, terminations, or transfers and ensure all hires meet requirements for Highly Qualified status. Advise City Human Resources on personnel practices and procedures for the School District. Administer DOE mandated reports, including end-of-year report, Oct. 1 and Dec. 1 reports, and staff reports. Maintain an open communication link with state and federal legislators and the DOE. Interpret, support, and execute the intent of all School Committee policies through written District procedures and participation in School Committee Subcommittees.

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Key Achievements: ƒ Researched, developed and introduced several initiatives: District-wide New Teacher Mentor and training for veteran teachers, K-8 After-School Remediation/Enrichment, Electronic Lunch Ticket K-12, and District Security System. ƒ Recognized that the needs of truant students and families is often more than a truant issue, hired a bilingual itinerant social worker to effectively address attendance and related issues.

x Curriculum, Instruction & Technology: Oversee development, selection, and implementation of curriculum and programs, as well as ongoing measurement and evaluation of results (MCAS, IOWA) with a commitment to continuous improvement. Encourage and support school-based professional development with a focus on differentiated instruction, closing the achievement gap, and using data to inform instruction and curriculum. Provide leadership that supports technology in education.

Key Achievements: ƒ Successfully implemented the first standards-based, computerized report card at the Elementary level. Reinvigorated the Report Card committee and involved representation from all grades at every school through release time and professional development days. ƒ Identified and implemented a comprehensive action plan, gaining stakeholder buy-in, that in 2 years has demonstrated steady progress in closing the achievement gap with students of color and white students. ƒ Worked collaboratively with staff across K-12 to align the new NPS curriculum with State curriculum in ELA, Math, Science, Social Studies and Music, including creation of benchmarks and ELA assessment rubrics. Results ensure consistency across grades and an understanding across levels. ƒ Advocated for and secured approval for a 5-year technology plan providing new hardware in every teacher’s classroom in the District.

x Community Relations & Outreach: Build and maintain positive community relations through speaking engagements, Board and committee memberships, and by conducting regular “Superintendent Chats” at schools and in the community. Meet with various school site-based councils to discuss goals and concerns. Ensure principals’ evaluation goals and SIPs reflect activities that promote and maintain positive and welcoming school climates. Build positive public awareness by appearing as a frequent guest on a local radio show; network at chamber of commerce meetings; actively participate in community service organizations such as the Lions and Rotary clubs.

Key Achievements: ƒ Forged partnerships with the NPS through outreach and collaborations with area colleges and universities. Efforts have led to creation of several successful initiatives: joint professional development programs, research, summer at-risk programs for entry 9th graders, internships, tutoring, mentoring book study groups and more.

ʊ DIRECTOR OF PUPIL SERVICES (1994 to 2004) Hired at this district-level position to develop the department vision and manage strategic planning, budgeting, program development, implementation and evaluation, DOE reporting, grant writing, and

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Key Achievements:

ƒ Led efforts to develop and implemented a continuum of services for students requiring more restrictive placement than the full inclusion model through the creation of several programs: Ɇ Intensive Pre-School Autism Program that accepts students into the program and generates funding Ɇ Alternative Learning Program at all levels serving students with emotional and behavioral needs Ɇ Specific Learning Disabilities Program modeled after a successful private LD school Ɇ Alternative High School Program for students with special educational needs and regular educational needs that enables students to growth and ultimately return to the regular environment Ɇ Developmental Learning Program for students with profound physical and mental disabilities that allows students to participate in a school environment with their typical peers Ɇ Life Skills Program for students with moderate to severe mental disabilities where students are assigned to a homeroom and enabling students to be members of the regular ed classroom

ƒ Coordinated and oversaw 3 Department of Education Coordinated Reviews for Special Education, TBE, and MOA and two Coordinated Reviews for Title I. Results: No findings of non compliance, several commendations, and less than 8 partial implementations. ƒ Steered department through one of the District’s first Department of Education Educators’ Quality Audits. ƒ Discovered that the District had an unusual number of students for the area attending Clarke School for the Deaf; lobbied state representatives and garnered $250,000 in additional funds to support this program. ƒ Organized the District and created procedures and policies for Transitional Bilingual Education and English as a Second Language with accompanying forms that did not previously exist; trained administrators and staff to implement it District-wide. ƒ Created, received approval for and trained administrators and staff to implement a 504 policy and procedure. ƒ Involved in 2 construction projects (one building at the high school and another at the middle school); role included planning classroom sizes, ensuring access, designing rooms and other activities. ƒ Served on several committees: Represented Special Educator Directors on the Mass Special Education Advisory Committee, Department of Education Task Force of Culturally and Linguistically Diverse Learners, Department of Education Task Force to create new IEP procedures and forms and Department of Education Task Force to created Eligibility Guidelines in Special Education in 1992 when regulations were reauthorized.

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SPRINGFIELD PUBLIC SCHOOLS, Springfield, MA ...... 1985 to 1994

ʊ Supervisor of Special Education (1992 to 1994) Managed ~125 special education teachers, evaluation team leaders, occupational therapists, physical therapists, speech language therapists, psychologists, paraprofessionals. Collaborated with Principals on the services in their schools. Managed services in 16 elementary schools and 1 K-8.

ʊ Special Education Dept. / Evaluation Team Leader (1991 to 1992)

ʊ Special Education Teacher (1985 to 1991)

ADJUNCT FACULTY AND FACULTY ADVISOR POSITIONS

ʊ Faculty Advisor, American International College, Springfield, MA (since Fall 2009)

ʊ Adjunct Faculty, Elms College, Chicopee, MA (1996 to 2000)

ʊ Adjunct Faculty / College Advisor, Westfield State College, Westfield, MA (1988 to 1993)

Professional Memberships

ƒ Massachusetts School Superintendents (MASS) ƒ American Association of School Administrators (AASA) ƒ New England Association of School Superintendents (NEASS) ƒ Association for Supervision and Curriculum Development (ASCD) ƒ Administrators of Special Education (ASE) ƒ Council for Exceptional Children (CEC)

BOARD AND COMMITTEE LEADERSHIP

Governor’s Readiness Committee: ƒ Member of the Teacher Recruitment and Retention Sub Committee (2007 to 2008)

Collaborative Educational Alliance for Race and Equity at Brown University: ƒ Executive Board Member (2008 to Present) ƒ Invited Participating Member (2006 to Present)

Massachusetts Association of School Superintendents: ƒ Pioneer Valley and Berkshire Valley State M.A.S.S. Executive Board Member (2007 to Present) ƒ President Connecticut Valley Superintendents 2010/2011 SY ƒ President Elect of the Connecticut Valley Superintendents 2009/2010 SY ƒ Vice President of the Connecticut Valley Superintendents 2009/2010 SY (formerly Secretary, and Hampshire Rep) ƒ Connecticut Valley Roundtable Executive Board Member (2005 to Present) ƒ Connecticut Valley Roundtable Member (2004 to Present) ƒ Charter School Task Force Member (2005 to 2007)

Massachusetts Department of Education Advisory Member: 105

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ƒ Personnel Advisory Committee (2002 to 2004) ƒ Special Education Advisory Committee (1994 to 2000)

Massachusetts Department of Education Task Force: ƒ Bias Review Committee MTEL (Spring 2008) ƒ Bias Review Committee MTEL (2001 to 2002) ƒ Culturally and Linguistically Diverse Learners (1996 to 1997) ƒ Creating the New IEP and Forms (1995) ƒ Eligibility Guidelines in Special Education (1992)

Smith Vocational Agricultural High School Board of Trustees: ƒ Trustee (2004 to Present)

University of Massachusetts Amherst School of Education: x School of Education Dean’s Leadership Council Member (2008-present)

PROFESSIONAL PRESENTATIONS AND PUBLICATIONS

ƒ Rodriguez, I., “Separating Carver School District: The Power of Home Rule Petition”, Chapter in Creative solutions to Contemporary problems in small and rural schools, by Young, N. & Michael, C. (author, editor), Weston, MA: Learning Disabilities Worldwide, Inc. 2010. (In Press). ƒ Rodriguez, I “Teaching Preschoolers with Autism”. Part of the Special Education Series. Filmmaker: Demand Video, Santa Barbara, CA. . (2010). ƒ Rodriguez, I. “How to Teach Hearing Impaired Students”. Part of the Special Education Series. Filmmaker: Demand Video, Santa Barbara, CA. (2010). ƒ Rodriguez, I. “Teaching the Student with Specific Learning Disabilities”. Part of the Special Education Series. Filmmaker: Demand Video, Santa Barbara, CA. (2010). ƒ Rodriguez, I. “Teaching the Visually Impaired Student”. Part of the Special Education Series. Filmmaker: Demand Video, Santa Barbara, CA. (2010). ƒ Rodriguez, I. “Early Childhood Education, Special Education Strategies”. Part of the Special Education Series. Filmmaker: Demand Video, Santa Barbara, CA. (2010). ƒ Rodriguez, I. “Educating Students with Bi-Polar Disease”. Part of the Special Education Series. Filmmaker: Demand Video, Santa Barbara, CA. (2010). ƒ Massachusetts’ Association of School Committee/Massachusetts’ Association of School Superintendents (MASS) Joint Conference: November 2009, “School Committee Relations” ƒ Massachusetts’ Association of School Committee/Massachusetts’ Association of School Superintendents (MASS) Joint Conference: November 2008, “School Scheduling and Start Times” ƒ Peace & Justice Committee: First Churches of Northampton: October 2008, Community Forum on “Closing the Achievement Gap” ƒ Superintendents’ Technology Leadership Conference: October 2008, “Technology Essentials for Today’s Superintendent” ƒ Superintendent State Representative at the OSEP National Conference: Response to

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Intervention (RTI) Summit, Washington D.C. December 2007 ƒ Women’s Educational Leadership Network Conference; Sponsored by MASS and MDOE; October 2007, “Interpersonal Relationships, Politics and Leadership in Education” ƒ Westfield State College: Teacher Preparation and Recruitment Panelist, Fall and Spring; 2009, 2008, 2007, 2006 and 2005 ƒ Pioneer Valley Plan for Progress Educational Summit: January 2006, "Summit on Educational Equity and Excellence" ƒ Massachusetts’ Association of Bilingual Educators Conference: March 2005, “SPED, ELL and NCLB requirements” ƒ Massachusetts’ Department of Education Conference: June 2004, “Supporting The Education of Homeless Children and Youth”, “Special Education-- An Overview” ƒ Massachusetts’ Association of Bilingual Educators Conference: March 2004, "SPED, ELL How can I tell the difference?" ƒ Elms College/Massachusetts’ Department of Education Institute: Summer1995, “Language Proficiency and Development for Limited English Proficient Student”, “Assessing limited English proficient students with disabilities” ƒ Massachusetts’ Department of Education Trainings: “Understanding the New IEP”, 1995-96 school year, various trainings throughout Western Massachusetts ƒ Massachusetts’ Teachers’ Association Leadership Conference: August 1992, “Understanding the New Guidelines for Special Education” ƒ Association of New York Special Educators for the Emotionally Disturbed Annual Conference: Buffalo, NY, 1987, “Special Education and the Bilingual Child”

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Mark R. Berman P. O. Box 164 413-530-7374 cell Williamsburg, MA. 01096 413-268-9382 home [email protected] m

Summary of Qualifications x College Administrator with experience in new program development, logistics, multi- campus educational models, faculty recruitment, student retention, and assessment

x Experience in the areas of nonprofit governance and board development, assisted in the development of American International College’s policy on Shared Governance and its Faculty Senate Charter

x Proven fund raiser with knowledge of all aspects of Development and Alumni Relations

x Strong organizational, analytical and management skills including budgeting, resource allocation, facilities management, contract negotiations, vendor relations, human resources management, and event planning

x Strategic thinker, excellent judgment, capable of independent decision making coupled with the ability to work cooperatively with diverse groups

x International business experience

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

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

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

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

x Supervise a staff of 14 with 2 direct reports

Associate Vice President for Educational Enterprise 2008 to 2009

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x Managed the Office of Educational Enterprise and coordinate the work activity of support staff

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

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

Adjunct Faculty Member School of Business Administration Fall 2009

Guest Lecturer in the areas of Business Communication and Image 1994 to 2006 x College of Natural Resources and the Environment, University of Massachusetts

x Springfield College

x Western New England College

x Western New England College, School of Law

x The Elms College

x Westfield State College

x Isenberg School of Management, University of Massachusetts

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

Yale Genton, Inc. a nationally recognized retailer of better men’s and women’s apparel offered a wide array of fine clothing from both domestic and international manufacturers. As President I was responsible for all major corporate functions including strategic planning, budgeting, operations, finance, sales, merchandising, marketing, and personnel. x Led in the formulation of 5 year strategic plans. Provided the creative vision and leadership in positioning the company in the marketplace

x Developed and managed an annual budget in excess of $5,000,000

x Oversaw all corporate operations. Experienced in facilities management, payroll and benefits administration, contracts and union negotiations, vendor relationships, accounts receivable, accounts payable, and cash management

x Handled complicated financial relationships with secured lenders, third party providers, asset based lessors, and international manufacturers. Experienced with import/export and international monetary instruments

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x Created and managed an annual advertising and public relations budget in excess of $400,000. Knowledgeable in direct mail, radio, TV, print, and internet based advertising

x Supervised a staff of 37 including 8 direct reports encompassing both union and non union employees

x Responsible for the training and development of the sales force. Effective team leader and proven sales manager

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

Public Service

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

American International College 1992 to 2007 x Trustee

x Member Executive Committee

x Chairman Academic Affairs and Honorary Degree Committee

x Chairman Ad Hoc Committee on Governance

x Co-Chairman Student Life and Enrollment Management Committee

Clarke School for the Deaf 1996 to 2007 x Trustee

x Member Executive Committee

x Chairman Development Committee

x Chairman National Development Council 1994 to 1996

University Fine Arts Center, University of Massachusetts 2004 to 2007 x Board of Trustees

x Development and Public Relations Committee

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Springfield Library and Museums 2005 to 2007 x Corporator

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

Academy of Music 1994 to 1995 x Board of Advisors

x Awards

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

References

Mr. Harley Sacks Chairman of the Board of Trustees, Clarke School for the Deaf Retired General Partner Law Firm of Morse and Sacks, PC. Currently Of Counsel to Bacon/Wilson Attorneys at Law K2A LLP/Knowledge to Action 1703 Signature Place Wilmington, NC. 28405 910-256-9262 home 413-221-4084 cell [email protected]

Mr. Steven Dane, CPA, ABV Kostin, Ruffkess & Company, LLC One Monarch Place Suite 2020 Springfield, MA. 01144 413-233-2313 office [email protected]

Dr. Willie Hill Professor Music Education Director, University Fine Arts Center, University of Massachusetts 31 Summerfield Rd. Amherst, MA. 01002 413-545-3517 office 413-256-4981 home [email protected]

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APPENDIX B

Curriculum

Grade 6

Mathematic Content: exponents, place values, expanded notation, mean, median, mode, graphing, probability, number line, solve distance on number lines, number theory, order of operation, inverse operations, division, coordinate geometry, algebraic concepts, measurement, fractions, mixed numbers, inverse operations, equality, models, circles, surface area, volume, dimensional shapes, geometric relationships, transformation, symmetry, congruence, 3 dimensional solids, angles, triangles, quadrilaterals, area, polygons, angle sums, patterns, algebraic concepts, probability, integers, and percents.

Mathematic Skills: perform all operations using whole numbers, exponents, place values, mean, median, mode, graphing, probability, number line, fractions, mixed numbers, measurement, percents; solve basic linear equations, distance on number lines, number theory, order of operation, inverse operations, division, coordinate geometry, algebraic problems, equality, models; find surface area, volume, dimensional shapes, geometric relationships, transformation, symmetry, congruence, 3 dimensional solids, angles, triangles, quadrilaterals, area, polygons, angle sums, patterns, algebraic concepts, integers.

English Content: structure of modern English, origins of modern English, formal English, informal English, similes, metaphors, hyperbole, personification, guided reading, read interdisciplinary titles, analyze literary work including fiction, nonfiction, poetry, style, language, myth, narrative, classical literature, dramatic literature, writing, performance, audience purpose, revising, standard English conventions.

English Skills: questioning, listening, contributing, oral presentation, vocabulary, syllabication, guided reading, develop chronological order, identify main idea, analyze literary work, write and read; fiction, nonfiction, poetry, style, language, myth, narrative, understand audience purpose, classical literature, dramatic literature, original; writing, performance, revising, use standard English conventions, develop organizing ideas in writing, evaluating writing, analysis of media, discussion.

