Central Square Public Charter School Design Team

Prospectus for a Massachusetts Commonwealth Charter School

Submitted to the Massachusetts Department of Elementary and Secondary Education by the Central Square Public Charter School Design Team

July 27, 2015

TABLE OF CONTENTS

Information Sheet p. 3 - 5

Certification Statement p. 6

General Statement of Assurances p. 7 - 9

Federal Statement of Assurance p. 10

Executive Summary p. 11 - 13

Part I: Charter School Mission, Vision, and Description of Community to be Served p. 14 - 22

A. Mission Statement p. 14 B. Key Design Elements p. 14 - 18 C. Description of Community to be Served p. 19 - 22

Part II: How will the school demonstrate academic success? p. 22 - 53

A. Overview of Program Delivery p. 22 - 27 B. Curriculum and Instruction p. 27 - 42 C. Student Performance, Assessment, and Program Evaluation p. 42 – 45 D. Supports for Diverse Learners p. 46 - 49 E. Culture and Family Engagement p. 50 - 53

Part III: How will the school demonstrate organizational viability? p. 53 - 65

A. Capacity p. 53 - 57 B. Governance Structure p. 57 – 61 C. School Finance p. 61 – 65

Part IV: Required Attachments p. 66 - 228

1. Founding Group: Bios, Questionnaires and Resumes p. 67 - 187 2. Curriculum Scope and Sequence: Grades 5 to 12 p. 188 – 200 3. Organizational Chart p. 201 4. Operating Budget: Projected Revenues and Expenditures p. 202 – 204 5. Proven Provider Request p. 205 – 223 6. Research References p. 224 – 228

Central Square Public Charter School / Prospectus page 2

COMMONWEALTH CHARTER APPLICANT INFORMATION SHEET

Name of Proposed Charter School: Central Square Public Charter School

School Address (if known): TBD

School Location (City/Town REQUIRED): Lynn, Massachusetts

Primary Contact Person: Frank DeVito

Role or relationship of contact person to proposal: Proposed Chief Executive Officer

Address: 33 Breed Street

City: Lynn State: MA Zip: 01902

Daytime Tel: (617) 818 - 4939 Secondary Tel: (781) 753 - 0894

Email: [email protected]

1. The proposed school will open in the fall of school year:  2016-2017 2017-2018

School Year Grade Levels Total Student Enrollment First Year 5 - 6 160 Second Year 5 - 7 240 Third Year 5 - 8 320 Fourth Year 5 - 9 400 Fifth Year 5 - 10 480 Sixth Year 5 - 11 560 Seventh Year 5 - 12 640

2. Grade span at full enrollment: 5 – 12

3. Total student enrollment when fully expanded: 640

4. Age at entry for kindergarten, if applicable:

5. If applicable, the proposed Horace Mann charter school is:  New or  Conversion

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6. If applicable, the proposed type of Horace Mann charter school is:  Horace Mann I  Horace Mann II  Horace Mann III

Questions #7-10 are for applications for a Commonwealth charter school ONLY.

7. If applicable, will this proposed Commonwealth school be a regional charter school?  Yes  No

If yes, list the school districts (including regional school districts) in the proposed region. Please only list districts that are included in District Information on Enrollment Projections for New Applications and Expansion Amendments at http://www.doe.mass.edu/charter/new/?section=app when posted. (Use additional sheets if necessary.)

If no, please specify the district’s population as reported in the most recent United States census estimate for the community the school intends to serve: 91,589. The Board of Elementary and Secondary Education shall not approve a new Commonwealth charter school in any community with a population of less than 30,000 as determined by the most recent United States census estimate [available at http://www.census.gov/], unless it is a regional charter school. (MGL c. 71 § 89(i)(1).

8. For all proposed Commonwealth charter schools, list the districts that are contiguous with the proposed school’s district or region. Please only list districts that are included in District Information on Enrollment Projections for New Applications and Expansion Amendments at http://www.doe.mass.edu/charter/new/?section=app when posted. (Use additional sheets if necessary.) Lynnfield Revere Swampscott Nahant Salem Peabody Saugus

9. Will the proposed Commonwealth charter school serve a district where overall student performance on the MCAS is in the lowest 10 percent, as designated in District Information on Enrollment Projections for New Applications and Expansion Amendments or in any updated analysis performed by the Department?  Yes  No

10. Will the proposed Commonwealth charter school serve a district or districts in which the 9 percent net school spending cap is, or could be, exceeded by 2015-2016 applications?  Yes  No

11. Have members of the applicant group previously submitted a prospectus or final application that did not result in a charter?  Yes  No If yes, is the present submission related in content to the previous application?  Yes  No If yes, please indicate the name of the previous proposal and the year submitted. Fenix Charter School 2012 Fenix Charter School 2013

12. Is the applicant group currently the board of trustees of an existing charter school?  Yes  No If answered YES, please explain why the group is not using the charter application designed for use by a current board of trustees. Central Square Public Charter School / Prospectus page 4

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

14. Are any members of the applicant group present or past members of a charter school board of trustees, school committee, or other type of public governing body?  Yes  No

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

Frank DeVito Chelsea School Committee 10/5/04 – 10/26/05

Central Square Public Charter School / Prospectus page 5

COMMONWEALTH CHARTER SCHOOL CERTIFICATION STATEMENT

Proposed Charter School Name: Central Square Public Charter School

Proposed School Location (City/Town): TBD, Lynn, MA

I hereby certify that the information submitted in this prospectus/application is true to the best of my knowledge and belief and that this prospectus/application has been or is being sent to the superintendent of each of the districts from which we expect to draw students and from any contiguous districts. Further, I understand that, if awarded a charter, the proposed school shall be open to all students on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or a foreign language, or academic achievement. I further understand that the information submitted in this prospectus/application serves as an initial application for start-up assistance funding under the federal Charter Schools Program grant. This is a true statement, made under the penalties of perjury.

Signature of

Authorized Person Date July 27, 2015 (Please label the copy that has original signatures.)

Print/Type Name Frank DeVito

Address 33 Breed Street, Lynn, MA 01902

Daytime Phone 617.818.4939 Fax 781.753.0894

Central Square Public Charter School / Prospectus page 6

GENERAL 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 Central Square Public Charter School to be located at TBD Lynn, Massachusetts 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(1)(h)).

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 1.05).

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, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or a foreign language, or academic achievement (Mass. Gen. Laws c. 71, § 89(m)).

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)).

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11. Will meet the performance standards and assessment requirements set by the Board of Elementary and Secondary Education for all students in public schools including, but not limited to, administering the Massachusetts Comprehensive Assessment System (MCAS) (Mass. Gen. Laws c. 71, § 89(v), and 603 CMR 1.04(3)(k)).

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 1.04 (3)(l)) 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 November 1st of every year, as required by the charter school statute (Mass. Gen. Laws c. 71, § 89(jj), or at such other time as designated in 603 CMR 1.08 (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 1.08(5)).

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 1.04(3)(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 1.06(4)).

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 1.04(7)(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 1.04(7)(e), 1.04(7)(f), 1.05(7)(g), and 1.05(7)(h)).

23. Will maintain uninterrupted necessary and appropriate insurance coverage (603 CMR 1.04(7)(h)).

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 1.06(1)(b)).

Central Square Public Charter School / Prospectus page 8

25. Will ensure that every member of the school’s board of trustees shall meet all training as required by the Department of Elementary and Secondary Education and any other requirements by other state agencies, including the requirements under the Commonwealth’s open meeting law and conflict of interest law (603 CMR 1.06).

26. Will ensure that all members of the school’s board of trustees file with the Department of Elementary and Secondary Education, the State Ethics Commission, and the city or town clerk where the charter school is located completed financial disclosure forms for the preceding calendar year according to the schedule required by the Office of Charter Schools and School Redesign (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.

27. 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)).

28. 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 1.04(8)).

29. 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)).

30. 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 1.08(11)).

31. 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 1.10.

Signature Date July 27, 2015

Affiliation: Proposed Chief Executive Officer / Central Square Public Charter School

Central Square Public Charter School / Prospectus page 9

STATEMENT OF ASSURANCES FOR THE FEDERAL CHARTER SCHOOL PROGRAM GRANT

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

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

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

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

Signature Date July 27, 2015

Affiliation: Proposed Chief Executive Officer / Central Square Public Charter School

Central Square Public Charter School / Prospectus page 10

EXECUTIVE SUMMARY

MISSION STATEMENT Central Square Public Charter School partners with families and communities to provide powerful learning experiences that unleash students’ natural potential for creativity, innovation, collaboration and social responsibility. Through integrated and project-based curricula anchored in authentic experiences of social entrepreneurship, students develop the academic and social emotional competencies to complete higher education, thrive in evolving economies, and seize opportunities to be change agents in their communities. Named after the cultural and civic centers where communities gather, Central Square serves as a hub for educational and social innovation.

This public school serves students in grades 5 to 12 and their families in the community of Lynn, Massachusetts. Central Square is committed to educational equity and serves all students, including English Language Learners, students with diverse mental/physical abilities, and at-risk youths.

SCHOOL OPENING AND PROJECTED STUDENT ENROLLMENT Central Square Public Charter School will open in September of 2017 with 160 fifth and sixth graders and expand by one grade level each year until maximum enrollment of 640 students by 2024.

EDUCATIONAL APPROACH AND SCHOOL DESIGN Our innovative school model leverages research-based design elements that uniquely address the needs of diverse student populations in under-resourced communities. Central Square integrates the following five design elements: (1) Project-based Learning; (2) Community-based Learning; (3) Social Entrepreneurship; (4) Social Emotional Learning; and (5) Arts and Movement.

Design Element #1: Project-based Learning Project-based learning involves a year-round study where students work in teams to research real issues that are affecting the Lynn community and develop viable solutions. This process involves researching and analyzing the problem, designing and testing possible solutions, choosing the best design based upon the best outcome, and sharing their results with civic authorities and professional experts in the fields related to their projects. In the process students discover how the academic disciplines interact and their real-world applications.

Design Element #2: Community-based Learning The community becomes the classroom for students. The community becomes a partner and teacher in their formation. Students come to love the assets of their community rather than seeing the community through the deficit lens that is prevalent in public education. When students become invested in their communities, they become more sensitive to social problems and more motivated to be change agents. The curriculum becomes more authentic because it reflects the hopes and aspirations of their community. Because the curriculum is so deeply connected to the community, students can see themselves and the result is greater engagement and focus.

Central Square Public Charter School / Prospectus page 11 the assets of communities to leverage changes. They do not see the people they serve as passive beneficiaries or as part of the problem, but as resources and collaborators in the change process. Social entrepreneurs operate from the core belief that the best solutions unleash the human potential within communities.

Design Element #4: Social Emotional Learning Social emotional learning (SEL) focuses on helping students to develop a strong sense of identity, set goals, build resiliency to overcome problems, and cultivate empathy to support constructive relationships with adults and peers. SEL programming is based on the understanding that the best learning emerges in the context of supportive relationships that make learning challenging, engaging, and meaningful.

Design Element #5: Arts and Movement One learning style does not fit all. Students need to interact with ideas and concepts in multiple ways because they come to classrooms with particular gifts and learning preferences (linguistic, kinesthetic, spatial, mathematical, and musical). True student-centered classrooms need to be structured to honor students’ diverse ways of knowing the world and themselves. Our education program immerses students in a knowing by doing model. Art is infused into academic subjects to support student learning and social emotional development. Art activities include: painting, drawing, models, sculptures, mixed media, music/vocals, drama/performance, and film/media. We define movement as intentional physical activities built into daily classroom rituals and school program that support cognitive and social emotional development: short exercise bursts, dance, creative sports, and problem solving games. Classrooms become working studios where students have opportunities to interact with and master essential academic concepts and skills through multi-sensory experiences.

LYNN, MASSACHUSETTS: CHALLENGES AND OPPORTUNTIES The city of Lynn, located in the North Shore of Massachusetts, is a complex linguistic, social, and cultural mosaic. A historically immigrant community, Lynn is one of the most racially and ethnically diverse communities in the commonwealth. The community has a fascinating and compelling history where it has blazed trails in economic, social, and technological innovations. Unfortunately, the city also has a history of chronic racial and educational barriers that have kept segments of the population from unleashing their true potential. Only 21.5% of Lynn residents have a bachelor’s degree and only 14.2% have a graduate or professional degree. 16.2% have some college training but no degree. Only 35% have a high school diploma or GED. Lynn has always found a way to reinvent itself at challenging points in its history and the present educational and social conditions demand reinvention.

NEED FOR CENTRAL SQUARE PUBLIC SCHOOL The proposed opening of Central Square Public Charter School is not an indictment of the Lynn Public School system (LPS). LPS has demonstrated a commitment to continuous improvement, educational innovation, and equity. Central Square believes in this vision but because of Lynn’s educational, economic, and social challenges, the community needs a stronger educational system that offers diverse educational models. Our school design model is currently not an option in Lynn.

FOUNDING TEAM: CONNECTIONS TO LYNN COMMUNITY Our founding team is a diverse and innovative group of professionals and parents who have strong ties to the Lynn community. The proposed Chief Executive Officer has children in Lynn Public Schools. We have a proposed board member who served as a Special Education teacher in Lynn and another who serves as the Engineering/Technology Program Leader for the Product Engineering

Central Square Public Charter School / Prospectus page 12

Center at GE Aviation in Lynn. Other proposed board members run college and educational programs that serve Greater Lynn.

Since 2012 the founding group has conducted focus groups, individual interviews, and surveys of Lynn parents. Members of the team have also communicated with Lynn parents using social media. The following is a summary of the educational priorities of Lynn parents. Schools should: . Provide the foundation for college and career readiness (economic viability) . Engage students with challenging and relevant curriculum . Connect student learning to the real world . Honor students’ identities and cultures (embrace diversity) . Support students in being agents of change in their community (active citizenship) . Cultivate student creativity and health through regular access to art, music, and physical activity . Provide an extended day program . Support students with a range of health, cognitive, and social emotional challenges . Involve parents as partners in their children’s education . Provide a warm, safe, and welcoming school environment

COMMITMENT TO EDUCATIONAL EXCELLENCE AND EQUITY Unfortunately the charter school movement is a source of deep division within Lynn, as it is in other cities/towns in the Commonwealth and around the country. The labor movement in Lynn has a rich history of advancing worker protection rights and pro-labor groups see the non-union structure of most charter schools as an affront to educational and economic equity. The Lynn Public School administration and School Committee have also taken a stand against charter schools because of perceived inequities in student enrollment, retention, and funding.

As a way to bridge this divide, the founding group developed the following strategies: . Equitable and Sustainable Working Conditions. Central Square operates within a 185 day schedule where staff do not work more than 8 hours per day. This ensures that innovate practices are sustainable and transferable to district schools. . Encourage staff to unionize. We are exploring being one of the first Commonwealth Charter Schools to unionize in Massachusetts in order to pioneer a model that integrates worker protection rights with educational innovation. This strategy is closely aligned to our school mission and vision to promote educational equity. . Implement systematic scaling of effective practices across the district. The proposed Chief Executive Officer is currently working on a project called the National Center for Scaling Up Effective Schools (NCSU). The Center is a partnership of Vanderbilt University, North Carolina at Chapel Hill, and Educational Development Center (EDC). The purpose of NCSU is to develop, implement, and test new processes to scale up effective practices in secondary schools that districts will be able to use within the context of their own goals and unique circumstances. . Leverage the resources of the Big Picture Learning Network to scale innovative practices. Our school support partner, Big Picture Learning, has pioneered educational innovation and equity for over 20 years. They operate a school support network that works with districts to adapt innovative practices to diverse school and community contexts. . Establish a Lynn Compact or Lynn Educational Network. The cities of Boston and Lawrence have successfully established an education compact where representatives from district, charter, and private/religious schools come together on a regular basis to set goals and regularly assess how they are working together to improve the educational outcomes for all students and families. The compact provides the infrastructure for these city-wide collaborations and allows for the sharing of innovative practices and resources.

Central Square Public Charter School / Prospectus page 13

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

A. MISSION STATEMENT Central Square Public Charter School partners with families and communities to provide powerful learning experiences that unleash students’ natural potential for creativity, innovation, collaboration and social responsibility. Through integrated and project-based curricula anchored in authentic experiences of social entrepreneurship, students develop the academic and social emotional competencies to complete higher education, thrive in evolving economies, and seize opportunities to be change agents in their communities. Named after the cultural and civic centers where communities gather, Central Square serves as a hub for educational and social innovation.

B. KEY DESIGN ELEMENTS

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

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

Economic and social inequities have led to deeper educational inequities. A new segregation has emerged where students of color are taught in programs that emphasize basic skills and compliance while their peers in affluent communities experience an education system that cultivates deeper learning and creativity (Alliance for Excellent Education, 2015).

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Educational Philosophy: Principles of Powerful Learning A growing body of research has documented the educational principles that are operative in high performing schools that prepare diverse student populations for college and career readiness and advance educational equity (Alliance for Excellent Education 2015) (Big Picture Learning 2015) (Center on International Education Benchmarking 2015). Our school program is organized around the following principles of powerful learning: . Focused and sustained inquiry leads to mastery of essential concepts and skills . Learning is deeply connected to students’ identities, passions, and their local communities . Students engage in hands-on learning experiences linked to college and career settings . The purpose of education is for social change and creatively transforming unjust systems . Students learn best in the context of supportive relationships with adults and peers . Arts and movement are co-academic subjects that support intellectual and personal development . Excellence requires a commitment to continuous improvement and personal resilience

Core Educational Values Achieving our educational outcomes (college readiness, economic viability, and social change) requires a school culture that daily advances the following core educational values: creativity, innovation, collaboration, and social responsibility.

Creativity. Creativity is the act of turning new and imaginative ideas into reality. Creativity is characterized by the ability to perceive the world in new ways, to find hidden patterns, to make connections between seemingly unrelated phenomena, and to generate solutions. According to Bloom’s taxonomy, creativity is the highest cognitive skill (Krathwohl 2002) and cognitive researchers have discovered that creative insights are based upon two cognitive operations that are happening at the same time in different parts of the brain. In one operation, associative or divergent thinking, thoughts are intuitive and explore an expansive range of possibilities. The other operation is convergent thinking, the ability to analyze and synthesize. Both operations need to be at play for the creative process to emerge (Bowden, Jung-Beeman, Fleck, Kounios 2005) (Runco 2004). Innovation. At the intersection of creativity and need is innovation. Innovation is the implementation of a new or significantly improved product, service or process that creates value for a community sector (business, education, government, health and human services). For example, Dr. Maria Montessori noticed that students in Rome (especially those with special needs) struggled with traditional classroom pedagogy. Through innovative thinking she developed a new approach where students would be allowed to explore their individual pursuits and in the process arrive at a much higher level of learning than their peers who were taught in traditional classrooms. Innovation is rthe powerful application of a creative idea to address a real social problem and the ability to see it through. Innovation involves developing a deep sense of resiliency because obstacles will be encountered and mistakes will be made as a creative idea becomes reality. Collaboration. Aristotle’s powerful insight, “the whole is more than the sum of its parts,” (Metaphysics) is the core meaning of collaboration. The late Steve Jobs of Apple Computer stated in a number of interviews that Apple products were possible only because his team believed in the power of collaboration. Cognitive research supports this approach: new solutions, models, and innovative ways of thinking usually happen among peer groups discussing and wrestling with problems together (Dunbar 1995, 1999). Given the increasing complexity of the work place and our social challenges, the synergy of collaboration will be an essential requirement for students as they enter the 21st century economy. Social Responsibility. Social responsibility is the emerging awareness that our actions and decisions have ethical consequences. Discovering their power to be change agents within their families, schools, and communities is an essential developmental stage for adolescents (Berman 1993, 1997). They try on and experiment with different roles as they interact with peers and adults. Cultivating an Central Square Public Charter School / Prospectus page 15 ethic of compassion and a sense of responsibility to others is a critical step in their self-discovery. Providing students with opportunities to exercise social responsibility is critical in helping them to develop a sense of purpose and to discover their unique talents.

Educational Approach and School Design Implementation of our educational principles and core values requires an innovative school model that leverages research-based design elements that uniquely address the needs of diverse student populations in under-resourced communities. Central Square integrates the following five design elements: (1) Project-based Learning; (2) Community-based Learning; (3) Social Entrepreneurship; (4) Social Emotional Learning; and (5) Arts and Movement.

Design Element #3: Social Entrepreneurship Our focus on social entrepreneurship not only serves as the educational structure to develop their academic and social emotional competencies, but as the vehicle to inspire them to be change agents. We define social entrepreneurship as the development of innovative and sustainable solutions to pressing social problems. Social entrepreneurs seize opportunities to transform systems and focus on the assets of communities to leverage changes. They do not see the people they serve as passive beneficiaries or as part of the problem, but as resources and collaborators in the change process. Social entrepreneurs operate from the core belief that the best solutions unleash the human potential within communities (Bornstein 2004) (Ashoka Innovators for the Public 2012).

Design Element #5: Arts and Movement One learning style does not fit all. Students need to interact with ideas and concepts in multiple ways because they come to classrooms with particular gifts and learning preferences (linguistic, kinesthetic, spatial, mathematical, and musical). True student-centered classrooms need to be structured to honor students’ diverse ways of knowing the world and themselves. Our education Central Square Public Charter School / Prospectus page 16 program immerses students in a knowing by doing model. Art is infused into academic subjects to support student learning and social emotional development. Art activities include: painting, drawing, models, sculptures, mixed media, music/vocals, drama/performance, and film/media. We define movement as intentional physical activities built into daily classroom rituals and school program that support cognitive and social emotional development: short exercise bursts, dance, creative sports, and problem solving games. Classrooms become working studios where students have opportunities to interact with and master essential academic concepts and skills through multi-sensory experiences.

Student Goals: Essential Academic and Social Emotional Competencies Central Square’s education program is best described as the Federal Common Core in action. Below are the essential academic (A) and social emotional competencies (SE) students will develop:

Creativity Students will be able to: . Conduct community research to identify and analyze a critical, local issue (A) . Gather relevant information from a variety of sources, assess their credibility (A) . Make strategic use of multi-media to translate information into visual and auditory forms (A) . Explain how key academic concepts and skills were applied during research and analysis (A) . Produce clear and coherent writing for a range of tasks, purposes, and audiences (A) . Engage in self-awareness to understand one’s thoughts, emotions, and areas for growth (A/SE)

Innovation Students will be able to: . Construct explanations and design solutions to a real community problems (A) . Create maps and illustrations to spatially represent observations and findings (A) . Use evidence to support analysis and reflection (A) . Accurately use a range of academic and domain specific vocabulary (A) . Explain how key academic concepts and skills were applied while designing solutions (A) . Engage in social awareness to empathize with others from diverse backgrounds (SE)

Collaboration Students will be able to: . Participate effectively in a range of discussions and collaborations with diverse partners regarding key community issues and challenges (A/SE) . Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and justifying views with evidence and reasoning (A/SE) . Work with peers to capitalize on individual and group strengths (SE) . Regulate one’s thoughts and emotions in different situations, managing stress (SE) . Develop public speaking skills; present information, findings, and supporting evidence (A/SE)

Social Responsibility Students will be able to: . Increase civic efficacy and voice to make changes in the community (A/SE) . Work with peers and adults to promote civil, democratic discussions and decision-making (A/SE) . Express own ideas clearly while recognizing and building on others' ideas (A/SE) . Transfer their learning to additional contexts and link critical reflection to action; critically assess systems of power in the local community and larger world (A/SE) . Sustain healthy relationships with diverse individual and groups and constructively manage conflict (SE) . Exercise persistence in achieving academic, personal, and community goals (A/SE) Central Square Public Charter School / Prospectus page 17

Structure of School Day and Year Central Square operates within a yearly schedule of 185 days and a daily schedule of 8:30 am to 5:30 pm, Monday through Friday. The school day is organized into six blocks, 75 minutes per block. These blocks include academic subjects linked to a project: Math Integration, English Language Arts Integration, Social Studies Integration, and Science Integration. They also include co-academic subjects linked to a project: Arts Integration and Movement Integration. The daily schedule includes a 30 minute morning circle (advisory) at the beginning of the day and a 60 minute community lunch. Students at the high school level participate in a full day internship once a week: 9th and 10th graders on Tuesdays and 11th and 12th graders on Thursdays.

Vision Statement Central Square Public Charter School will expand educational opportunities in diverse communities and serve as a catalyst for systemic changes in public education. The increasing complexity of our global economy and the chronic social challenges that students and their families face daily will require the development of new educational models. Our strategy will involve partnering with local school systems to create a network of schools that advances educational equity, the sharing of innovative practices, and a relentless focus on the core values that are essential for success in the 21st century and beyond: creativity, innovation, collaboration, and social responsibility.

The proposed opening of Central Square Public Charter School is not an indictment of the Lynn Public School system (LPS). LPS has demonstrated a commitment to continuous improvement, educational innovation, and equity. Central Square believes in this vision but because of Lynn’s educational, economic, and social challenges, the community needs a stronger educational system that offers diverse educational models. Our school design is currently not an option in Lynn and our goal within the next five years is to support LPS in scaling design elements that best work for students and families.

Continuous Improvement: Assessing School and Community Outcomes Central Square will use the PLAN/DO/STUDY/ACT (PDSA) approach to continuous improvement (Carnegie Foundation for the Advancement of Teaching, 2015). This approach involves iterative cycles where stakeholders conduct quarterly study (every 8-9 weeks) to determine whether specific actions within our school program are resulting in desired outcomes and the adjustments that need to be made. The following chart summarizes the types of proximal and distal data that various stakeholders will review to determine the school’s success.