Science Content: properties of matter, elements, compounds, mixtures, earth processes, soil formation, water, classification of organisms, structure and function of cells, reproduction, heredity, evolution, biodiversity, atoms, earthquakes, volcanic eruptions, glaciers, rock layers, fossils,, rivers, and living things and their environment.

Science Skills: provide examples of ecosystems, organisms function, biological evolution, and diversity of species; explain evolution using comparative anatomy; define cells, plants, animals, and geology; understand extinction, mismatch of adaptation and environment; differentiate between weight and mass, density and volume and use of measurement systems; identify atoms, give examples of elements and compounds; understand physical and chemical changes; describe plate tectonics, explain causes of earthquakes and volcanic action; classify organisms; and explain heredity.

History and Social Science Content: History: Human origins in Africa through the Neolithic Age, Mesopotamia: site of several ancient river civilization, Phoenicia, c1000-300BC/BCE, the roots of Western civilizations: ancient Israel, c 2000BC/BCE-70 AD/CE; Geography: Egypt: An Ancient River Civilization, c 3000-1200BC/BCE, the roots of Western Civilizations; Civics and Government: Mesopotamia: site of several ancient river civilization, c. 3500-1200 BC/BCE; Economics: Human

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Collegiate Charter School origins in Africa through the Neolithic Age, Mesopotamia: site of several ancient river civilization, Phoenicia, c1000-300BC/BCE, Egypt: An Ancient River Civilization, c 3000-1200BC/BCE, the roots of Western Civilizations.

History and Social Science Skills: Ability to make connections between topic and world events, read and use a map, study religions, governments, identify sites, explain importance of ancient achievements, compare information with modern civilizations, define and use words, terms relating to these civilizations, understanding economic of the times and region, and government and civic connections.

Grade 7

Mathematic Content: exponents, ordering, problem solving, scientific notation, number theory, order of operations, measurement, solving equations, ratios, proportions, rates, percents, decimals, fractions, geometric shapes, lines, segments and rays.

Mathematic Skills: define base 10 system, apply concept with exponents; identify any nonzero number, compare mixed numbers; analyze PI; create equations, use scientific notation; create number lines; solve real life problems; use order of operations; list and interchange metric units; understand and use the metric system, use proportions, rates, percentages, decimals and fractions; define multi-sided objects, line, segment, ray, and proportions.

Pre-Algebra Mathematic Content: variables, coordinated, analyzing graphs and tables, patterns and rules, ratio, proportions, percents, integers, linear relationships, equations, inequalities, geometry, 3D measurement, probability, expected values.

Mathematic Skills: define variables; solve using concrete, formal and informal methods; making comparisons; finding percents; estimating populations, extending the number line; adding, subtraction, multiplying, and dividing integers; coordinating graphs; predicting from patterns; writing an equation fro a line; exploring graphing calculators; solving algebraic equations and inequalities; identify, classify, solve and find lines, angles, planes, bisectors, circles, volume, surface area, irrational numbers, square roots, circles, congruent figures, quadrilaterals and polygons, triangles; build boxes; design packages; find volume of cylinders, cones, spheres, irregular shapes; evaluate games of chance; analyze number cubes and sequence of outcomes.

English Content: grammar, literacy elements and devices, writing, short stories and drama, mythology, and poetry.

English Skills: apply rules of English usage; identify parts of speech; recognize and correct mistakes in subject, verb agreement and tense; identify genre, elements of fiction, nonfiction, poetry and drama; identify terminology of literary elements; write a 5 paragraph essay; use graphic organizers; organize an essay; use complex sentences; identify characteristics of Science Fiction and Fantasy; compare and contrast Science Fiction and Fantasy; recognize historical perspective, plot, setting, character, development, conflict and resolution; use analytical skills to make predictions, character analysis and summaries; identify literary elements and devices; recognize common themes; analyze author's intent; demonstrate increased awareness of cultural differences and social issues exponents.

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Life Science Science Content: Introduction and Scientific Investigations, Living Things, What is life?, Viruses, Bacteria, and Your Health, Protist and Fungi, Cells, Introduction to Plants, Seed Plants, Animals, Populations and Communities, Ecosystems and Biomes, Living Resources, Human Systems.

Science Skills: Explain, Why scientists organize living things and the relationship between classification and evolution, the danger of red tides, what happens when light strikes a green leaf, overall photosynthesis; Describe, classification system, ways bacteria cells are different from all other cells, how infectious diseases spread and how they are treated, how red tides occur, rapid growth of algae in ponds or lakes, prototype, characteristics shared by vertebrates, what you can learn from studying fossils, energy roles of organisms, means of dispersing and identifying factors that limit the species, difference between primary and secondary succession, management of forests and fisheries, body systems; Identify, general functions of the major systems of the human body, effects of biodiversity.

Biological Science Science Content: Introduction and Scientific Investigations, Living Things, Viruses, Bacteria, and Your Health, Fungi, Cells, Introduction to Plants, Seed Plants, Animals, Populations and Communities, Ecosystems and Biomes, Living Resources, Human Systems.

Science Skills: Explain, Why scientists organize living things and the relationship between classification and evolution, the danger of red tides, what happens when light strikes a green leaf, overall photosynthesis; Describe, classification system, ways bacteria cells are different from all other cells, how infectious diseases spread and how they are treated, how red tides occur, rapid growth of algae in ponds or lakes, prototype, characteristics shared by vertebrates, what you can learn from studying fossils, energy roles of organisms, means of dispersing and identifying factors that limit the species, difference between primary and secondary succession, management of forests and fisheries, body systems; Identify, general functions of the major systems of the human body, effects of biodiversity.

World Geography History and Social Science Content: Africa, Western Asia, Southeastern Asia and Oceania, Northern and Eastern Asia, Europe and Russia, South America.

History and Social Science Skills: use maps, globes, terms; explain difference between a continent and a country, absolute and relative locations, exact locations, factors that influence a region, desertification, uniqueness of locations; describe how and why of locations, population growth, cultural achievement, ethnic and religious groups, economic systems, political and social status of women, general level of education, major obstacles to growth.

Grade 8

Mathematic Content: number sense, operations, measurement, problem solving, fractions, percents, order of operation, scientific notation, inverse relationships, integers, mixed numbers, formulas, area, volume, algebraic equations.

Mathematic Skills: solve 2 step equations and inequalities; solve with parentheses; identify 3D figures with physical and distinguishing features; determine surface area; compare, order, estimate fractions and mixed numbers; apply order of operations, estimate and compute with fractions, decimals, integers and percents; select, convert and use measurement; determine when to estimate; apply inverse operations.

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Collegiate Charter School

8th grade Pre-Algebra Mathematic Content: variables, coordinated, analyzing graphs and tables, patterns and rules, ratio, proportions, percents, integers, linear relationships, equations, inequalities, geometry, 3D measurement, probability, expected values, slope, transformations, data displays, mean, median, mode and range.

Mathematic Skills: define variables; solve using concrete, formal and informal methods; making comparisons; finding percents; estimating populations, extending the number line; adding, subtraction, multiplying, and dividing integers; coordinating graphs; predicting from patterns; writing an equation fro a line; exploring graphing calculators; solving algebraic equations and inequalities; identify, classify, solve and find lines, angles, planes, bisectors, circles, volume, surface area, irrational numbers, square roots, circles, congruent figures, quadrilaterals and polygons, triangles; build boxes; design packages; find volume of cylinders, cones, spheres, irregular shapes; evaluate games of chance; analyze number cubes and sequence of outcomes; define and solve for slope; translate tessellate, rotate and reflect points lines and objects; design a quilt; graph data using frequency tables, histograms, scatter plots, stem and leaf plots and box and whiskers plots; find mean, median, mode and range; identify and solve pemutations and combinations.

8th grade Algebra Mathematic Content: variables, coordinated, analyzing graphs and tables, patterns and rules, ratio, proportions, percents, integers, linear relationships, equations, inequalities, geometry, 3D measurement, probability, expected values, slope, transformations, data displays, mean, median, mode and range, factoring, statistics.

Mathematic Skills: define variables; solve using concrete, formal and informal methods; making comparisons; finding percents; estimating populations, extending the number line; adding, subtraction, multiplying, and dividing integers; coordinating graphs; predicting from patterns; writing an equation fro a line; exploring graphing calculators; solving algebraic equations and inequalities; identify, classify, solve and find lines, angles, planes, bisectors, circles, volume, surface area, irrational numbers, square roots, circles, congruent figures, quadrilaterals and polygons, triangles; build boxes; design packages; find volume of cylinders, cones, spheres, irregular shapes; evaluate games of chance; analyze number cubes and sequence of outcomes; define and solve for slope; translate tessellate, rotate and reflect points lines and objects; design a quilt; graph data using frequency tables, histograms, scatter plots, stem and leaf plots and box and whiskers plots; find mean, median, mode and range; identify and solve pemutations and combinations; find GCF of integers and monomials, polynomials; perfect square trinomials; create bar, line, circle graphs and scatter, stem, leaf plots.

English Content: grammar, literacy elements and devices, writing, short stories, poetry, folklore, historical fiction, science fiction, introduction to Shakespeare.

English Skills: apply rules of English usage; identify parts of speech; recognize correct sentence structure, verb agreement and tense; identify mistakes in commas, pronouns, clauses, prepositional phrases, predicate object, nominative adjective; identify types of genre, elements of fiction, nonfiction, poetry, drama, personification, point of view; identify terminology of literary elements; write a 5 paragraph essay and formulate a thesis; use graphic organizers; organize an essay; use complex sentences; identify elements of plot, exposition conflict, rising action and resolution; understand literary terms: plot, setting, mood, character; use rhyme, rhythm, alliteration, assonance and onomatopoeia; recognize vivid language and word choice as well as sensory images; identify lyrical, narrative and epic writing; recognize folklore, folk motifs; demonstrate increased awareness of cultural differences and similarities; recognize the importance of oral history and traditions; common themes; analyze author's intent; demonstrate increased awareness of cultural differences and social issues; recognize Shakespearean themes.

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Collegiate Charter School

Physical Science Science Content: What is science?, The Scientific Method, Science, Discovery & Safety, in the Science Lab, The Metric System & Measurement Tools, Tools & the Sciences.

Science Skills: explain the nature and purpose of science, how scientific inquiry can solve problems, safety rules, give examples of how mass is conserved in a closed system, identify steps in scientific method, safety symbols, convert between measurement systems, differentiate between weights, explain and give examples of how mass is conserved in a closed system, recognize that mass, volume and weight require and understanding of the sensitivity of tools.

Physical Science Technology subsection Science Content: Building Materials, Construction Technologies, Engineering Design, Manufacturing Technologies, Transportation Technologies, Communication Technologies, Bioengineering Technologies.

Science Skills: Identify, appropriate materials, paper, plastic, aggregated, ceramics, metals, solvents, measuring tools, power, hand, lift, fasten, carry, drills, piers, screws, hammer, tape measure, major types of bridges, arch, beam, suspension, design features as size, shape, weight, function, cost limitations, 5 elements of a universal systems, example of transportation systems, devices that operate on land, air, sea, space, lift, drag, friction, thrust., gravity, symbols and icons.

World History I History and Social Science Content: roots of Western Civilization: Ancient Israel, c. 2000BC/BCE-70 AD/CE, roots of Western Civilization: Ancient Greece, c 800-300 BC/BCE, Indian History to 500 AD/CE, roots of Western Civilization: Ancient Rome, c 500 BC/CE, the Emergence and Expansion of Islam to 1500 and the Growth and Decline of Islamic Empires to 1800, the Medieval Period in Europe to 1500, the encounters between Christianity and Islam to 1500, the Origins of Europe and Wes term Expansion and Civilizations of Central and South America, African History to 1800, Optional Standards for the history of China, Japan and Korea to 1800, Renaissance and Reformation in Europe, Scientific Revolution and the Enlightenment in Europe, Growth and Decline of the Islamic empires.

History and Social Science Skills: Identify, ancient Israelites, multiple ways to express time relationships and dares, selected vocabulary, people and documents, the major accomplishments of the ancient Greeks including science, math, medicine, philosophy, history, poetry, drama, architecture and the alphabet, artistic and intellectual developments of the Mauryan and Grupta empires including the development of a decimal system, the location of the three major pre-Columbian civilization that existed in Central America (Maya, Aztec, Inca), locations and time periods of the empires of Ghana, Mali, and Songhai; Describe, rise and achievements of the Byzantine Empire, major economic, social, legal and political developments in Medieval Europe, growing influence of Christianity, orders of Medieval society, growth and development of English and French nations, the religious and political origins of conflict between Christians and Muslims, rise of the Ottoman Empire, decline of the Muslim rule in the Iberian Peninsula, the rise of Spain and Portugal, the art, architecture of Maya, Aztec and Inca civilizations, indigenous practice of early Africans, connections between indigenous practices and Christians and Muslims, development of trans-Africa slave trade, political order of China, growth of commerce in China, Japan’s cultural and economic relations with China and Korea, influence of isolationism to 1800, origin of Renaissance, effects of Protestant Reformation, accomplishments of the scientific revolution including Bacon, Copernicus, Descartes, Galileo, Kepler and Newton, concept of Enlightenment, expansion of the Ottoman Empire, Islam into India, failed siege of Vienna; Analyze, causes of Persian wars, origin of marathons, reasons for growth of the Roman Empire, causes of Islamic expansion throughout North Africa, the Iberian Peninsula, and Central Asia, including the strength of the Islamic world’s economy and culture, the training of Muslim soldiers and the use of advanced military

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Collegiate Charter School techniques, the disorganization and internal divisions of Islam’s enemies, and the resistance and/or assimilation of Christianized people around the Mediterranean, the influence and achievements of Islamic civilization during the Golden Age.

Grade 9

Geometry A Mathematic Content: vocabulary, segment and angle bisectors, construction, angle pair relationships, reasoning and proof, conditional statements, deductive reasoning, lines and angles, perpendicular lines, parallel lines and transversals, triangles, congruence, isosceles, equilateral, bisectors, medians, mid- segment theorem, inequalities, polygons, rhombuses, rectangles, trapezoids, kites, area, frieze patterns, ratio, proportion, dilations, Pythagorean Theorem, vectors, tangents to circles, arcs to chords, locus, solids, volume, pyramids, cones, solids, spheres.

Mathematic Skills: proof of perpendicular, parallel, indirect and transversals; find area of triangles, quadrilaterals, trapezoid, kites, rhombuses; use properties of triangles, quadrilaterals, trapezoid, kites; find the surface area and volume of spheres, cones, solids, prisms, pyramids, polyhedral, cylinders; draw loci in a plane, use properties of arcs, chords, inscribed angles; find the magnitude of a vector; solve a right triangle; find trigonometric ratios of an acute angle, use the Pythagorean Theorem; use side lengths to classify triangles; use proportionality theorems to calculate segments; use properties of proportions and dilations; use vectors, rotational symmetry, use reflection, transformations; find the areas of trapezoids, kites, quadrilaterals, parallelogram, mid-segments, altitudes, angle bisectors; use Hinge Theorem; use slope; recognize and analyze conditional statements; write postulates.

English Content: short story, classical epic: The Odyssey, modern drama: A Raisin in the Sun, composition: the essay from planning to final draft, grammar and style. Mathematic vocabulary

English Skills: understand and articulate how narrative point of view contributes to meaning; identify method, and types of characterization; identify elements of plot, themes, setting, foreshadowing, irony; develop a simple method for annotating a text; develop vocabulary for acquiring new words through context clues, dictionary use and supplemental vocabulary text; identify epic conventions, important themes, how characters are developed and the context of The Odyssey; identify the connection with Langston Hughes' poem "Dream Deferred"; identify similarities and differences between this play and Shakespearean drama; write an interpretation of Raisin in the Sun, use research and critical commentary to extend understanding of the play.

US History I History and Social Science Content: Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1745-1789, Formulation and Frameworks of American Democracy, Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1825, Economic Growth in the North and South, 1800-1825, Political Democratization Westward Expansion, and Diplomatic Developments 1820-1860; Social, Political and Religious Change, 1800-1860.