STAKEHOLDERS PROXIMAL AND DISTAL DATA . Teachers  Performance/competency-based assessments (project portfolios) . Students  Standardized Assessments: Formative (ANET), ACCESS, MCAS/PARCC, . Parents PSAT/SAT . Board  Student performance measures (grades, attendance) . Community partners  Holistic classroom assessments (social emotional strengths / challenges) . Lynn Public Schools /  College enrollment / completion rates Lynn Educational  Civic engagement (voter registration, community involvement) Network  Economic viability (employment, income, assets)

Central Square Public Charter School / Prospectus page 18

C. DESCRIPTION OF THE COMMUNITY TO BE SERVED

Lynn, Massachusetts: Cultural Capital and Pioneering History The city of Lynn, located in the North Shore of Massachusetts, is a complex linguistic, social, and cultural mosaic. A historically immigrant community, Lynn is one of the most racially and ethnically diverse communities in the commonwealth. Lynn’s demographic includes 54.5% White, 27.7% Latino, 11.1% Black, and 5.2% Asian (U.S. Census, 2010). Lynn’s student demographic is even more diverse: 22% White, 53% Latino, 11.3% Black, and 9.8% Asian (ESE, 2014).

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

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

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

Lynn’s economic and social challenges are mirrored in its educational status. Only 21.5% of Lynn residents have a bachelor’s degree and only 14.2% have a graduate or professional degree. 16.2% have some college training but no degree. Only 35% have a high school diploma or GED (U.S. Census 2010).

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

Central Square Public Charter School aspires to honor the pioneering history of Lynn by providing a school to Lynn families that will prepare their children for the 21st century and beyond. Our

Central Square Public Charter School / Prospectus page 19 educational focus will be on social entrepreneurship in anticipation that the 21st century will mark the rise of the social entrepreneur (Nicholls 2006). Social entrepreneurship is becoming the foundation of the new economy: Solving problems at the local and global levels has generated an explosion of jobs and opportunities in the for-profit and non-profit sectors (Austin, Stevenson, Wei-Skillern 2006). The Green Economy is one example of this new economy. Defined as the sector of goods and services with a positive environmental impact, the Green Economy between 2003 and 2010 outperformed the aggregate growth of other economic sectors during the recession. (Sizing the Green Economy: A National and Regional Green Jobs Assessment 2011)

Within the framework of social entrepreneurship, students master core concepts and skills within contextualized learning experiences, and they discover their critical applications within real settings. The entire curriculum is structured around an interactive and integrated learning model. The problem with the traditional curriculum model is that different subject areas are taught in silos, and students do not understand how they interact with each other in contexts outside the classroom. In addition, the arts are typically relegated to second class status where they are offered as enrichment or an elective. In almost every professional field, art is becoming not extraneous but essential. Apple Computer is a prime example of how science, technology, and art are deeply integrated. The paradigm shift towards integration of the disciplines is already operative within most industries and social institutions. Central Square believes that with its focus on contextualized and integrated learning, graduates will have a clear advantage compared to students who have been taught in the traditional model.

When students graduate from Central Square, they will have the competencies to be change agents in their communities. The city of Lynn will serve as students’ training ground. They will problem- solve real issues affecting the Lynn community. This process involves several steps: Researching and analyzing the problem, designing and testing possible solutions, choosing the best design based upon the best outcome, and sharing their results with civic authorities and professional experts in the fields related to their projects. We refer to this process as project-based learning and it will serve as the foundation for student learning. A growing body of research has demonstrated the effectiveness of project-based learning in significantly improving the performance of diverse students in standardized assessments, attendance, retention, and college enrollment/completion rates (evidence is presented in Part II).

Founding Team’s Connection to Lynn Community and Assessment of Parental Needs Our founding team is a diverse and innovative group of professionals and parents who have strong ties to the Lynn community. The proposed Chief Executive Officer has children in Lynn Public Schools. We have a proposed board member who served as a Special Education teacher in Lynn and another who serves as the Engineering/Technology Program Leader for the Product Engineering Center at GE Aviation in Lynn. Other proposed board members run college and educational programs that serve Greater Lynn.

Since 2012 the founding group has conducted focus groups, individual interviews, and surveys of Lynn parents. Members of the team have also communicated with Lynn parents using social media. The following is a summary of the educational priorities of Lynn parents. Schools should: . Provide the foundation for college and career readiness (economic viability) . Engage students with challenging and relevant curriculum . Connect student learning to the real world . Honor students’ identities and cultures (embrace diversity) . Support students in being agents of change in their community (active citizenship) . Cultivate student creativity and health through regular access to art, music, and physical activity Central Square Public Charter School / Prospectus page 20

. Provide an extended day program . Support students with a range of health, cognitive, and social emotional challenges . Involve parents as partners in their children’s education . Provide a warm, safe, and welcoming school environment

The current iteration of our school design was greatly influenced by these educational priorities.

Projected Student Enrollment and School Expansion Central Square will serve students in grades 5 to 12. The school will open in the fall of 2017 with 160 fifth and sixth graders (80 students per grade) and expand by one grade level each year until the school reaches maximum enrollment of 640 students by 2024. We have chosen this grade span because Lynn’s MCAS scores reveal that while students at the elementary level are scoring close to the state average in Math, English, and Science, the gap widens beginning in grade 5 at the middle and high school levels (ESE, 2014). Central Square Public Charter School believes that an innovative educational program that targets the middle and high school grades ensures higher student performance and builds the foundation for college and career readiness. KIPP Academy uses a similar grade configuration and they have a documented history of success.

We anticipate our waiting list to be between 200 to 400 students based upon KIPP Academy’s waiting list for their middle and high school programs.

Student Recruitment and Educational Equity Since 2012 we have engaged families and Lynn community leaders through monthly community forums and social media. In November of 2014 we posted a school website that has received over 3200 hits. We have received over 250 inquiries from families wishing to enroll their children. To ensure that all families have full access to our school, we have developed a recruitment strategy that involves cultivating relationships with Lynn-based community agencies that serve high need families to ensure equity and access for all students: Bridgewell, Catholic Charities, Children’s Law Center, Family and Children Services, Lynn Community Health Center, Lynn Housing Authority, Lynn Shelter Association, Operation Bootstrap, New American Center, and local churches and places of worship.

Collaboration with Lynn Public Schools and Commitment to Scaling Effective Practices Central Square’s educational model is not available in Lynn and the district has not pursued the Horace Mann charter school model to advance the educational innovations described in our design. Unfortunately the charter school movement is a source of deep division within Lynn, as it is in other cities/towns in the Commonwealth and around the country. The labor movement in Lynn has a rich history of advancing worker protection rights and pro-labor groups see the non-union structure of most charter schools as an affront to educational and economic equity. The Lynn Public School (LPS) administration and School Committee have also taken a stand against charter schools because of perceived inequities in student enrollment, retention, and funding.

Central Square Public Charter School / Prospectus page 21

. Implement systematic scaling of effective practices across the district. The proposed Chief Executive Officer is currently working on a project called the National Center for Scaling Up Effective Schools (NCSU). The Center is a partnership of Vanderbilt University, North Carolina at Chapel Hill, and Educational Development Center (EDC). The purpose of NCSU is to develop, implement, and test new processes to scale up effective practices in secondary schools that districts will be able to use within the context of their own goals and unique circumstances. The Center has successfully scaled innovative practices in Growth Mindsets in Texas and Social Emotional Learning in Florida. Using a PLAN, DO, STUDY, ACT (PDSA) model, a district can engage in an iterative cycle of testing and adapt innovative practices within different school contexts. The lessons of NCSU in scaling effective practices will be applied to Lynn and other districts. . Leverage the resources of the Big Picture Learning Network (BPL) to scale innovative practices. Our school support partner, BPL, has pioneered educational innovation and equity for over 20 years. They operate a school support network that works with districts to adapt innovative practices to diverse school and community contexts. . Establish a Lynn Compact or Lynn Educational Network. The cities of Boston and Lawrence have successfully established an education compact where representatives from district, charter, and private/religious schools come together on a regular basis to set goals and regularly assess how they are working together to improve the educational outcomes for all students and families. The compact provides the infrastructure for these city-wide collaborations and allows for the sharing of innovative practices and resources.

PART II HOW WILL THE SCHOOL DEMONSTRATE ACADEMIC SUCCESS?

A. OVERVIEW OF PROGRAM DELIVERY

Educational Program and Evidence of Effectiveness for Diverse Learners Central Square Public Charter School’s educational program implements and integrates the practices of five design elements: (1) Project-based Learning; (2) Community-based Learning; (3) Social Entrepreneurship; (4) Social Emotional Learning; and (5) Arts and Movement.

Project-based learning practices include: . Integrated Learning Experiences. The academic and the co-academic subjects (arts and movement) are organized to support students’ inquiry and learning experiences and to demonstrate cross- curricula connections and their applications. Each subject is labeled with the term integration to emphasize that the core concepts and skills being studied are directly linked to a project. The Roman numeral denotes developmental level. For example, Science at grade 5 becomes Science Integration I, grade 6- Science Integration II, grade 7- Science Integration III, and grade 8- Science Integration IV. This pattern then repeats itself at the high school level. . Expanded Learning Time. Academic and co-academic classes are organized into six 75 minute blocks to provide adequate time for students to engage in focused and sustained inquiry. . Project teams. Students are organized into flexible project teams (4 to 5 members) over the course of the year so that they can experience the synergy of collaboration to support their academic and social emotional development. . Competency or Performance-based Assessments. Students are required to demonstrate their mastery of core concepts and skills during each phase of the project through portfolios and exhibitions.

Central Square Public Charter School / Prospectus page 22

Evidence of project-based learning improving student outcomes for diverse learners:  Improved performance in state administered assessments (Geier, Blumenfeld, Marx, Krajcik, Fishman, Soloway, Clay-Chambers 2008)  Higher attendance, retention, and college enrollment/completion rates (Strobel, Van Barneveld 2008)  Improved performance of struggling learners (Lynch, Kuipers, Pyke, Szesze 2005)  Supporting deeper mastery of math and science concepts and skills (National Clearinghouse for Comprehensive School Reform 2004)  Improving college and career readiness, especially in STEM related fields (Walker, Leary 2008).

Community-based Learning practices include: . Community Exploration. Because students will engage in year-round study of a community issue or challenge, they make expeditions to community sites to conduct research. . Tutoring and Mentoring Program. Community professionals and volunteers coach students in real- world application of academic and social emotional competencies and provide targeted support to help students improve problem areas in their performance. This program occurs within classrooms to ensure that support is monitored by staff and is aligned with academic and social emotional goals. . Job shadowing and internships. Students experience how learning happens in work place contexts and they come to understand the links to their academic studies.

Evidence of community-based learning improving student outcomes for diverse learners:  Increased student engagement and academic achievement (SEER 2006)  Improved performance on state assessments and decreased behavior problems (Hughes 2002)  Decreased drop-out rate, improved attendance and higher graduation rates (Hughes 2002)  Students with an adult mentor in school or at the workplace had higher attendance and GPA (National Commission on Service Learning 2002)

Social Entrepreneurship practices include: . Social Entrepreneur Mindsets. As students engage in project-based learning, they begin to understand the ways that social entrepreneurs approach community challenges and adopt the critical perspective that the community is not the problem but a partner in leveraging assets and developing sustainable solutions. Students adopt the relentless approach of social entrepreneurs in implementing their change strategy and the use of data to assess impact and to make adjustments. . Mini-Learning Forums. Students present quarterly updates on the progress of their projects to community leaders and field experts who provide critical feedback. . Community Learning Forums. At the conclusion of each year, student teams will be required to share their project work findings and solutions with a panel of parents, board members, community members, and field specialists.

Evidence of social entrepreneurship projects improving student outcomes for diverse learners:  Y-PLAN (Youth-Plan, Learn, Act, Now), a social entrepreneurship program developed by the University of California in Berkeley reports that students who participated in the program demonstrated improved academic achievement and civic involvement when compared with their peers (Center for Cities and Schools 2015)  Big Picture Learning (BPL) schools that typically have entrepreneur projects and internships as part of their school programming consistently achieve significant gains in attendance and performance on state and district academic assessments in essential skill areas, as well as dramatically reduce dropout and suspension/expulsion rates, increase graduation rates, college acceptance, matriculation, and persistence (Big Picture Learning 2015).

Central Square Public Charter School / Prospectus page 23

Social Emotional Learning practices include: . Morning Circle. Students begin their day in morning circle where they connect with a staff member and a small group of 8 to 10 students. Morning circle has three goals: (1) Provide a safe space where students can share their thoughts and feelings; (2) Help students to focus on their academic and personal goals; and (3) Provide training in strategies to support social/emotional development (i.e. resiliency training). . Restorative Justice Program. Restorative Justice is a proactive disciplinary program that builds community by empowering students to resolve conflicts and problem behaviors. . Continuous Learning (looping). Students are organized in grade-level cohorts where they work with the same group of teachers for two consecutive years. . Resilience Program Management (RPM). Through RPM students have access to a comprehensive system of academic and social emotional interventions to address their diverse needs and to build resiliency to overcome challenges.

Evidence of social emotional learning improving student for diverse learners (Collaborative for Academic, Social, and Emotional Learning 2015):  Improved academic performance: achievement scores an average of 11 percentile points higher than students who did not receive SEL programming;  Improved attitudes and behaviors: greater motivation to learn, deeper commitment to school, increased time devoted to schoolwork, and better classroom behavior;  Fewer negative behaviors: decreased disruptive class behavior, noncompliance, aggression, delinquent acts, and disciplinary referrals; and  Reduced emotional distress: fewer reports of student depression, anxiety, stress, and social withdrawal.

Arts and movement practices include: . Studio environment. Classrooms are structured as studio workspaces where students have opportunities to experiment with ideas and concepts using multiple mediums. . Arts and movement infusion. Through diverse art mediums (painting, drawing, models, music, film/media, drama/performance) and movement strategies (exercise bursts, kinesthetic problem- solving games), students creatively explore, develop, and demonstrate their understanding of key academic concepts and skills. Arts and movement teachers (or co-academic teachers) have opportunities to co-teach with academic teachers to provide multisensory learning experiences. . Arts and movement integration. Students enjoy a daily immersion in an arts and movement program. Each component occurs within 75 minute blocs. The arts include music, visual, and the performance arts. Movement includes dance, creative sports, and problem-solving games.

Evidence of arts and movement improving student outcomes for diverse learners:  A national study of 25,000 middle and high school students found that students with high engagement with the arts performed higher in state standardized assessments when compared with students with low engagement with the arts (Catterall, 2002)  Students who took 4 or more years of art course work had higher SAT scores than students who had one half-year or less (Vaughn, 2002)  Students who participated in music or band scored at the highest math levels when compared with their peers not involved in music (Catterall & Iwanaga, 2002)  School programs that integrated short bursts of physical activity into classrooms or where students had at least one hour of daily physical activity revealed that students had improved attention rates, higher academic scores, and improved classroom conduct (Center for Disease Control and Prevention, 2010)

Central Square Public Charter School / Prospectus page 24

Structure of School Day and Year Central Square operates within a yearly schedule of 185 days (36 weeks) and a mandatory daily schedule of 8:30 am to 5:30 pm, Monday through Friday. The total hours are 9 hours per day, 45 hours per week, and 1665 hours per year. The year is divided into two 18 week semesters (or four 9 week quarters). The school day is organized into six blocks, 75 minutes per block. These blocks include academic subjects linked to a project: Math Integration, English Language Arts Integration, Social Studies Integration, and Science Integration. They also include co-academic subjects linked to a project: Arts Integration and Movement Integration. The daily schedule includes a 30 minute morning circle (advisory) at the beginning of the day and a 60 minute community lunch. Students at the high school level participate in one full day internship and/or college class once a week: 9th and 10th graders on Tuesdays and 11th and 12th graders on Thursdays.

The following illustrates the schedules for middle and high school students.

SAMPLE SCHOOL SCHEDULE: GRADES 5 TO 8 Day & Time Monday Tuesday Wednesday Thursday Friday 8:30—9:00 AM Morning Circle Morning Circle Morning Circle Morning Circle Morning Circle 30 minutes 9:00—10:15 AM Math Math Math Math Math 75 minutes Integration I Integration I Integration I Integration I Integration I 10:15—11:30 AM ELA ELA ELA ELA ELA 75 minutes Integration I Integration I Integration I Integration I Integration I 11:30—12:30 PM COMMUNITY LUNCH 60 minutes 12:30—1:45 PM Science Science Science Science Science 75 minutes Integration I Integration I Integration I Integration I Integration I 1:45—3:00 PM Social Studies Social Studies Social Studies Social Studies Social Studies 75 minutes Integration I Integration I Integration I Integration I Integration I 3:00—4:15 PM Movement Movement Movement Movement Movement 75 minutes Integration I Integration I Integration I Integration I Integration I 4:15—5:30 PM Arts Arts Arts Arts Arts 75 minutes Integration I Integration I Integration I Integration I Integration I

SAMPLE SCHOOL SCHEDULE: GRADES 9 TO 12 Day & Time Monday Tuesday Wednesday Thursday Friday 8:30—9:00 AM Morning Circle Morning Circle Morning Circle 30 minutes College & College & 9:00—10:15 AM Math Career Math Career Math 75 minutes Integration I Exploration Integration I Exploration Integration I 10:15—11:30 AM ELA (Grades 9-10) ELA (Grades 11-12) ELA 75 minutes Integration I Integration I Integration I 11:30—12:30 PM COMMUNITY LUNCH 60 minutes 12:30—1:45 PM Science Science Science 75 minutes Integration I College & Integration I College & Integration I 1:45—3:00 PM Social Studies Career Social Studies Career Social Studies 75 minutes Integration I Exploration Integration I Exploration Integration I 3:00—4:15 PM Movement (Grades 9-10) Movement (Grades 11-12) Movement 75 minutes Integration Integration Integration 4:15—5:30 PM Arts Arts Arts 75 minutes Integration I Integration I Integration I

Central Square Public Charter School / Prospectus page 25

Organization of Students and Teachers Each grade level has 80 students and they are organized into four cohorts of 20 students. Classes have no more than 20 students. Each cohort is a small community and they work together to build a studio environment in each of their classrooms. To minimize transitions and to support the studio environment, students do not move from class to class but rather the teachers move (students do have regular breaks within their classrooms where they have opportunities to move around or engage in structured movement). Each of the grade level cohorts is assigned to a team of academic and co-academic teachers and students remain with this team for two consecutive years. This looping structure is organized into grades 5 to 6, 7 to 8, 9 to 10, and 11 to 12. Morning circle (advisory) scheduled at the beginning of the day (8:30 to 9:00 am) operates within a similar structure. Each student is assigned to an advisor for two consecutive years.

Co-Teaching Structure to Support Diverse Learners Co-teaching opportunities are structured in four ways: Special Education inclusion, ELL inclusion, Arts and Movement infusion and Apprentice Teacher program. . Special Education Inclusion. For students with low to medium special needs, a Learning Integration Specialist (Special Education Teacher) is assigned to a mixed cohort of general and special education students to work with the academic team to ensure that project-based learning modules are scaffolded appropriately. . ELL inclusion. For students with medium to high English proficiency, an ELL specialist is a assigned to a mixed cohort of general and ELL students to work with the academic team to ensure that project-based learning modules effectively integrate Sheltered English Immersion (SEI) strategies. . Arts and movement infusion. In addition to the arts and movement integration blocks that they teach, co-academic teachers are assigned to an academic class for a two to three week rotating periods where they support the academic teacher to infuse arts and movement into their subject area. This model has been effectively implemented at the Conservatory Lab Charter School in Boston where music teachers team with academic teachers to use music to help students to master key concepts and skills. . Apprentice Teacher Program. Our school will require professionals who have a deep knowledge of our school design. In order to develop high quality staff, we will partner with Big Picture Learning and local colleges and universities to develop an apprentice program that creates a pipeline to the teaching profession. We will target diverse candidates, especially people of color from the Greater Lynn region.

School Schedule for Teachers All teachers teach or co-teach four classes per day, 75 minutes per class, for a total of 300 minutes/5 hours per day, 1500 minutes/25 hours per week. Each staff member has 75 minutes of planning per day, for a total of 375 minutes/6.25 hours per week. All teachers work no more than 40 hours per week when combining teaching responsibilities and planning. Staff are responsible for no more than 80 students during the course of a day, week, or year.

Academic staff, including Learning Specialists (Special Education Teachers) and ELL teachers, arrive at the school at 8:15 am and leave at 4:15 pm, Monday through Friday. Co-Academic staff (Arts and Movement teachers) arrive at 10:15 am and leave at 5:45 pm, Monday through Friday. This flex schedule allows teachers to have equitable and sustainable workloads and allows the school to provide a high quality program at an efficient cost.

Below is a sample schedule for academic and co-academic teachers.

Central Square Public Charter School / Prospectus page 26

SAMPLE SCHEDULE FOR ACADEMIC TEACHERS Day & Time Monday Tuesday Wednesday Thursday Friday 8:15—8:30 AM Arrival / Arrival / Arrival / Arrival / Arrival / 15 minutes Check-In Check-In Check-In Check-In Check-In 8:30—9:00 AM Morning Circle Morning Circle Morning Circle Morning Circle Morning Circle 30 minutes 9:00—10:15 AM Math Math Math Math Math 75 minutes Integration I Integration I Integration I Integration I Integration I 10:15—11:30 AM Math Math Math Math Math 75 minutes Integration I Integration I Integration I Integration I Integration I 11:30—12:30 PM COMMUNITY LUNCH 60 minutes 12:30—1:45 PM Math Math Math Math Math 75 minutes Integration I Integration I Integration I Integration I Integration I 1:45—3:00 PM Math Math Math Math Math 75 minutes Integration I Integration I Integration I Integration I Integration I 3:00—4:15 PM Planning / PD Planning / PD Planning / PD Planning / PD Planning / PD 75 minutes

SAMPLE SCHEDULE FOR CO-ACADEMIC TEACHERS Day & Time Monday Tuesday Wednesday Thursday Friday 10:15—11:30 AM Science Science Science Science Science 75 minutes Integration II Integration II Integration II Integration II Integration II (Arts Infusion) (Arts Infusion) (Arts Infusion) (Arts Infusion) (Arts Infusion) 11:30—12:30 PM COMMUNITY LUNCH 60 minutes 12:30—1:45 PM Science Science Science Science Science 75 minutes Integration II Integration II Integration II Integration II Integration II (Arts Infusion) (Arts Infusion) (Arts Infusion) (Arts Infusion) (Arts Infusion) 1:45—3:00 PM Planning / PD Planning / PD Planning / PD Planning / PD Planning / PD 75 minutes 3:00—4:15 PM Arts Arts Arts Arts Arts 75 minutes Integration II Integration II Integration II Integration II Integration II 4:15—5:30 PM Arts Arts Arts Arts Arts 75 minutes Integration II Integration II Integration II Integration II Integration II 5:30—5:45 PM Assist Dismissal Assist Dismissal Assist Dismissal Assist Dismissal Assist Dismissal 15 minutes

Summer Programs Rather than hosting or providing a summer program, Central Square staff will work with families to find summer programs that best match their children’s needs. This approach aligns with our mission that the community is a partner in educating students. There are a range of college and work-based programs that are available to Lynn students. Central Square staff would support matching students with programs that best address their interests and their academic and social emotional needs.

B. CURRICULUM AND INSTRUCTION

Project-based Learning Curriculum for Social Entrepreneurship Central Square Public Charter School will implement a project-based learning curriculum design that is an adaptation of Y-PLAN (Youth-Plan, Learn, Act, Now). Y-PLAN is a nationally recognized project- based learning model that links student inquiry to authentic experiences of social entrepreneurship. The University of California in Berkeley developed this approach as a way to engage students in city Central Square Public Charter School / Prospectus page 27 planning and policy making in order to build students' knowledge and skills for college, career, and citizenship while creating healthy, sustainable, and joyful communities (Center for Cities and Schools, 2015). This model has been implemented successfully in 75 schools across the country and around the world, primarily in diverse and under-resourced communities: Detroit, New Orleans, New York City (Bronx and Queens), Oakland, and Washington D.C. Students who participated in the program demonstrated improved student outcomes and civic involvement when compared with their peers (Center for Cities and Schools, 2015).

Our project-based learning model organizes the school year (36 weeks) into 5 modules: . Module 1: Start-Up (6 weeks) . Module 2: Deep Dive (10 weeks) . Module 3: Design and Incubate (10 weeks) . Module 4: Go Public (6 weeks) . Module 5: Look Forward and Back (4 weeks)

Module 1: Start-Up Module 1 (Start-Up) is approximately 6 weeks and the objective involves identifying the project question and accomplishing the following actions: . Self-Study. Students do an inventory of their interests, passions, fears, strengths, and areas where they need to grow. They set academic and personal goals about what they want to accomplish during the course of the year. Students will also produce an autobiography and will use multimedia to represent their life’s journey. . Community Study. Students will do a study of the community using the lens of a social entrepreneur. Five interrelated elements determine the quality of life within a community: housing, transportation, public space, economic development, and schools/services. Students will gather data to assess the status of Lynn in these five areas. This will include speaking with community experts who will provide insights into these five elements. The focus of the community study is to documents the assets and to identify key problems. . Identify the Challenge/Project Question. After the community study, students will choose ONE element for the focus of their project (housing, transportation, etc) and the primary challenge they want to address in this element. They will also articulate the project question that will drive their inquiry during the course of the year. . Engage Community Partners and Stakeholders. A key step in the start-up phase is to determine who will be served with this project and the key people, organizations, and governmental agencies within the community who will assist in implementing the proposed solution. This will involve official communication (letters) and face to face meetings. . Project Roadmap. The roadmap outlines the key phases of the project and highlights the benchmarks that students will need to keep in mind during each phase of their inquiry. . Project Learning Plan. An essential step in the start-up phase is to have students co-create their project learning plan. This plan documents the key academic and social emotional concepts and skills that students will master during each phase of the project. The plan includes Math, English Language Arts, Social Studies, and Science targets. Students will be required to regularly assess their learning during each project phase.