History and Social Science Skills: Identify causes of French and Indian War, new colonial leaders and conflict with Britain, key battles on a map, traditions of leading delegations to the Constitutional Convention, freedoms that American inherited from Britain, role of the President, all key people, arguments against Hamilton's plan, purpose of Judiciary Act, role of Congress in the election of 1800, role of African American soldiers, Industrial Revolution, main parts of the Monroe Doctrine, economic problems of Van Buren faced, Lone Star State Challenges, impact of the textile industry, causes and results of the Untied States war in Mexico, role of slavery, difficulties of rail roads, educational opportunities for women, themes of American poets, painters, novelists, storytellers, events behind

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Collegiate Charter School

Lincoln's emergence, Missouri Compromise, states of the Confederacy, victories of the Union, Lincoln's primary goal in the war, women's role in the war, events that led to Reconstruction, Civil War amendments; Explain, strategic mistakes of the British, how the war was fought, Battle of Saratoga, how the Continental Army gained control of Boston, why American's won the war, differences between rival plans for the new Constitution, ratification of the Constitution, state governments constitution, Elastic Clause, branches of government, forms of governments, major components of Massachusetts' state government, evolution of political parties, Hamilton's plan, Alien and Sedition acts raised the issue of states, principles behind the Louisiana Purchase, Jefferson's decision to impose embargo, why New Englander's protest again the war, why Lowell Massachusetts was called a model factory town, why the Industrial Revolution began, how the Supreme Court gave more powers to the federal government, why the British support the Monroe Doctrine, why it was difficult to for Latin American nations won independence and maintain republican governments, how steamboats and canals improved transportation, the spoils system, why settlers and trappers were attracted to Oregon and the Far West, the use of propaganda, American settlers in Texas came into conflict with Mexico, Americans took an interest in the New Mexico territory, why the Mormons moved to Utah, why the US made the Gadsden Purchase, why California became so diverse, why inventions and innovations changed manufacturing, changes in factory conditions between 1820- 1840, the importance of cotton, how fee African American were treated in the North, how the South became and agricultural economy, why some women called for women's rights, how American painters developed their own style, how the antislavery began and grew, why the Republican party came into being, how the election of 1860 reflected sectional divisions, why the Free Soil party was founded, why slavery debate erupted again in 1850, conflict arose over slavery in the western territories, issues that will divide the nation when war began, the purpose of the Emancipation Proclamation, why the Union victories at Gettysburg and Vicksburg, how southerners became locked into a cycle of poverty, how the rights of African Americans were restricted in the South after Reconstruction; Discuss how British troops brought about the fall of New France, hardships of Continental Army suffered at Valley Forge, the role of women in the war, how the American and French defeated the British at Yorktown, how and why the Bill of Rights was added to the Constitution, the service provided by state government, how Americans develop democratic values, the steps Washing took to make the new government work, the constitutionality of the Sedition Act, why political parties developed, how the US was unprepared early in the war, role of sectionalism, why Native American were forced off of their land, hardship of settlers, the cotton gin improved cotton production in the South and its impact on slavery, why Dorothea Dix sought to reform the treatment of prisoners and the mentally ill, Transcendentalism and explain its impact on Ralph Waldo Emerson and Henry David Thoreau, how Uncle Tom's Cabin affected attitudes toward slavery, why President Johnston was impeached, the challenges that Reconstruction governments faced.

Grade 10

Geometry B Mathematic Content: vocabulary, segment and angle bisectors, construction, angle pair relationships, reasoning and proof, conditional statements, deductive reasoning, lines and angles, perpendicular lines, parallel lines and transversals, triangles, congruence, isosceles, equilateral, bisectors, medians, mid- segment theorem, inequalities, polygons, rhombuses, rectangles, trapezoids, kites, area, frieze patterns, ratio, proportion, dilations, Pythagorean Theorem, vectors, tangents to circles, arcs to chords, locus, solids, volume, pyramids, cones, solids, spheres.

Mathematic Skills: proof of perpendicular, parallel, indirect and transversals; find area of triangles, quadrilaterals, trapezoid, kites, rhombuses; use properties of triangles, quadrilaterals, trapezoid, kites; find the surface area and volume of spheres, cones, solids, prisms, pyramids, polyhedral, cylinders; draw loci in a plane, use properties of arcs, chords, inscribed angles; find the magnitude of a vector; solve a right triangle; find trigonometric ratios of an acute angle, use the Pythagorean Theorem; use side lengths to

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Collegiate Charter School classify triangles; use proportionality theorems to calculate segments; use properties of proportions and dilations; use vectors, rotational symmetry, use reflection, transformations; find the areas of trapezoids, kites, quadrilaterals, parallelogram, mid-segments, altitudes, angle bisectors; use Hinge Theorem; use slope; recognize and analyze conditional statements; write postulates.

Algebra IB Mathematic Content: variables, exponents, powers, functions, equations, inequalities, linear equations, rates, ratios, percents, multi-step equations, odds, probability, distributive property, graphing linear equations and functions, writing linear equations, solving and graphing linear inequalities, systems of linear equations, exponents, radicals.

Mathematic Skills: evaluate variables; use mental math to solve and check equations; graph and compare absolute value; organize data into a matrix; add and subtract matrices; simply by combining like terms; solve multi-step equations; use ratios rates, and percents; graph horizontal and vertical lines, identify a function; use function notation; use slope-interception; determine correlation in data sets; solve and graph absolute value, compound inequalities; use the properties of exponents to multiply and divide; simplify radical expressions involving addition, subtraction, multiplication and division; add, subtract and multiply polynomials.

Algebra II A Mathematic Content: equations, inequalities, linear equations and functions, systems of linear equations and inequalities, matrices and determinants, quadratic functions, powers, roots and radicals, polynomials and polynomial functions, exponential and logarithmic functions, rational equations and functions, quadratic relations and conic sections.

Mathematic Skills: rewrite equations with more than one variable; determine the domain and range of relations; graph and write piecewise and absolute values functions; use graphing to solve systems of linear equations with 2 variables; use inverse matrices and Cramer’s rule; graph quadratic functions; solve quadratic equations using square roots, completing the square and using the quadratic formula; solve quadratic equations with complex solutions; solve equations that have nth roots, rational components, and radical notation; function notation; graph polynomials, exponential growth, logarithmic expressions, decay functions; find rational zeros of a polynomial function; evaluate logarithmic expressions; solve rational equations; graph and write equations of parabolas, circles, ellipses, hyperbolas.

Algebra II B Mathematic Content: equations, inequalities, linear equations and functions, systems of linear equations and inequalities, matrices and determinants, quadratic functions, powers, roots and radicals, polynomials and polynomial functions, exponential and logarithmic functions

Mathematic Skills: rewrite equations with more than one variable; determine the domain and range of relations; graph and write piecewise and absolute values functions; use graphing to solve systems of linear equations with 2 variables; use inverse matrices and Cramer’s rule; graph quadratic functions; solve quadratic equations using square roots, completing the square and using the quadratic formula; solve quadratic equations with complex solutions; solve equations that have nth roots, rational components, and radical notation; function notation; graph polynomials, exponential growth, logarithmic expressions, decay functions; find rational zeros of a polynomial function; evaluate logarithmic expressions; solve rational equations; graph and write equations of parabolas, circles, ellipses, hyperbolas.

English Content: introduction to World Literature, poetry, mythology, drama, survey of European classics in poetry and drama, African Literature, Latin American literature,

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Collegiate Charter School

English Skills: understand and articulate how literature reflects values and philosophies of a culture; identify universal themes; recognize characteristics of a cultural hero, archetypes; develop vocabulary from context clues; recognize Greek roots in formation of words; compare and contrast the story elements in myths; paraphrase sections of readings to illustrate comprehension; articulate the structure and elements of early theatre; identify elements of poetry, tragedy; recognize the distinction between connotative and denotative language, principles of oration, forms and strategies of propaganda; articulate social issues evident in the readings; identify primary element in short stories; identify elements of fiction in novels; recognize themes that make a comment on life, opinions implicit in a passage, relationship or origin of words and historical events and social customs; evaluate the universality of writing

Environmental Science Science Content: Science and the Environment Prescribes Content, Scientist, The Dynamic Earth, The Organization of Life, How Ecosystems Work, Biomes, Understanding Populations, the Human Population, Biodiversity, Water, Air, Land, Atmosphere and Climate Changes, Food and Agriculture, Mining and Mineral Resources, Renewable Energy, Waste, The Environment and Human Health.

Science Skills: Explain, law of supply and demand, sustainability, use of statistics, importance of conceptual mathematics, the main cause of earthquakes, greenhouse effect, difference between open and closed systems, habitats and niche differences, process of evolution, importance of bacteria, energy transfers, role of a pioneer species, excess fertilizer effects, old field succession, latitude and altitude effects on plants, temperature and precipitation, parasitism and predation, advantages of ecosystems, how water is treated, groundwater pollution, causes of indoor air pollution, forms of acid precipitation and the effects on plants, soil, and aquatic systems, weather and climate, how greenhouse effects work, carbon dioxide in atmosphere appears to be increasing, how food is distributed, pest management, Describe, tragedy of the commons, major environmental effects of hunter-gatherers, composition of Earth, the layers of the Earth, main causes of earthquakes, size of a statistical sample, insect resistance, ways consumer depend on producers.

Biology Science Content: Lab Safety, The Laboratory, Hierarchy of Matter, Scientific Measurement, Mathematical Skills, Problem Solving, Atomic Structure and Nuclear Chemistry, Chemical Qualities and Mole Concept, Electronic Structure of Atoms Quantum Mechanical, The Periodic Table and Periodicity, Chemical Literacy; names and formulas of compounds, Chemical Bonding, Chemical Reactions, Stoichiometry, Properties and Solutions, Rates of Reaction and Equilibrium, Acids, Bases and Oxidation- Reduction Reactions, Gases and Gas Laws, Kinetic Molecular Theory, Thermochemistry and States of Matter.

Science Skills: recognize the common elements found in organic compounds, compare the structures and functions of carbohydrates, lipids, and proteins, identify cell parts, explain how prokaryotic and eukaryotic cells differ, explain cell theory and roles of the cell membranes, discuss level of organization in organisms, explain how ATP links endergonic and exergonic reactions, identify reactants and products in Light and Dark reactions of Photosynthesis, explain the fossil record, comparative anatomy and other evidence of the theory of evolution, describe how the taxonomic system classifies living things into domains, identify how cellular respiration is important to produce ATP. Identify fermentation as another source of ATP, describe and compare the processes of mitosis and meiosis and their role in the cell cycle, describe the structure and function of nucleic acids and distinguished among replication, translation and transcription, explain how mutations can cause variations in organisms, use punnet squares to determine genotypes, phenotypes of monohybrid to poly hybrid crosses and to determine probabilities, explain how zygotes are produced in the fertilization process, explain the various functions of the organ systems in humans, describe the interrelationship of all organ systems of humans to help explain homeostasis.

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Collegiate Charter School

World History I History and Social Science Content: roots of Western Civilization: Ancient Israel, c. 2000BC/BCE-70 AD/CE, roots of Western Civilization: Ancient Greece, c 800-300 BC/BCE, Indian History to 500 AD/CE, roots of Western Civilization: Ancient Rome, c 500 BC/CE, the Emergence and Expansion of Islam to 1500 and the Growth and Decline of Islamic Empires to 1800, the Medieval Period in Europe to 1500, the encounters between Christianity and Islam to 1500, the Origins of Europe and Wes term Expansion and Civilizations of Central and South America, African History to 1800, Optional Standards for the history of China, Japan and Korea to 1800, Renaissance and Reformation in Europe, Scientific Revolution and the Enlightenment in Europe, Growth and Decline of the Islamic empires.

History and Social Science Skills: Identify Describe,, ancient Israelites, multiple ways to express time relationships and dares, selected vocabulary, people and documents, the major accomplishments of the ancient Greeks including science, math, medicine, philosophy, history, poetry, drama, architecture and the alphabet, artistic and intellectual developments of the Mauryan and Grupta empires including the development of a decimal system, the location of the three major pre-Columbian civilization that existed in Central America (Maya, Aztec, Inca), locations and time periods of the empires of Ghana, Mali, and Songhai; DescribeAnalyze.,, rise and achievements of the Byzantine Empire, major economic, social, legal and political developments in Medieval Europe, growing influence of Christianity, orders of Medieval society, growth and development of English and French nations, the religious and political origins of conflict between Christians and Muslims, rise of the Ottoman Empire, decline of the Muslim rule in the Iberian Peninsula, the rise of Spain and Portugal, the art, architecture of Maya, Aztec and Inca civilizations, indigenous practice of early Africans, connections between indigenous practices and Christians and Muslims, development of trans-Africa slave trade, political order of China, growth of commerce in China, Japan’s cultural and economic relations with China and Korea, influence of isolationism to 1800, origin of Renaissance, effects of Protestant Reformation, accomplishments of the scientific revolution including Bacon, Copernicus, Descartes, Galileo, Kepler and Newton, concept of Enlightenment, expansion of the Ottoman Empire, Islam into India, failed siege of Vienna; Analyze, causes of Persian wars, origin of marathons, reasons for growth of the Roman Empire, causes of Islamic expansion throughout North Africa, the Iberian Peninsula, and Central Asia, including the strength of the Islamic world’s economy and culture, the training of Muslim soldiers and the use of advanced military techniques, the disorganization and internal divisions of Islam’s enemies, and the resistance and/or assimilation of Christianized people around the Mediterranean, the influence and achievements of Islamic civilization during the Golden Age.

US History II History and Social Science Content: reconstruction, industrial America and its emerging roles in International Affairs, Progressivism and the New Deal, 1900-1940, World War II, 1939-1945, The Cold War Abroad, 1945-1989, Cold War at America at Home; Economic Growth and Optimism Anticommunism and Reform, 1945-1980, Contemporary America, 1980-2010, Purposes, Principles, and Institutions of Government in the US, Role of Citizens in the United States, The Nature of citizenship, Politics and Government, Foundations of Government in the United States, Purpose, Principles and Institutions of Government in the US, The Relationship of the United States to other nations in world affairs.

History and Social Science Skills: Identify, key terms, people associated with Reconstruction, key innovations, inventions and people associated with industrialization, the Allied and Axis powers and the flow of the war's major campaigns, specific ways to monitor, influence and participate in local, state and federal political processes; Evaluate, multiple perspectives on Reconstruction, roles of US judges, US participation in International Organization such as the UN, NATO, World Bank; Analyze, the post Civil War struggles of African Americans and women to gain basic civil right, how the German and Japanese aggression contributed to the start of WW11, the factors that contributed to the cold war, ho9w the failure

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Collegiate Charter School of the communists economic policies as well as the UD sponsored resistance to the soviet diplomatic military initiatives contributed to the ending of the Cold War, the causes and consequences of the domestic Cold War trends, economic growth, declining poverty, baby boom, suburban growth, educational gains, mass media, consumerism, domestic policies of Truman, Eisenhower, Fair Deal, Taft Hartley, Sputnik, roots of domestic anticommunism origins of McCarthyism, origins and goals of civil rights, course and causes of woman's rights, domestic policies of Nixon, Kennedy, Johnson, Great Society, New Frontier, Ronald Reagan, importance of domestic policies, Clinton white house, Supreme Court decisions and their impact of key Constitutional principles, course and consequence of America's recent diplomatic and military initiatives; Explain, causes of America growing in world affairs, importance of President Wilson's wartime diplomacy including the 14 points, League of nations and failures of the Versailles Treaty, how the Great Depression and New Deal affected American society, the strength of American isolationism after WWI and its impact on US foreign policy, the reasoning behind the dropping of the atomic bombs and their short and long impacts, the causes, course and consequences of the Vietnam War, the importance of the 2000 Presidential election, the concept of citizenship, the elements of the social contract and natural rights theory, federalism, separation of powers, checks and balances, popular sovereignty.

Grade 11

Integrated Mathematics I Mathematic Content: problem solving, number relationships, fractions, fractions and their operations, algebra, integers, data analysis, statistics, ratio, proportions, percents, decimals.

Mathematic Skills: use patterns, diagrams, experiments, simulations, logic, Venn diagrams; write whole numbers as products of prime number, fractions in simplest form, fractions as division and decimals, find the least common multiple; apply the distributive property; write mixed numbers as fractions; use and write expressions to make table of values; use integers and equations to solve real problems; find mean, median, mode; make a frequency table; draw a histogram; find the probability of an event; decide whether 2 ratios are equivalent; find a rate; decide if polygons are similar; use percent, decimals; find percents, simple interest, percent increase.