Module 2: Deep Dive Module 2 (Deep Dive) is approximately 10 weeks and the objective is to conduct community action research to understand local context and to begin to answer the project question. The key actions to be accomplished are: . Map the Neighborhood. Mapping the neighborhood(s) affected by the identified challenge is a city planner’s strategy in understanding an issue. Central Square Public Charter School / Prospectus page 28

. Site Analysis. Students collect data on city areas impacted by the challenge. This includes demographic, historical, and scientific data collection. Site analysis also includes the mapping of assets that could possibly lead to a solution . Conduct Surveys and Interviews. Students develop and administer surveys that help them collect community perspectives on the challenge. Students also develop and conduct interviews with community members who are impacted by the challenge and/or could offer ideas for potential solutions. . Consult with Field Experts. Students consult with field experts to help them understand possible root causes for the project problem or challenge and to provide feedback on student collected data to determine whether students have fully captured the data sets that will help them to understand the problem in a deep way. . Tell the Story. Students spend time sifting and analyzing the data collected from the neighborhood mapping, site analysis, and surveys/interviews. Using a multimedia approach, they tell the story of what is happening in the community in relation to the challenge.

Module 3: Design and Incubate Module 3 (Design and Incubate) is approximately 10 weeks and the objective is to brainstorm possible solutions and to develop and test models that will lead to a sustainable solution. The key actions to be accomplished are: . Virtual Urban Tour. To gather ideas and best practices to address the project question, students investigate the systems of other cities across the country and the world. Students document their research through visual images, narratives, and reports. . Solution Mapping. Students create visual maps that represent possible solutions, the steps required to implement the solutions, and how the steps directly or indirectly address the project question. These maps are vetted with field experts who provide critical feedback on the logic of the design and whether the implementation ideas are achievable. Students are expected to generate multiple iterations of their solution maps based upon feedback. . Model Design. Based upon their solution mapping, students design a model that outlines the key strategies to address the problem, the resources (human and material) required to implement the strategies, and the cost associated with the implementation of the strategies. . Test the Model. Students conduct small scale experiments and/or simulations to test the design model. Available impact data is collected and adjustments to the model are made based upon results. . Incubate the Model. Students begin to network with like-minded organizations, governmental agencies, and universities to build human and material capital to support the implementation of the model or to provide critical feedback to further refine it. This step includes the development of a business plan and a policy memo of how the proposed solution improves existing systems.

Module 4: Go Public Module 4 (Go Public) is approximately 6 weeks and the objective is to strategize how to present a solution that is clear and compelling to key partners, stakeholders, and the larger community. The key actions to be accomplished are: . Communication Plan. Students develop a plan of how they will engage key stakeholders and partners and the larger community. This plan will document the journey that student had undertaken to develop a solution. Students will choose which multimedia platform to use to present their research, findings, and how their solution will be branded. . Community Learning Forums. Students organize community learning forums where they will be able to share their proposed solutions with key stakeholders and partners. The audience will include key government officials, agencies, community organizations, colleges/universities, and families. Central Square Public Charter School / Prospectus page 29

. Network Forums. There are networks of social entrepreneurs where students can present solutions for addressing community issues. These include the Y-Plan Conference and conferences that are hosted by community organizations and college/universities.

Module 5: Look Forward and Back Module 5 (Look Forward and Back) is approximately 4 weeks and the objective is to reflect on lessons learned and to strategize next steps. The key actions to be accomplished are: . Self-Study. At the beginning of the school year, students had created a self-study where they identified their strengths and areas for growth. They also wrote an autobiography. At this stage students are reflecting upon how the project changed them and their new learning about themselves and their community. Students revisit their goals and assess their progress. They can also set new goals based upon their learning. . Project Learning Plan. Students revisit their project learning plan to assess whether they have mastered the key academic concepts and skills that the project required. Students identify strengths, areas for growth, and develop an action plan of how they will improve. . Project Portfolio. The project portfolio is an essential way for students to document their learning and their journey through the course of the year. An assessment of their project portfolio is a key step as they review and revise their project learning plan. . Thank you Letters. Students will write thank you letters to all the mentors, field experts, community partners, and stakeholders who helped them during the course of the year. . Action Planning. Students will begin to strategize the next steps in the project and how they want to follow-up with partners to determine that whether solutions are being implemented or the results of implementation.

Case Study illustration of Curriculum: MetWest High School, Oakland MetWest High School, a Big Picture Learning School in Oakland California, successfully implemented the Y-PLAN curriculum design during the 2014-15 school year. In the summer of 2014, students from an 11th grade class identified transportation as one of the most critical issues they wanted to improve in their community. Students were important stakeholders who relied daily on public transportation to go to and from school, home, internships, and other extracurricular activities. Students researched solutions to improve bus service for their client, AC Transit, the public transit agency serving the San Francisco Bay Area's Alameda and Contra Costa counties.

During the Fall 2014 semester, students created questionnaires to survey riders along five different bus routes. Throughout the project, the students conducted community research including site mapping, observations, and interviews to collect community input on how to improve service and more equitably serve all Oakland residents without increasing costs. Students analyzed surveys, interviews, and conducted further research to create evidence-based solutions to improve bus service along key routes. Students crafted policy memos outlining their recommendations.

Students created professional PowerPoint presentations to Go Public with a purpose. They presented their final recommendations to a panel of AC Transit staff, board members, educators, and other community stakeholders. Students engaged in reciprocal dialogue and answered critical questions with the panel and audience that included family, friends, and other community members. Students reflected on their Y-PLAN experience, and wrote letters to Stephen Newhouse (representative from AC Transit) describing lingering questions and next-steps. Based on the presentations, transportation planners will use this information as part of their written report during the first phase of the COA. Students will work with Stephen Newhouse to follow up and provide feedback on this proposal in the second round of community meetings. (Center for Cities and Schools, 2015) Central Square Public Charter School / Prospectus page 30

Developmental Approach to Project-based Learning Each grade level (grades 5 to 12) is organized into four cohorts or classes of 20 students. Within each class there are five project teams of 4 to 5 students. Structure and choice is based upon the developmental needs of students. Project choices and differentiation expand as students advance in their grade levels. . Grades 5-6. All grade level cohorts and project teams engage in ONE year long project. Students choose one focus area among the city elements (housing, transportation, economic development, school/services, open spaces) . Grades 7-8. Up to TWO year long projects would be happening simultaneously because each class would have a choice among two possible projects. For example, class A chooses transportation, class B- housing, class C- transportation, and class D- housing. The project teams within each class/cohort would do the same project. . Grades 9-10. Up to FOUR year long projects would be happening simultaneously because each class would have a choice among four possible projects. For example, class A chooses economic development, class B- housing, class C- transportation, and class D- housing. The project teams within each class/cohort would do the same project. . Grades 11-12. Up to EIGHT year long projects would be happening simultaneously because each project team (4 to 5 students) would choose among one of eight possible projects. For example, in one class/cohort, project team A chooses transportation, project team B- housing, project team C- economic development, and project team D- open spaces. This pattern repeats itself in the remaining classes/cohorts.

Curriculum Scope and Sequence Our project-based learning curriculum design is best described as the Massachusetts Curriculum Framework (MCF) in action. Our curriculum design emphasizes the main features of MCF: focus, coherence, application, and college/career readiness.

The curriculum charts below are organized into power standards to reflect the essential competencies that Central Square Public Charter School students will master at each grade level.

RPS.9. Read with fluency and accuracy to support comprehension SEPS.3. Speaks and writes appropriately in different contexts: Writing Power Standards (WPS) informal, academic, and public domain WPS.1. Write in a range of texts and genres: literary, narratives, Communication Power Standards (CPS) poems, informational, technical reports CPS.1. Build upon ideas of others when engaged in a range of WPS.2. Write in clear and coherent ways where ideas are logically individual and group discussions introduced and connected CPS.2. Honor rules of discussions to build collective WPS.4. Paraphrase and summarize key points of information understanding of a topic or question WPS.5. Expand key ideas and points using details to support CPS.3. Pose questions that clarifies and deepens thinking clarity and understanding CPS.4. Use multimedia to express ideas and evidence in clear and compelling ways Power and Authority Power Standards (PAPS) CLPS.2. Explain the positive and negative impacts of European Grade 5 PAPS.1. Define powers associated different levels of government: Expansion and exploration federal, state, local CLPS.3. Understand the development of slavery in North America SOCIAL STUDIES PAPS.2. Explain the structure of local government Interaction of Peoples with Environments Power Standards INTEGRATION I PAPS.3. Understand the links of American democracy to Ancient (IPEPS) Greece and the emergence of town hall meetings IPEPS.1. Understand different types of maps: geographical, PAPS.4. Explain the purpose of government as outlined in the topographical, and political Declaration of Independence IPEPS.2. Understand the evolution of maps PAPS.5. Understand the development of the Constitution of the IPEPS.3. Interpret a range of charts and graphs related to Commonwealth of Massachusetts historical narratives and demographics Philosophies and Beliefs Power Standards (PBPS) Emerging and Developing Economies Power Standards (EDEPS) PBPS.1. Understand the links between American democracy and EDEPS.1. Define entrepreneur and social entrepreneur Ancient Greece EDEPS.2. Understand development of supply and demand PBPS.1. Explain the emergence of educational institutions (i.e. economics Harvard University) EDEPS.3. Explain the emergence of maritime economy in colonial Cultures and Languages Power Standards (CLPS) Massachusetts CLPS.1. Understand the cultures, beliefs, and religious/political Technology & Innovation Power Standards (TIPS) systems of native peoples in North, Central, and South America TIPS.1. Understand inventions associated with European expansion and Massachusetts Maritime commerce Physical Sciences (PSPS) LSPS.3. Design a composter and determine what contributes to Grade 5 PSPS.1. Use a model of matter as made of particles too small to accelerated decomposition be seen to explain common phenomena involving gasses, phase Earth and Space Sciences (ESSPS) SCIENCE changes between gas and liquid ESSPS.1. Create a model that shows the earth’s relationship to INTEGRATION I PSPS.2. Measure and graph the weights of substances before and the sun, moon, and stars after a reaction or phase change to provide evidence that ESSPS.2. Explain experience of night and day and the shadow regardless of the type of change that occurs when heating, patterns of the sun during different parts of the day and changes cooling or combining substances, the total weight of matter is in the position of the sun, moon, and constellations during the conserved course of a day, month, and year PSPS.3. Conduct an experiment to determine whether the mixing ESSPS.3. Describe the water cycle in the geosphere, biosphere, of two or more substances results in new substances with new hydrosphere, and atmosphere through evaporation, properties precipitation, surface runoff, condensation, transpiration, and PSPS.4. Demonstrate that the gravitational force exerted by Earth runoff on objects is directed toward the Earth’s center ESSPS.4. Describe and graph the amounts and percentages of salt PSPS.5. Use a model to describe that the food animals digest: water in the ocean; fresh water in lakes, rivers, and ground contains energy that was once energy from the sun, and provides water; and fresh water frozen in glaciers and polar ice caps to energy and materials for body repair, growth, motion, body provide evidence about the availability of fresh water in Earth’s warmth, and reproduction biosphere. Life Sciences (LSPS) ESSPS.5. Strategize ways to reduce negative impact on LSPS.1. Explain processes where air, water, and energy from sun environment by changing agricultural, industrial, and community produces sugar and plant material (photosynthesis) practices LSPS.2. Develop a food web that demonstrates relationships ESSPS.6. Develop model to reduce impurities in water and find between animals, plants, fungi, and bacteria in consumption and ways to improve model decomposition and the recycling dynamic within soil Ratios and Proportional Relationships Power Standards (RPPS) EEPS.2. Reason about and solve one-variable equations and Grade 6 RPRPS.1. Understand ratio concepts and use proportional inequalities. reasoning to solve problems. EEPS.3. Represent and analyze quantitative relationships MATH Number System Power Standards (NSPS) between dependent and independent variables. INTEGRATION II NSPS.1. Apply and extend previous understandings of Geometry Power Standards (GPS) multiplication and division to divide fractions by fractions. GPS.1. Solve real-world and mathematical problems involving NSPS.2. Compute fluently with multi-digit numbers and find area, surface area, and volume. common factors and multiples. Statistics and Probability (SPPS) NSPS.3. Apply and extend previous understandings of numbers to SPPS.1. Develop understanding of statistical variability. the system of rational numbers. SPPS.2. Summarize and describe distributions. Expressions and Equations Power Standards (EEPS) EEPS.1. Apply and extend previous understandings of arithmetic to algebraic expressions.

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Reading Power Standards (RPS) WPS.6. Cite evidence when proposing an argument or position Grade 6 RPS.1. Quote accurately and cite evidence to support analysis WPS.7. Use domain appropriate words for academic and RPS.2. Infer and summarize key points of information college/career contexts ENGLISH RPS.3. Explain how a central idea or theme is developed WPS.8. Conduct research to build knowledge around a subject or LANGUAGE ARTS RPS.4. Compare and contrast different types of text (literary, issue INTEGRATION II informational, and technical) WPS.9. Demonstrate awareness of the audience RPS.5. Understand the development of a writer’s point of view WPS.10. Use the writing process (drafting, editing, revising, and multiple perspectives within a text publishing) RPS.6. Understand a range of texts: literary (stories, dramas, WPS.11. Use technology to support the writing process poetry), informational texts, and technical reports Standard English Power Standards (SEPS) RPS.7. Explain the meaning of domain specific words in academic SEPS.1. Use proper rules of grammar when speaking and writing and college/career settings SEPS.2. Understands word relationships: antonyms/synonyms, RPS.8. Use word analysis strategies to decode and understand figurative language, similes/metaphors words SEPS.3. Speaks and writes appropriately in different contexts: RPS.9. Read with fluency and accuracy to support comprehension informal, academic, and public domain Writing Power Standards (WPS) Communication Power Standards (CPS) WPS.1. Write in a range of texts and genres: literary, narratives, CPS.1. Build upon ideas of others when engaged in a range of poems, informational, technical reports individual and group discussions WPS.2. Write in clear and coherent ways where ideas are logically CPS.2. Honor rules of discussions to build collective introduced and connected understanding of a topic or question WPS.4. Paraphrase and summarize key points of information CPS.3. Pose questions that clarifies and deepens thinking WPS.5. Expand key ideas and points using details to support CPS.4. Use multimedia to express ideas and evidence in clear and clarity and understanding compelling ways Power and Authority Power Standards (PAPS) CLPS.4. Describe the ethnic and religious groups in the Middle Grade 6 PAPS.1. Understand the emergence of modern nations in Africa, East Asia, Europe, and Middle East CLPS.5. Understand the cultures, beliefs, and religious/political SOCIAL STUDIES PAPS.2. Describe the tensions between indigenous peoples and systems of peoples in Asia INTEGRATION II emerging nations Interaction of Peoples with Environments Power Standards PAPS.3. Describe and compare the roles and status of women in (IPEPS) different nations and continents IPEPS.1. Interpret geographical information from maps and charts Philosophies and Beliefs Power Standards (PBPS) IPEPS.2. Understand the domain specific words related to PBPS.1. Compare and contrast the range of values, systems, and geography beliefs among peoples in Africa, Asia, Europe, and Middle East IPEPS.3. Understand and compare economic valuations on maps PBPS.2. Understand the asset and deficit lenses used to compare and charts (per capita income, GNP) nations and peoples Emerging and Developing Economies Power Standards (EDEPS) Cultures and Languages Power Standards (CLPS) EDEPS.1. Understand the key elements of a market economy CLPS.1. Understand the cultures, beliefs, and religious/political EDEPS.2. Explain the development of currency systems of peoples in Africa EDEPS.3. Understand the emergence of economies in Africa, Asia, CLPS.2. Explain how modern Africa became independent nations Europe, and Middle East CLPS.3. Understand the cultures, beliefs, and religious/political Technology & Innovation Power Standards (TIPS) systems of peoples in the Middle East TIPS.1. Understand the technology associated with developing nations Physical Sciences (PSPS) LSPS.3. Analyze and interpret evidence from the fossil record to Grade 6 PSPS.1. Conduct an experiment using exothermic and infer patterns of environmental change resulting in extinction and endothermic reactions to explain that the type and concentration changes to life forms throughout the history of the Earth SCIENCE of the reacting substances affects the amount of thermal energy LSPS.4. Demonstrate using anatomical structures to support INTEGRATION II released or absorbed evolutionary relationships among and between fossil organisms PSPS.2. Use a model of matter to explain that density is the and modern organisms. Include evidence showing that: a. some amount of matter (mass) in a given volume. Measure the mass organisms have similar traits with similar functions because they and volume of regular and irregular shaped objects and calculate were inherited from a common ancestor, b. some organisms have their density similar traits that serve similar functions because they live in PSPS.3. Conduct an experiment to show that many materials are similar environments, and c. some organisms have traits mixtures of pure substances that can be separated into the inherited from common ancestors that no longer serve their component pure substances original function because over time, their environments have PSPS.4. Demonstrate that gravitational interactions are attractive changed and are only noticeable when one or both of the objects have a Earth and Space Sciences (ESSPS) very large mass ESSPS.1. Develop and a model of the Earth-sun-moon system to PSPS.5. Use diagrams of a simple wave to explain that a wave has explain the causes of lunar phases and eclipses of the sun and a repeating pattern with a specific amplitude, frequency and moon wavelength ESSPS.2. Analyze and interpret rock layers and index fossils to PSPS.6. Use diagrams and other models to show that both light determine the relative ages of rock formations. Explain that these rays and mechanical waves are reflected, absorbed, or sources of evidence, along with radiometric dating, are used to transmitted through various materials construct the geologic time scale of Earth’s history PSPS.7. Present qualitative scientific and technical information to ESSPS.3. Use graphical displays to illustrate that the Earth and its support the claim that digitized signals (sent as wave pulses solar system are part of the Milky Way galaxy, which is one of representing 0s and 1s) can be used to encode and transmit billions of galaxies in the universe information ESSPS.4. Analyze and interpret maps showing the distribution of Life Sciences (LSPS) fossils and rocks, continental shapes, and seafloor structures to LSPS.1. Provide evidence that organisms are made of cells provide evidence that Earth’s plates have moved great distances, Central Square Public Charter School / Prospectus page 33

LSPS.2. Develop a model to describe the ways parts of cells collided, and spread apart contribute to key cellular functions of obtaining nutrients and Engineering, Technology and Science Applications (ETSA) water from its environment, disposing of waste, and producing ETSA.1. Define the criteria and constraints of a design problem energy: a. the nucleus contains genetic information (DNA) which with sufficient precision to ensure a successful solution. Include regulates a cell’s activities; b. chloroplasts are the site of potential impacts on people and the natural environment that photosynthesis which produces necessary glucose and oxygen; c. may limit possible solutions mitochondria facilitate cellular respiration (energy production); d. ETSA.2. Create visual representations of solutions to a design vacuoles store materials, including water, nutrients and waste; e. problem. Accurately interpret and apply scale and proportion to the cell membrane is a protective barrier that enables nutrients visual representations to enter the cell and wastes to be expelled; and f. the cell wall ETSA.3. Select appropriate materials based on specific properties provides structural support to some types of cells needed in the construction of a solution Ratios and Proportional Relationships Power Standards (RPPS) Geometry Power Standards (GPS) Grade 7 RPRPS.1. Analyze proportional relationships and use them to GPS.1. Draw, construct and describe geometrical figures and solve real-world and mathematical problems. describe the relationships between them. MATH Number System Power Standards (NSPS) GPS.2. Solve real-life and mathematical problems involving angle INTEGRATION III NSPS.1. Apply and extend previous understandings of operations measure, area, surface area, and volume. with fractions to add, subtract, multiply, and divide rational Statistics and Probability Power Standards (SPPS) numbers. SPPS.1. Use random sampling to draw inferences about a Expressions and Equations Power Standards (EEPS) population. EEPS.1. Use properties of operations to generate equivalent SPPS.2. Draw informal comparative inferences about two expressions. populations. EEPS.2. Solve real-life and mathematical problems using SPPS.3. Investigate chance processes and develop, use, and numerical and algebraic expressions and equations. evaluate probability models. Reading Power Standards (RPS) clarity and understanding. Grade 7 RPS.1. Quote accurately and cite evidence to support analysis WPS.6. Cite evidence when proposing an argument or position RPS.2. Infer and summarize key points of information WPS.7. Use domain appropriate words for academic and ENGLISH RPS.3. Explain how a central idea or theme is developed college/career contexts LANGUAGE ARTS RPS.4. Compare and contrast different types of text (literary, WPS.8. Conduct research to build knowledge around a subject or INTEGRATION III informational, and technical) issue RPS.5. Understand the development of a writer’s point of view WPS.9. Demonstrate awareness of the audience and multiple perspectives within a text WPS.10. Use the writing process (drafting, editing, revising, RPS.6. Understand a range of texts: literary (stories, dramas, publishing) poetry), informational texts, and technical reports WPS.11. Use technology to support the writing process RPS.7. Explain the meaning of domain specific words in academic Standard English Power Standards (SEPS) and college/career settings SEPS.1. Use proper rules of grammar when speaking and writing RPS.8. Use word analysis strategies to decode and understand SEPS.2. Understand word relationships: antonyms/synonyms, words figurative language, similes/metaphors RPS.9. Read with fluency and accuracy to support comprehension SEPS.3. Speaks and writes appropriately in different contexts: Writing Power Standards (WPS) informal, academic, and public domain WPS.1. Write in a range of texts and genres: literary, narratives, Communication Power Standards (CPS) poems, informational, technical reports CPS.1. Build upon ideas of others when engaged in a range of WPS.2. Write in clear and coherent ways where ideas are logically individual and group discussions introduced and connected CPS.2. Honor rules of discussions to build collective WPS.4. Paraphrase and summarize key points of information understanding of a topic or question WPS.5. Expand key ideas and points using details to support CPS.3. Pose questions that clarifies and deepens thinking CPS.4. Use multimedia to express ideas and evidence in clear and compelling ways Power and Authority Power Standards (PAPS) CLPS.3. Explain the impact of writing (alphabet in Mesopotamia Grade 7 PAPS.1. Define city-state, dynasty, kingdom, empire, republic, and hieroglyphics in Egypt) upon civilizations and societies separation of powers, civic duty, rule of law, and military. CLPS.4. Describe the impact of the Greek and Roman alphabet SOCIAL STUDIES PAPS.2. Describe the emergence of the Roman Republic and its upon our current use of language (science, math) INTEGRATION III contribution to the development of democratic principles, Interaction of Peoples with Environments Power Standards including separation of powers, rule of law, representative (IPEPS) government, and the notion of civic duty. IPEPS.1. Describe how the earth’s evolution and climate changes Philosophies and Beliefs Power Standards (PBPS) contributed to the emergence of life PBPS.1. Explain the emergence of polytheism in Mesopotamia IPEPS.2. Explain the impact of having civilization located near and Egypt waterways (Egypt, Greece, Rome) PBPS.2. Describe the principles of justice within the rules of Emerging and Developing Economies Power Standards (EDEPS) Hammurabi EDEPS.1. Explain economic concepts such as supply and demand, PBPS.3. Describe the emergence of monotheism in Jewish culture bartering, and monetary exchange PBPS.4. Describe the myths associated with Greek culture EDEPS.3. Describe the impact of Rome’s invention of a standard PBPS.5. Explain the emergence of Christianity and its influence of currency upon western economy upon societies Technology & Innovation Power Standards (TIPS) Cultures and Languages Power Standards (CLPS) TIPS.1. Explain the impact of the invention of the calendar and CLPS.1. Explain how the emergence of agriculture led to the papyrus in Egypt development of societies and civilizations TIPS.2. Describe the impact Roman inventions and technology: CLPS.2. Describe the key characteristics of a civilization aqueducts, roads, bridges, central heating, and sanitation

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Physical Sciences (PSPS) LSPS.6. Analyze data to provide evidence that disruptions (natural Grade 7 PSPS.1. Describe the effect of distance and magnitude of electric or human-made) to any physical or biological component of an charge and current on the size of electromagnetic forces ecosystem can lead to shifts in all its populations SCIENCE PSPS.2. Use scientific evidence to argue that fields exist between LSPS.7. Evaluate competing design solutions for protecting an INTEGRATION III objects with mass, between magnetic objects, and between ecosystem. Discuss benefits and limitations of each design electrically charged objects that exert force on each other even Earth and Space Sciences (ESSPS) though the objects are not in contact ESSPS.1. Develop a model to explain how the energy of the sun PSPS.3. Construct and interpret data and graphs to describe the and Earth’s gravity drive the cycling of water, including changes relationships among kinetic energy, mass, and speed of an object of state, as it moves through multiple pathways in Earth’s PSPS.4. Apply scientific principles of energy and heat transfer to hydrosphere design, construct, and test a device to minimize or maximize ESSPS.2. Interpret data to explain that the Earth’s mineral, fossil thermal energy transfer fuel, and groundwater resources are unevenly distributed as a PSPS.5. Determine the relationships among the energy result of geologic processes transferred, how well the type of matter retains or radiates heat, ESSPS.3. Obtain and communicate information on how data from the mass, and the change in the average kinetic energy of the past geologic events are analyzed for patterns and used to particles as measured by the temperature of the sample forecast the location and likelihood of future catastrophic events PSPS.6. Describe the relationship between kinetic and potential ESSPS.4. Provide evidence that human activities and technologies energy and describe conversions from one form to another can be engineered to mitigate the negative impact of increases in Life Sciences (LSPS) human population and per capita consumption of natural LSPS.1. Provide evidence that the body systems interact to carry resources on the environment out key body functions, including providing nutrients and oxygen Engineering, Technology and Science Applications (ETSA) to cells, removing carbon dioxide and waste from cells and the ETSA.1. Compare the benefits and drawbacks of four different body, controlling body motion/activity and coordination, and communication systems: radio, television, print, and internet protecting the body ETSA.2. Research how transportation systems are designed to LSPS.2. Explain, based on evidence, how characteristic animal move people and goods using a variety of vehicles and devices. behaviors as well as specialized plant structures increase the Identify and describe subsystems of a transportation vehicle, probability of successful reproduction of animals and plants including structural, propulsion, guidance, suspension, and respectively control subsystems LSPS.3. Analyze and interpret data to provide evidence for the ETSA.3. Show how the components of a structural system work effects of periods of abundant and scarce resources on the together to serve a structural function or maintain and growth of organisms and the number of organisms (size of environment for a particular human use. Provide examples of populations) in an ecosystem physical structures and relate their design to their intended use LSPS.4. Describe how relationships among and between ETSA.4. Use the concept of systems engineering to: a. analyze organisms in an ecosystem can be competitive, predatory, how components of a transportation, structural or parasitic, and mutually beneficial and that these interactions are communication system work together or affect each other, and b. found across multiple ecosystems model the inputs, processes, outputs, and feedback of a LSPS.5. Develop a model to describe the cycling of matter among technological system living and nonliving parts of an ecosystem including through the process of photosynthesis and cellular respiration Number System Power Standards (NSPS) FPS.2. Use functions to model relationships between quantities. Grade 8 NSPS.1. Know that there are numbers that are not rational, and Geometry (GPS) approximate them by rational numbers. GPS.1. Understand congruence and similarity using physical MATH Expressions and Equations Power Standards (EEPS) models, transparencies, or geometry software. INTEGRATION IV EEPS.1. Work with radicals and integer exponents. GPS.2. Understand and apply the Pythagorean Theorem. EEPS.1. Understand the connections between proportional GPS.3. Solve real-world and mathematical problems involving relationships, lines, and linear equations. volume of cylinders, cones and spheres. EEPS.1. Analyze and solve linear equations and pairs of Statistics and Probability Power Standards (SPPS) simultaneous linear equations. SSPS.1. Investigate patterns of association in bivariate data. Functions Power Standards (FPS) FPS.1. Define, evaluate, and compare functions. Reading Power Standards (RPS) WPS.6. Cite evidence when proposing an argument or position Grade 8 RPS.1. Quote accurately and cite evidence to support analysis WPS.7. Use domain appropriate words for academic and RPS.2. Infer and summarize key points of information college/career contexts ENGLISH RPS.3. Explain how a central idea or theme is developed WPS.8. Conduct research to build knowledge around a subject or LANGUAGE ARTS RPS.4. Compare and contrast different types of text (literary, issue INTEGRATION IV informational, and technical) WPS.9. Demonstrate awareness of the audience RPS.5. Understand the development of a writer’s point of view WPS.10. Use the writing process (drafting, editing, revising, and multiple perspectives within a text publishing) RPS.6. Understand a range of texts: literary (stories, dramas, WPS.11. Use technology to support the writing process poetry), informational texts, and technical reports Standard English Power Standards (SEPS) RPS.7. Explain the meaning of domain specific words in academic SEPS.1. Uses proper rules of grammar when speaking and writing and college/career settings SEPS.2. Understands word relationships: antonyms/synonyms, RPS.8. Use word analysis strategies to decode and understand figurative language, similes/metaphors words SEPS.3. Speaks and writes appropriately in different contexts: RPS.9. Read with fluency and accuracy to support comprehension informal, academic, and public domain Writing Power Standards (WPS) Communication Power Standards (CPS) Students are able to: CPS.1. Build upon ideas of others when engaged in a range of WPS.1. Write in a range of texts and genres: literary, narratives, individual and group discussions poems, informational, technical reports CPS.2. Honor rules of discussions to build collective Central Square Public Charter School / Prospectus page 35

WPS.2. Write in clear and coherent ways where ideas are logically understanding of a topic or question introduced and connected CPS.3. Pose questions that clarifies and deepens thinking WPS.4. Paraphrase and summarize key points of information CPS.4. Use multimedia to express ideas and evidence in clear and WPS.5. Expand key ideas and points using details to support compelling ways clarity and understanding Power and Authority Power Standards (PAPS) CLPS.4. Explain how the Scientific Revolution changed our beliefs Grade 8 PAPS.1. Describe the emergence of Islam and its impact upon the about the universe relationship between government and religion Interaction of Peoples with Environments Power Standards SOCIAL STUDIES PAPS.2. Explain the emergence of feudalism and private property (IPEPS) INTEGRATION IV PAPS.3. Describe the importance and impact of medieval English IPEPS.1. Explain the impact of physical environment in the legal and constitutional history (Habeas Corpus, Magna Carta) development of African, Asian, European, and Islamic civilizations Philosophies and Beliefs Power Standards (PBPS) Emerging and Developing Economies Power Standards (EDEPS) PBPS.1. Explain the impact of Islamic science, philosophy, math, EDEPS.1. Explain the importance of the trade routes that and architecture upon western and eastern civilizations connected Europe and the Middle East to Asia and the roles of PBPS.2. Describe how the Enlightenment influenced our current the Mongols in establishing these trade routes understanding of the nature and role of government EDEPS.2. Describe the social and economic impact of plagues in PBPS.3. Describe the role of religion and philosophies in shaping Europe social class in Chinese, Japanese, and Hindu societies EDEPS.3. Explain the emergence and impact of modern banking Cultures and Languages Power Standards (CLPS) EDEPS.4. Describe the impact of European expansion CLPS.1. Explain the influence of Christianity upon culture and EDEPS.5. Describe the economies of the African empires beliefs Technology & Innovation Power Standards (TIPS) CLPS.2. Describe the impact of the Renaissance upon art, TIPS.1. Describe the impact of technology upon the spread of the literature, architecture, and philosophies Scientific Revolution CLPS.3. Describe the origins and effects of the Protestant TIPS.2. Describe the scientific and technological achievements Reformation within Islamic and Asian societies Grade 8 Physical Sciences (PSPS) LSPS.7. Communicate information about artificial selection, or the SCIENCE PSPS.1. Analyze and interpret data on the properties of ways in which humans have changed the inheritance of desired substances before and after the substances interact to determine traits in organisms INTEGRATION IV if a chemical reaction has occurred Earth and Space Sciences (ESSPS) PSPS.2. Develop a model that describes and predicts changes in ESSPS.1. Develop and use a model of the Earth-sun system to particle motion, relative spatial arrangement, temperature, and explain the cyclical pattern of seasons, which includes the Earth’s state of a pure substance when thermal energy is added or tilt and differential intensity of sunlight on different areas of removed Earth across the year PSPS.3. Use a model to explain that substances are rearranged ESSPS.2. Explain the role of gravity in ocean tides, the orbital during a chemical reaction to form new molecules with new motions of planets, their moons, and asteroids in the solar properties. Explain that the atoms present in the reactants are all system present in the products and thus the total number of atoms is ESSPS.3. Use a model to illustrate that energy from the Earth’s conserved interior drives convection which cycles Earth’s crust leading to PSPS.4. Develop a model that demonstrates Newton’s third law melting, crystallization, weathering and deformation of large rock involving the motion of two colliding objects formations, including generation of ocean sea floor at ridges, Life Sciences (LSPS) submergence of ocean sea floor at trenches, mountain building LSPS.1. Construct a scientific explanation based on evidence for and active volcanic chains how environmental and genetic factors influence the growth of ESSPS.4. Interpret basic weather data to identify patterns in air organisms mass interactions and the relationship of those patterns to LSPS.2. Describe that food molecules, including carbohydrates, weather proteins and fats, are broken down and rearranged through ESSPS.5. Describe how interactions involving the ocean affect chemical reactions forming new molecules that support growth weather and climate on a regional scale, including the influence and/or release of energy of the ocean temperature as mediated by energy input from the LSPS.3. Use a model to describe that structural changes to genes sun and energy loss due to evaporation or redistribution via (mutations) may or may not result in changes to proteins, and if ocean currents there are changes to proteins there may be harmful, beneficial, ESSPS.6. Examine and interpret data to describe the role that or neutral changes to traits human activities have played in causing the rise in global LSPS.4. Use a model to describe that structural changes to genes temperatures over the past century (mutations) may or may not result in changes to proteins, and if Engineering, Technology and Science Applications (ETSA) there are changes to proteins there may be harmful, beneficial, ETSA.1. Recognize that materials maintain their composition or neutral changes to traits under various kinds of physical processing; however, some LSPS.5. Communicate through writing and in diagrams that material properties may change if a process changes the chromosomes contain many distinct genes, and that each particulate structure of a material chromosome pair contains two alleles that can be the same or ETSA.2. Describe how a product can be created using basic different from each other. Illustrate that each gene holds the processes in manufacturing systems, including forming, instructions for the production of specific proteins, which in turn separating, conditioning, assembling, finishing, quality control, affects the traits of an individual and safety LSPS.6. Explain the mechanism of natural selection, in which ETSA.3. Recognize that processes that transform materials into genetic variations of some traits in a population increase some products can be controlled by humans or by computers individuals’ likelihood of surviving and reproducing in a changing environment. Provide evidence that natural selection occurs over many generations

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Curriculum Development and Review Curriculum development during the pre-operational period (March 1, 2016 to June 30, 2017) and operational period (July 1, 2017- ongoing) will occur in three phases: . Phase 1: Community Partner Development (March 1 to June 30, 2016). Upon reward of the charter, the Chief Executive Officer will be responsible for identifying community partners who will support planning and implementation of our project-based curriculum. Since our curriculum requires engaging students in authentic experiences of social entrepreneurship, the community partners will be essential in helping to identify possible project ideas and provide support to students throughout the scope of the project. By June 30, 2016, at least three project proposals will be developed and a lead partner will be identified for each project. . Phase 2: Project Module Planning (July 1, 2016 to June 30, 2017). The Chief Executive Officer will convene a working team of at least 8 prospective teachers that represent the academic subjects (Math, ELA, Science, and Social Studies), co-academic subjects (Art and Movement), and diverse learning support (Special Education and ELL specialists). The working team will be responsible for developing the project modules for the three proposed project ideas and the Special Education and ELL scaffolds within each project. Project modules will be developed for both grades 5 and 6 for a total of SIX project modules (3 project modules per grade level). Big Picture Learning (BPL) will provide technical assistance during this phase to ensure that the project modules reflect cohesion, relevance, and rigor. . Phase 3: Ongoing Module Planning (July 1, 2017 – ongoing). During the course of the year, staff will dedicate at least one planning period per week (75 minutes) to begin generating and mapping ideas for possible projects that could be implemented the following year. The Community Learning Director would be responsible for helping to establish the key partner relationships to support project-based learning modules. During the summer months, July to August, each grade level team would be responsible for formalizing the project-based learning plan into a written curriculum. The principal is responsible for final approval of all project-based curricula.

Ongoing review and assessment of the curriculum would occur in three ways: . Team Planning Meetings. Teachers will commit a minimum of one planning meeting per week (75 minutes) to review data to determine the efficacy of our approach and to make adjustments. We will be partnering with the Achievement Network (ANET) to support our data management and analysis system. PDSA (Plan/Do/Study/Act) will be the primary vehicle to guide continuous improvement. Data sources will include project portfolios, formative assessments, classroom observations, and standardized assessments. . School Leadership Team. A representative body of staff, the school principal, parents, community members, and students will meet for 90 minutes once per month to address issues related to school programming. Data review and analysis will be a key responsibility of this team. . Board Meetings. The Chief Executive Officer and the board will do a quarterly review of school data to determine the impact of the curriculum on key student outcomes.

Class Size and Learning Environment Each grade level has 80 students and they are organized into four cohorts of 20 students. Classes have no more than 20 students. Each cohort is a small community and they work together to build a studio environment in each of their classrooms. To minimize transitions and to support the studio environment, students do not move from class to class but rather teaching staff move (students do have regular breaks within their classrooms where they have opportunities to move around or engage in structured movement). Each of the grade level cohorts is assigned to a team of academic and co-academic teachers and students remain with this team for two consecutive years. This looping structure is organized into grades 5 to 6, 7 to 8, 9 to 10, and 11 to 12.

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Technology to Support Education Program Central Square has contracted Central Source to help develop and manage our technology systems. We are in the process of developing a long-range technology plan that is flexible and responsive to our education program. This plan also ensures that we invest in technology infrastructure that is cost efficient and does not require expensive upkeep and maintenance. Technology such as Chromebooks will be considered since they are cost-effective and support the primary activities that students will be conducting during project-based learning modules: research, documenting field expeditions, developing solution models, and writing reports.

Core Instructional Practices for Diverse Learners Central Square will use research-based instructional practices that best serve diverse learners and are the hallmark of high performing schools (Deeper Learning 2015) (Center on International Education Benchmarking 2015) (DeVito 2006). These practices also reflect the latest research concerning best instructional practices for special populations such as English Language Learners (Echevarria, Vogt, Short 2008) and students with special needs (Echevarria, Graves 2007). They represent the essential instructional practices that are integral to project-based learning and serve as a powerful vehicle to cultivate an ethic of excellence within students. The following are our core instructional practices:

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

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

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

Central Square will use Resiliency Program Management (RPM) to provide additional support to struggling students. RPM is and asset-based approach that provides targeted academic and social/emotional interventions that are research-based and build upon students’ unique strengths. RPM operates in three levels that emphasize whole-group, small group, and individualized interventions. The following is a description of each component of RPM: . Intake Evaluation. We will use an intake evaluation to determine the level of intervention that students require. The intervention level is based upon real time analysis of student performance measures. A student support team comprised of the school principal, learning specialist, ELL specialist, resiliency counselor, and a core integration teacher will be responsible for analyzing the data on a quarterly interval. We will be partnering with ANET to identify and analyze essential academic data and PEAR (Program in Education, Afterschool, and Resiliency), a joint initiative between Harvard University and McLean Hospital to administer assessment tools that measure students’ social/emotional development and its impact on student learning. . RPM I: Core Instructional Practices for Diverse Learners / Morning Circle. Project-based learning will serve as the primary vehicle to support student learning needs. The core instructional practices for diverse learners that are integral to project-based learning emphasize engaging students using multiple learning modalities, flexible grouping, contextualized (authentic) learning experiences, critical thinking/problem-solving, and emphasizing literacy and numeracy across the content areas. To support both their academic and social/emotional development, students will have Morning Circle (30 minutes per day) where they connect with a Central Square staff member about personal or academic issues and receive explicit training about resiliency strategies. . RPM II: Instructional Modifications / Accelerated Learning Labs (ALL) / Counseling. If a student is performing below grade level or has social/emotional challenges that are affecting academic performance, they will receive two additional levels of support. First, a Learning Specialist (Special Education teacher) will work with Academic and Co-Academic Integration teachers to determine additional classroom modifications that need to be made to support student learning. If the issue is social/emotional, a student resiliency counselor will work with classroom teachers to structure modifications that will support social/emotional development. The second level of support is provided through the tutoring and mentoring program. Struggling students will have the opportunity to receive targeted tutoring to address gaps in their performance. This program occurs within students’ classrooms to ensure that tutoring and mentoring are aligned with the work of student projects and is under the supervision of the academic teacher. Students would be required to receive tutoring and mentoring for a minimum of twice per week within academic integration periods. If a student requires additional social/emotional help, resiliency counselors will run support groups once per week during the community lunch period (60 minutes in length). . RPMIII: Intensive Individual Support / Clinical Referral. Students who have been determined to require RPM III services will receive one-on-one tutoring twice per week within their integration classes. Students who require intensive social/emotional support will have access to clinical Central Square Public Charter School / Prospectus page 40

support services. We are currently exploring a partnership with the Lynn Community Health Center to provide clinical support services and to connect students and families to the Lynn’s extensive health and human services network.

Professional Development Professional development at Central Square is structured in five ways: . Annual Professional Development Plan. The Chief Executive Officer, principals, and representative staff will develop an annual school-wide professional development plan grounded in yearly instructional priorities. These priorities emerge from a thoughtful analysis of student performance data and trends. ANET will provide technical assistance in analyzing student achievement trends and developing school-wide priorities. . Professional development embedded in school day. Teachers, administrators, and support staff see daily team meetings (teachers have 75 minutes of team planning per day) as an important source of professional development and they will engage in the following activities: Looking at student and teacher work (LASW and LATW), Classroom Studies (peer observations), data analysis to support continuous improvement (PDSA), curriculum mapping, inquiry groups, ongoing ELL training, ongoing Special Education training, and project module planning . Big Bang Conference and the Central Square Summer Institute. Staff will participate in two intensive summer trainings. The first will be BPL’s annual Big Bang Conference where school staff from across the BPL network are immersed in Big Pictures’ strategies to effectively develop and execute project-based curricula and to create a school culture committed to excellence. BPL will also facilitate the Central Square Summer Institute where staff will have the opportunity to develop and finalize project modules and to receive training in Resiliency Program Management (RPM). PEAR will also facilitate sessions during the institute to train Central Square staff in strategies to build student resiliency. . School-based Coaching. BPL will also provide monthly coaching and professional development to staff to ensure deep implementation of Central Square’s educational program and vision. ANET will provide ongoing coaching on the effective use of data to guide continuous improvement. The ELL specialist and Learning Specialist at each grade level will provide ELL provide ongoing support and coaching to academic and co-academic staff.

Teacher Evaluation Teachers will be supported through an evaluation system that celebrates their strengths and provides a clear plan to address areas for improvement. The principal will be responsible for implementing the evaluation system. The teacher evaluation system will have four components: . Self-Study. Teachers will identify two or three goals related to how they will improve their teaching practice. These goals will be aligned to school-wide instructional priorities. In the plan teachers specify measures for success and the strategies to realize their goals. . Professional Learning Portfolio. Teachers will compile an annual portfolio that provides evidence that they are effectively implementing their professional learning plans. The portfolio has three components: (1) A two-page written reflection on how they have progressed in achieving their goals; (2) Lesson plans or student work that documents progress in achieving goals; (3) Written feedback by colleagues. . Formal observations. The principal will conduct quarterly formal observations of each teacher. . Professional Learning Plan. The self-study, professional learning portfolio, and formal observations will form the basis of a teacher’s professional learning plan for the following year. Central Square will use and adapted version of the BPL Educator Performance Rubrics for Equity and Excellence. The rating system will be the following:  Emerging / Level 1: Teacher is beginning to demonstrates practice/skill  Evolving / Level 2: Teacher sometimes demonstrates core practice/skill Central Square Public Charter School / Prospectus page 41

 Expanding / Level 3: Teacher consistently demonstrates core practice/skill  Excelling / Level 4: Teacher demonstrates core practice/skill at high levels

Teachers are required to perform at level 3 (expanding) or higher in each performance category. In case of serious performance issues, a teacher will be required to have quarterly check-ins with the principal regarding their professional learning plan. If a teacher’s performance continues to falter, this can serve as grounds for termination.

C. STUDENT PERFORMANCE, PROMOTION, AND PROGRAM EVALUATION

Academic and Social Emotional Competencies (Exit Standards) Central Square will use a competency-based assessment system. Competencies are structured in relation to the school’s core educational values: . Creativity: Making unique connections across concepts/ideas and constructing diverse expressions . Innovation: Applying a creative idea to a problem and developing a viable solution . Collaboration: Working with others to create a synergy that will yield high performance . Social Responsibility: Understanding the ethical implications of knowledge and solutions

Students will develop the following academic (A) and social emotional competencies (SE): Creativity. Students will be able to: . Conduct community research to identify and analyze a critical, local issue (A) . Gather relevant information from a variety of sources, assess the credibility (A) . Make strategic use of multi-media to translate information into visual form (A) . Explain how key academic concepts and skills were applied during research and analysis (A) . Produce clear and coherent writing for a range of tasks, purposes, and audiences (A) . Engage in self-awareness to understand one’s thoughts, emotions, and areas for growth (A/SE) Innovation. Students will be able to: . Construct explanations and design solutions to a real community problems (A) . Create maps and illustrations to spatially represent observations and findings (A) . Use evidence to support analysis and reflection (A) . Accurately use a range of academic and domain specific vocabulary (A) . Explain how key academic concepts and skills were applied while designing solutions (A) . Engage in social awareness to empathize with others from diverse backgrounds (SE) Collaboration. Students will be able to: . Participate effectively in a range of discussions and collaborations with diverse partners regarding key community issues and challenges (A/SE) . Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and justifying views with evidence and reasoning (A/SE) . Work with peers to capitalize on individual and group strengths (SE) . Regulate one’s thoughts and emotions in different situations, managing stress (SE) . Develop public speaking skills; present information, findings, and supporting evidence (A/SE) Social Responsibility. Students will be able to: . Increase civic efficacy and voice to make changes in the community (A/SE) . Work with peers and adults to promote civil, democratic discussions and decision-making (A/SE) . Express own ideas clearly while recognizing and building on others' ideas (A/SE) . Transfer their learning to additional contexts and link critical reflection to action; critically assess systems of power in the local community and larger world (A/SE) . Sustain healthy relationships with diverse individual and groups and constructively manage conflict (SE) . Exercise persistence in achieving academic, personal, and community goals (A/SE) Central Square Public Charter School / Prospectus page 42

Competency Scale Students’ academic and social emotional competencies will be assessed on a four-point growth scale that emphasizes the four “E”s of learning development: . Emerging / Level 1 / Grade D: Student is beginning to demonstrate core concepts/skills . Evolving / Level 2 / Grade C: Student sometimes demonstrates core concepts/skills . Expanding / Level 3 / Grade B: Student consistently demonstrates core concepts/skills . Excelling / Level 4 / Grade A: Student demonstrates core concepts/skills at high levels

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

GRADE 5 PROJECT-BASED LEARNING COMPETENCIES

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

LEARNING CORE EDUCATIONAL VALUES FOCUS AREA CREATIVITY INNOVATION COLLABORATION SOCIAL RESPONSIBILITY Makes connections Can design models to Practices the Scientific method Uses key scientific concepts between/among key understand problems and test with peers and offers/receives (properties of matter, force, Scientific concepts: possible solutions. constructive feedback. energy, ecosystems) to properties of matter, force, understand problems in the energy, ecosystems, Develops sustainable Works with peers to develop community. SCIENCE development of stars, solution(s) to problems in the sustainable solutions using planets, and Engineering. community and leverages tested models Presents analysis, findings, INTEGRATION I community resources to and proposed solutions to Can express scientific address problem. field experts and community concepts in diverse ways (art, members. music, performing arts) LEARNING CORE EDUCATIONAL VALUES FOCUS AREA CREATIVITY INNOVATION COLLABORATION SOCIAL RESPONSIBILITY Makes connections Analyzes community problems Practices democratic principles Uses key social studies between/among key Social based upon a deep within the school, with his concepts to understand Studies concepts: understanding of the peers, and offers/receives problems in the community Emergence of Democracy, community’s history. constructive feedback. (democratic principles, impact impact of American and of globalization and SOCIAL STUDIES European expansion, and Develops sustainable solutions Works with peers to chart technology). impact of new technologies by leveraging resources in historical evolution of INTEGRATION I and economies (banking, different social sectors: community in relation to an Presents analysis, findings, stock market) business, government, health identified problem. and proposed solutions to and human services. field experts and community Can express social studies members. concepts in diverse ways (art, music, performing arts)

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LEARNING CORE EDUCATIONAL VALUES FOCUS AREA CREATIVITY INNOVATION COLLABORATION SOCIAL RESPONSIBILITY Makes connections Analyzes community problems Practices reading and writing Practices writing and between/among key ideas by reading a variety of texts to with peers using a variety of presenting in public forums to and is able to analyze points understand different texts related to community raise awareness about of view, draw inferences, viewpoints in relation to the problems (stories, plays, community problems. ENGLISH and compare/contrast. problem. dramas, information texts). LANGUAGE ARTS Presents analysis, findings, Can express ideas using Produces a variety of texts Works with peers to generate and proposed solutions to INTEGRATION I diverse texts: stories, plays, (narrative, poems, dramas, writing that promotes possible field experts and community poems, and informational informational) that proposes solutions. members in diverse ways. texts. possible solutions

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

GRADE-LEVEL PROMOTION STANDARDS  2 semesters of integrated coursework in Math, ELA, Social Studies, and Science (performing Level 3/ Expanding or above)  Completing and presenting a project portfolio that is assessed at Level 3/Expanding or above  2 semesters of co-academic coursework in arts and movement (performing Level 3/Expanding or above)  2 semester of higher education/career exploration (internship/college class) or social service (HS level)

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

MIDDLE AND HIGH SCHOOL GRADUATION STANDARDS: GRADES 5 AND 12  8 semesters of academic coursework in Math, ELA, Social Studies, and Science (performing Level 3 / Expanding or above)  Completing and presenting a graduation portfolio that is assessed at level 3/Expanding or above  Passing PARCC (Partnership for Assessment of Readiness for College and Careers)  A Higher Education Plan that documents college/university enrollment and a financial aid plan (HS level)  8 semesters of co-academic coursework in arts and movement (performing level 3/Expanding or above)  8 semesters of college/career exploration (internship/college class) or social service (HS level)

Data Assessment System The chart below summarizes the proximal and distal data to track student progress:

PROXIMAL AND DISTAL STUDENT PERFORMANCE DATA  Performance/competency-based assessments (project portfolios)  Standardized Assessments: ANET, ACCESS, MCAS/PARCC, PSAT/SAT  Student performance measures (grades, attendance)  Holistic classroom assessments to measure social emotional assets and challenges (PEAR)  College enrollment / completion rates  Civic engagement (voter registration, community involvement)  Economic viability (employment, income, assets)

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Central Square will be partnering with ANET to coordinate formative and standardized assessments and with PEAR to coordinate holistic assessments that measure social emotional assets and strengths. BPL will provide technical assistance to ensure that our performance or competency- based assessments (project portfolios) reflect focus, relevance, and rigor. ELL specialists at each grade level will be responsible for administering ACCESS.

The middle and high school principals will be responsible for overseeing the data assessment system.

Continuous Improvement Model Central Square will use the PLAN/DO/STUDY/ACT (PDSA) approach to continuous improvement the primary model to collect and analyze data (Carnegie Foundation for the Advancement of Teaching, 2015). This approach involves iterative cycles where school staff and stakeholders conduct quarterly study (every 8-9 weeks) to determine whether specific actions within our school program are resulting in desired outcomes and the adjustments that need to be made to support improvements in student performance. PDSA occurs at three levels: . Team Planning Meetings. Teachers will commit a minimum of one planning meeting per week (75 minutes) to review data to determine the efficacy of our approach and to make adjustments. Data sources will include project portfolios, formative assessments, classroom observations, and standardized assessments. . School Leadership Team. A representative body of staff, the school principal, parents, community members, and students will meet for 90 minutes once per month to address issues related to school programming. Data review and analysis will be a key responsibility of this team. . Board Meetings. The Chief Executive Officer and the board will do a quarterly review of school data to determine the impact of the curriculum on key student outcomes.

The Chief Executive Office and middle and high school principals are responsible for overseeing the continuous improvement model. ANET will assist in the planning and facilitation of these meetings.