Algebra II A Mathematic Content: equations, inequalities, linear equations and functions, systems of linear equations and inequalities, matrices and determinants, quadratic functions, powers, roots and radicals, polynomials and polynomial functions, exponential and logarithmic functions, rational equations and functions, quadratic relations and conic sections.

Mathematic Skills: rewrite equations with more than one variable; determine the domain and range of relations; graph and write piecewise and absolute values functions; use graphing to solve systems of linear equations with 2 variables; use inverse matrices and Cramer’s rule; graph quadratic functions; solve quadratic equations using square roots, completing the square and using the quadratic formula; solve quadratic equations with complex solutions; solve equations that have nth roots, rational components, and radical notation; function notation; graph polynomials, exponential growth, logarithmic expressions, decay functions; find rational zeros of a polynomial function; evaluate logarithmic expressions; solve rational equations; graph and write equations of parabolas, circles, ellipses, hyperbolas.

Algebra II B Mathematic Content: equations, inequalities, linear equations and functions, systems of linear equations and inequalities, matrices and determinants, quadratic functions, powers, roots and radicals, polynomials and polynomial functions, exponential and logarithmic functions

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Collegiate Charter School

Mathematic Skills: rewrite equations with more than one variable; determine the domain and range of relations; graph and write piecewise and absolute values functions; use graphing to solve systems of linear equations with 2 variables; use inverse matrices and Cramer’s rule; graph quadratic functions; solve quadratic equations using square roots, completing the square and using the quadratic formula; solve quadratic equations with complex solutions; solve equations that have nth roots, rational components, and radical notation; function notation; graph polynomials, exponential growth, logarithmic expressions, decay functions; find rational zeros of a polynomial function; evaluate logarithmic expressions; solve rational equations; graph and write equations of parabolas, circles, ellipses, hyperbolas.

Advanced Algebra and Trig Mathematic Content: quadric equations, powers, roots and radicals, polynomials and polynomial functions, exponential and logarithmic functions, rational equations and functions, quadratic relations and conic sections, trigonometric rations and functions, trigonometric graphs, identities and equators, sequence and series, probability and statistics.

Mathematic Skills: graphing quadric equations; perform operations with power functions; use finite differences and cube regression; find rational zeros; determine the domain and range of relations; graph and write absolute values functions; use properties of logarithms; solve exponential logarithmic and logical equations; solve rational equations; graphing to solve systems of linear equations with 2 variables; use inverse matrices and Cramer’s rule; graph quadratic functions; solve quadratic equations using square roots, completing the square and using the quadratic formula; solve quadratic equations with complex solutions; solve equations that have nth roots, rational components, and radical notation; function notation; graph polynomials, exponential growth, logarithmic expressions, decay functions; find rational zeros of a polynomial function; evaluate logarithmic expressions; solve rational equations; graph and write equations of parabolas, circles, ellipses, hyperbolas; use trigonometric relationship to evaluate trigonometric functions; use the laws of sines and cosines to find the sides and angles of a triangle; use Heron’s formula to find the area of a triangle; use trigonometry and inverse trigonometry functions; graph sines, cosines and tangent functions, tanslations and reflections; use and write sequences, summations notation to write a series and find sums of series, classify sequences and find sums in a arithmetic sequence; find sums of infinite series; use functions counting principle to count the number of ways an event can happen; use binomial theorem to expand binomial that is raised to a power; find probability of independent and depended events, binomial probability and analyze distributions; use normal distributions to calculate probabilities and to approximate binomial distributions.

AP Calculus Mathematic Content: limits and continuity, differentiation, applications of differentiation, differentiations of logarithmic, exponential, other transcendental functions, integration, integration of logarithmic, exponential, other transcendental functions, application of integration, AP test preparation.

Mathematic Skills: calculate limits algebraically, numerically, graphically; apply properties, understand the use of intermediate value theorem; apply squeeze theorem; sketch graphs of functions using knowledge of continuity, asymptotes and end behaviors; explain the concept of derivative function, graphically, numerically and using limits; find the slope of the tangent line to a curve at a point; derive and apply the constant power, constant multiple and sum and different rules; find the derive and apply product and quotient, find the derivatives of six trigonometric functions; use derivatives to find rate of change; find the derivatives of a function using the chain rule; use implicit differentiation of a function; find the linearization of a function at a given point; use differentials to estimate the relative change in a value of a function; use relative rates to solve problem; find extrema, relative and absolute, on an interval; use Rolle’s Theorem and the Mean Value Theorem; determine intervals on which a function is increasing or decreasing, concave up or concave down; apply derivative tests; use Newton’s Method to estimate roots of a function; differentiate natural exponential functions with all bases including “e”; define and

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Collegiate Charter School graph inverse trigonometric functions; estimate area under a curve using rectangles; evaluate a definite integral using geometry formulas, and Functional Theorems of Calculus; use natural log to integrate rational functions; solve differential equations which model exponential growth; use integrals to find the area between 2 curves; find the volume of a solid using cross sections.

Integrated Mathematics II Math Content: numbers, operations, patterns, relations, function, statistics, and probability. Math Skills: understand and use numbers, functions, inverse relationships, factors, multiples, percents, properties, prime numbers; explore relationships between symbolic expressions, algebraic expressions, graphs; formulate questions, design studies, collect data, measurement; understand measurable attributes, relationship among angles, side lengths, perimeter, area, volume, triangle, parallelograms, trapezoids, circles, circumference.

English Content: Modern and Contemporary Voices in fiction, drama and nonfiction, poetry, the Harlem renaissance through modern writers, independent research paper, Longfellow, Lowell, Poe, Dickinson, Whitman, Dunbar, Robinson, Masters, Literature Circle Reading: The Novel, development of the short story, Colonial Literature, Freedom and Individualism: the Transcendentalist, Tom Paine, Martin Luther King, close study of an American Novel, writing process

English Skills: relate themes, identify purposes, develop vocabulary, make connections among works, identify traditional poetic forms and conventions; develop timelines, inquiry questions; read actively; compare texts; apply terminology, biographical and style research; identify major characteristics of various literacy periods, romanticism, realism, local color, and social realism; traces the expressions of Puritan idea' identify the roots of the American Dream and self-made man; write analytically, imaginatively in response to core readings; character diaries, dramatic monologues, poems;

World History I History and Social Science Content: roots of Western Civilization: Ancient Israel, c. 2000BC/BCE-70 AD/CE, roots of Western Civilization: Ancient Greece, c 800-300 BC/BCE, Indian History to 500 AD/CE, roots of Western Civilization: Ancient Rome, c 500 BC/CE, the Emergence and Expansion of Islam to 1500 and the Growth and Decline of Islamic Empires to 1800, the Medieval Period in Europe to 1500, the encounters between Christianity and Islam to 1500, the Origins of Europe and Wes term Expansion and Civilizations of Central and South America, African History to 1800, Optional Standards for the history of China, Japan and Korea to 1800, Renaissance and Reformation in Europe, Scientific Revolution and the Enlightenment in Europe, Growth and Decline of the Islamic empires.

History and Social Science Skills: Identify, ancient Israelites, multiple ways to express time relationships and dares, selected vocabulary, people and documents, the major accomplishments of the ancient Greeks including science, math, medicine, philosophy, history, poetry, drama, architecture and the alphabet, artistic and intellectual developments of the Mauryan and Grupta empires including the development of a decimal system, the location of the three major pre-Columbian civilization that existed in Central America (Maya, Aztec, Inca), locations and time periods of the empires of Ghana, Mali, and Songhai; Describe, rise and achievements of the Byzantine Empire, major economic, social, legal and political developments in Medieval Europe, growing influence of Christianity, orders of Medieval society, growth and development of English and French nations, the religious and political origins of conflict between Christians and Muslims, rise of the Ottoman Empire, decline of the Muslim rule in the Iberian Peninsula, the rise of Spain and Portugal, the art, architecture of Maya, Aztec and Inca civilizations, indigenous practice of early Africans, connections between indigenous practices and Christians and Muslims, development of trans-Africa slave trade, political order of China, growth of commerce in China, Japan’s cultural and economic relations with China and Korea, influence of isolationism to 1800, origin of Renaissance, effects of Protestant Reformation, accomplishments of the

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Collegiate Charter School scientific revolution including Bacon, Copernicus, Descartes, Galileo, Kepler and Newton, concept of Enlightenment, expansion of the Ottoman Empire, Islam into India, failed siege of Vienna; Analyze, causes of Persian wars, origin of marathons, reasons for growth of the Roman Empire, causes of Islamic expansion throughout North Africa, the Iberian Peninsula, and Central Asia, including the strength of the Islamic world’s economy and culture, the training of Muslim soldiers and the use of advanced military techniques, the disorganization and internal divisions of Islam’s enemies, and the resistance and/or assimilation of Christianized people around the Mediterranean, the influence and achievements of Islamic civilization during the Golden Age.

Physics Science Content: Introduction to Physics, One Dimensional Kinematics, Two Dimensional Kinematics: Vectors, Motion, Force, Dynamics, Work and Energy, Linear Momentum, Uniform Circular Motion and Gravity, Rotational Motion, Equilibrium, Fluids, Vibrations and Waves, Sounds, Electromagnetic Waves, Geometric Optics, Wave Nature of Light, Temperature & Kinetic Theory, Heat, Laws of Thermodynamics, Electric Charge and Fields, Electrical Potential Energy and Capacitance.

Science Skills: understand the nature of physics as a science, distinguish between vector and scalar quantities and solve problems involving displacement velocity, speed and acceleration, create and interpret graphs of motion, distinguish between vector and scalar quantities, illustrate how to recognize vectors graphically and be able to add them, distinguish between and solve problem involving displacement, velocity, speed and acceleration, create and interpret graphs of motion, explain the relationship between mass and inertia, interpret and apply Newton’s first law of motion, use a free-body diagram to show the forces acting on object and determine the net force, distinguish between static and kinetic friction, explain what they depend on and their effects on the motion of objects, interpret and provide examples that illustrate the law of conservation of energy, apply quantitatively law of conservation of mechanical energy to simple system, describe the relationship among energy, work, and power both conceptually and quantitatively, identify appropriate standard international units of measurement for energy, work, power and momentum, interpret the law of conservation, calculate the momentum of an object, understand Newton’s law of Universal Gravitation, create and interpret graphs of motion, identify SI units, use free body diagram to show forces, apply the second law of Newton, recognize the measurable properties of waves, distinguish between transverse and longitudinal waves, explain the relationship between the speed of a wave and the medium, interpret and apply the laws of reflection, recognize the effects of polarization, explain, graph and interpret graphs of constrictive and destructive interference of waves, recognize the characteristic of standing waves, calculate the frequency and energy of an electromagnetic wave, relate thermal energy to molecular motion, understand heat and heat capacity, explain the difference between electrical forces and electrical fields, develop a qualitative and quantitative understanding of current, voltage, resistance and the connections between them, identify units of measurement for current, voltage, and resistance, analyze currents using Kirchoff’s and Ohm’s laws, identify units of magnetic forces and fields, understand induced EMF, understand and apply Lenz’s laws and electric generators, DeBroglies hypothesis, Bohr’s model of atoms, photon theory, forces, radioactivity, decay, nuclear conservation laws, transmutation of elements, fusion, fission.

Grade 12

Advanced Algebra and Trig Mathematic Content: quadric equations, powers, roots and radicals, polynomials and polynomial functions, exponential and logarithmic functions, rational equations and functions, quadratic relations and conic sections, trigonometric rations and functions, trigonometric graphs, identities and equators, sequence and series, probability and statistics.

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Mathematic Skills: graphing quadric equations; perform operations with power functions; use finite differences and cube regression; find rational zeros; determine the domain and range of relations; graph and write absolute values functions; use properties of logarithms; solve exponential logarithmic and logical equations; solve rational equations; graphing to solve systems of linear equations with 2 variables; use inverse matrices and Cramer’s rule; graph quadratic functions; solve quadratic equations using square roots, completing the square and using the quadratic formula; solve quadratic equations with complex solutions; solve equations that have nth roots, rational components, and radical notation; function notation; graph polynomials, exponential growth, logarithmic expressions, decay functions; find rational zeros of a polynomial function; evaluate logarithmic expressions; solve rational equations; graph and write equations of parabolas, circles, ellipses, hyperbolas; use trigonometric relationship to evaluate trigonometric functions; use the laws of sines and cosines to find the sides and angles of a triangle; use Heron’s formula to find the area of a triangle; use trigonometry and inverse trigonometry functions; graph sines, cosines and tangent functions, tanslations and reflections; use and write sequences, summations notation to write a series and find sums of series, classify sequences and find sums in a arithmetic sequence; find sums of infinite series; use functions counting principle to count the number of ways an event can happen; use binomial theorem to expand binomial that is raised to a power; find probability of independent and depended events, binomial probability and analyze distributions; use normal distributions to calculate probabilities and to approximate binomial distributions.

AP Calculus Mathematic Content: limits and continuity, differentiation, applications of differentiation, differentiations of logarithmic, exponential, other transcendental functions, integration, integration of logarithmic, exponential, other transcendental functions, application of integration, AP test preparation.

Mathematic Skills: calculate limits algebraically, numerically, graphically; apply properties, understand the use of intermediate value theorem; apply squeeze theorem; sketch graphs of functions using knowledge of continuity, asymptotes and end behaviors; explain the concept of derivative function, graphically, numerically and using limits; find the slope of the tangent line to a curve at a point; derive and apply the constant power, constant multiple and sum and different rules; find the derive and apply product and quotient, find the derivatives of six trigonometric functions; use derivatives to find rate of change; find the derivatives of a function using the chain rule; use implicit differentiation of a function; find the linearization of a function at a given point; use differentials to estimate the relative change in a value of a function; use relative rates to solve problem; find extrema, relative and absolute, on an interval; use Rolle’s Theorem and the Mean Value Theorem; determine intervals on which a function is increasing or decreasing, concave up or concave down; apply derivative tests; use Newton’s Method to estimate roots of a function; differentiate natural exponential functions with all bases including “e”; define and graph inverse trigonometric functions; estimate area under a curve using rectangles; evaluate a definite integral using geometry formulas, and Functional Theorems of Calculus; use natural log to integrate rational functions; solve differential equations which model exponential growth; use integrals to find the area between 2 curves; find the volume of a solid using cross sections.

Statistics and Probability Mathematic Content: sequence, series, statistics, descriptive statistics, probability, discrete probability, distributions, normal probability distributions, confidence intervals.

Mathematic Skills: identify arithmetic and geometric sequences and series; use appropriate formulas for nth; find infinitive geometric series and express repeating decimals; write sigma notation in expanded form; define statistics; distinguish between population and sample of parameter and statistic, descriptive and inferential statistics, qualitative and quantitative data; classify data with respect to four measures, nominal, ordinal, interval, ratio; identify a biased sample, create a sample using random sample, stratified sampling, simple sampling; construct a frequency distribution inclining limits, boundaries, midpoints,

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Collegiate Charter School relative frequencies, frequency histograms, polygon, oglives; graph and interpret data sets, scatter plots, Pareto charts, series charts, paired sets; use Empirical Rule and Chebychev's Theorem to interpret standard deviations; find the quartile and interquartile range, z-score, range of data set, mean, median, mode, frequency distribution; use Fundamental Counting Principle. Addition; find a way to group and choose objects; distinguish between random variables, continuous; construct discrete probability distribution; find variance, standard deviation, geometric, Poisson distributions, binomial probability; transform a z-score to and x value; interpret Central Limit Theorem; use chi square distribution; interpret the t-distribution and use t-distribution.

Chemistry Science Content: safety rules and equipment, laboratory apparatus, laboratory burner, safety information and storage of chemicals, hierarchy of matter, scientific measurement and mathematical skills, problem solving, atomic structure and nuclear chemistry, chemical quantities and mole concept, electronic structure of atoms and quantum mechanicals, the periodic table and periodicy, chemical literacy, names and formulas of compounds, chemical bonding, chemical reactions, stoichionetry, properties of solutions, rate of reaction, and equilibrium, acids, bases, oxidation, reactions, reductions, gases and gas laws, kinetic molecular theory, themochemistry, states of matter.