Reporting Student Progress Students, families, board members, school staff, and community partners will be well-informed of students’ progress in achieving learning goals. Communication will occur in the following ways: . Student-led family conferences. Every quarter students will share their progress in the presence of their family and teachers. Students will be coached in how to reflect upon and discuss their performance. . Project review panels. At the conclusion of each year, student teams will be required to share their project work with a panel of parents, board members, community members, and field specialists. . Graduation Portfolio review panels. Students will be required to demonstrate their mastery of core concepts and skills at the conclusion of each year by sharing evidence of their work with families, board members, community members, and teachers. . Academic Reports. Every quarter teachers will provide a written report on student progress. These reports will be shared within student-led family conferences. . Annual Report. This document is published annually and details students’ progress and the school’s performance in relationship to its Accountability Plan. This is a public document and will be shared with ESE, board members, families, students, and community partners. . Accountability Plan. The Chief Executive Officer will provide quarterly reports to the board in relation to the school’s progress in realizing its Accountability Plan . Website and Social Media. Using the medium of social entrepreneurs, the school will maximize the use of media to report student progress. . Morning circle. Students will have daily morning meetings with a Central Square staff member to discuss their academic progress and to problem-solve issues related to their performance. Central Square Public Charter School / Prospectus page 45

D. SUPPORTS FOR DIVERSE LEARNERS

English Language Learners The general education program is wired to address the needs of diverse learners. Project-based learning is a high leverage instructional approach that supports high achievement among ELLs and reflects best instructional practices (Echevarria, Vogt, Short 2008). The following is a breakdown of the key instructional practices in our project-based learning approach that supports high ELL achievement: . Students effectively and consistently use comprehension strategies to understand a variety of texts and activities: activating prior knowledge, determining important ideas, inferring, asking questions, creating visual images, and retelling or synthesizing. . Students effectively and consistently use higher order thinking strategies (habits of mind) to pose insightful questions, synthesize critical information, hypothesize, recognize alternatives and bias, seek multiple perspectives, make judgments based upon credible evidence, and apply their understanding to new situations, problems and texts. . Students can effectively engage in high quality writing and can articulate what high quality work looks like across genres and subject areas. . Students have powerful conversations with other students around important questions/topics/problems using a variety of formats: pair/share, small group, and student led conferences. The conversation has three features: (1) Related to subject matter—all students demonstrate their ability to engage in explicit talk on a critical concept related to that subject area and/or an important issue in the world. Students draw connections to other subjects and substantive real world issues. (2) Student-led—the sharing of ideas is not scripted or controlled by the teacher. Students share their ideas and build upon the thoughts of others. (3) Building collective understanding of topics—discussion helps every student to understand and wrestle with topics (rather than summarize). . Students engage in the arts, technology, and movement programs to understand how the disciplines interact which leads to a deeper understanding of essential ideas and concepts. . Modeling: Students effectively learn a new strategy and/or skill through teacher demonstration or explicit instruction. . Shared Practice: Students have ample opportunity to practice strategy in a variety of contexts with the help of the teacher. Students receive appropriate, immediate and constructive feedback. . Guided Practice: Students effectively work with each other to practice strategy. Students see the teacher moving from group to group and student to student, making observations, and providing immediate feedback tailored to their level of mastery and individual learning style. . Independent Practice: Students can work independently after mastering strategy. Students see the teacher conferencing with individual students. Students work on and receive immediate feedback on a series of increasingly complex activities leading to an original project, public presentation, publication or demonstration. . Students demonstrate deep understanding of topics/questions because they have the opportunity to focus on these topics/questions over multiple lessons, across subject areas and through multiple entry points. . Students understand “big picture” ideas, draw connections between subjects, and apply what they learn to address problems/issues in their community and world. . Students experience the continuity of lessons and understand the relationship between strategy/activities and learning goals. . Students demonstrate complexity in their understanding of topic/questions through the questions they pose, the evidence they cite, and the variety of ways they solve complex problems.

Central Square Public Charter School / Prospectus page 46

Our curriculum scope and sequence integrates WIDA standards to address the unique needs of ELLs. For example, a reading power standard (RPS) that runs consistently through grades 5 to 12 emphasizes students mastering academic language within academic content areas and college/career contexts: RPS.7. Explain the meaning of domain specific words in academic and college/career settings.

We will use the Sheltered English Immersion Model (SEI) to provide additional scaffolding for ELL students. These strategies include: . Establish clear language objectives linked to academic learning goals . Use modified speech, gestures, body language, facial expressions to support comprehension . Teach content area vocabulary/terminology and provide visual displays . Engage students in producing language such as describing, retelling, comparing, contrasting, summarizing, graphs, charts, and diagrams . Provide sentence frames and sentence starters . Use accommodations for readings and work samples . Assess student comprehension often

ELL Assessment, Programming, Staffing, Professional Development, and Evaluation The following describes key features of our ELL assessment process, programming, staffing, professional development and evaluation: In-take Evaluation. Each grade level has two ELL specialists (2 FTE). Both will be responsible for coordinating an intake assessment using ACCESS (Assessing Comprehension and Communication in English State-to-State for English Language Learners). The ELL specialists will convene a meeting of the Morning Circle Advisor and one other Academic teacher to review the results and develop an ELL Learning Plan. This plan outlines the specific supports that an ELL student will require within their academic classes. ELL Programming. Our ELL program is a full inclusion model where each ELL specialist is assigned to a grade-level cohort of 20 students. Approximately 7 ELL students will be assigned to each cohort. We anticipate 14 ELL students per grade level based upon Lynn Public School’s ELL demographic of 17.5% (ESE 2014). We will use a Co-Teaching model where the ELL specialist will work with the academic teachers to ensure that ELL students are receiving the appropriate language supports within each project-based learning module. ELL specialists will have daily opportunities to plan with academic teachers during the 75 minute planning periods. ELL specialists will fully participate in the development of annual project-based learning modules to ensure that the modules are aligned to WIDA standards and instructional materials reflect SEI scaffolding. ELL Staffing. Based upon student demographics in the Lynn Public School system (17.5% of students require ELL services), we are projecting that we will need two ELL specialists (2 FTE) per grade level. Each will receive an annual salary of $55,000. Additional staffing in subsequent years will depend on ELL enrollment numbers. ELL staff are required to have an SEI endorsement. Professional Development. ELL specialists will be responsible for participating in RETELL trainings offered through ESE. The ELL specialist team at each grade level will be responsible for sharing their learning and training academic staff in RETELL during 75 minute common planning periods and the Central Square Summer Institute. ELL Program Evaluation. Using the PDSA process of data collection and analysis, grade level ELL specialists, academic teachers, and the principal will be responsible for reviewing student data on a quarterly basis. They will review standardized data (ACCESS, ANET, MCAS/PARCC) and performance/competency-based assessments (project-learning plans and portfolios).

Central Square Public Charter School / Prospectus page 47

Special Education A growing body of research has documented the positive impact of project-based learning for students with special needs—especially students of color (Echevarria, Graves 2007). Our general education program is positioned to serve students with special needs. The following is a breakdown of the key instructional practices in our project-based learning approach that supports high achievement among for Special Education populations: . Students effectively and consistently use comprehension strategies to understand a variety of texts and activities: activating prior knowledge, determining important ideas, inferring, asking questions, creating visual images, and retelling or synthesizing. . Students effectively and consistently use higher order thinking strategies (habits of mind) to pose insightful questions, synthesize critical information, hypothesize, recognize alternatives and bias, seek multiple perspectives, make judgments based upon credible evidence, and apply their understanding to new situations, problems and texts. . Students can effectively engage in high quality writing and can articulate what high quality work looks like across genres and subject areas. . Students have powerful conversations with other students around important questions/topics/problems using a variety of formats: pair/share, small group, and student led conferences. The conversation has three features: (1) Related to subject matter—all students demonstrate their ability to engage in explicit talk on a critical concept related to that subject area and/or an important issue in the world. Students draw connections to other subjects and substantive real world issues. (2) Student-led—the sharing of ideas is not scripted or controlled by the teacher. Students share their ideas and build upon the thoughts of others. (3) Building collective understanding of topics—discussion helps every student to understand and wrestle with topics (rather than summarize). . Students interact with essential concepts and ideas through multiple modalities: kinesthetic, linguistic, mathematical, spatial, and musical. . Students engage in the arts, technology, and movement programs to understand how the disciplines interact which leads to a deeper understanding of essential ideas and concepts. . Modeling: Students effectively learn a new strategy and/or skill through teacher demonstration or explicit instruction. . Shared Practice: Students have ample opportunity to practice strategy in a variety of contexts with the help of the teacher. Students receive appropriate, immediate and constructive feedback. . Guided Practice: Students effectively work with each other to practice strategy. Students see the teacher moving from group to group and student to student, making observations, and providing immediate feedback tailored to their level of mastery and individual learning style. . Independent Practice: Students can work independently after mastering strategy. Students see the teacher conferencing with individual students. Students work on and receive immediate feedback on a series of increasingly complex activities leading to an original project, public presentation, publication or demonstration. . Students interact with essential concepts and ideas through multiple modalities: kinesthetic, linguistic, mathematical, spatial, and musical. . Students engage in the arts, technology, and movement programs to understand how the disciplines interact which leads to a deeper understanding of essential ideas and concepts. . Students see the value of acknowledging what they do and do not understand and how to apply appropriate fix-up strategies and/or ask for targeted help from fellow students and teachers. . Students use arts and technology to demonstrate their understanding of essential concepts. These can include the performance arts (theatre, music), media (films, documentaries) and the visual arts (graphic design, sculpture, architectural drawings) . Because students work in flexible project-teams, this structure also supports their social emotional competency development for communication and collaboration. Central Square Public Charter School / Prospectus page 48

Special Education students also benefit from arts and movement infusion where academic teachers co-teach with co-academic teachers to use art and movement strategies to support learning in multiple modalities.

Assessment, Programming, Staffing, Professional Development, and Evaluation The following describes key features of our Special Education assessment process, programming, staffing, professional development and evaluation: In-take Evaluation. Each grade level has two Learning specialists or Special Education teachers (2 FTE). Both will be responsible for coordinating an intake assessment of students who have been recommended for review by the Morning Circle advisor who is responsible for reporting review requests from the academic teacher team. The Learning Specialists convene a Learning Intervention Study Team (LIST) consisting of the Morning Circle advisor, an academic teacher, and the Student Support Director to determine whether a student requires Special Education services. LIST reviews standardized data (ANET, MCAS/PARCC, ACCESS) and performance/competency-based assessments (project learning plan or portfolio), social emotional assessments (PEAR’s HCA assessment) and classroom observation notes. After analysis of available data, LIST makes a recommendation for services. Individualized Learning Plan (IEP). If a student is found to have a disability and requires special education services, LIST will work with the student and his/her family to develop an IEP that outlines academic and social emotional needs and modifications. Each grade-level team of Learning Specialists is responsible for the annual assessment and update of a student’s IEP. Special Education Programming. Special Education program is a full inclusion model where each Learning specialist is assigned to a grade-level cohort of 20 students. Approximately 7 Special Needs students will be assigned to each cohort. We anticipate 14 Special Education students per grade level based upon Lynn Public School’s Special Education demographic of 16.4% (ESE 2014). We will use a Co-Teaching model where the Learning specialist will work with the academic teachers to ensure that ELL students are receiving the appropriate modifications within each project-based learning module. Learning specialists will have daily opportunities to plan with academic teachers during the 75 minute planning periods. Learning specialists will fully participate in the development of annual project- based learning modules to ensure that the modules reflect the appropriate scaffolding and modifications. Special Education Staffing. Based upon student demographics in the Lynn Public School system (17.5% of students require ELL services), we are projecting that we will need two Learning specialists (2 FTE) per grade level. Each will receive an annual salary of $55,000. Additional staffing in subsequent years will depend on Special Education enrollment numbers. Students who are assessed at the high need category will have a one-on-one Learning Tutor. Learning specialists are required to be certified to work with students with moderate disabilities. Special Education Cooperative. Our plan is to participate in the Massachusetts Charter School Network’s Special Education Cooperative where a regional team of charter schools share the costs for contracted services for occupational, motor, and speech and language therapists. Professional Development. Learning specialists will be responsible for participating in Special Education trainings offered through ESE. The Learning specialist team at each grade level will be responsible for sharing their learning and training academic staff during 75 minute common planning periods and the Central Square Summer Institute. Special Education Program Evaluation. Using the PDSA process of data collection and analysis, grade level Learning specialists, academic teachers, and the principal will be responsible for reviewing student data on a quarterly basis. They will review standardized data (ACCESS, ANET, MCAS/PARCC) and performance/competency-based assessments (project-learning plans and portfolios).

Central Square Public Charter School / Prospectus page 49

E. CULTURE AND FAMILY ENGAGEMENT

Five Elements of School Culture Big Picture Learning (BPL) describes school culture as not a means to an end but an end in itself (Big Picture Learning, 2015). Central Square will build a school culture based upon the five elements of culture that are essential in BPL: . Democratic Governance. Staff, students, and community partners exercise democratic decision- making through the selection and co-creation of projects-based curricula. For students this selection happens within their project teams and for staff, they are responsible for development project-based learning modules during their formal planning time and during the summer months. The School Leadership Team (SCL) is a representative body of staff, students, parents, and community partners that meet once per month to discuss issues related to school programming. . Focus on relationships and communication. The structure of the school day and year supports positive teacher/student and student/student relationship. Students participate in Morning Circle where they immediately connect with an adult and small group of students to share their goals, passions, challenges, and plans to overcome their challenges. Teachers loop with their students for two consecutive years to ensure that they are well known. Students and staff also enjoy a one-hour lunch that builds a sense community within the school. . Proactive behavioral system. The school to prison pipeline is well documented: Students of color have the highest rates of referrals and suspensions and they are most likely to be incarcerated when they leave school. Central Square uses proactive strategies to engage students in positive behaviors that lead to personal and professional success. The Restorative Justice program is a student-centered discipline program that helps students to reflect upon their behavior and to see how their behavior positively and negatively impacts the school community. The program has dramatically decreased discipline referrals and incidents in diverse communities such as Oakland (Oakland Unified School District 2014). A number of BPL schools have implemented this program with great results: improved students attendance, low incident rates, and low suspension and expulsion rates (Big Picture Learning 2015). We will also use Resilience Program Management (RPM) as another key strategy in supporting students to develop their social emotional competencies and to manage issues that would lead to negative behaviors. PEAR has successfully implemented the Holistic Student Assessment (HSA): an asset-based assessment that clearly identifies students’ strengths and potential barriers to learning. PEAR will train staff in how to administer this assessment and to manage behaviors in the classroom based upon students’ profile results. The Student Support Team (SST) consisting of the Student Support Director and resiliency counselors will also provide ongoing support to staff in proactive disciplinary approaches and systems. . Social Entrepreneurial Mindsets. Our project-based modules are a key behavioral strategy to help students to adopt the relentless spirit of Social Entrepreneurs in achieving their desired goals and outcomes for their community: persistence, boldness, courage, creativity, flexibility, and the tenacity to never give up projects to change unjust systems. . Relentless Reflection and Excellence. Our focus on academic and social emotional competencies prepares students to be reflective about their learning and to be relentless in strategizing ways to improve their performance. Students’ Project Learning Plan (PLP) and Project Portfolio are ways for students to assess and track their strengths and areas for growth. Our tutoring, mentoring, and internship programs help students to understand what it takes to excel in a particular field and to create a roadmap of what they need to do to achieve their personal and professional goals.

Central Square Public Charter School / Prospectus page 50

Community Commitments to build a Social Entrepreneurial School Culture Our school-wide norms or community commitments support a social entrepreneurial school culture and are not simply found in a student or teacher handbook but are clearly imprinted in every facet of our school program. These community commitments are: BE REAL: Respectfully voice what you need to be successful BE PRESENT: Come prepared and on time to do the task at hand BE EXCELLENT: Bring your “A game” in all your words and actions BE COURAGEOUS: Push yourself to take risks and to persevere BE COMPASSIONATE: Love and support the people around you

Comprehensive Health and Nutrition Program Our movement integration program provides 75 minutes of formal daily exercise that consists of dance and creative sports. Movement is also infused into students’ academic classes through structured movement bursts and kinesthetic approaches to support their learning.

All students have access to resiliency counseling through Resilience Program Management (RPM). A school nurse will be onsite to provide necessary medical attention. We are exploring a partnership with Lynn Community Health Center to provide additional medical and clinical services for high need students and their families.

High performing schools in Latin America, Europe, and Asia allow one to two hours for lunch (Center on International Education Benchmarking 2015). They realize that lunch is an essential way of teaching students how to develop healthy eating habits. Eating lunch together also has a critical role in creating a sense of community and giving students the space for healthy social and emotional development. Staff and students will enjoy a full hour for community lunch. Our plan is to provide students the highest quality snacks and meals. Students will receive a breakfast snack during Morning Circle at 8:30 am, a full meal during Community Lunch at 11:30 am, and an afternoon snack at 3:00 pm. We are exploring a possible relationship with the Food Project, a non-profit organization located in Lynn that is committed to sustainable agriculture and the procurement of high quality foods for schools and communities. We will also explore contracts with vendors who can provide a diverse array of healthy foods.

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

Family Partnerships and Outreach In our mission statement we express a commitment to partner with families in their child’s education. We believe that this partnership is one of the primary levers to ensure that students experience personal and academic success. We will use the following practices to support and cultivate partnerships with families: . Morning Circle Advisor. The morning circle advisor is the primary teacher that communicates with as student’s family. This ensures that communication is clear and consistent between home and school. . Tutoring and mentoring program. Parents and community members have opportunities to provide tutoring and mentoring support to students. This program happens within academic and co- academic classrooms to ensure that all tutoring and mentoring activities are clearly aligned to the school’s mission and goals.

Central Square Public Charter School / Prospectus page 51

. Student-led family conferences. Every quarter students will share their progress in the presence of their family and teachers. Students will be coached in how to reflect upon and discuss their performance. . Mini-Learning Forums. Every quarter student teams will be required to share their project work with a panel of parents, board members, community members, and field specialists. Families and community members have the opportunity to learn about students’ learning and to provide constructive feedback. . Community Learning Forums. Community Learning Forums are culminating end of the year presentations and exhibitions of students’ project work. . School Leadership Team (SLT). The SLT is a democratic body of staff, parents, students, board members, and community partners that convenes monthly to review the school’s progress in realizing its mission and vision. These meetings will involve a regular review analysis of student performance data that will lead to recommendations for improvements. . Family and Community Education Program. There is a clear link between parents’ education levels and student performance (U.S. Department of Education 2012, indicators 12 and 13). Students of more highly educated parents had higher average scores in reading and math assessments. The Family and Community Education Program (FCEP) will provide an evening of educational experiences for students’ parents and community members that mirror the day program. ESOL classes and Higher Education / Career Planning: English instruction is offered in levels one through four with the goal of providing contextual learning (language skills that prepare students for higher education and the workplace). Family Literacy and Advocacy: Strategies for helping parents to support their children’s learning at home and training in how to be advocates for their children. Financial literacy and Social Entrepreneurship: Learning the basics of banking, college savings, budgeting, and starting a business. Citizenship classes and civic engagement: Support in becoming United States’ citizens and opportunities to participate in social service projects. GED preparation: contextualized academic study that prepares families and community members for the GED exam. FCEP will run Monday through Thursday, 6:30 to 8:30 pm. Please note that this program is not included in our school budget since the plan is to partner with a Lynn community agency to provide this service.

Community Partnerships We are currently exploring potential partnership with the following groups to support our school program: . RAW Art Works. For over 20 years RAW Art Works has used a wide range of media (paint, film, fabrics) and art therapies to support students’ creative and social/emotional development. Our hope is to partner with RAW Art Works to support our Arts integration and infusion programming. . Lynn Community Health Center. Our plan is to leverage the extensive network of health and human services within Lynn to support our students and their families. Lynn Community Health Center could provide medical services to supplement our school nurse and clinical counseling services to supplement our resiliency counseling program. . Food Project. A national model of engaging students in personal and social change through sustainable agriculture. They will support our nutrition program and could serve as a partner for our project-based learning modules. . GE’s Early Career Development programs. These programs based out of GE in Lynn provide intense technical and leadership training to the early career engineers. We are exploring a potential partnership where recent college graduates who are enrolled in these program can serve as tutors and mentors for students. . Operation Bootstrap. This agency provides ESOL, Adult Education, GED, Citizenship, and Financial Literacy classes that are contextualized and mirror the emphasis of contextualized learning

Central Square Public Charter School / Prospectus page 52

advocated in our educational model. Operation Bootstrap also spearheads the Lynn Reads Literacy Campaign where they provide workshops in schools to support family literacy.

Community Partnerships to Support Our Project-based Learning Model The primary reason we are proposing to open our school in September of 2017 is that we need the planning year to not only develop our project-based learning modules but to formalize project partnerships with community organizations and city government agencies. Because charter schools are a polarizing issue within Lynn, a number of organizations do not want to formally partner with us because of the potential for political backlash. They would welcome a formal partnership once our school is formally approved.

PART III HOW WILL THE SCHOOL DEMONSTRATE ORGANIZATIONAL VIABILITY?

A. CAPACITY

Formation of the Design Team In May of 2012, a diverse group of professionals with deep connections to the Lynn community met for the first time to discuss their vision for a new charter school in Lynn. The team was convened by Frank DeVito, a Lynn resident with children in Lynn Public Schools. For over twenty years Frank has been committed to systemic educational reform as a teacher, school leader, and education consultant. Since 2007 he has served as the CEO of the Fenix Center for Innovative Schools, a non- profit organization that works with schools and districts to develop and sustain innovative programs. Frank had a dream to create a lab school that could exemplify best practices and serve as a catalyst for systemic changes in public education. He recruited individuals who were invested in Lynn and were involved in innovative professional projects that spanned education, art, technology, science, health/human services, media/communications, and business/finance. Dr. Irene Porro, the proposed board chair, was also instrumental in recruiting individuals who worked in a wide range of professional fields and who were particularly committed to the Lynn community.

Design Team Planning The Central Square design team had two phases of planning: Phase 1: May 2012 to February 2014. The design team met one evening per month for 90 minutes to develop and refine the school’s mission, vision, and educational model. The group was relatively large and included prospective employees, board members, and advisors. Phase 2: March 2014 to present. After unsuccessful attempts to land a charter during the 2012-13 and 2013-14 charter application cycles, we made a decision not to submit an application for the 2014-15 cycle. We chose to invest an extended period of time reviewing the feedback from the charter school office and further developing our school model. The process involved visiting Big Picture Schools and high performing Massachusetts Charter Schools where elements of our model had been successfully implemented. Rather than convening meetings of all the members of the design team to review the revised iterations of the school model, we decided that prospective board members would be responsible for reviewing and approving parts of our charter application. Our rationale was that this exercise would help build the capacity of the board to oversee the school. Board meetings during this phase were scheduled on a quarterly basis and lasted 90 minutes. The Food Project in Lynn allowed us to use their conference space for board meetings.

Central Square Public Charter School / Prospectus page 53

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

Founding Group’s Bios, Proposed Roles, and Areas of Expertise Expanded biographies, statements of commitment, questionnaires, and resumes of each design team member can be found in Attachment 1. The following is a brief review of members’ bios, proposed roles, and areas of expertise.

BboaBOARD OF TRUSTEES Irene Porro. Proposed role: Board Chair. Areas of Expertise: Educational Leadership, Management, Development, Fundraising, Elementary/Secondary Education, Math/STEM Education. Irene is from Italy and is the Director of the Christa McAuliffe Center for Integrated Science Learning at Framingham State University. Previously Irene served as the Outreach Programs Officer at the MIT Office of Engineering Outreach Programs that provides underserved and underrepresented youth with multiple entry points to academic and professional careers in the science, technology, engineering, and mathematics (STEM) disciplines. Previously, she served as the Director of the Education and Outreach Group of the MIT Kavli Institute for Astrophysics and Space Research. In all her educational projects, she implements an interdisciplinary approach to learning that includes science, math, technology, the performing arts and history. Maria Perez. Proposed role: Trustee. Areas of Expertise: Educational Leadership, Management, Community Advocacy, and Special Education. Maria is an immigrant and has lived in the city of Lynn for 35 years, where she has been active in the public arena. Maria understands the plight of immigrants and the importance of the role that education plays in the lives of immigrant children. She currently is a professor at Salem State University. She advocates a multisensory and multimodal approach to education one which includes: social entrepreneurship, social- emotional well-being, arts integration, music, movement, innovation, collaboration, and creativity. She has worked in the Malden Public Schools as an Occupational Therapist for the past seven years, with the emphasis on teaching, coaching, and functioning as a resource to teachers and parents. She is a single mother who raised three daughters and is a first generation college graduate. Lee Dillon. Proposed role: Trustee. Areas of Expertise: Educational Leadership, Management, Mechanical Engineering, Corporate Training, Workforce development. Lee Dillon is the Engineering/Technology Program Leader for the Product Engineering Center at GE Aviation in Lynn, MA. She manages two hundred early career Edison engineers through a customized development program designed to provide focused career planning, rotational assignments, technical training and leadership education. In addition, she also manages sixty-five mid-career Capstone Engineers through a development program focused on building technical depth and breadth, enhancing business acumen and leadership skills. Darryl Williams. Proposed role: Trustee. Areas of Expertise: Educational Leadership, Higher Education, Management, School Governance, STEM Education Darryl is the Associate Dean for Recruitment, Retention, and Community Engagement and the Director of Center for STEM Diversity at Tufts’ School of Engineering. Previously he served as a Program Director for the National Science Foundation in the Division of Research on Learning in Formal and Informal Settings (DRL) where he was charged to support the enhancement of K-16 engineering education. He was the lead program director for the Innovative Technology Experiences for Students and Teachers (ITEST) program, a program which supports projects that engage participants in authentic, contextual experiences that reflect the nature of STEM and ICT careers. Susan Solimine. Proposed role: Trustee. Areas of Expertise: Community Service, Fundraising, Finance/Business, Management, Human Resources, Nursing/Healthcare Susan is a Lynn resident and serves as the Executive Director for the Lynn Shore and Atlantic Rest Homes in Lynn. She is from a family that has deep roots in the Lynn business and philanthropic community. In addition to managing the daily operations of two rest home facilities, she is a registered RN and provides medical and psychiatric care for each of the 55 residents.

Central Square Public Charter School / Prospectus page 54

Christina Stohl. Proposed role: Trustee. Areas of Expertise: Special Education, Educational Leadership, School Improvement Christina is a former Lynn special education teacher who now serves as a mathematics special educator and program coordinator for Masconomet Regional High School. Before she entered education, Christina was a professional dancer and choreographer. She is committed to equitable schools and authentic learning for all. Christina advocates for special education students and their families while supporting students' complex problem solving and critical thinking, communication skills, team-building collaboration, and perseverance. She supports strong student voice, student choice and passion, managed risk-taking, and vigorous experiences through inquiry/constructivism, multiple intelligences, and interdisciplinary learning. Paul Lukez. Proposed role: Trustee. Areas of Expertise: Architecture, Real Estate, Finance/Business, Fundraising, Management, Human Resources, School Improvement, Blended/Virtual Education, School Improvement, Community Service Paul is an architect in Somerville, Massachusetts. Over the last twenty years, Paul has been engaged in teaching, research, and practice. He is the recipient of numerous academic and professional honors, and his work has been recognized by editors of local, regional and (inter)national publications. Paul Lukez taught most recently as a (visiting) professor at the Rhode Island School of Design, MIT and Washington University. EXECUTIVE LEADERSHIP Frank DeVito. Proposed role: Chief Executive Officer. Areas of Expertise: Educational Leadership, Finance/Business, Management, Secondary Education, School Improvement, ELL Education, Human Resources, Development, Fundraising, and School Governance Frank is a second generation Honduran and Italian American and a Lynn resident since 2005. He serves as the Chief Executive Officer of the Fenix Center for Innovative Schools, an education consulting agency committed to designing and sustaining innovative and high performing school programs. He also serves as an Educational Entrepreneur-in-Residence at the Educational Development Center. Previously, he served as the Director of Turning Points, a national middle school reform program located at the Center for Collaborative Education in Boston. As a teacher and headmaster In the Chelsea Public Schools, he co-founded two innovative high schools for at-risk students that utilized project-based curricula and assessments that were linked to professional internships. SCHOOL ADVISORS Andrew Frishman. Proposed role: School Development Advisor (Big Picture Learning). Andrew is the Executive Director of Big Picture Learning. He recently completed his doctorate in Education Leadership Program (EdLD) at Harvard Graduate School of Education, the Harvard Kennedy School, and Harvard Business School. From 2002-2006, Andrew was an advisor at The Met High School in Providence, RI, the “mother ship” of the Big Picture Learning Network. In 2007, he joined the fledgling Met Sacramento High School, worked with its first graduating class, and became the school’s first “Learning Through Internship Coordinator.” Andrew has supported the expansion of the Big Picture Network in a variety of capacities, helping to launch schools across the United States as well as internationally. Ricardo Dobles. Areas of Expertise: Educational Leadership, School Governance, School Improvement, Elementary/Secondary Education, Community Service, Fundraising, ELL Education Ricardo has been dedicated to serving the interests of urban public education and the education of historically underserved populations. He serves as a Wraparound Outreach Coordinator in the Worcester Public schools. Previously he served as as an Assistant Professor of education at College of the Holy Cross, where he taught various courses related to urban education and educational foundations. Ricardo was also a Senior Researcher and policy analyst at Annenberg Institute for School Reform at Brown Univeristy. Michael Fitzgerald. Areas of Expertise: Biological Research, Health Science, Fundraising, Management, Human Resources Michael is a Lynn resident. He serves as an Assistant Professor of Medicine at Harvard Medical School and leads a laboratory group at Massachusetts General Hospital. His research centers on cardiovascular disease and lipid metabolism. Michael has published over 30 primary peer reviewed scholarly articles in leading scientific journals. Guarionex Rodriguez. Area of Expertise: ELL Programming Guarionex (Guario) is from the Dominican Republic where he worked as an Electrical-Mechanical engineer. He moved to Lynn in the 1980s and has deep connections to Lynn students and their families. Since 1991, Guario has served as a bilingual special education teacher at Marshall Middle School for Lynn Public Schools. Francisco Grullon. Area of Expertise: Math and Science Integration Francisco is from the Dominican Republic where he worked as a chemical engineer and university professor. Central Square Public Charter School / Prospectus page 55

Francisco is a long-time Lynn resident and is very active in the community. For over thirty years, he has served in a variety of teaching and leadership capacities in the Lynn, Lawrence, and Waltham Public Schools systems. Celeste Rivera. Area of Expertise: Student Support Celeste is a clinical psychologist and executive coach in private practice in New York City. She is on the Clinical Faculty with the NYU School of Medicine and writes a monthly column for the Huffington Post on the subject of confidence. Celeste has worked in public healthcare as well as in the private sector specializing in diversity issues, mind-body approaches to health and cultural competence training. Harry Schnur. Area of Expertise: Youth and Community Development Harry is originally from the Cleveland, Ohio area. He worked for four years in a youth development and community organizing role with the Lynn Community Health Center. His time in Lynn culminated with his role managing the successful and historic campaign of Hong Net, who became the city’s first Cambodian-American elected official on a platform of community engagement and inclusion. Adria Smith. Area of Expertise: Arts Integration Adria is from Madison, Wisconsin. She has been involved in charter school education for over eleven years. She has helped to build a variety of core and supplemental programs and is currently the head of the arts department at Marblehead Charter Community Public School (MCCPS). She holds certification in music education and is currently attending graduate school at University of Massachusetts Lowell. She has received numerous awards for her musical compositions and the Founding Faculty award at MCCPS. Mohamed Adam. Area of Expertise: ELL Programming Mohamed is from Somalia and is an independent school development consultant. Mohamed is currently involved in creating two technical schools in East-Africa: Hargeisa Technical Academy and Mogadishu Polytechnic Institute. Previously, he served for ten years as an ELL teacher within the Chelsea and Boston Public School systems. Lorena Lopera. Areas of Expertise: Higher Education and Development Lorena is from Columbia and is a Development and Graduate Support Associate for the Epiphany School in Dorchester. Previously she served as the High School Program Director for La Vida, Inc in Lynn, a youth and adult education center that provides programming to improve the college and career readiness of Latino students. Lorena values education and has a passion for working with inner city youth and families so that they may reach their potential. Mark Kampert. Area of Expertise: Youth Development and Social Entrepreneurship Mark is originally from Pittsburgh and serves as the Executive Director of Youth Development Organization, Inc. (YDO), a nonprofit in Lawrence, MA. He has previously worked with Youth CITIES and Edvance Foundation, both education-related startup organizations. Mark graduated from Bucknell University with bachelor’s degrees in Mathematics and Classics. In 2010, he was awarded a Peace Corps Fellowship to pursue an MBA at Duquesne University, where faculty honored him with the Donahue Graduate School of Business Living Our Values. Bridget Molloy. Areas of Expertise: Science Education, Community Service, Elementary/Secondary Education, Bridget Molloy is from Denver, Colorado and presently serves as a science teacher in La Academia in Denver, a school that serves a predominantly Latino population. Bridget is a 2013 graduate from Boston University’s Masters of Art in Teaching program for Science Education. This year she was invited to present at the student showcase for the National Science Teacher Association’s (NSTA) national conference a unit plan for a high school class in biology that she developed. Bridget’s work focuses on climate change. Within this subject she is cultivating students as leaders and global citizens, as well as on strategies to incorporate educational technology into the classroom. Luisa Ehrich. Areas of Expertise: Arts Education, Elementary/Secondary Education, Management, ELL Education Luisa is After/Out of School Program Coordinator at IBA (Inquilinos Boricuas en Acción), where she designs and implements arts-integrated English language development programs for ELL students in the Boston Public School System. Her educational work has deep roots in the belief that students need educational opportunities which cultivate creativity, critical thinking skills, and the capacity to be lifelong learners. With a MEd in Arts in Education from the Harvard Graduate School of Education and a MA in Visual Media Arts from Emerson College, she has pursued work in public education that is focused on arts-integration. Working with students in K-12, her classes have included arts-integrated subjects such as storytelling, literacy, climate change science, and math. Vicky Wu Davis. Areas of Expertise: Entrepreneurship, Finance/Business, Management, Elementary/Secondary Education, Blended/Virtual Education Vicky is an accounting major-turned entrepreneur in the videogame industry. Currently she serves as the Executive Director of Youth CITIES (Creating Impact through Innovation, Entrepreneurship and Sustainability). Vicky created Youth CITIES to introduce teens to the concept of entrepreneurship and innovation, and to leverage

Central Square Public Charter School / Prospectus page 56 that in ways to improve the fabric of society. Her desire is to reach as many teens as possible…and as many different types of teens as possible…challenging them to think critically, and inspiring them to act innovatively. In addition to Youth CITIES, Vicky remains an industry practitioner: She is building a learning eco-system for early education that combines technology, gamification techniques, and live-classroom learning in the areas of STEM and second-language learning. Claudia Martinez. Areas of Expertise: Youth Development, Social/Emotional Support, Community Service, Elementary/Secondary Education Claudia Martinez is from Villa Nueva, Guatemala and Jackson Heights, NY. She recently completed her Guidance Counselor License at the Harvard Graduate School of Education. Claudia was the Youth Support Manager at The City School’s Summer Leadership Program in Boston. She was responsible for developing, evaluating and establishing overall structures for youth support, creating curriculum that supports the social emotional development of participants, managing outside referrals, and overseeing youth conflict mediation and restorative justice. Previously Claudia worked as a youth organizer in a number of projects that emphasized youth empowerment, violence prevention, and advocacy. Claudia’s passion and focus is to support the development, empowerment and self actualization of young people.

B. SCHOOL GOVERNANCE

Governance Structure Central Square Public Charter School will have a deep commitment to shared-leadership where every staff member, student, parent, and community partner has a voice to ensure that the school is honoring its mission and vision. In relation to formal governance, the school will have the following administrative structure: the Board of Trustees, the Chief Executive Officer, and the Executive Leadership Team consisting of the Middle and High School Principals, Finance and Operations Director, Communications and Development Director, and the Higher Education Director. The Board of Trustees oversees the Chief Executive Officer (CEO). The CEO oversees the Executive Leadership Team. The Middle and High School principals oversee the integrated learning teachers (academic and co-academic), ELL specialists, Learning specialists (Special Education teachers), Student Support Central Square Public Charter School / Prospectus page 57

Directors, and the Community Learning Directors. Resiliency counselors and school nurses report to the Student Support Directors. Community partners and volunteers/mentors report to the Community Learning Director.

Board of Trustees: Roles and Responsibilities The board of trustees serves as the primary vision-keepers for the school and exercise educational, fiscal, and legal oversight to ensure that the school is accountable to its charter. The board has the following responsibilities: . Selection, support, and evaluation of the Chief Executive Officer. The board establishes clear criteria and protocols for the hiring and annual evaluation of the Chief Executive Officer. Compensation is set annually based upon mutual agreement of performance-based measures. The board also ensures that the Chief Executive Officer has the proper supports to execute her/his responsibilities. . Strategic planning and policy development. The board works with the Chief Executive Officer to monitor student performance trends and to establish the strategic direction to ensure that the school is functioning effectively in relation to its stated goals. The board also regularly updates school policies to ensure that the school is effectively fulfilling its mission and vision over time. . Financial and legal management. The board ensures the fiscal health of the school through the review, approval, and monitoring of the annual budget. Members are expected to actively participate in fundraising efforts to improve and sustain the quality of the school’s program. The board also monitors whether the school is doing the proper filing of all legal and regulatory documents. . Ambassadors to the public. The board is expected to actively promote the mission and vision of the school to the local and global communities. Members are expected to cultivate relationships with stakeholders and to respond openly to questions or concerns.

Responsibilities of the Board Chair The Board Chair will have the following responsibilities: . Plan board agendas. In collaboration with the CEO, the chair will develop the agenda and make sure that meetings are focused and engaging and not a laundry list of items. . Strategic planning. In collaboration with the CEO, the chair helps to identify annual goals and benchmarks to determine whether educational, fiscal, legal, and human resource goals have been achieved. . Oversee subcommittees. In collaboration with the CEO, the chair is responsible for appointing members to standing subcommittees (finance/development) and to ensure that each committee is executing its duties and communicating properly with the board. . Hiring and Evaluation. The chair coordinates the hiring and evaluation of the CEO and works with the CEO to conduct an annual evaluation of the board’s performance. . Ethic of Excellence. The chair serves as a model of the school’s core value: creativity, innovation, collaboration, and social responsibility. The chair works with the CEO and board to create a high performing school board that can support the school’s mission and vision. . Succession Plan. If the board chair needs to resign for any reason, the chair will convene the board to nominate successors. The chair oversees the vetting of candidates.

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

Central Square Public Charter School / Prospectus page 58

. Selection, support, and evaluation of the Executive Leadership Team. The CEO establishes clear criteria and protocols for the hiring and evaluation of Executive Leadership Team comprised of the Middle and High School Principals, Finance and Operations Director, Communications and Development Director, and the Higher Education Director. Compensation is set annually based upon mutual agreement of performance-based measures. The CEO also ensures that each member of the Executive Team has the proper supports to exercise her/his responsibilities. . Creating a social entrepreneurial culture committed to creativity, innovation, collaboration, and social responsibility. The CEO works with the Executive Team to ensure that the team is walking- the-talk in relation to the school’s mission and vision. The CEO provides structured opportunities for Executive Leadership Team members to engage in personal and professional growth. . Strategic planning and policy development. The CEO facilitates the strategic planning process in conjunction with the board and coordinates revisions to school policies. . Financial and legal management. The CEO oversees the effective operation of the school’s financial systems and is the primary architect of the annual budget in collaboration with the Executive Leadership Team. The CEO is also responsible for cultivating relationships with corporate and individual donors and foundations, in order to establish new funding streams to improve or sustain the quality of the school’s program. The CEO oversees the proper filing of all legal and regulatory documents. . External relations (ambassador to the public). The CEO serves as the primary ambassador for the school and engages every sector of the local and global communities in the school’s mission and vision. The CEO also advances the school’s innovative design in school reform circles and serves as an advocate for its replication in different contexts. . Ex oficio member of the board of trustees. The CEO will work with the Board Chair to plan board agendas and will be responsible for facilitating meetings. As stipulated in the Central Square Bylaws, the CEO will not have voting power.

Selection of the Chief Executive Officer and Principal When Frank DeVito convened the design team in May of 2012, he was charged with developing an organizational chart as part of the process in developing the prospectus. During the summer of 2012, the organizational chart was vetted and the design team unanimously agreed to appoint Frank as Chief Executive Officer. The sentiment among the founding team was that Frank had a unique blend of professional experiences and skill sets to serve as an outstanding CEO. For over twenty years he has served as a public school teacher, school leader, education consultant, and non-profit leader.

During year one of the school’s operation, Mr. DeVito will serve as CEO and principal. The middle principal will be hired during year 2 and the high school principal during year 4. During the hiring process for school principals, we will be looking for the following qualifications: . Strong vision for educational equity and excellence . Experience in project-based learning environments . Demonstrated capacity in building a positive school culture . Communicates effectively with staff, students, families, and stakeholders . Demonstrated experience in managing staff and providing instructional leadership

Our plan is to work with Big Picture Learning to identify outstanding candidates who could serve as the school middle and high school principals.

Board Evaluation At the conclusion of each year, the CEO and the Board Chair will facilitate an annual evaluation to assess the board’s functioning in relation to the practices of high functioning board. The evaluation will be based upon the following metrics: Central Square Public Charter School / Prospectus page 59

. Student performance data . Financial Audit . Parental feedback (surveys) . Staff feedback (surveys) . Community partner feedback (surveys)

Organizational Decision-making As previously stated, Central Square will have a deep commitment to shared-leadership where every staff member, student, parent, and community partner has a voice to ensure that the school is honoring its mission and vision. To facilitate shared leadership and to provide structures where members of the school community can have a voice in development or revisions of policies, two groups will interface with the board of trustees: Staff Common Planning Meetings. Every day for 75 minutes, staff have the opportunity to plan and coordinate implementation of the school program. Using the PDSA process, staff analysis of student data in iterative cycles will be an essential part of staff conversations about how to improve student learning and performance. The principal and one-grade level teacher representative will be responsible for communicating results and recommendations to the board. School Leadership Team (SLT): The SLT is a democratic body of staff, parents, students, board members, and community partners that convenes monthly to review the school’s progress in realizing its mission and vision. These meetings will involve a regular review of relevant review and analysis of student performance data that will lead to recommendations for improvements. The principal and a parent will co-chair the meeting. Challenges, issues, and recommendations are vetted in this before they are formally presented by one of the co-chairs to the board of trustees.

School Support Partnership with Big Picture Learning We are excited about our partnership with Big Picture Learning (BPL) who will be our primary school support organization. BPL is a non-profit educational management organization that has a rich history of developing and sustaining innovative, rigorous, and high performing schools. For over 20 years BPL has remained a leading pioneer of real-world learning, personalized learning, and project- based learning, and its educational model has a track record of dramatically raising the achievement levels of diverse youths in under-resourced communities. BPL’s legacy includes over 50 schools in 18 states currently serving over 9,000 students, as well as “sister” organizations and networks rapidly expanding internationally. BPL’s educational core values center on the belief that hands-on projects, internships, and experiential learning allows students to advance knowledge and skill development in a manner best suited to individual learning styles. BPL schools consistently achieve significant gains in attendance and performance on state and district academic assessments in essential skill areas, as well as dramatically reducing dropout and suspension/expulsion rates, increasing graduation rates, and increasing college acceptance, matriculation, and persistence in comparison to similar populations in other similar schools.

The Central Square Design Team approached Big Picture Learning in March of 2013 to explore a proven provider partnership. A draft of the charter prospectus was submitted to BPL’s new school development team and there was mutual agreement that a partnership could yield a powerful synergy. Members of the design team visited Big Picture’s flagship school, the MET, in Rhode Island and attended the Senior Thesis Conference where students presented their culminating projects for graduation. Our proposed CEO, Frank DeVito, attended the Big Picture Leadership Conference in Oakland, California where the theme was leadership for educational equity and excellence The most impressive quality of BPL is that they do not believe in a cookie-cutter approach to new school development. They take great lengths to understand the unique features of a community and provide customized support. Central Square Public Charter School / Prospectus page 60

Based upon an initial review of the needs of the Central Square design team, Big Picture Learning will offer coaching and professional development in the following areas: . Learning in the real world. The heart of Big Picture’s model is connecting student learning to the world outside the classroom. They will provide coaching in how to design projects that are linked to real-world applications and how to structure internships to maximize student learning. . Personalization- One Student at a time. How to create high performing and positive classroom environments that respond to the unique needs of students. . Authentic assessment. How to construct quality competency-based/performance assessments. . Advisory structure. Students have a home base with an advisor where they set academic goals, develop a plan to achieve their goals, and also have a forum to address their social/emotional needs. . School Culture. How to create a school where students and staff interact with trust, respect, and equality. . Leadership. Principals are trained in how to model a school’s vision, exercise moral courage, balancing flexibility with efficiency, and communicating with staff in ways that inspire collective leadership.

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

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

During the application/pre-operational period, we are in the process of recruiting two additional board members with legal expertise (especially in school law) and school financing expertise.

C. SCHOOL FINANCES

Staffing Chart: Five-Year Projection

ADMINISTRATION YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 Chief Executive Officer 1 FTE 1 FTE 1 FTE 1 FTE 1 FTE Middle School Principal 1 FTE 1 FTE 1 FTE 1 FTE High School Principal 1 FTE 1 FTE Finance and Operations Director 1 FTE 1 FTE 1 FTE 1 FTE 1 FTE Communications & Development Director 1 FTE 1 FTE 1 FTE Higher Education Director 1 FTE 1 FTE Office Manager 1 FTE 1 FTE 1 FTE 2 FTE TOTAL 2 FTE 4 FTE 5 FTE 7 FTE 8 FTE

Central Square Public Charter School / Prospectus page 61

INSTRUCTIONAL STAFF YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 Integrated Learning Teachers 14 FTE 21 FTE 28 FTE 35 FTE 42 FTE ELL/ESL Teachers 4 FTE 6 FTE 8 FTE 10 FTE 12 FTE Learning Specialist Teachers (Special Ed) 4 FTE 6 FTE 8 FTE 10 FTE 12 FTE TOTAL 22 FTE 33 FTE 44 FTE 55 FTE 66 FTE

STUDENT SUPPORT STAFF YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 Student Support Director 1 FTE 1 FTE 1 FTE 1 FTE 2 FTE Resiliency Counselor 2 FTE 3 FTE 4 FTE 5 FTE Community Learning Director 1 FTE 1 FTE 2 FTE Nurse 1 FTE 1 FTE 1 FTE 2 FTE 2 FTE TOTAL 2 FTE 4 FTE 5 FTE 8 FTE 11 FTE

TOTAL STAFF YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 Administration 2 FTE 4 FTE 5 FTE 7 FTE 8 FTE Instructional Staff 22 FTE 33 FTE 44 FTE 55 FTE 66 FTE Student Support 2 FTE 4 FTE 5 FTE 8 FTE 11 FTE TOTAL 26 FTE 41 FTE 54 FTE 70 FTE 85 FTE

Budget Development The Central Square design team approached Central Source, a well trusted business management organization within the Massachusetts Charter School network, to help develop a projected ten-year budget that was reviewed and approved by the board. The budget was developed using the pro forma data of our estimated staffing and student projections and our school programming design. Because Central Source helps to develop charter school budgets across the network, we were able to use real numbers in our projections. Please note that we have completed the cash flow projection for year one. While this projection is not required within the prospectus stage, the design team decided to include this projection because it was an essential element of our financial planning. Central Source will continue to provide financial management support during the application and pre-operational phases and when the school commences operations.

Projected Operating Budget Please refer to Attachment 4 for the Projected Operating Budget. The budget includes the Pre- operational Phase (March 1, 2016 to June 30, 2017) and five years of the schools operation (FY2018, 2019, 2020, 2021, 2022).

Pre-Operational Narrative Because the status of CSP funding has not been yet determined, the board made a decision to wait until the application stage to detail the pre-operational budget. The rationale was that projected operating revenues would be speculative and not based upon confirmed funding. Big Picture Learning has provided assistance in identifying possible funding sources for the pre-operational period. The NewSchools Venture Fund has just launched a program for educational entrepreneurs interested in starting a network of charter schools that focuses upon student centered learning and social emotional development. Because of our school design, we believe that we are well positioned to land this grant. Presently, charter school team recipients would be awarded $100,000 for pre- operational period and $400,000 over the first two years of the school’s operation.

The Chief Executive Officer and the board will be responsible for fundraising during the pre- operational period. The goal is to raise enough revenue to fund the following: Central Square Public Charter School / Prospectus page 62

. 1 FTE Chief Executive Officer to oversee school planning, staff hiring, student recruitment, and community engagement . Stipends for prospective staff to participate in project planning sessions and professional development . Contract Big Picture Learning for school planning support and professional development . Contract PEAR to provide training in social emotional development and resiliency . Costs associated with preparing the physical plant for school operation . Costs associated with student recruitment and community engagement

Revenue Narrative A tuition rate of $12,500 per pupil was calculated based on the FY16 projected average for Lynn. It should be noted that the projected average per pupil is $12,976. However, a more conservative tuition rate of $12,500 was used. The tuition is projected to increase annually at a rate of 2.5% and is based on the average increase for the last three years.

The federal grant of $136,000 is based upon the anticipated federal entitlement funds we will receive because of our student population composition: $40,000 for Special Education and $96,000 for Title I and II. The government grant increases annually based upon our projected enrollment growth.

Private grants were set conservatively at $50,000 for year one and they go up annually by $25,000. The Chief Executive Officer will oversee fundraising and a Development and Communications Director will be hired in year 3 to provide fundraising support. The financial projections for private foundation funds are based upon our partnership with Big Picture Learning because they are connected to a vast network of private foundations. Our proposed CEO, Frank DeVito and our board chair, Dr. Irene Porro, have extensive experience in foundation grant writing. A number of proposed board members have also been very successful in raising revenue for professional projects. As previously stated, Central Square has an opportunity to land a $400,000 grant from NewSchools Venture Fund to help support the first two years of operation. Because of our focus on student- centered learning and systemic change, we have the opportunity to receive funds from the Nellie Mae Foundation. We will also pursue opportunities with a number of funders who are committed to the North Shore (Lynch Foundation).

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

Nutrition revenue is $115,200 in year one and increases by 66% in subsequent years. This rate is based enrollment projections and student demographic data (eligibility for free and reduced lunch).

Expenditures Narrative The administration salary was set based upon a salary structure of $100,000 for the CEO in year one. The Director of Finance and Operations will also be hired in year 1 with an annual salary of $55,000.

Central Square Public Charter School / Prospectus page 63

The middle school principal will be hired in year 2 and the high school principal in year 4 with an average salary of $80,000. The director of communications and development will be hired at year 3 with an annual salary of $55,000 and the director of higher education will be hired at year 4 with an annual salary of $55,000. All administrative salaries increase by 2% annually. Salaries were competitively set based upon the Massachusetts Charter Public School’s Compensation Survey (2014- 15).

The average teacher salary of $55,000 was calculated using the 2014-2015 Massachusetts Charter Public School Compensation Survey and the average teacher salary reported by Lynn Public Schools (ESE, 2014). Salaries increase annually by 2%.

The average salary for student support staffing was also set at $55,000. Student support personnel include the Student Support Director (hired year one) and a high school director hired during year 4. Two resiliency counselors are hired during year 2 and staffing increases by 1 FTE until full enrollment. Student support salaries increase by 2% annually.

The average rates used for taxes and fringe for all staff were 2.5% and 7.5%, respectively.