Science Skills: use of laboratory apparatus, how to light, operate and extinguish a laboratory burner, know where to find hot plate and how to use it, know safety information and storage of chemicals, know distribution, explain diagrams and charts, identify physical changes, examine credibility, read, interpret, examine credibility and validity of sources, distinguish between physical and chemical changes, identify element, compounds, mixtures, the phases that change matter, analyze the energy changes involved in physical and chemical processes using colorimetry, measure using the appropriate measuring device, number of significant figures in measurements, know the metric symbols and values for each prefix, write numbers in scientific notation, construct and use tables and graphs to interpret data sets, conversion factors in problem solving, used dimensional analysis when converting within units, know the basic properties of fundamental particles and properties of an atom, proton, neutron, ions, isotopes, use periodic tables, raw correct dot diagram representing atoms or ions, calculate atomic mass of an element based upon the percent abundance of the naturally occurring, compare and contrast the 4 basic types of nuclear radiation, manipulate and solve nuclear equations, explain structures and function on nuclear power plant, understand the mole is as a counting unit, calculate the formula or molecular mass of any compound, understand that the molar mass is the formula mass expressed in grams, know Avogadro’s number, perform conversions between moles, mass and number of particulars, calculate density of a gas at STP, calculate percent composition by mass, empirical formula of a compound, use periodic table to predict electron and configuration of the elements, apply principals in writing electron configuration in atoms, distinguish among principal, energy sublevel, atomic orbital, understand visible light, explain the relationship between energy and the atomic spectra, wave particle, calculate the frequency and wavelength of light, explain the origin of the atomic emission spectrum of an element, the energy of a photon, categorize elements by group, period, phase under ordinary conditions, metallic properties, natural and man made, identify the alkali metals, alkaline earth elements, transitional metals, nonmetals, chalcogens, halogens, inert gases, lanthanide and actinide series of elements and the transuranium elements, recognize periodic trends in properties concerning atomic radii, ionic radii, ionization, energy, electro-negativity, electron affinity, identify elements from properties and trends in properties, define the terms cation and anion, distinguish between ion and molecular compounds, polyatomic ion, chemical and molecular formulas, know the Greek prefixes 1-10, name and write chemical formula for binary and complex compounds, alkanes, common acids, hydrated compounds, structural formulas, hydrocarbons, halogenated carbons, alcohols, acid, base, metal oxide, salt, list properties of ions, characteristics of an ionic bond, compound, covalently bonded compound, describe VSERP theory, importance of noble gas electron configurations, show the relationship between polar covalent bonds and polar molecular, identify reactants and products in a chemical reaction, write chemical equations from a description of a chemical

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Collegiate Charter School reaction, balance chemical equations, identify synthesis reactions and predict the product of simple synthesis reactions, decomposition reactions and predict the products of simple synthesis reactions, ion exchange reactions and predict the products, write ion and net ionic equations, identify combustion reactions and predict the products, reactions as neutralization reactions and be able to predict the products, define the process of reduction, assign oxidation numbers to elements in a compound, identify reactions as oxidation reduction reactions and identify the oxidizing reactions, balance oxidation- reduction reactions using the half reaction method, define polymer an recognize a polymerization reaction, explain how the rate of reaction is influenced by temperature, concentration, particle size of reactants and catalysis, using collision theory, define chemical equilibrium, predict changes in equilibrium using Le Chatelier principle, define the role of activation energy in a chemical reaction, apply Hess’s law to determine the heat reaction, interpret balanced chemical equations in terms of interacting moles, representative particles, masses and volume (gases at STP), construct mole ratios, identify limiting reactant, calculate the theoretical yield, actual yield for a chemical reaction, name and distinguish between two compounds of a solution, know agitation temperature, explain the difference among saturated and unsaturated and supersaturated solutions, understand the solution process in a state of dynamic crystallization, define the terms miscible and immiscible, list the factors affecting solubility of aqueous solutions of solids, liquids or gaseous solutes, calculate solution concentrations involving units of molarity, molality, percent by mass, percent by volume, mole fraction and ppm, explain on a particle basis why a solution has a lower vapor pressure, higher boiling point, and lower freezing point that the pure solvent of that solution, calculate the freezing point depression and boiling point elevation of aqueous solutions, list properties of acids and bases, classify a solution as neutral, acidic and basic, define and give examples of Arrhenius acids and bases, classify substances as acids or bases, identify conjugate acid-base pairs in acid-based reactions using the Bronsted definition of acids and bases, define buffer, expain the steps in acid based titration, calculate the pressure or volume from the pressure-volume relationship of a gas a constant temperature Bolye’s law, Charles’ laws, Gay Lussac’s law, explain the relationship between temperature and average kinetic theory, calculate pressure, volume, pre temperature from the pressure-volume relationship of gases, Dalton’s law of partial pressures, explain Avogadro’s hypothesis that equal volumes of gases, distinguish between real and ideal gases.

Advanced Chemistry Science Content: review basic chemistry, gases, aqueous solutions, electrochemistry, thermochemistry, kinetic and equilibrium, acids and bases, solubility, spontaneity, entrophy, free energy, organic chemistry.

Science Skills: define units of pressure, explain barometers, describe gas laws, ideal gas laws, calculate molar mass from gas density, list postulates of the kinetic molecular theory, understand and explain why polar nature of water make it an effective solvent, express and calculate solutions concentrations in terms of molarity, molalituy percent mass, percent volume, and mole function, characterize solutions as non- electrolytes, weak electrolytes, and strong electrolytes, recognize acid based and neutralization reactions, predict whether a solid will form in a solution using solubility rules, perform stoichiometric calculations involving precipitation reactions, recognize oxidation reduction reactions, reductions, balance redix reactions by half reduction method, determine vapor pressure of the solvent above a solution, identify the components of an electrochemical cell, compare and contrast galvanic cells and electrolytic cells, calculate cell potential by combining half-reactions, using standard reduction potentials, understand the composition and operation of commonly used batteries, discuss industrial application of electrolysis, understand and state the first law of thermodynamics, use standard enthalpies of formation of calculate AH chemical reaction, define reaction rate and show how rates can be measured from experimental data, discuss the temperature dependence of reaction rates using the collision model, define and calculate activation energy, explain how a catalyst speeds up reaction, how chemical equilibrium in terms of rates of forward and reverse reactions, understand how K and Kp are related, how condensed phases are handled when using the equilibrium expression, demonstrate how equilibrium constant is used to predict the direction a system will move to reach equilibrium, define acid, bases, understand acid strength, acid-

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Collegiate Charter School pairs, dissociation, auto- ionization, calculate ph for basic solutions, explain bond strength and polarity affect acid-based properties, calculate ph of a buffered solution, solubility product of a salt, acid-based titration, solution containing common ion, predict the relative solubility from Ksp values, predict precipitation, define spontaneous process, free energy, use of nomenclature, carbon’s sp3amd sp2 hybrid orbit, name and write structural formulas for alkenes, alkenes, alkynes, alcohols, recognize aldehydes, ketones, ethers, amines, carboxylic, acids, esters, define macromolecule and identify 4 classes, identify a peptide bond and 20 amino acids, understand functions of proteins in the body, describe carbohydrates, how they are synthesized, know the 5 different lipids.

World History II History and Social Science Content: Enlightenment and Revolutions, Industrialization and Modernization, Imperialism, World War I, Russian Revolution and the Rise of Stalin, Between the Wars, World War II and Holocaust, Post World War II Europe and USA, Post World War II Asia, Post World War II Latin America, Post World War II Africa and The Middle East.

History and Social Science Skills: Identify, key philosophies, geographic locations in Napoleon's Empire, Africa, Latin America, causes of Industrialization, economic, social and political relationships between colonizing country and the colonized, causes of WWI, geographic locations in Africa, Asia, and Latin America, causes of the Russian Revolution, the consequences of Stalin’s Communist rule, causes of global depression of 1930s, target groups of the Holocaust, causes and collapse of the Soviet Union and the communist regimes of Eastern Europe, Cold War conflicts in Asia, Latin America, Human Rights Violations and post WWII conflicts in Asia, multiple perspectives of policies of the WTO, World Bank and IMF; Explain, causes of French Revolution, Enlightenment, perspectives of various people impacted by the Industrial Revolution, political, social, cultural and economic impact of Imperialism, physical, economic, and geographic effects of WWI, the side and outcome of the Russian Civil War, Atturk’s policies which made Turkey a secular state, impact and actions of bystanders, rescuers and resister to Nazi policies and action, purpose of the United Nations, events and policies that led up to the Tiananmen Square Massacre, purpose of the WTO, World Bank and IMF, examples of human rights violations, Apartheid in South Africa, background for the establishment of the modern state of Israel in 1948, events and forces in the Middle East over the last several decades.

Topics in American Democracy History and Social Science Content: Role of Citizens in the United State, The Nature of Citizenship, Politics and Government, Foundations of Government in the United States, Purpose, Principles and Institutions of Government in the United States, The Relationship of the Untied States to other Nations in World Affairs.

History and Social Science Skills: Identify, ways to monitor, influence, and participate in the local, state and federal political process, elements of social contracts, natural rights theory; Explain, the concept of citizenship, federalism, separation of powers, checks and balances and popular sovereignty; Describe, ways citizens can involve themselves in the political process, differences between civic, political and private life, purpose and functions of government, connection between the Colonial and Revolutionary experience and the creation of the US Constitution and the Bill of Rights; Define, rights and responsibilities of a citizen in a democracy, how a constitutional democracy provided majority rule while protecting minority rights, key concepts including popular sovereignty, constitution, republic, federalism and individual rights.

AP US History History and Social Science Content: Founding the New Nation, Building the New Nation, Testing the New Nation, Forging an Industrial Society, Path of Empire/America on the World Stage, Populism and Progressivism, World War UI and the Roaring 20s, The Depression and the New Deal, World War II and

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Collegiate Charter School the Origins of the Cold War, The Cold War America at Home, Economic Growth, Optimism, Anti- Communism and Reform 1945-1960, Vietnam and Watergate, Contemporary America 1980 to 2010.

History and Social Science Skills: Trace, the rise of Lincoln to power, course of the war on land and sea, the US involvement in Central and South America, The Spanish American War, through the Philippine insurrection and the Panama Canal episode, Roosevelt’s role in mediating the Russo Japanese War and in settling immigration and territorial issues with Japan, the causes of WWI in late 19th Century Europe, including arms race, secret treaties, racism, nationalism, US involvement in the War from 1917 to 1919, .. Explain, various causes of the Industrial Revolution including the role of the Civil War, growth in scientific and technological advances, role of leaders such as Edison, Bell, Carnegie, Rockefeller, Morgan, and Vanderbilt, consequences of the Industrial Revolution, formation and goals of labor unions, the strengths of American Isolationism after WWI, reasons for dropping the atomic bomb, the development of foreign policy from the invasions of Panama to the Persian Gulf War, Palistianian Israeli conflict 9/11 and War on Terror; Describe, first efforts to at colonial unity, the introduction of slavery, course of the French and Indian War, steps to create Articles of Confederation, contributions of Madison, Franklin, Sherman, Morris, and Patterson to the Convention, Adam’s administration, the Kentucky-Virginia Resolutions, roots of the Revolutions, including Mercantilism, tax revolts, committees of Correspondence, the struggle for Texas, process of secession, role of Bloody Kansas, Dred Scott case, Uncle Tom’s cabin, John Brown Raid, strengths and weaknesses of the North and South, causes and impact of the New Immigration from Asia and Southern/Eastern Europe.

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General Education Requirements- AMERICAN INTERNATIONAL COLLEGE CURRICULUM (accessible by 11th and 12th grade students with advanced standing) Orientation (1-3 credits) EDC 102, HON 101, AIC 101 Communication Skills (6 credits) ENG 101 or ENG 103 ENG 102 or ENG 104 Literature (3 credits) ENG 201, 205, 206, 210, 214, 227, 303, 304, 310, 318, 326, 330, 380, 382, 386, 388, 389 Scientific Awareness (8 credits) Any 100-level laboratory course BIO 206, 207 (Biology majors or with permission from instructor) CHE 211, 212 PHY 211, 212 Cultural Awareness (6 credits) ART 201, 202, 203, 204 HON 201 MUS 201, 208, 209, 210, 214, 221 PHI 100, 101, 102, 104, 113 THE 101 Any foreign language including SLS Social Awareness (12 credits) ANT 101 ECO 100, 201, 202 GEO 110, 120 HON 202 HRD 200 HST 101, 102, 105, 110, 120, 200, 201, 202 IBS 110, 120 POL 105, 106 PSY 101, 102 SOC 101, 205 Computer Applications (3 credits) MIS 101, 102 Quantitative Reasoning (3 credits) CHE 214 and CHE 313 CRJ 302 MAT 205, 304, 335, 336 PSY 302 STA 335, 336

Course Descriptions

AIC101/EDC102 The Undergraduate Experience (1) This course is designed to teach students effective learning and study skills, to provide practice in applying those skills to their course work, and to help students make a successful adjustment to college life. Skills include time management, note taking, reading and study systems, and exam taking. Recommended for all freshmen entering college for the first time. PREREQUISITES: None

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ENG101 English Composition I (3) English Composition 101 is a writing-intensive course that prepares students for all levels of academic discourse. Emphasis is placed on the art of persuasion, on the development of students’ critical thinking skills, and on key rhetorical concepts such as audience, purpose, and voice. Students learn the various steps to the writing process, from brainstorming to final revision, and learn the importance of writing coherent, unified, and organized essays that are fundamentally and mechanically sound. Though primarily a writing course, English Composition 101 also helps students see the connection between reading and writing. In addition, students learn the art of academic research and documentation. PREREQUISITES: None

ENG102 English Composition and Literature (3) English Composition 102 is an advanced writing course and a continuation of English Composition 101 that introduces students to the primary genres of literature: fiction, drama, and poetry. Emphasis is placed on critical and analytical writing and the analysis and interpretation of texts. Students are exposed to a variety of authors and a diversity of voices, and write essays in response to literature by formulating and defending a thesis and by keying in on such literary terms as point of view, theme, and symbolism. In addition, students demonstrate an ability to research and learn to document in the three major academic styles: MLA, Chicago, and APA. PREREQUISITES: ENG101

ENG103 Advanced First-Year Composition I (3) This course is an accelerated version of English Composition 101. Enrollment in ENG 103 is determined by high performance on a placement examination or invitation into the AIC Honors Program. PREREQUISITES: Approval of the English department as based on the results of the writing placement examination or on a student’s status in the Honors Program, or permission of the instructor. Note: No student who has received credit for ENG101 may receive credit for ENG103

ENG104 Advanced First-Year Composition and Literature (3) This course is an accelerated version of English Composition 102. PREREQUISITES: Enrollment in ENG104 is open only to those students who either have earned an A in ENG101 or have earned at least a B in ENG103. Note: No student who has received credit for ENG102 may receive credit for ENG104

ENG201 French Literature in Translation (3) This course is a one-semester survey of French literature from the beginnings through the present. It will focus on major authors from France but may also include works in French from the French diaspora as well. This course is conducted in English and will count toward the humanities distribution requirement. PREREQUISITES: ENG102 or ENG104

ENG203 American Literature I (3) This course is a historical survey of American literature and its relation to American culture, and a brief examination of early prose and poetry, followed by a more intensive study of Poe, Emerson, Thoreau, Hawthorne, Douglass, Melville, and Whitman. PREREQUISITES: ENG102 or permission of the instructor

ENG204 American Literature II (3) This course is a continuation of English 203. The principal authors studied are Dickinson, Twain, Frost, Hemingway, Faulkner, O’Neil, and Williams. PREREQUISITES: ENG102 or permission of the instructor

ENG205 Western World Literature I (3) This is a survey of outstanding literature of the Western World from Homer to the Renaissance. There will be selections from, as well as complete works of, such authors as Homer, the Greek dramatists, Virgil, and Dante. PREREQUISITES: ENG102 or ENG104

ENG206 Western World Literature II (3) This course surveys literature extending from Neo-Classical to modern literature. Selections include Racine, Moliere, Swift, Flaubert, Tolstoy, and Dostoyevski. PREREQUISITES: ENG102 or ENG104

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ENG207 Business Communications (3) The first six weeks of this course concentrate on different forms of business writing: letters, memos, and reports. The second half of the course concentrates on job-hunting strategies: self-assessment, resumes, company, and career path research, where/how to look for openings, and interviewing skills. PREREQUISITES: Junior or senior standing or permission of the instructor

ENG210 Survey of American Literature (3) This course provides a one-semester overview of American literature from the colonial period to the present. Authors studied may include Poe, Emerson, Thoreau, Hawthorne, Douglass, Melville, Whitman, Dickinson, Twain, Frost, Hemingway, Faulkner, O’Neil, and Williams. PREREQUISITES: ENG102 or ENG104. Note: This course may not be counted toward the requirements for an English major