Under Administrative Costs, Professional services include the following: $12,500 (accounting/auditing), $10,000 (legal/auditing), $30,000 for business and financing (Central Source), $10,000 for human resources (HR Knowledge), and $28,000 for IT services (Central Source). These contracted services increase annually by 1.5%.

Professional services to support instruction include: $75,000 annually for years 1 to 3 (Big Picture Learning) and $30,000 year 4 and beyond; $8000 year 1 for formative data support and training (ANET), $30,000 years 2 and 3, and $8000 annually year 4 and beyond; and $5000 annually for training in social emotional strategies and assessment (PEAR).

Administration costs also include: $20,000 (Information Technology and Management), $10,000 (Office Supplies and Materials), $1,000 (Professional development, Administrative/Board), $8000 for dues, licenses, and subscriptions, $5000 for recruitment/advertising, and $5000 for fundraising. These administrative costs increase by 1.5% annually.

Contracted instructional services are estimated services to support our special education population based upon our projected student enrollment. These include speech, hearing, motor and occupational therapy. The project service expenses are: year 1- $28,000, year 2- 42,000, year 3- 56,000, year 4- 70,000, and year 5- 61,250. These figures were based upon special education programs in the network that provide a full inclusion model and contract services using the charter school Special Education Cooperative (schools sharing FTE of specialists).

Instructional Services includes instructional technology in the classroom: $13,000-year 1, $8,500- year 2, $10,150-year 3, $10,302- year 4, and $10,457 year. These figures were based upon providing students with low-cost and maintenance Google chrome books or a low cost alternative to support student project work and assessments. Instructional services also includes: supplies and materials- $20,000, professional development- $7000, testing and assessment- $7,500, field trips- $2000, and instructional furniture and equipment- $20,000 year 1 and $10,000 in year 2 with a 1.5% increase in subsequent years.

Student Services include health services- $5,000. We are looking into the cost effectiveness of having a school nurse as opposed to contracting an agency to provide health services. The cost of Central Square Public Charter School / Prospectus page 64 contracting health services increases by 1.5% annually. Currently we are planning to use Lynn Public School’s transportation system since we will follow the same calendar year. Food service costs are estimated at $144,000 for year 1, $216,000- year 2, $288,00- year 3, $360,000- year 4, and $432,000 year-5. These food costs were developed based upon the average to contract vendors to provide breakfast, lunch, and an afternoon snack. Costs for family nights and community forums are $5,000 a piece for year one and increase 1.5% in subsequent years.

Costs associated with the operation and maintenance of the school plant were based upon current commercial real estate figures. The current average to lease a commercial space in Lynn is $14 per square foot. Our plan is to lease space that is 85 square feet per student. The year 1 lease amount is $190,400 (160 students X 85 square feet X $14.00). The projected lease cost for years 1 to 5 is based upon a fixed five year lease and uses the same lease formula as described for year 1. Utilities in year 1 are projected to be $16.653. Year 1 utilities and subsequent years are calculated at a cost of $2.50 per square foot. Network and communication equipment is $10,547 (calculated at $2.00 per square foot). Maintenance of building and grounds is $34,000 at a cost of $2.50 per square feet. Costs associated with utilities, networking, and maintenance of building and grounds increases annually at 1.5%.

Central Square Public Charter School / Prospectus page 65

PART IV REQUIRED ATTACHMENTS

Part IV: Required Attachments p. 66 - 228

Central Square Public Charter School / Prospectus page 66

ATTACHMENT 1: FOUNDING GROUP (BIOS, QUESTIONNAIRES, AND RESUMES)

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

Irene is the director of the Christa McAuliffe Center for Integrated Science Learning that engages students in hands-on science and provides professional development opportunities for math and science teachers. Previously, Irene was the Director of the Education and Outreach Group of the MIT Kavli Institute for Astrophysics and Space Research (MKI) for eleven years, and during that period she designed and managed innovative science education programs for both K-12 students and adults. For these programs, she successfully brought together groups of committed science, education and business organizations that share diverse and complementary expertise. Such diverse expertise was needed for the creation of job opportunities where youth 15-19 years old were able to lead science- based projects and develop actual products for dissemination to larger communities. Through her work with youth programs, Irene specialized in and advocated for the education of urban underserved teenagers, through traditional education paths but also by researching and implementing alternative paths to both education and employment opportunities. In developing new educational programs, she especially focused on matching the need of the youth populations her programs served with the creative and extremely diverse employment market where STEM skills are required.

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

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

Statement of Commitment: See Questionnaire

Central Square Public Charter School / Prospectus page 67

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

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

Statement of Commitment: See Questionnaire

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

As such, he served as a Program Director for the National Science Foundation in the Division of Research on Learning in Formal and Informal Settings (DRL) where he was charged to support the enhancement of K-16 engineering education. He was the lead program director for the Innovative Technology Experiences for Students and Teachers (ITEST) program, a program which supports projects that engage participants in authentic, contextual experiences that reflect the nature of STEM and ICT careers. In addition to ITEST, his portfolio also included projects from Discovery Research K-12 (DR K12), and National Robotics Initiative (NRI). Darryl worked across NSF directorates in support of engineering education as it relates to developing engineering curricular frameworks for K-16, attracting and retaining students in engineering, and advancing engineering careers through lifelong learning. Currently, Darryl is Associate Dean for Recruitment, Retention, and Community Engagement and the Director of Center for STEM Diversity at Tufts’ School of Engineering.

Central Square Public Charter School / Prospectus page 68

Statement of Commitment: See Questionnaire

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

Statement of Commitment: See Questionnaire

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

Statement of Commitment: See Questionnaire

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

Statement of Commitment: See Questionnaire

Central Square Public Charter School / Prospectus page 69

Design Team Member: Maria Perez Proposed role: Trustee Bio: Dr. Maria Perez is a recent graduate of the Johnson and Wales University Doctorate of Educational Leadership program. Her focus and concentration has been the study of the relationship between principal leadership and school climate. She has worked in the Malden Public Schools as an Occupational Therapist for the past seven years, with the emphasis on teaching, coaching, and functioning as a resource to teachers and parents. She is a single mother who raised three daughters and is a first generation college graduate. She is an immigrant and has lived in the city of Lynn for 35 years, where she has been active in the public arena. Maria understands the plight of immigrants and the importance of the role that education plays in the lives of immigrant children. She advocates a multisensory/multimodal approach to education one which includes: social entrepreneurship, social- emotional well-being, arts integration, music, movement, innovation, collaboration, and creativity. Currently Maria serves as a professor at Salem State University.

Statement of Commitment: See Founding Board Questionnaire

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

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

Frank serves on the team of the National Center for Scaling Effective Schools (NCSU) responsible for supporting the incubation and scaling of innovative practices within schools and districts that are deeply connected to their unique contexts. The Center is a partnership of Vanderbilt University, North Carolina at Chapel Hill, and Educational Development Center (EDC). Frank also works on the Nellie Mae District Level Systems Change (DLSC) team, responsible for supporting DLSC districts in building a culture of continuous quality improvement and results orientation. This project involves shifting the focus of education leaders and teachers to a paradigm and mindset of innovation, learning, research, problem solving, and effective practice adoption to be able to respond to the evolving needs of students. Central Square Public Charter School / Prospectus page 70

Statement of Commitment: See Founding Member Questionnaire

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

Statement of Commitment: On a personal and professional level, I have a strong commitment to urban education and to social justice. Almost the entirety of my professional career has been spent in the service of this mission. My interest in serving as a Central Square advisor is specifically tied to the mission of the school. I have a great deal of respect for the philosophy put forward by the design team which emphasizes community strength and community engagement. I wish to serve as an advisor so that I can nurture and support the establishment of an institution that I believe will greatly enhance the life opportunities of the children of Lynn.

Design Team Member: Michael L. Fitzgerald Proposed role: Projected-based Learning, Science Integration, and Mentoring Advisor Bio: Michael is a Lynn resident and serves an Assistant Professor of Medicine at Harvard Medical School. He leads a laboratory group at Massachusetts General Hospital. His research centers on cardiovascular disease and lipid metabolism. His most recent Federal grant from the National Institutes of Health focuses on how individuals living with chronic HIV infection may be uniquely susceptible to cardiovascular disease that leads to fatal heart attacks and stroke. He has published over 30 primary peer reviewed scholarly articles in leading scientific journals and oversees a yearly budget that exceeds over $1 million.

Statement of Commitment: I want to serve as an advisor to Central Square Public Charter School because I believe the mission will bring opportunities to Lynn families that they currently do not have. Note, that as resident of Lynn and father of two children ages 4 and 5, I have a vested interest in improving the educational opportunities in the Lynn community.

As a faculty member of the Harvard Medical School, I have two important responsibilities: Exercise an active role in teaching within the institution of Harvard and also do service in the broader

Central Square Public Charter School / Prospectus page 71 community that the Medical School serves. Through my work with the Central Square Public Charter School I am fulfilling my mission of service to the community. With an appointment at the MGH and Harvard Medical School, I expect that I will be able to foster learning contacts and project experiences within these larger institutions that will benefit the students of the Lynn community.

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

Statement of Commitment: I enjoy serving as the Science Integration advisor, and I look forward to my continuing role. I wanted to serve as a member of this founding group because I am highly invested in and passionate about turning education into a meaningful avenue for students that involves civic involvement and environmental responsibility. Additionally, I am interested in cultivating student leadership and ownership of education through entrepreneurial project-based learning. The mission of the Central Square Public Charter School embraces these themes as well as working within the community. I look forward to helping students connect in meaningful ways to the community through an education model that is applicable to real world and community issues. The members of the founding group consist of motivated, inspirational, and determined individuals, all of whom have strong knowledge bases in their field. I think that working with this highly talented group will bring about an effective model of education that will truly have lasting impact in the Lynn community and beyond.

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

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

Statement of Commitment: I believe deeply in the mission and vision of Central Square. As both student and teacher, I have firsthand experience of the profound learning that takes place in an arts-integrated, project-based environment. For the past several years, I have been designing and implementing supplementary Central Square Public Charter School / Prospectus page 72 arts-integrated, project-based programs for students. The opportunity to do this work within a school, and not just as supplementary programming, is a very welcome one.

My anticipated role would be Arts-Integration advisor. Using the expertise I have developed through designing and teaching classes and collaborating with other subject-area teachers to integrate the arts, my role would support robust school-wide arts-integrated learning.

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

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

Mark graduated from Bucknell University with bachelor’s degrees in Mathematics and Classics. In 2010, he was awarded a Peace Corps Fellowship to pursue an MBA at Duquesne University, where faculty honored him with the Donahue Graduate School of Business Living Our Values.

Statement of Commitment: Central Square represents so much of what I want to bring to Lawrence: students engaged in rigorous study of issues that affect their community the most. Currently I serve as the Executive Director of Youth Development Organization, Inc. (YDO), a nonprofit in Lawrence, MA. I am attempting to bring the mission and vision of Central Square within our afterschool and summer programs. I see this as the future of Central Square Public Charter School—the school will play a key role in helping districts to redesign existing schools or to open a network of schools aligned to the mission and vision of Central Square. After school and community organizations will also have a framework for collaboration since the explicit focus of the school is the community itself.

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

After college Claudia worked as a youth organizer in Boston and in New York City. In Boston she supported youth in campaigns around ending youth violence. In New York City she worked with youth fighting for educational justice on a local and city wide level. Claudia left organizing because the limited resources at her organizations pushed her to neglect the social emotional needs of the

Central Square Public Charter School / Prospectus page 73 youth she worked with. She went on to design and launch a young women’s empowerment and leadership after-school program with the Sadie Nash Leadership Project. The program, Sisterhood Academy, served young women of color from New York City public schools. It used the theme “Dare to Be Important” to challenge youth to put themselves at the center of their lives through learning life skills, methods for self care, building community, and using art. Simultaneously, Claudia was the Community Educator at Day One, a non-profit organization that works to eradicate youth dating violence, through education, advocacy and direct services. During her time there she conducted over 265 trainings for youth and adults all over New York City, educated over 7,200 people, and developed 14 new training curricula.

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

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

Statement of Commitment: I am delighted to have the opportunity to support the start of a school that is committed to the holistic development and empowerment of youth in the community of Lynn. As an immigrant young woman that graduated from a charter high school in NYC, I know firsthand the power of a school that is built intentionally around the best interests of youth. If the charter were granted my role would be the student support advisor. My role would require me to help activate and organize community members, organizations and families in order to increase resources for youth support. By bringing the community together, we can create a safety net of support for youth.

In May of 2014, I graduated with a Guidance Councelor license from the Harvard Graduate School of Education. My graduate studies have afforded me the opportunity to intern at two public high schools, learning and growing in the guidance counselor role. In my internships I have learned extensively about systems work, bringing together multiple community entities to support youth. I have also learned about the intricacies and benefits of one on one support and counseling for young people. My graduate studies have furthered my experience in public schools, and they have also provided me with a theoretical framework with which to deconstruct and engage my work experience prior to school. My background in NGO's and my studies in guidance counseling have culminated into a practice that values community collaboration with schools for youth achievement and success.

Design Team Member: Andrew Frishman Proposed role: School Development Advisor (Big Picture Learning) Bio: Andrew is the Co-Executive Director of Big Picture Learning. He recently completed his doctorate in the Education Leadership Program (EdLD) at the Harvard Graduate School of Education, Harvard Kennedy School, and Harvard Business School.

From 2002-2006, Andrew was an advisor at The Met High School in Providence, RI, the “mother ship” of the Big Picture Learning Network. In 2007, he joined the fledgling Met Sacramento High School, worked with its first graduating class, and became the school’s first “Learning Through Internship Coordinator.” Andrew has supported the expansion of the Big Picture Network in a Central Square Public Charter School / Prospectus page 74 variety of capacities, helping to launch schools across the United States as well as internationally. Along the way, Andrew has melded experiences from an MAT, an administrative credential focused on urban schools, and a Health Leadership Program, into a belief that education is a crucial determinant of public health outcomes and community well-being. He seeks collaboration in support of the iterative replication and adoption of adaptive pedagogical innovations. Andrew’s goal is to eliminate “because we’ve always done it this way” thinking, create vibrant novel educational institutions, raise expectations, and improve student outcomes.

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

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

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

Design Team Member: Francisco Grullon Proposed role: Math and Science Advisor Bio: Francisco (Frank) is from the Dominican Republic and studied abroad at the University of Moscow where he completed his Bachelors and Masters in Chemical Engineering. He taught chemical engineering at the University Autonoma of Santo Domingo and Mundial University. Frank also worked as an advisor to the United Nations and the US Embassy of Santo Domingo in nuclear energy projects. When he moved to the United States he discovered his passion for teaching and completed his Masters in Education at Salem State University with a focus on Math and Science. Frank completed his Doctorate of Education at Nova Southeastern University. For over thirty years he has Central Square Public Charter School / Prospectus page 75 served in a variety of teaching and leadership capacities in the Lynn, Lawrence, and Waltham Public Schools systems. Frank is a long-time Lynn resident and is very active in the community. He believes that all students are capable of advanced levels of learning and his dream is to see Latino students become the next generation of professionals and leaders in their communities.

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

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

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

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

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

Statement of Commitment I am truly impressed with the mission and vision of Central Square Public Charter School. As a multilingual and bicultural psychologist, I know the importance of providing an education environment where students experience purpose and meaning. The focus on social entrepreneurship is a powerful vehicle to help students to discover the gifts and creativity within themselves and to provide concrete experiences about how they can live out their passions. In addition, students will not only understand the world of knowledge and the world of work, but the Central Square Public Charter School / Prospectus page 76 world of money. Our relationship to money is rarely addressed in schools and many children in Lynn are in situations where their families are struggling financially. Giving students the strategies to help them to become financially independent is a also a very unique aspect of the Central Square program.

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

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

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

Design Team Member: Vicky Wu Davis Proposed Role: Social Entrepreneurship Advisor Bio: Vicky is an accounting major-turned entrepreneur in the videogame industry. Currently she serves as the Executive Director of Youth CITIES (Creating Impact through Innovation, Entrepreneurship and Sustainability). Vicky created Youth CITIES to introduce teens to the concept of entrepreneurship and innovation, and to leverage that in ways to improve the fabric of society. Her desire is to reach as many teens as possible…and as many different types of teens as possible…challenging them to Central Square Public Charter School / Prospectus page 77 think critically, and inspiring them to act innovatively. In addition to Youth CITIES, Vicky remains an industry practitioner: She is building a learning eco-system for early education that combines technology, gamification techniques, and live-classroom learning in the areas of STEM and second- language learning.

Statement of Commitment: I am a huge proponent of social entrepreneurship, and equipping youth to become change agents in their communities. The mission and goals of Central Square are very much aligned with the areas I'm most passionate about in life.

I started and run a nonprofit, YouthCities, that teaches middle school and high school kids how to engage in creative problem-solving through the lens of an entrepreneur. We have established programs both in-and-out of school. I write all the curriculum, and co-teach Creative Problem-Solving and/or Entrepreneurship in schools. The organization has been recognized by the Commonwealth of Massachusetts, City of Boston, and City of Cambridge. I am actively involved in various nonprofits that serve entrepreneurship, education, and underprivileged children. I am very passionate about tech and social entrepreneurship...they are both important aspects of my personal/professional life that keeps me energized every day. I consider Central Square a life-altering project that will bring great benefit not only to the Lynn community but to the larger educational landscape.

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

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

Statement of Commitment I am committed to building motivational educational programs at Central Square Public Charter School. This is an exciting opportunity to improve the quality of education in the Lynn community. It would help to broaden my passion for teaching and reach my goal of inspiring student success. The Marblehead Community Charter Public School has taught me to promote student achievement and strive to continually improve my own practice while embracing student needs. This includes teaching Central Square Public Charter School / Prospectus page 78 all the state standards while integrating music and the arts with other subjects to produce project- based learning exhibitions. I have also started many programs from the ground up, which are currently sustainable. My goal and passion is to build arts integrated programs that address the unique and interests of students at Central Square and the Greater Lynn community. I am an invested individual who promotes education whole-heartedly.

Design Team Member: Mohamed Adam Proposed role: ELL Program Advisor Bio: As an independent school development consultant, Mohamed is currently involved in creating two technical schools in East-Africa: Hargeisa Technical Academy, and Mogadishu Polytechnic Institute. For the past three years, he has been involved in co-designing international curriculum for several African schools. Mohamed was a board member of several educational and non-profit relief organizations. He also consulted on numerous community development projects financed by both local and international government agencies as well as NGOs, projects raging in focus from education, youth empowerment, environment, and equality of life for orphans. Most recently, Mohamed trained educators from Ethiopia and Somaliland online. He also presented workshops during his 2010 visit at Hargeisa University.

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

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

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

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

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

Lorena Lopera holds a Bachelors degree in Romance Languages and Literature from Boston College. She has worked extensively with youth throughout Boston and Lynn. Lorena values education and Central Square Public Charter School / Prospectus page 79 has a passion for working with inner city youth and families so that they may reach their potential. As an immigrant from Colombia, she understands the educational and economic barriers that students and their families face and has personally overcome these barriers. Lorena believes that patience, flexibility, cooperation, and a passion to provide quality programming for youth helps to build strong communities and future opportunities.

Statement of Commitment: In my work throughout Boston, I have seen the powerful impact of youth programming, and I want to continue to be part of a team that understands the importance of quality youth and family programming within our communities. I am inspired by the mission Central Square Public Charter School presents and its determination to educate, empower and prepare youth and families with important life skills.

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

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

My experiences, desire and dedication to the enrichment of our community make me an ideal candidate to serve as a higher education and development advisor.

Central Square Public Charter School / Prospectus page 80

OFFICE OF CHARTER SCHOOLS AND SCHOOL REDESIGN QUESTIONNAIRE FOR PROPOSED BOARD MEMBER, SCHOOL EMPLOYEE, OR OTHER FOUNDING MEMBER 2015-2016

BIOGRAPHY *Please submit a current resume with this form. * Name Irene Porro Framingham State University / Director of the Christa Present Employer and Job Title McAuliffe Center for Integrated Science Learning PhD in Space Science and Technology, University of Padua Education/Professional Training Masters in Physics, University of Torino Past or Present Employment by, or Board Membership in a Charter School, Public School District, Higher Education Institution, NA Educational Management Organization, or School Support Organization Town of Residence Arlington, MA

QUESTIONS Please answer each question as fully as possible. 1. How did you become aware of the proposed school? I have known Frank DeVito, proposed CEO for Central Square Public Charter School, for many years. Frank and I often discussed education and education reform issues and I was a recipient of the original invitation to be part of the school design team. Starting in Summer 2012 I have been actively involved in long conversations with Frank and other team members that provided the core elements of the school. 2. Why do you serve as a member of this founding group?

Central Square Public Charter School / Prospectus page 81

I am deeply committed to promote quality education for all our children, especially those from underprivileged backgrounds, English language learners, and those who struggle in traditional school settings. For the last 15 years I have been fulfilling this commitment by creating educational programs, both in informal and formal education settings, for middle and high school students and teachers. As a science educator and program director I worked with Boston, Cambridge, Lynn and Lawrence Public School teachers and students. I learned from both of these groups that academic success is always the result of a concerted effort, not just the outcome of the implementation of a particular curriculum or the action of an especially talented teacher. The students’ socio-emotional status as well as the practical and emotional support provided to teachers, the culture and climate of the learning environment, and the effective implementation of quality curricula are all critical elements in providing all children, not just a few, with the best resources to succeed academically.

For example, many of the urban youth I worked with over the years communicated to me that they were interested in science, and potentially in a career in science, technology or engineering. However, when questioned further, they often remarked that they were not interested in math. Adolescents often express “lack of interest” in an activity to actually hide their perceived inability to carry out that activity. Indeed, the math preparation of my students was often not appropriate to their grade level. What is worst though is that a majority of my students were also not aware, and did not understand, that they needed to master the “math language” to be able to succeed not just in science, technology and engineering but also in many non-STEM fields such as business for example. By proclaiming themselves “not interested” in math, and by not pursuing it beyond an elementary level, they were actually undermining their own future. Still, most of my students did successfully graduate from high school.

For the past 15 years I focused my efforts to create opportunities for quality science learning in out-of- school time, specifically aimed to reach out to urban middle and high-school age youth. I believe that the out-of-school hours are often an untapped resource in the education of urban youth, especially the older ones. Quality educational experiences that complement and strengthen the learning that occurs during the regular school hours can make a meaningful difference in the life of urban youth. My choice to work with teenage youth is rooted in a deep interest in the learning and developmental process of adolescents and young adults, specifically those from underserved communities. Because of their socio-economic status these youth are often at an academic disadvantage that leads to low academic performance. Low academic performance, combined with a lack of social capital and status, severely handicaps their chances to enter and succeed in post-secondary education. Central Square Public Charter School represents for me the opportunity to combine my strong commitment to social justice and my desire to promote quality education for all through a new approach to learning that engages young people everywhere and at any time. Central Square’s project- based and student-center learning approach allows students to gradually develop a new learning mentality and make them life-long learners. Finally, the school gives me the opportunity to share my skills, knowledge and expertise in project-based learning, integrated learning and program management to serve as chair of the board. 3. Provide specific examples of past actions that you have taken that demonstrate your commitment to public education and serving your targeted community.

Central Square Public Charter School / Prospectus page 82

Presently I am the Director of the Christa McAuliffe Center for Integrated Science Learning at Framingham State University. Much of my work involves Science training and support to public school teachers and providing Science experiences for public school students. Project-based learning is at the heart of our approach in introducing students to the field of science. The goal of the program is to create a pipeline for minority students to the STEM fields.

Previously, I was the Director of the Education and Outreach Group of the MIT Kavli Institute for Astrophysics and Space Research (MKI) for eleven years (2000-2011). During that period I designed and managed innovative project based-learning programs for youth, professional development programs for teachers, and science outreach initiatives. In my work with youth programs I specialized in and advocated for the education of urban underserved teenagers. I did this by supporting youth through traditional education paths but also by researching and implementing alternative paths to both education and employment opportunities. In developing new educational programs, I especially focused on matching the needs of the youth populations our programs served with the creative and extremely diverse employment market where STEM skills are required. The programs I directed served youth from underserved communities in Boston, Cambridge, Lynn and Lawrence Public Schools (such as J. Burke HS, English HS, The Engineering School, in Boston; Lynn Classical, Lynn English and Lynn Vo- Tech in Lynn, sevral of the middle schools in Boston where the Citizen Schools program operates etc.). The urban population we reached out with our programs was extremely diverse, including large contingents of Cape Verdean and Somali students in addition to African-American, Hispanic, Asian and Caucasian youth. Close to 50% of our students (including high school students) were English Language Learners and close to 90% of them are first generation college students. A first gen student myself, an immigrant and a person who speaks English as a second language, I naturally connected with my students, sharing with them both my struggles and my successes in academic and professional contexts. I also developed a considerable experience in recognizing signs of emotional discomfort and a range of possible mental health issues suffered by a significant number of our students. Emotional and mental health issues are often linked to the difficult socio-economic conditions of the youth’s families and sometimes with traumatic experiences suffered during childhood (several of my students were in foster care and often lived with multiple families over time; several also experienced the violent death of a family member or friend by age 16). My role has been to bring the issue to the attention of the youth and/or family (some teenagers were dismissed by their family members if thought to have mental health problems) and provide contact information to either school counselors/nurses or directly to medical facilities. I always personally followed up with each one of these youth to make sure they were being taken care, while they continued to regularly attend our programs.

During my years at MKI I worked with middle and high-school science master teachers (from the Boston, Cambridge, Lynn and Lawrence Public Schools) to create teacher professional development initiatives for formal and informal science educators. By practicing the implementation of scientific inquiry and argumentation among themselves, teachers realized that their students needed to develop and practice analytical thinking, logic and good communication skills in both English and the mathematical language. I am building on this experience as I actively contribute to the discussion on the Next Generation Science Standards, in particular their focus on integrated learning and on the connection with the Mathematics and English Language Arts Common Core State Standards. Finally, to run the MKI out-of-school time programs I relied on the collaboration of young college graduate as instructors. I was responsible for the training of the instructors, both directly and by engaging experts in the field of science education, positive youth development and project-base learning. I am pleased to note that four of six of these instructors moved on to careers in physics education (Raleigh Public Schools, NC, and Baltimore Public Schools), math education (New York City Public Schools) and graduate school in physics education at Tufts University.