ENG213 Public Speaking (3) This course provides practice in the construction of speeches, analysis of appeals to various audiences, and development of the speaking voice. It is a practical course offered to fit the needs of students in all fields. In cases of over-enrollment, seniors will be given preference. PREREQUISITES: ENG102 or ENG104 or permission of the instructor

ENG214 Literatures of the Non-Western World (3) This course includes selections of poetry, fiction, drama, and memoir – works from established and esteemed writers from around the globe: Eastern Asia, South East Asia, the Middle East, Africa, Latin America, and the Caribbean. Each piece and its author are placed within the context of his/her culture. PREREQUISITES: ENG102 or ENG104

ENG225 Native American Literature (3) This course is designed to give an historical overview of the contributions of Native American literature to American literary history. Focus will be on non-fiction and novels, primarily of the twentieth century, and how oral traditions, American history, myths, cultural legends, and contemporary literary criticism have shaped Native American writing. PREREQUISITES: ENG101 or ENG103, ENG102 or ENG104

ENG226 African American Literature (3) This course surveys highlights of African American literature. Writers include Douglass, Washington, DuBois, Hurston, Toomer, Bontemps, Hughes, Walker, Wilson, and Morrison. PREREQUISITES: ENG102 or ENG104

ENG227 Latin-American Literature in Translation (3) This course provides an overview of contemporary Spanish American writers who depict the character, philosophy, social problems, attitudes towards human dignity, and the respect for human rights in Spanish-speaking countries. Such widely known and respected writers as Jorge Luis Borges, Julio Cortazer, Juan Rulfo, Luisa Valenzuela, Rosario Ferre, Gabriel Garcia Marquez, and others are studied. PREREQUISITES: ENG102 or ENG104

ENG303 Major Authors in American Literature, 1492-1865 (3) This course is a historical survey of American literature and its relation to American culture from its beginnings in 1492 through the Civil War. Authors studied may include Bradford, Bradstreet, Edwards, Franklin, Jefferson, Poe, Emerson, Thoreau, Hawthorne, Douglass, Melville, Whitman, and Dickinson. PREREQUISITES: ENG102 or ENG104

ENG304 Major Authors in American Literature, 1865-Present (3) This course is a historical survey of American literature and its relation to American culture from the Civil War through the present. Authors studied may include Twain, Chopin, Frost, Hemingway, Faulkner, O’Neil, Williams, Updike, and Walker. PREREQUISITES: ENG102 or ENG104

ENG310 The Drama in English (3) This survey examines the genre of drama in western culture beginning with ancient Greece, followed by a study of Roman drama. The focus then moves to the morality and mystery plays of the Middle Ages. Representative plays from the Renaissance, the Neoclassical period, and the modern era including the Theater of the Absurd will

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Collegiate Charter School complete the course, which will explore how drama shapes and is shaped by culture and how individual dramaturgy distinguishes one playwright from another. PREREQUISITES: ENG102 or ENG104

ENG326 Shakespeare (3) A study of selected plays is arranged chronologically. Representative plays from Shakespeare’s comedies, tragedies, histories, and romances are studied. PREREQUISITES: ENG102 or ENG104

ENG330 Women Writers (3) This course surveys British and American women writers from the 19th and 20th centuries. Authors will include: Jane Austen, Emily Dickinson, Willa Cather, Virginia Woolf, Toni Morrison, and Maxine Hong Kingston. PREREQUISITES: ENG102 or ENG104

ENG380 The Bible as Literature (3) This course is a study of some of the literary qualities of the Old and New Testaments, with added attention given to the historical development of the English Bible. PREREQUISITES: ENG102 or ENG104

ENG382 Verbal and Visual Languages (3) This course explores the ways words and images function as symbol systems. The class will look at the illuminated poetry of William Blake as one site where words and images work both together and against one another. The class will also look at words and images in comic books, on film, and on the web. In addition to several written projects, each student will design and present either a PowerPoint slide show or a web site. PREREQUISITES: ENG102 or ENG104

ENG386 The Short Narrative (3) This course explores the short story genre through reading a wide variety of short fiction, beginning with innovators such as Edgar Allan Poe and continuing through the twentieth and twenty-first centuries with writers such as D.H. Lawrence, Joyce Carol Oates, James Baldwin, Alice Walker, and Nadine Gordimer. Short fiction from various cultures, both eastern and western, will be read. The elements, unique to the short story and the challenge the genre itself presents by virtue of its brevity will be the focus. The role of the short story within the context of the societies that produce it will be discussed. PREREQUISITES: ENG102 or ENG104

ENG388 Major British Authors from the Beowulf Poet to Samuel Johnson (3) This course studies the founders of the British Literary Tradition. Authors include Chaucer, Spenser, Jonson, Donne, Milton, Pope, Swift, and Johnson. PREREQUISITES: ENG102 or ENG104

ENG389 Major British Authors from William Blake to Harold Pinter (3) This course surveys representative authors of the Romantic, Victorian, and Early Modern Period, including authors Blake, Wordsworth, Byron, Austen, Dickens, Eliot, Browning, Conrad, Lawrence, Woolf, and Joyce. PREREQUISITES: ENG102 or ENG104

Anthropology

ANT101 Introduction to Anthropology (3) This course presents the fundamentals of anthropology. Both physical and cultural anthropological perspectives will be utilized. A holistic focus will be on the intersection of these two perspectives as they attempt to explain human social behavior. Main topics related to the role and results of natural selection include: territoriality, food acquisition, aggression, gender roles, marriage, reproduction, religion, socialization strategies, and child rearing. PREREQUISITES: None

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Art

ART201 History of Art (3) This course traces world cultural development through the arts of architecture, sculpture, and painting. The emphasis is on the social, economic, political, and geographic influences on the stylistic characteristics, subject matter, and art forms of diverse world societies and epochs, from pre-history to the present. Field trip and laboratory fee may be required. PREREQUISITES: None

ART202 Aesthetic Experience in the Contemporary Visual Arts (3) The primary objective of this course is the development of sensitive taste in the comprehension of the contemporary arts for further enjoyment. The course will present an aesthetic approach to the appreciation of the visual arts of architecture, sculpture, and painting, with emphasis on the critical analysis and appraisal of art from recent and contemporary eras. Field trip and laboratory fee may be required. PREREQUISITES: None

ART203 Art Appreciation Through Drawing (3) This introductory course in art appreciation examines mark making as the essential and primary means of expression. Lecture, visual aids, research, and writing explore the human creative impulse of artists like Leonardo da Vinci, Paul Klee, Pablo Picasso, and the untrained outsider artists. The student will develop a primary vocabulary of form, materials, and methods for creative expression. A unit of productive drawing exercises may be included. Laboratory fee required; field trip may be required. PREREQUISITES: None

ART204 Art Appreciation Through Painting (3) A continuation of ART 203, this course traces the development of contemporary modes of painting from their origins in early 19th-century France, England, and America. Various modes, both realistic and abstract, are studied through illustrated lectures, readings, discussions, and writings. Productive painting exercises in watercolor mediums for both creative awareness and expression may be included. Laboratory fee required; field trip may be required. PREREQUISITES: None

Biology

BIO101 General Biology (3) This is a survey course of the basic physical and chemical principles essential to an understanding of molecular biology and its applications to the basic concepts of cellular morphology, physiology, cellular behavior, modern genetics, evolution, and ecology. PREREQUISITES: None

BIO101L General Biology Laboratory (1) Basic laboratory techniques in biology will be stressed to illustrate chemical principles, cellular concepts, parasitism, modern genetics, and principles of plant biology and ecology. One two-hour laboratory period per week with laboratory fee. PREREQUISITES: None

BIO206 Animal Biology (4) This is an introduction to molecular activity, structure, function, diversity and reproduction of the cell; it provides a basic foundation in invertebrate and vertebrate anatomy, physiology and development, with emphasis on mammalian biology. One three-hour laboratory period per week with laboratory fee. PREREQUISITES: None

BIO207 Ecology (4) This course covers the fundamental concepts of how organisms interact with each other and with their environment. It is a required course for the biology major and is usually taken after having completed BIO206. One three-hour laboratory period per week with laboratory fee and one required field trip per semester. PREREQUISITES: BIO206 or permission of instructor

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Chemistry

CHE211 General Chemistry I (4) This course presents fundamental principles of chemistry, including a study of atomic and molecular structure, stoichiometry, and the states of matter. It is an introductory course for science majors, and is the course required for admission to medical school. It may also be used to satisfy the college’s general requirement in science. Students meet for three lectures and one review session per week. PREREQUISITES: MAT140 or concurrent enrollment in MAT140

CHE211L General Chemistry Laboratory I (1) This course covers the basic laboratory techniques in chemistry and illustrates chemical principles through laboratory experiments. One three-hour laboratory session per week with a laboratory fee. Breakage charges will be assessed on an individual basis. PREREQUISITES: Concurrent enrollment in CHE211

CHE212 General Chemistry II (4) A continuation of Chemistry 211, this course includes a study of chemical kinetics, acids and bases, equilibrium, thermodynamics, electrochemistry, and the chemistry of aqueous solutions. PREREQUISITES: CHE211

Economics

ECO100 Survey of Economics (3) This is a survey course developed for the non-economic and non-business school major, designed to explore in a non-technical manner economic issues of importance to both the macro and micro economy. Potential topics to be covered include: an examination of the workings of a market system, inflation, economic growth, unemployment, fiscal and monetary policy, international trade, consumer demand, market structure and firm theory, income distribution and poverty, and antitrust, agricultural, and environmental policies. PREREQUISITES: None

ECO201 Principles of Economics I (3) This course is devoted to the study of the fundamental principles and processes of an economic system, with special emphasis on the coordination and control of the United States economy. Emphasis is on the macroeconomic approach. PREREQUISITES: None

ECO202 Principles of Economics II (3) This course examines individual decision making in various applied economic environments. Areas of application include international trade, market structures, labor markets, and various U.S. institutional environments, both public and private. Basic emphasis is on the microeconomic approach. PREREQUISITES: ECO201

History

HST101 Western Civilization I (to 1500) (3) An introductory survey of the historical evolution of Western civilization from its ancient origins to AD 1500. This course introduces students to methods of and issues in historical investigation. Its comprehensive approach includes the study of social and economic elements, religion, philosophy, literature, art, politics, and institutional developments. PREREQUISITES: None

HST102 Western Civilization II (since 1500) (3) An introductory survey of the historical evolution of Western civilization from AD 1500 to the present. This course introduces students to methods of and issues in historical investigation. Its comprehensive approach includes the study of social and economic elements, religion, philosophy, literature, art, politics, and institutional developments. PREREQUISITES: None

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HST110 World Economic Geography (3) The course provides a systematic framework for understanding the contemporary world that we now live in. It is a world of interconnecting countries possessing special combinations of natural, cultural, social, political and economic environments. The course will help the student to develop an appreciation of these countries and their individual impact on the rest of the world. This will lead to a better understanding of not only the old world order but, more importantly, the new world now evolving. The course breaks the world down into 12 geographical realms, each of which will be reviewed in detail. PREREQUISITES: None

HST120 Diverse Cultures of the World (3) The course provides the student with an understanding of the many cultures that make up the world we now live in. Today’s world is a global world made up of people with diverse cultural backgrounds. It is important to recognize cultural sensitivities that exist in every society. Cross-cultural awareness and understanding are critical to meaningful relationships and for success in every walk of life. The course will look at culture, verbal and non-verbal communications, religion, and roles of women, and will include a survey of geographical regions such as North America, Latin America, Asia, Europe, Middle East, and Africa. Emphasis will be placed on the contemporary issues found in today’s international environment. PREREQUISITES: None

HST200 World History (3) A one-semester, sophomore-level survey of world history, comprehensive in both chronology and geography. Principal concepts in geography, political science, economics, and the history of science will be featured. Designed specifically for Massachusetts state teacher certification needs, this course will emphasize Western civilization, including United States history and Massachusetts state history. PREREQUISITES: ENG102 or ENG103

HST201 U.S. History to 1877 (3) A survey of the evolution of the United States from its colonial origins to the end of Reconstruction, this course explores the significant social, economic, intellectual, and political developments, including state history of Massachusetts. PREREQUISITES: None

HST202 U.S. History since 1877 (3) A survey of the evolution of the United States from the late 19th century to the early 21st, this course explores the significant social, economic, intellectual, and political developments during “the American Age” of global history, including state history of Massachusetts. PREREQUISITES: None

Honors Program

HON101 First Semester Honors Seminar (1) This course introduces participants to college life, to American International College, and to the Honors Program. Issues covered include the purpose of higher education, planning a course of study, the culture and history of AIC, how to make the most of one’s time at college, as well as special topics at the instructor’s discretion. PREREQUISITES: Participation in the Honors Program

HON 201 Honors Seminar in the Field of “Cultural Awareness” (3) This seminar explores a special topic in the humanities and liberal arts. Subjects will vary each semester. PREREQUISITES: Participation in the Honors Program or invitation from the instructor.

HON 202 Honors Seminar in the Field of “Social Awareness” (3) This seminar explores a special topic in the social sciences. Subjects will vary each semester. PREREQUISITES: Participation in the Honors Program or invitation

HRD200 Introduction to Human Relations (3) This course introduces students to a conceptual model and the skill techniques that characterize an effective interpersonal interaction. The course provides students with an understanding of the dimensions of individual and interpersonal functioning that contribute to constructive relationships at home, school, and work within the community. It involves brief supervised practice sessions of the research-tested interpersonal skills related to these

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International Business

IBS110 World Economic Geography (3) The course provides a systematic framework for understanding the contemporary world that we now live in. It is a world of interconnecting countries possessing special combinations of natural, cultural, social, political, and economic environments. The course will help the student to develop an appreciation of these countries and their individual impact on the rest of the world. This will lead to a better understanding of not only the old world order but, more importantly, the new world now evolving. The course breaks the world down into 12 geographical realms, each of which will be reviewed in detail. PREREQUISITES: None

IBS120 Diverse Cultures of the World (3) The course provides the student with an understanding of the many cultures that make up the world we now live in. Today’s world is a global world made up of people with diverse cultural backgrounds. It is important to recognize cultural sensitivities that exist in every society. Cross-cultural awareness and understanding are critical to meaningful relationships and for success in every walk of life. The course will look at culture, verbal and non-verbal communications, religion, and roles of women, and will include a survey of geographical regions such as North America, Latin America, Asia, Europe, Middle East, and Africa. Emphasis will be placed on the contemporary issues found in today’s international environment. PREREQUISITES: None

Computer Applications

MIS101 Concepts of Business Data Processing (3) This course provides an introduction to information systems from a business point of view. Subjects to be covered include: terminology, a survey of hardware and software, introduction to systems analysis and design, as well as an overview of the college’s computer facilities. PREREQUISITES: None

MIS102 Applications of Microcomputers (3) This course is a survey of microcomputers as used in today’s environment. The student will become familiar with current trends and uses of microcomputers as well as hands-on exposure to spreadsheets, databases, word processors, and operating systems. Students will be required to develop applications in each of the software areas. PREREQUISITES: MIS101 suggested

MUS208 Jazz, Its Evolution and Impact (3) This course traces the course of jazz from the African’s musical heritage to the New World through work songs, spirituals, and blues; the birth of jazz in New Orleans and its dissemination to St. Louis, Chicago, Kansas City, and New York. PREREQUISITES: None

MUS209 Opera Appreciation (3) This course surveys and assesses our cultural heritage in the performing art of opera. Beginning with Mozart, the evolution of operatic expression is traced through examination of favorites in the Italian, French, and German traditions. A course requirement is the participation of students on a class trip by bus to the Metropolitan Opera House in New York City. A program fee is charged. PREREQUISITES: None

MUS210 American Musical Theatre (3) A comprehensive overview of musical theater in America from its inception in the United States at the turn of the century, through the era of Rodgers and Hammerstein, Sondheim, Andrew Lloyd Webber and the concept musical of today. PREREQUISITES: None

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MUS214 Music and The Performing Arts (3) This music course will cover all phases of the performing arts including symphony orchestras, jazz, ballet, musical theatre, and opera. There will be weekly viewing of videos showing representative artists in their fields of performance. PREREQUISITES: None

Philosophy

PHI100 Introduction to Critical Thinking (3) This course offers a careful examination of the various standards that must be observed if one is to read, write, and think critically. It surveys common sources of confusion and error, such as ambiguity, vagueness, propaganda, political rhetoric, misleading advertising, misuse of evidence, improper reliance upon authority and tradition, and other varieties of fallacious reasoning. PREREQUISITES: None

PHI101 Introduction to Philosophy (3) This course provides a critical examination of several philosophical problems, including the nature and scope of knowledge, the freedom-determinism issue, the question of the existence of a God, and the status of moral judgments.PREREQUISITES: PHI100 suggested

PHI102 Philosophy through Literature (3) This course offers an introduction to, and critical analysis of, problems in philosophy, with special stress on those value aspects bearing directly upon the formulation of a philosophy of life. Selections from fiction and poetry, as well as the more traditional form of philosophic exposition, are read and discussed. PREREQUISITES: PHI100 or PHI101

PHI104 Ethics and Social Problems (3) A critical examination is made of several major social problems, with primary reference, in each case, to underlying philosophical issues and viewpoints. PREREQUISITES: PHI100 or PHI101

PHI113 Introduction to Formal Logic (3) A survey of the patterns of formal reasoning is done including an examination of classical logical forms and an introduction to modern symbolic logic. PREREQUISITES: PHI100 suggested

General Physics

PHY211L General Physics I Laboratory (1) This course covers basic laboratory techniques in physics and illustration of the principles of physics through laboratory experiments. Students will become familiar with the processes and nature of making scientific measurements and the analysis of relationships between physical quantities. Experiments will be selected for the study of mechanics, vibration, and thermodynamics. One three-hour laboratory session per week with laboratory and breakage fees. PREREQUISITES: Concurrent enrollment in PHY211 or PHY221, and PHY211R or PHY221R

PHY212 General Physics II (4) This is a continuation of PHY211 covering the fundamental principles of electricity, magnetism, light, and modern physics. The course is taught without calculus. PREREQUISITES: PHY211 and concurrent enrollment in PHY212R and PHY212L

PHY212/R General Physics II Review (0) This course is a general review session for PHY212 to review homework and exams, and answer students’ questions. PREREQUISITES: PHY212 or concurrent enrollment in PHY212

PHY212L General Physics Laboratory II (1) A continuation of PHY211L. Experiments will be selected for the study of electricity, magnetism, light, and modern physics. One three-hour laboratory session per week with laboratory and breakage fees. PREREQUISITES: PHY212 or PHY222 or concurrent enrollment in PHY212 or PHY222

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Political Science

POL105 Introduction to Political Science (3) This course is a survey and an analysis of the fundamental concepts and problems of political science with particular reference to the national government in the United States of America. PREREQUISITES: None

POL106 Comparative Politics (3) A comparative examination of the concepts of political science with the European governmental systems serving as the principal frame of reference. PREREQUISITES: None

Psychology

PSY101 General Psychology I (3) This course covers the basic principles of behavior, that make up the foundation of psychology. Emphasis is placed on the biological basis of behavior, sensation, perception, learning, language, memory, thinking, infancy, and childhood. The methods of inquiry used in psychology are also emphasized. PREREQUISITES: None

PSY102 General Psychology II (3) A continuation of Psychology 101, with an emphasis on the application of psychology to contemporary life. Topics include: motivation and emotion; social behavior; adolescence and adulthood; personality; abnormal behavior and psychotherapy; stress, health, and psychology of the workplace. PREREQUISITE: PSY 101

Theater

THR101 Theater Appreciation (3) This course introduces theater as an art form, and will include elementary study of play analysis. It will focus on the art, craft, business, and historical roots of drama, as well as theater’s relationship to the fine arts. Emphasis will be on the audience’s appreciation of drama as literature and the work of the playwright, director, actor, set designer, producer, and critic. PREREQUISITES: None

Sociology

SOC101 Introduction to Sociology (3) This course is designed to acquaint the student with working knowledge of the concepts used by sociologists and with the well-established generalizations in the field. Topics include socialization, primary groups, stratification, population, and bureaucracy. This course is a prerequisite for all other sociology courses. PREREQUISITES: None

SOC205 Social Problems (3) This course examines what makes a social problem and an analysis of present areas of tension and social maladjustment, especially those associated with recent rapid social changes. PREREQUISITES: SOC101

Quantitative Reasoning (3 credits)

CHE214 Treatment of Experimental Data (1) This course is an introduction to the collection, representation, and statistical analysis of experimental data and is intended primarily for science majors. PREREQUISITES: MAT207CHE 214 and CHE 313

CHE214 Treatment of Experimental Data (1) This course is an introduction to the collection, representation, and statistical analysis of experimental data and is intended primarily for science majors. PREREQUISITES: MAT207

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MAT205 Statistics in Occupational Therapy (3) This course presents the principles of statistics that are applied to the analysis of data pertinent to the field of occupational therapy. Topics include descriptive and inferential statistics, probability distributions, hypothesis testing, estimation, analysis of variance, non-parametric statistics, and linear regression analysis. The course will make active use of technology by requiring the use of computer software. PREREQUISITES: None

MAT207 Calculus I (4) This course discusses limits, continuity, derivatives, maximum and minimum problems, related rates, and Mean Value Theorem. The course will make active use of technology by requiring the use of a graphing calculator and computer software. PREREQUISITES: MAT140 or permission of the instructor and the department Chair

MAT304 Biostatistics (3) This course presents the principles of statistics as applied to the analysis of biological and health data. Topics include descriptive statistics, probability distributions, hypothesis testing, analysis of variance, non-parametric statistics, and regression analysis. The course will make active use of technology by requiring the use of computer software. PREREQUISITES: MAT140

MAT335 Foundations of Statistics (3) This course examines the various tools and techniques used in analyzing quantitative data; including descriptive statistics, probability and random variables, sampling design, theory of estimation and hypothesis testing for parameters of a single population, student ‘t’ and normal distributions. A year of high school algebra is recommended but not required. The course will make active use of technology by requiring the use of computer software. PREREQUISITES: MIS102 or a working knowledge of a computer spreadsheet

MAT336 Statistical Analysis for Business Decisions (3) This course stresses the application of probability and statistics in business decision-making using cross sectional and historical data. The course begins with estimation and hypothesis testing for parameters of two populations. The Chisquare distribution is applied to contingency tables and the F distribution is applied to analysis of variance with emphasis on statistical decision-making models. Time series analysis, linear regression and correlation models are constructed and estimated. The traditional tests of statistical significance are applied, and the models are examined in light of the assumptions underlying the least-squares technique. The course will make active use of technology by requiring the use of computer software. PREREQUISITES: MAT335; MIS102 or a working knowledge of a computer spreadsheet

CRJ302 Statistics (3) This course is an introduction to statistical methods as they are used in the social sciences. Both descriptive and inferential statistics are covered, including sampling, probability, and hypothesis testing. Specific parametric and non-parametric analyses include analysis of variance, the t-test, Chi-square, and correlation. PREREQUISITES: None

PSY302 Statistics (3) This course is an introduction to statistical methods as they are used in the social sciences. Both descriptive and inferential statistics are covered, including sampling, probability, and hypothesis testing. Specific parametric and non-parametric analyses include analysis of variance, the t-test, Chi-square, and correlation. PREREQUISITES: None

Statistics

STA335 Foundations of Statistics (3) This course examines the various tools and techniques used in analyzing quantitative data; including descriptive statistics, probability and random variables, sampling design, theory of estimation and hypothesis testing, student ‘t’ and normal distributions. A year of high school algebra is recommended but not required. PREREQUISITES: MIS102 or a working knowledge of a computer spreadsheet

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STA336 Statistical Analysis for Business Decisions (3) This course stresses the application of probability and statistics in business decision-making using cross sectional and historical data. The Chi-square distribution is applied to contingency tables and the F distribution is applied to analysis of variance with emphasis on statistical decision-making models. Time series analysis, linear regression, and correlation models are constructed and estimated. The traditional tests of statistical significance are applied, and the modelsare examined in light of the assumptions underlying the least-squares technique. The course will make active use of technology by requiring the use of computer software. PREREQUISITES: STA335; MIS102 or a working knowledge of a computer spreadsheet

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APPENDIX C

PROVEN PROVIDER INFORMATION SHEET REQUIRED SUBMISSION WITH PROSPECTUS This form is required for applicants applying as proven providers in districts that have performed on the Massachusetts Comprehensive Assessment System (MCAS) in the lowest 10 percent statewide for two consecutive previous years and where the 9 percent net school spending cap has been or is expected to be raised. Applicants, or a provider with which the applicant group proposes to contract, must meet the definition and qualifications of proven provider as outlined in 603 CMR 1.00. Definition Designation Please check the category of proven provider that best reflects the applicant group: Category 1: _Two or more persons who had primary or significant responsibility serving, for at least five years, in a leadership role in a school or similar program that has a record of academic success and organizational viability. Category 2: A non-profit education management organization, in operation for at least five years, that has a record of academic success and organizational viability; or †A non-profit charter management organization, in operation for at least five years, that has a record of academic success and organizational viability. Category 3: The board of trustees of an existing charter school that has a record of academic success and organizational viability. Category 4: If the applicant proposes to contract with a proven provider with a record of academic success and organizational viability, check one of the following: An education management organization; †A charter management organization; or †A school support organization. Name of Person(s) or Organization: Dr. Suzanne Marotta, Dr. Eduardo Carballo, Dr. Christine Michael, Dr. Herbert Levine, Dr. Dominick Vita, Dr. Frank Vargo, Mr. Henry Thomas, Dr. Gregory Schmutte, Dr. Michael Neiman, Mr. Edward Noonan, Dr. Isabelina Rodriguez, Mr. Mark Berman ______

Primary Contact Person: Dr. Frank Vargo ______Address: 162 Exchange Street______City: Leominster______State: MA______Zip: 01453-2520 ______Daytime Tel: (978) 534-0707 ______Fax: (______) ______Email:[email protected]______

Qualifications to Achieve Proven Provider Status A proven provider applicant must submit evidence satisfactory to the Commissioner that demonstrates that the proven provider has significant management or leadership experience with a school or similar program that is an academic success, a viable organization, and relevant to the proposed charter. For applicants with a current or previous relationship to a Massachusetts charter school, the Commissioner may consider all information related to such school’s performance, including evaluations in connection with each renewal of its charter. The criteria listed below define the basis on which proven provider status will be assessed. All applicable criteria must be addressed in alignment with at least one category chosen above.

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Category 1 ONLY: A. Describe in detail, the individuals' roles and responsibilities at the successful school(s) or program(s). Please attach resumes and any additional documents that provide evidence to support the individual’s roles and responsibilities at the successful school(s) or program(s). Include evidence to link the proposed proven provider’s roles and responsibilities to the success of the school or program.

SUMMARY OF SUCCESSFUL STUDENT OUTCOMES

Dr. Christine Michael

In her position as Program Director for the National Program for the College for Every Student (NPCES; formerly known as the Foundation for Excellent Schools), Dr. Christine Michael has a long and proven track record of educational leadership and in promoting consistent, meaningful, and systemic student outcomes.

In particular, Dr. Michael’s program has supported nearly 100,000 students in 700 schools during its 19- year history. Six years ago, NPCES received a three-year, $1,000,000 grant from the W. K. Kellogg Foundation, which was matched by $5 million from regional funders. The grant was awarded to support NPCES’s work with 10,000 low-income students in 100 schools across the nation through The Century Program (TCP). As a result of this grant, 66 percent of the students made gains in attendance, 62 percent made gains in grade point average, and 75 percent made improvements in citizenship.

Three years ago, NPCES received a four-year, $2,500,000 grant from the GE Foundation to improve the academic performance of low-income students. As a result of this grant, 2,924 low-income students made significant academic gains. NPCES recently created a research partnership with the University of Michigan, whose faculty and graduate students will measure NPCES impact and help the organization refine its metrics.

Through its core practices program, NPCES has significantly improved student achievement in low- income schools. Year-end data submitted by the 20 GE Foundation funded schools, which participated during the 2008-09 academic year (each targeted a minimum of 100 low-income students), reveal the achievement gains of 2,924 NPCES Scholars. The specific parameters detailing the content, targets, and actual data detailing student growth is as follows:

Content: Awareness of post-secondary options Target: 100% Actual: 100%

Content: Higher college aspirations Target: 75% Actual: 85%

Content: Greater sense of civic responsibility Target: 75% Actual: 91%

Content: Improved attendance Target: 60% Actual: 79%

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Content: Improved grades Target: 50% Actual: 81%

Content: High school graduation Target: 95% Actual: 100%

Content: College Bound Target: 90% Actual: 99.7%

As an example of this initiative, 93.2 percent of freshman Scholars at A. P. Randolph High School in New York City achieved a first-quarter GPA benchmark of 93.2 compared to 84.9 for their peers; sophomore Scholars achieved a first-quarter GPA benchmark of 92 compared to 74.6 for their peers; and junior Scholars achieved a first-quarter GPA benchmark of 96.9 compared to 67.8 for their peers.

Dr. Suzanne Marotta

During her tenure as the Superintendent of the West Springfield Public Schools (WSPS) from 1997 through 2010, Dr. Suzanne Marotta and her leadership compiled an extremely impressive resume of student achievement:

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

x WSPS was able to continue maintain AYP in all schools

x The MCAS performance rate for the district is on target in ELA and no status for Math.

x DRA and overall benchmark reading scores have improved by 5% for all students in the elementary schools.

x The state’s Coordinated Program Review team gave near perfect scores in all areas of the review in 2009: Special Education, ELL, and Health

x From 1997-2010 student attendance improved each year by 2%, with an increase of over 30% over the last 13 years in the ELL population

The District’s track record in promoting consistent, systemic, and sustainable achievement may be attributable to several initiatives spearheaded by Dr. Marotta, which are deemed replicable to a charter schools. These included, but were not limited to: (1) When schools faltered, the District provided an internal PIMs (performance improvement mapping) process to bring the school back to passing scores in

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MCAS; (2) The District’s commitment to hiring and retaining highly qualified teachers, which 95.8% in 2009, with the introduction of programs (e.g., the Gallup Teacher Insight)1; (3) the implementation of programs, such as internal Literacy Teams through the Hampshire Collaborative, that has allowed the District to excel as well as an all day Kindergarten; and (4) proactive interventions (e.g., the Positive Behavior Intervention System) to benefit all students by minimizing the rates of suspension to less than .5 percent in all schools during the past 3 years.

Dr. Eduardo Carballo

Dr. Eduardo Carballo, as detailed in the attached curriculum vitae, served as superintendent of the Holyoke Public Schools (HPS) from January 2002 until his retirement in June of 2010. Dr. Carballo’s tenure was marked by quantifiable improvements in certain subgroups of his student population, which is considered to be notable given the implicit difficulties that students in urban school schools traditionally encounter. More specifically, and as contained in a report (available upon request) entitled Student Mobility and the Impact on Student Assessment Scores, the students that had been in HPS for at least five years (i.e., the Stable Cohort) significantly outperformed students in HPS that had been there less than five years (i.e., the Mobile Cohort) across a myriad of grades and MCAS measures. For example, by the tenth grade, the percentage of students in the Stable cohort passing the MCAS in ELA and math was 87% and 75%; this equated to an increase of 19% and 22% in performance over the Mobile cohort in ELA and math, respectively. It is notable that the 10th grade Stable cohort surpassed the State Composite Performance Index (CPI) of 85.4% in ELA; its score of 76.5% in math fell just below the State CPI. In a more global manner, under Dr. Carballo’s tenure, students at the 70% of high school students have recently passed the MCAS as compared to 30% five years ago.

In order to address the increasing mobility rates within HPS, and allow these students the same consistent exposure to the instructional practices2 that the Stable cohort represented, Dr. Carballo and his leadership team restructured the District to create K-8 schools. As excerpted in the report: This initiative not only provided smaller learning and teaching communities for students and staff, but also helped provide access to educational programs at their attendance zone schools. Prior to reorganizing the grade levels and creating attendance zones, many families had children attending sometimes as many as three different schools.

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

 1 The Gallup Organization’s Teacher Insight© instrument is a unique diagnostic tool that measures the presence of natural talents in developing strengths, which places children first, and enables the teacher to outperform counterparts 10-1. 2 Including curriculum alignment, creation of curricular maps, embedding of ELA and math programs into the middle school workshops, and the institution of an alternative school 146

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In summary, under Dr. Carballo’s leadership, students have been afforded innovative programs, instructional opportunities, and a better chance at a stable educational environment and have demonstrated the efficacy of these initiatives with improved performance. The authors of this proposal are confident that students at the Charter School will benefit from the vision, leadership, and student- centric initiatives that Dr. Carballo is so passionate about.

Dr. Herb Levine

During his tenure as the Superintendent of Salem Public Schools from 1998 through 2005, Dr. Levine helped reduce the dropout rate from 6.6% to 3.1%. He and his administrative staff facilitated this positive change with the implementation of: (1) “Kids First” philosophy; and (2) the creation of Salem High School's Alternative School, with its proactive work-study component.

In addition, Dr. Levine helped promote student outcomes by enacting a policy ensuring that a maximum of ratio of students to teachers for all classes District-wide: 18:1 for grades K-2; 22:1 for grades 3-8; and 24:1 for grades 9-12. Before his arrival, these ratios were 24:1, 30:1, 30:1, respectively. These initiatives, in conjunction with comprehensive curriculum revisions, procedural innovations (i.e., district-wide grade- level curriculum committees), introduction of new instructional materials (e.g., anthologies, Chicago Every Day Math, etc.), and the hiring of excellent administrators helped Dr. Levine’s district maintain a 99%-100% pass rate on MCAS each year (beginning in 2003 when it began MCAS scores began to “count”). In general, students in grades 9-12 were consistently met AYP in their MCAS scores; middle schools above like communities in their ELA MCAS scores.

It is notable that, recognizing the importance of physical plant in the education of students, Dr. Levine also invested a great deal of resources into the construction of new buildings including the renovation of five schools. For example, the construction projects across the District included the addition of two new Kindergarten wings, two brand new schools, and three renovations. Specific construction projects included a state-of-the art auditorium and art rooms, new libraries (with computer labs) for each of the five schools, and a state-recognized “green school” with a wind turbine and greenhouse. Notably, students in the newly constructed Bowditch School, a state-of-the-art preK-8 two-way language school, have performed well at all levels with particular success on the grades 7 and 8 MCAS exams.

Dr. Isabelina Rodriguez

During her tenure as the Superintendent of the Northampton Public School from 2004 until the present, Dr. Isabelina Rodriguez has led the District to consistent and sustainable student achievement. Most notably, as an aggregate, Northampton has achieved AYP every year during Dr. Rodriguez’ tenure in both ELA and math. Given her strong background in special education and issues pertaining to bi-lingual students, it is perhaps not surprising to note that multiple subgroups have outperformed their Massachusetts counterparts across an array of grades and profiles on the MCAS (as detailed in the forthcoming discussion).

As per the attached curriculum vitae, Dr. Rodriguez’ achievements with respect to curriculum and instruction include the following:

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x Successfully implemented the first standards-based, computerized report card at the Elementary level.

x Reinvigorated the Report Card committee and involved representation from all grades at every school through release time and professional development days.

x Identified and implemented a comprehensive action plan, gaining stakeholder buy-in, that in 2 years has demonstrated steady progress in closing the achievement gap with students of different ethnicities and cultures.

x Worked collaboratively with staff across K-12 to align the new NPS curriculum with State curriculum in ELA, Math, Science, Social Studies and Music, including creation of benchmarks and ELA assessment rubrics. Results ensure consistency across grades and an understanding across levels.

x Advocated for and secured approval for a 5-year technology plan providing new hardware in every teacher’s classroom in the District.

Dr. Dominick Vita

Dr. Dominick C. Vita, as detailed in the attached curriculum vitae, served as superintendent of the Bethany (CT) Public School District from 1997 to 2005 and the Litchfield (CT) Public School District from 2005 until his retirement in June of 2008. He subsequently served as interim superintendent in the Litchfield and Orange districts.

During Dr. Vita’s tenure as a superintendent he worked diligently to enhance programs for all students with particular focus on those at risk academically and expanding enrichment opportunities through curricular enhancements for all.

Under Dr. Vita’s guidance, Supplemental Skills Programs (SSP) were established in both the Bethany and Litchfield School districts. This general education intervention program targeted students whose performance was identified as being below the expected standard through ongoing individualized assessments and on the Connecticut Mastery Test (CMT). These students were at risk of not meeting the established educational standards and also potentially causing the districts to be identified as “in need of improvement.” Since the inception of these programs, student performance has improved and the incidence of identification of students for special education has been minimized.

Dr. Vita also instituted measures to align the district’s curriculum with the state standards and integrate effective assessment strategies to the instructional programs. Over time, these measures increased student performance on the CMT at the elementary level and Connecticut Academic Performance test (CAPT) at the high school level. In the Litchfield Public Schools, one intermediate level school was identified as not demonstrating Adequate Yearly Progress (AYP) due to CMT scores for “students with disabilities” as a subgroup. As a result of considerable effort related to the alignment of curriculum and a restructuring of the special education program, this group has met performance expectations.

In addition to initiating programs and procedures to elevate the performance of at risk students, Dr. Vita’s focus was to expand opportunities for all students through the integration of Spanish language at the elementary level, establishing international internship programs within the schools to promote cultural understanding, establishing enhanced music programs, enrichment opportunities at the intermediate and

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Dr. Vita also instituted a total schedule restructuring at the secondary school level to provide embedded intervention as well as enrichment opportunities for all students with greater efficiency and effectiveness related to assignment of professional and support personnel.

These significant program improvements brought about innovations in instructional and learning opportunities for students while also promoting an atmosphere of growth and professional development for staff. Not only have Dr. Vita’s efforts contributed to improved student performance, but have increased efficiency and encouraged greater creativity within the districts. These initiatives have all taken place concurrent with three school building projects that upgraded the facilities of the districts considerably.

In summary, under Dr. Vita’s leadership, students have been provided expanded innovative programs, greater instructional opportunities, and improved facilities while staff has been encouraged to explore new and creative methods for meeting the needs of all students. The leadership and innovation demonstrated by Dr. Vita during his tenure as a superintendent of schools will surely serve as a benefit to the development a success of the proposed Hampden Charter School of Sciences.

A. Include comparison data that demonstrates the success of school(s) or program(s) in student academic performance, as compared to Massachusetts statewide averages in English language arts and mathematics in comparable grades over at least a three year period for cohorts of students. The data must include, but is not limited to: (1) proficiency levels on the MCAS or equivalent assessments for all students and for one or more targeted subgroups as defined in M.G.L. c.71, § 89(i) (3); (2) student performance on other standardized tests, if available; (3) attendance, retention, and attrition data; and (4) graduation and dropout data.

STUDENT ACHIEVEMENT: COMPARISON DATA

The following describes the leadership team as an aggregate, with a particular focus on the accomplishments of Drs. Marotta, Carballo, Levine, and Rodriguez given their tenures as Massachusetts superintendents. During their individual tenures, each was able to demonstrate improvements in MCAS scores for older students, operationally defined as those in grades 6 or higher, and reported for the purpose of this application to align with the prospective student population of the Collegiate Charter School. The following is a summary of MCAS performance as a whole, target subgroup performance, attendance, graduation, and drop out data.

Category: MCAS Scores: Met Adequate Yearly Progress Grades 9-12 in English Language Arts (ELA) from 2007-2009 (West Springfield)

Met Adequate Yearly Progress Grades 9-12 in English Language Arts (ELA) from 2007-2009 (Northampton)

Met Adequate Yearly Progress Grades 6-8 in English Language Arts (ELA) from 2007-2009 (Northampton)

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Met Adequate Yearly Progress Grades 9-12 in Math from 2007-2009 (Northampton)

Met Aggregate AYP for ELA and Math 2001-2009 (West Springfield)

Met Aggregate AYP for ELA and Math 2001-2004 (Salem)

Category: MCAS Scores (Subgroups):

Grade 7 English Language Arts: Low Income CPI exceeded the State Average for West Springfield based on CPI in 2009 (78.8 vs. 77.7), 2008 (79.0 vs. 78.8), and 2007 (77.3 vs. 75).

Grade 10 Mathematics: African-American CPI exceeded the State Average for Holyoke (78.3 vs. 75.9) in 2009.

Category: MCAS Scores Subgroups (Examples):

Grade 7 English Language Arts: Low Income CPI exceeded the State Average for West Springfield based on CPI in 2009 (78.8 vs. 77.7), 2008 (79.0 vs. 78.8), and 2007 (77.3 vs. 75).

Grade 6 English Language Arts: CPI for special education exceeded the State Average for Northampton based on CPI in 2009 (67.4 vs. 64.9) & 2008 (75.0 vs. 66.2), and 2007 (77.3 vs. 75).

Grade 8 English Language Arts: CPI for Hispanic-Latino exceeded the State Average for Northampton based on CPI in 2009 (83.0 vs. 79.6) & 2008 (81.4 vs. 75.7).

Grade 10 Math: CPI for Low Income exceeded the State Average for Northampton based on CPI in 2009 (78.3 vs. 77.7), 2008 (78.4 vs. 75.2), & 2007 (82.2 vs. 72.9).

Grade 10 Mathematics: African-American CPI exceeded the State Average for Holyoke (78.3 vs. 75.9) in 2009.

Category: 3-Year Longitudinal Student Information

Holyoke Public Schools

Year Attendance Retention Dropout Suspension Graduation Rate

2006 90.8% 7.3% 11.3% 27.8% 53.5% 2009 90.2% 6.8% (2008) 9.8% 12.9% 48.5%

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West Springfield Public Schools

Year Attendance Retention Dropout Suspension Graduation Rate

2006 94.6% 4.9% 6.3% 12.9% 74.7% 2009 95.1% 4.6% (2008) 5.4% 9.5% 66.4%

Northampton Public Schools

Year Attendance Retention Dropout Suspension Graduation Rate

2006 94.9% .9% 2.1% 7.2% 85.8% 2009 95.3% .4% (2008) 1.2% 5.4% 91.6%

Salem Public Schools

Year Attendance Retention Dropout Suspension Graduation Rate

2002 92.9% 4.3% 3.7% 11.0% Not reported 2005 93.2% 3.8% 6.4% 6.6% Not reported

B. Provide evidence that the school(s) or program(s) for which the proposed proven provider was responsible serves a student population similar to the population to be served by the proposed charter, and that the program to be offered at the proposed charter school is similar to, or represents a reasonable modification of, the successful school or program. If grade span served by the school(s) or program(s) differs from the proposed charter school, please explain the applicant group’s capacity to serve the proposed grade span.

STUDENT POPULATION AND ORGANIZATIONAL VIABILITY

All of the providers have implicit experience with the student population that will be attending the Collegiate Charter School, as all of their districts were well-represented in the student population(s) that will constitute the student body: students of varying ethnic and linguistic heritages, students with special needs, students of different incomes and home support, and gifted students (just to name a few). Although the Charter School is unique in its offering of college credits, it will lend itself to the conventional structure that the providers are all familiar with as past superintendents, principals, and teachers. In essence, student instruction, outcomes, and monitoring will parallel those in public school districts; in a similar vein, the oversight of teaching staff and the initiatives to provide them with requisite support and accountability will not depart significantly from the providers’ collective experience.

It is notable that the providers have all experience with establishing, supporting, and monitoring innovative programs and initiatives within their own districts and programs. Therefore, it is strongly believed that the pioneering components of the Collegiate Charter School that lay as its centerpiece, will be handled with great facility by the collective talents of the providers.

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C. Indicate the extent to which the proposed proven provider is responsible for the organizational viability of the school(s) or program(s). Provide evidence of the organizational viability of the school(s) or program(s) for which the proven provider was responsible. This should include, but not be limited to, effective governance, organizational management, financial management, and compliance with applicable laws and regulations.

With respect to the organizational viability, each of the providers has had extensive experience and success in the operations of their school districts as either program director (Dr. Michael) or as superintendent (Drs. Marotta, Levine, Carballo, Rodriguez, and Vita) that by necessity included governance (i.e., consistent enforcement of policies and procedures), organizational management (of both school boards and staff), financial management (i.e., yearly submissions, defense, and oversight of annual budgets), and compliance- accountability with a host of static and fluid local, state, and federal laws and regulations.

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APPENDIX D

SURVEY SAMPLES AND RESULTS FOR 2010

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

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

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

SURVEY ANALYSIS: SPRINGFIELD

1. NEED FOR AN EARLY COLLEGE CHARTER SCHOOL OFFERING COLLEGE PREPARATION AND COLLEGE COURSES TO STUDENTS IN GRADES 6-12 Of the respondents, 89% of the respondents saw a need for an early college charter school with college preparatory/college course offerings, while the remaining 11% did not see the need or had no opinion on the topic.

  IsthereaneedforColleg ePrep.Charter  School?   90%  80%  70% 60%  50% IsthereaneedforCol legePr e p .  40% CharterSc hool?  30%  20% 10%  0%  Yes No/NoOpinion    Response PercentageofRespondents  Yes 89%  No/NoOpinion 11%  153

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

 80% 70%  60%  50% 40%  30% Wouldyousendyourchi ldrentothe 20% proposedcharterschool  10%  0% Yes No No  opinion/n o  ch il d  Response PercentageofRespondents Yes 79% No 9% NoOpinion/NoChild 12%  3.NUMBER OF STUDENTS POTENTIALLY INTERESTED IN ATTENDING CSS at AIC   Numberofstudentspotentially  interestedinattendingCSSatAIC

 7

 6

 5

4  #ofstudentspotentially interestedinattendingCSS 3  atAIC  2 1   0 6th 7th 8th 9th 10th 11th 12th   Grade NumberofChildren  6th 4  7th 4  8th 6  9th 2  10th 7  11th 3  12th 2   

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SURVEY ANALYSIS: WEST SPRINGFIELD

1. NEED FOR AN EARLY COLLEGE CHARTER SCHOOL OFFERING COLLEGE PREPARATION AND COLLEGE COURSES TO STUDENTS IN GRADES 6-12 Of the respondents, 94% of the respondents saw a need for an early college charter school with college preparatory/college course offerings, while the remaining 6% did not see the need or had no opinion on the topic. 

    Response PercentageofRespondents  Yes 94%  No/NoOpinion 6%    2. INTEREST IN SENDING YOUR CHILDREN TO THE PROPOSED CHARTER SCHOOL Respondents were asked about whether or not they had a potential interest in sending their child or children to the proposed charter school. Of the respondents, 72% were interested and 4% were not interested in sending children. The remaining 24% either had no opinion or did not have a child to send. 

  

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 Response PercentageofRespondents Yes 72% No 4% NoOpinion/No 24% child   3. NUMBER OF STUDENTS POTENTIALLY INTERESTED IN ATTENDING CSS at AIC    Numberofstudentspotentially  interestedinattendingCSSatAIC  6  5  4

3 #ofstudentspotentially  interestedinattendingCSS atAIC  2

 1

 0  6th 7th 8th 9th 10th 11th 12th Grade NumberofChildren 6th 2 7th 5 8th 4 9th 6 10th 3 11th 3 12th 4

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SURVEY ANALYSIS: CHICOPEE

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

100% Isthereaneedfor 50% CollegePrep. CharterSchool? 0% Yes No    Response PercentageofRespondents  Yes 92%  No/NoOpinion 8%   2. INTEREST IN SENDING YOUR CHILDREN TO THE PROPOSED CHARTER SCHOOL Respondents were asked about whether or not they had a potential interest in sending their child or children to the proposed charter school. Of the respondents, 82% were interested and 6% were not interested in sending children. The remaining 12% either had no opinion or did not have a child to send.

Wouldyousendyour childrentotheproposed charterschool?

100% Wouldyousend 50% yourchildrento 0% theproposed charterschool?

 Response PercentageofRespondents Yes 82% No 6% NoOpinion/No 12% child 

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

10 Numberof students 5 potentially 0 interestedin attendingCSSat 6th 7th 8th 9th

10th 11th 12th AIC  Grade NumberofChildren 6th 8 7th 2 8th 4 9th 5 10th 3 11th 5 12th 5  CONCLUSIONS:  Based upon the outcomes of the surveys representing the views of the citizens in the three largest communities in our proposed charter region, the following conclusions can be made: x The substantial majority of the respondents across the board believed that there is a strong need for a new charter school in the Springfield region whose mission is to offer college preparatory/college courses to middle and secondary students representing grades 6-12. x The majority of the respondents with school-aged children expressed an interest in enrolling their child (ren) in a charter school designed to offer college preparatory/college courses in the Springfield region. x Based upon the results, there is a potential student population that would be interested in, and eligible to, enroll in this proposed charter school.

PRIOR RELEVANT DATA

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

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