Central Square Public Charter School / Prospectus page 83

4. If a charter were granted, what anticipated role would you play within the school community? How long do you anticipate serving as a member of the board, an employee of the proposed school, or a partner organization?  If a proposed board member, name the anticipated office you would hold if any, e.g. such as chair person or treasurer.  If a proposed school employee, name the anticipated position you would hold, e.g. school leader, administrator, or teacher.  If a proposed partner for contracted services, describe the scope of anticipated services to be provided to the school and your anticipated involvement if chartered. I would serve as chair of the board of trustees. I anticipate being on the board for a minimum of 3 years 5. Describe how your unique qualifications and anticipated role within the school community will support the implementation of the proposed school. PROJECT-BASED LEARNING: The programs I created and directed while at MKI (and currently at the Christa McAuliffe Center) are all an implementation of project-based learning. In the apprenticeship models we developed for both middle and high school students, it is not enough for the apprentice to learn science: the goal is to create a product that meaningfully illustrates the acquired knowledge and skills and then to share the product with peers and public audiences. The integrating content for our apprenticeships included theatre (script-writing and performance, in collaboration with Central Square Theater), museum exhibit (design and creation, in collaboration with Harvard-Smithsonian Center for Astrophysics), planetarium shows (production, also maintenance of a portable planetarium, in collaboration with Museum of Science), use and maintenance of technology, photography, communication and marketing.

LEADERSHIP: For these programs, I successfully brought together groups of committed science, education and business organizations that share diverse and complementary expertise. Being a relatively small team, it was fundamental for our group to develop strategic collaborations for the implementation of effective and ambitious programs. Capitalizing on the resources and strengths of our partners, I led several initiatives to make quality science education learning available to urban students. Developing and implementing the MKI Education and Outreach mission and programs allowed me to cultivate important management and leadership skills and to deepen my experience in supervising and mentoring junior staff. Over the years the staff I directly managed grew from one to six full time people. We also benefitted from the support of half-dozen interns every year, and from the periodic collaboration of MIT faculty, researchers and students.

ASSESSMENT: An important objective of my current evaluation work at the Office of Engineering Outreach Programs (OEOP, MIT School of Engineering) is to support OEOP programs in its effort to increase diversity in STEM fields. To successfully navigate college education and professional environments, young people need skills that make them competitive both among their peers and in the adult world. These skills include ability to communicate effectively beyond their peer groups, analyze complex information from multiple sources, write or present well-reasoned arguments, and develop solutions to interdisciplinary problems. In this context, I use data driven assessment from OEOP programs to encourage instructors to reflect on their own practices. My goal is to help them identify areas of improvement in their pedagogical approach for them to effectively engage all program participants independently of their current academic proficiency.

GRANT WRITING/FUNDRAISING: I have been successful in applying for and managing federal grants. While at MKI, most of my projects have been funded through grants by NASA (20 grants, for a total of $700,000) and the National Science Foundation (2 grants, for a total of $2,218,000). All these projects were developed in collaboration with researchers and faculty at MIT and Harvard. For my current work at the OEOP, I am responsible for the preparation of a wide range of proposals, most of them to foundations and corporations. I also regularly serve on review panels for NSF, NASA and MA DOE proposals.

Central Square Public Charter School / Prospectus page 84

6. Please indicate if you or an immediate member of your family knows generally, and/or is disfavored by members of the proposed board, proposed school employee(s), or individual(s) affiliated with the proposed educational management organization or school support organization, if applicable. Indicate the individual(s) and describe the nature of the relationship(s) if one exists. NA 7. Please indicate if you or an immediate member of your family has or may have a financial interest in the proposed school; proposed educational management organization or school support organization, if applicable; or individual(s) or any other company that may contract or provide service to the proposed school, if applicable. Please include employment, the possible leasing or selling of any real property, and the purchase of equipment or services for the proposed school. If yes, please explain. NA 8. Have or will you or any member of your immediate family receive funds, gifts, loans, services, or any other benefit for any purpose from the proposed school, or any other company proposing to contract or provide services to the proposed school? If yes, please explain. NA 9. Describe what you would do if you believed one or more members of the school’s proposed board was acting unethically or not in the best interests of the school. As a member of the board I would be required by law to report any unethical behavior. We would follow a process outlined in our bylaws to address unethical behavior. 10. [Proposed board members ONLY] To the best of your knowledge, are there any situations which may give the appearance of a conflict of interest or that would make it difficult for you to discharge the duties of a board member and make decisions that are solely in the best interest of the school? If yes, please explain briefly. Individuals are encouraged to contact the State Ethics Commission (http://www.mass.gov/ethics/) about how conflict of interest law applies to their situation. NA

EXPERTISE Please indicate in which areas you possess professional expertise: Community Service Early Childhood/Elementary Special Education Education Fundraising English Language Learner Secondary Education Education Educational Leadership Law Human Resources Finance/Business School Improvement School Governance Management Blended/Virtual Education Real Estate Charter Schools Other: Other Innovative Public School Models (ELT, Innovation Schools, Magnet or Pilot Schools)

CERTIFICATION

I RECOGNIZE THAT ALL INFORMATION, EXCEPT HOME ADDRESS, PERSONAL EMAIL, OR PERSONAL TELEPHONE, SUBMITTED WITH THIS QUESTIONNAIRE BECOMES A MATTER OF PUBLIC RECORD, SUBJECT BY LAW TO DISCLOSURE TO MEMBERS OF THE GENERAL PUBLIC. I Central Square Public Charter School / Prospectus page 85

CERTIFY THAT THE INFORMATION CONTAINED IN THIS DOCUMENT AND ATTACHED RESUME IS TRUE AND COMPLETE TO THE BEST OF MY KNOWLEDGE UNDER THE PENALTIES OF PERJURY.

JULY 14, 2015 Original Signature Required Date

Central Square Public Charter School / Prospectus page 86

OFFICE OF CHARTER SCHOOLS AND SCHOOL REDESIGN QUESTIONNAIRE FOR PROPOSED BOARD MEMBER, SCHOOL EMPLOYEE, OR OTHER FOUNDING MEMBER 2015-2016

BIOGRAPHY *Please submit a current resume with this form. * Name Lee Dillon Present Employer and Job Title GE Aviation, Engineering and Technology Program Leader Bachelors of Science in Mechanical Engineering / Tufts Education/Professional Training University Past or Present Employment by, or Board Membership in a Charter School, Public School District, Higher Education Institution, NA Educational Management Organization, or School Support Organization Town of Residence Boxford, MA

QUESTIONS Please answer each question as fully as possible. 1. How did you become aware of the proposed school? Irene Porro. I met Irene at a Tufts University Diversity Council Board meeting in 2012. 2. Why do you serve as a member of this founding group? As a long time employee of GE Aviation in Lynn, I wanted to be part of project to improve educational opportunities for the students of Lynn. As a professional engineer leading GE training programs, I bring a real world perspective to support the mission and vision of the school. 3. Provide specific examples of past actions that you have taken that demonstrate your commitment to public education and serving your targeted community. I have represented GE Aviation at Masconomet Regional High School's Engineering Day. I have also provided college application services to high school students in Greater Lynn. 4. If a charter were granted, what anticipated role would you play within the school community? How long do you anticipate serving as a member of the board, an employee of the proposed school, or a partner organization?  If a proposed board member, name the anticipated office you would hold if any, e.g. such as chair person or treasurer.  If a proposed school employee, name the anticipated position you would hold, e.g. school leader, administrator, or teacher.  If a proposed partner for contracted services, describe the scope of anticipated services to be provided to the school and your anticipated involvement if chartered. I would serve as a trustee of the board and anticipate serving for at least 3 years. At the present, Irene Porro is the sole officer we have appointed (she will serve as board chair). Officers will be determined at a later time. 5. Describe how your unique qualifications and anticipated role within the school community will support the implementation of the proposed school.

As a 20 year employee of GE Aviation, innovation, leadership skills and career development have been a key focus. My current role at GE is Technology Excellence Leader. I assist early, mid and experienced engineers with their technical and professional growth. My experience with cutting edge technology and career tools will serve as an asset to the school since the mission of Central Square is to provide students with real, hands-on project experiences.

Central Square Public Charter School / Prospectus page 87

6. Please indicate if you or an immediate member of your family knows generally, and/or is disfavored by members of the proposed board, proposed school employee(s), or individual(s) affiliated with the proposed educational management organization or school support organization, if applicable. Indicate the individual(s) and describe the nature of the relationship(s) if one exists. NA 7. Please indicate if you or an immediate member of your family has or may have a financial interest in the proposed school; proposed educational management organization or school support organization, if applicable; or individual(s) or any other company that may contract or provide service to the proposed school, if applicable. Please include employment, the possible leasing or selling of any real property, and the purchase of equipment or services for the proposed school. If yes, please explain. NA 8. Have or will you or any member of your immediate family receive funds, gifts, loans, services, or any other benefit for any purpose from the proposed school, or any other company proposing to contract or provide services to the proposed school? If yes, please explain. NA 9. Describe what you would do if you believed one or more members of the school’s proposed board was acting unethically or not in the best interests of the school. As a public official, I am mandated to report any wrong doing. We would follow our board bylaws to address any unethical behavior. 10. [Proposed board members ONLY] To the best of your knowledge, are there any situations which may give the appearance of a conflict of interest or that would make it difficult for you to discharge the duties of a board member and make decisions that are solely in the best interest of the school? If yes, please explain briefly. Individuals are encouraged to contact the State Ethics Commission (http://www.mass.gov/ethics/) about how conflict of interest law applies to their situation. NA

CERTIFICATION

CERTIFY THAT THE INFORMATION CONTAINED IN THIS DOCUMENT AND ATTACHED RESUME IS TRUE AND COMPLETE TO THE BEST OF MY KNOWLEDGE UNDER THE PENALTIES OF PERJURY.

JULY 5, 2015 Original Signature Required Date

Central Square Public Charter School / Prospectus page 89

OFFICE OF CHARTER SCHOOLS AND SCHOOL REDESIGN QUESTIONNAIRE FOR PROPOSED BOARD MEMBER, SCHOOL EMPLOYEE, OR OTHER FOUNDING MEMBER 2015-2016

BIOGRAPHY *Please submit a current resume with this form. * Name Darryl N. Williams Present Employer and Job Title Tufts University, Associate Dean, School of Engineering Ph.D. in Chemical Engineering, University of Maryland Education/Professional Training MS in Chemical Engineering, University of Maryland BS in Chemical Engineering, Hampton University Past or Present Employment by, or Board Membership in a Charter School, Public School

District, Higher Education Institution, N/A Educational Management Organization, or School Support Organization Town of Residence Somerville, MA

QUESTIONS Please answer each question as fully as possible. 1. How did you become aware of the proposed school? I came to learn about the proposed school through a member of the design team, Irene Porro. She and I share mutual interest in STEM education, and during a meeting over coffee she wanted to know if I would consider joining the founding board given my expertise and experience. 2. Why do you serve as a member of this founding group? I wish to serve on the board because I want to have a direct relationship with a school that focuses on building student proficiency in STEM, and one that is thinking out of the box to do so. The guiding principles of the school resonate with my interests in creating learning environments that cultivate student innovation, particularly for those who are from underrepresented groups with limited access and resources. I am serving as a board trustee where my expertise and skill sets are most useful. 3. Provide specific examples of past actions that you have taken that demonstrate your commitment to public education and serving your targeted community. My professional experience has entailed nonprofit management with direct work in primary and secondary schools in economically challenged communities in urban school districts (i.e. Philadelphia and Washington, DC). I have developed and implemented STEM education programming that worked with both teachers and students by engaging them in problem-based learning using engineering design principles to facilitate math and science learning in formal and informal settings. I also served as a consultant to the Philadelphia Academies where I was responsible for organizing and documenting a new high school biotechnology curriculum. On a national level, I have supported STEM education through my work as a former program director for the National Science Foundation, where I was responible for funding a number of K-12 engineering education projects. I am currently the director of

The Center for STEM Diversity at Tufts which aims to recruit and retain underrepresented students in undergraduate and graduate science and engineering disciplines.

Central Square Public Charter School / Prospectus page 90

4. If a charter were granted, what anticipated role would you play within the school community? How long do you anticipate serving as a member of the board, an employee of the proposed school, or a partner organization?  If a proposed board member, name the anticipated office you would hold if any, e.g. such as chair person or treasurer.  If a proposed school employee, name the anticipated position you would hold, e.g. school leader, administrator, or teacher.  If a proposed partner for contracted services, describe the scope of anticipated services to be provided to the school and your anticipated involvement if chartered. If the charter were granted, I would work with the board to identify and secure resources. I would lend my skills and expertise to help with developing grant proposals, particularly those targeting support from federal agencies such as the National Science Foundation or US Department of Education. 5. Describe how your unique qualifications and anticipated role within the school community will support the implementation of the proposed school. I am currently an associate dean for the School of Engineering at Tufts, and my role is to focus on recruitment, retention, and community engagement for the entire engineering school. From this perspective, I would be instrumental in developing an effective student selection process for Central Square, as well as working with the board and school administration to implement strategies that aim to retain and graduate our students. In addition, I will work with the design team to embed robust community engagement into the curriculum and overall ethos of the school.

Central Square Public Charter School / Prospectus page 91

6. Please indicate if you or an immediate member of your family knows generally, and/or is disfavored by members of the proposed board, proposed school employee(s), or individual(s) affiliated with the proposed educational management organization or school support organization, if applicable. Indicate the individual(s) and describe the nature of the relationship(s) if one exists. NA 7. Please indicate if you or an immediate member of your family has or may have a financial interest in the proposed school; proposed educational management organization or school support organization, if applicable; or individual(s) or any other company that may contract or provide service to the proposed school, if applicable. Please include employment, the possible leasing or selling of any real property, and the purchase of equipment or services for the proposed school. If yes, please explain. NA 8. Have or will you or any member of your immediate family receive funds, gifts, loans, services, or any other benefit for any purpose from the proposed school, or any other company proposing to contract or provide services to the proposed school? If yes, please explain. NA 9. Describe what you would do if you believed one or more members of the school’s proposed board was acting unethically or not in the best interests of the school. As a trustee, accountability is one of my primary responsibilities. I am required to report unethical behavior and help execute the process for addressing this behavior through our bylaws. 10. [Proposed board members ONLY] To the best of your knowledge, are there any situations which may give the appearance of a conflict of interest or that would make it difficult for you to discharge the duties of a board member and make decisions that are solely in the best interest of the school? If yes, please explain briefly. Individuals are encouraged to contact the State Ethics Commission (http://www.mass.gov/ethics/) about how conflict of interest law applies to their situation. NA

CERTIFICATION

CERTIFY THAT THE INFORMATION CONTAINED IN THIS DOCUMENT AND ATTACHED RESUME IS TRUE AND COMPLETE TO THE BEST OF MY KNOWLEDGE UNDER THE PENALTIES OF PERJURY.

JULY 13, 2015 Original Signature Required Date

Central Square Public Charter School / Prospectus page 93

OFFICE OF CHARTER SCHOOLS AND SCHOOL REDESIGN QUESTIONNAIRE FOR PROPOSED BOARD MEMBER, SCHOOL EMPLOYEE, OR OTHER FOUNDING MEMBER 2015-2016

BIOGRAPHY *Please submit a current resume with this form. * Christina Stohl Name Masconomet Regional High School Masconomet Regional School District Present Employer and Job Title Special Educator/Program Coordinator

Candidate ABD, Doctor of Education. Curriculum, Teaching, Learning, and Leadership Concentration College of Professional Studies, Northeastern University, Boston, MA (2012 - present)

Certificate of Advanced Graduate Studies in Education Leadership, Salem State College, Salem, MA. Highest Honors (2010)

Masters Degree, Special Education Moderate Needs 5-12, Salem State College, Salem, MA. Highest Honors (2007)

Education/Professional Training Post-Masters Mathematics and Curriculum Graduate Courses, Salem State College, Salem, MA (2007 - 2008)

Astrophysics and Astrobiology Classes for Teachers, Massachusetts Institute of Technology, Boston, MA (2005 - 2007)

Bachelor of Arts, English, Salem State College, Salem, MA (1977)

Dance Major, Boston Conservatory of Music, Boston, MA (1974 - 1975)

Past or Present Employment by, or Board Membership in a Charter School, Public School District, Higher Education Institution, None Educational Management Organization, or School Support Organization Town of Residence Swampscott, MA 01907

QUESTIONS Please answer each question as fully as possible. 1. How did you become aware of the proposed school?

Central Square Public Charter School / Prospectus page 94

Dr. Irene Porro, Central Square Public Charter School Board Member, informed me about the proposed Central Square Public Charter School because she knows of my commitment to equality in our country and equity in our schools.

As an educator, I support equitable education that provides depth rather than breadth of understanding. I support pedagogy that engages complex problem solving and critical thinking skills that are useful for each and every student’s lifelong learning and active role in the community and our society as they become responsible citizens in our 21st century democracy. I support authentic pedagogy and assessment within inclusionary settings through project-based and product-based curriculum offered with personalization and differentiation. I support authentic student achievement that is creative and innovative as well as timely, noteworthy, and purposeful. I am delighted to be a part of this educational transformation and the Central Square Public Charter School Team 2. Why do you serve as a member of this founding group? I wish to serve on the Central Square Public Charter School Board of Trustees because I believe, as a visionary, informed, and experienced educator, I can be an effective change agent. Likewise, I believe in the vision and mission of the Central Square Public Charter School and I wish to add my voice in developing authentic student achievement for all.

I am a visionary public school educator committed to equitable schools and authentic learning for all. I bring my talents and experience as an educator of thirteen years and as a past dancer, company founder and director, and choreographer to my work as a mathematics special educator and program coordinator, professional development creator, and strong advocate for all students as world class learners. 3. Provide specific examples of past actions that you have taken that demonstrate your commitment to public education and serving your targeted community.

Central Square Public Charter School / Prospectus page 95

Co-Chair NEASC Committee. Masconomet Regional High School. Visiting Committee fall of 2014. (2013-present).

Teacher Voice - Christina Stohl. Facilitated closed Facebook Group. Professionals engage in dialogue and reflection, brainstorm and share ideas, and collaborate on the concepts of teaming, mentoring, and teacher leadership and student voice to engender school change. https://www.facebook.com/groups/ChristinaStohl/ (July 2014 - present).

Literacy in Mathematics. Keynote Presentation. Professional Development, Masconomet Regional High School (2012)

Inquiry in the Classroom (2010). Published Research. http://eric.ed.gov #ED509645 Literacy in Mathematics. Keynote Presentation. Professional Development, Masconomet Regional High School (2012)

SAT Math Prep, North Shore Community College, Lynn, MA (2006 - 2008)

Mentor, Youth Astronomy Apprenticeships (2007) and Chandra Astrophysics Institute (2005 - 2006), Massachusetts Institute of Technology, Boston, MA

Composed integrated, interdisciplinary multiple intelligences inquiry/constructivist Understanding by Design units of study and specific lesson plans for special education high school mathematics classrooms (2008 - present)

Masconomet Website Development, https://sites.google.com/site/mathematicianstakenote/home

Invented and presented Beowulf Bingo, © mnemonic, multiple intelligences inquiry/constructivist activity

Founder, Director, Choreographer, Company Teacher, Lead Dancer. New England Dance Ensemble, Inc. (1981 - 2003)

Awarded choreographic intensive with Mark Morris (1992)

Co-Host, Swampscott Profiles, Public Access TV (1985 - 1987)

Writer, Contemporary Dance News, Boston dance journal. (1978 - 1980)

Central Square Public Charter School / Prospectus page 96

As a board member of the Central Square Public Charter School, I anticipate serving for as long as required for the successful launch and first five years of this public charter school. I do not anticipate holding an office on the board, but will consider if so nominated.

5. Describe how your unique qualifications and anticipated role within the school community will support the implementation of the proposed school. I am a career-changer, who literally felt a calling to teach in the urban schools. After my first year of substituting in Lynn, Massachusetts, found myself hired as a special educator in the city. I taught for eight years in the Lynn Public School District. In a span of thirteen years teaching in the public schools, I earned a Masters, my CAGS, and am currently ABD as I am working towards completing my thesis for my Doctorate of Education in the Concentration of Curriculum, Teaching, Learning, and Leadership at Northeastern University. I now teach at Masconomet Regional High School where I am a special educator, program coordinator, and the co-chair of the NEASC Committee. I believe in the potential of all students’ rigorous learning and social entrepreneurship through a shared, collaborative, equitable educational purpose. I advocate for students and their families while supporting students' complex problem solving and critical thinking, communication skills, team-building collaboration, and perseverance. I support strong student voice, student choice and passion, risk-taking mistakes, and vigorous experiences through project-based learning, inquiry/constructivism, multiple intelligences, and an interdisciplinary connection. I support student learning that is innovative, creative, and entrepreneurial through volunteer service and internships with a relationship to the community, our country, and the planet as a whole.

Central Square Public Charter School / Prospectus page 97

6. Please indicate if you or an immediate member of your family knows generally, and/or is disfavored by members of the proposed board, proposed school employee(s), or individual(s) affiliated with the proposed educational management organization or school support organization, if applicable. Indicate the individual(s) and describe the nature of the relationship(s) if one exists. NA 7. Please indicate if you or an immediate member of your family has or may have a financial interest in the proposed school; proposed educational management organization or school support organization, if applicable; or individual(s) or any other company that may contract or provide service to the proposed school, if applicable. Please include employment, the possible leasing or selling of any real property, and the purchase of equipment or services for the proposed school. If yes, please explain. NA 8. Have or will you or any member of your immediate family receive funds, gifts, loans, services, or any other benefit for any purpose from the proposed school, or any other company proposing to contract or provide services to the proposed school? If yes, please explain. NA 9. Describe what you would do if you believed one or more members of the school’s proposed board was acting unethically or not in the best interests of the school. I would report unethical behavior to the board chair and CEO. We would follow our board bylaws to address any unethical behaviors. 10. [Proposed board members ONLY] To the best of your knowledge, are there any situations which may give the appearance of a conflict of interest or that would make it difficult for you to discharge the duties of a board member and make decisions that are solely in the best interest of the school? If yes, please explain briefly. Individuals are encouraged to contact the State Ethics Commission (http://www.mass.gov/ethics/) about how conflict of interest law applies to their situation. NA

Central Square Public Charter School / Prospectus page 98

CERTIFICATION

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

JULY 3, 2015 Original Signature Required Date

Central Square Public Charter School / Prospectus page 99

OFFICE OF CHARTER SCHOOLS AND SCHOOL REDESIGN QUESTIONNAIRE FOR PROPOSED BOARD MEMBER, SCHOOL EMPLOYEE, OR OTHER FOUNDING MEMBER 2015-2016

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

QUESTIONS Please answer each question as fully as possible. 1. How did you become aware of the proposed school? I heard about the school from Frank DeVito. 2. Why do you serve as a member of this founding group? I am interested in serving on the board because education is important to the future of our city and world. My family has been a part of Lynn for generations and I have witnessed the power of education in helping families to live productive lives. I believe in the school’s program because as a parent, this school would have greatly benefited my daughter. She is brilliant but the system was not set up to ensure her success. She would have thrived in this kind of school. Many parents in Lynn feel the same. 3. Provide specific examples of past actions that you have taken that demonstrate your commitment to public education and serving your targeted community. I have not worked directly with public education in the past, but I have experience working with private school organizations. As a tax payer in Lynn, I am very interested in seeing quality public education. 4. If a charter were granted, what anticipated role would you play within the school community? How long do you anticipate serving as a member of the board, an employee of the proposed school, or a partner organization?  If a proposed board member, name the anticipated office you would hold if any, e.g. such as chair person or treasurer.  If a proposed school employee, name the anticipated position you would hold, e.g. school leader, administrator, or teacher.  If a proposed partner for contracted services, describe the scope of anticipated services to be provided to the school and your anticipated involvement if chartered. I anticipate serving as a trustee for 3 years. We are in the process of appointing officers. I would consider an office if nominated. 5. Describe how your unique qualifications and anticipated role within the school community will support the implementation of the proposed school. I am currently the Executive Director of two non-profit residential home in Lynn serving 55 elderly and mental ill adults from our community. I have extensive experience in budgeting, fundraising, governance, management, and human resources. As an RN, I would also bring a medical background.

Central Square Public Charter School / Prospectus page 100

6. Please indicate if you or an immediate member of your family knows generally, and/or is disfavored by members of the proposed board, proposed school employee(s), or individual(s) affiliated with the proposed educational management organization or school support organization, if applicable. Indicate the individual(s) and describe the nature of the relationship(s) if one exists. NA 7. Please indicate if you or an immediate member of your family has or may have a financial interest in the proposed school; proposed educational management organization or school support organization, if applicable; or individual(s) or any other company that may contract or provide service to the proposed school, if applicable. Please include employment, the possible leasing or selling of any real property, and the purchase of equipment or services for the proposed school. If yes, please explain. NA 8. Have or will you or any member of your immediate family receive funds, gifts, loans, services, or any other benefit for any purpose from the proposed school, or any other company proposing to contract or provide services to the proposed school? If yes, please explain. NA 9. Describe what you would do if you believed one or more members of the school’s proposed board was acting unethically or not in the best interests of the school. We would follow our charter bylaws to address unethical behaviors. As a trustee, I am a mandatory reporter. 10. [Proposed board members ONLY] To the best of your knowledge, are there any situations which may give the appearance of a conflict of interest or that would make it difficult for you to discharge the duties of a board member and make decisions that are solely in the best interest of the school? If yes, please explain briefly. Individuals are encouraged to contact the State Ethics Commission (http://www.mass.gov/ethics/) about how conflict of interest law applies to their situation. NA

CERTIFICATION

CERTIFY THAT THE INFORMATION CONTAINED IN THIS DOCUMENT AND ATTACHED RESUME IS TRUE AND COMPLETE TO THE BEST OF MY KNOWLEDGE UNDER THE PENALTIES OF PERJURY.

JULY 17, 2015 Original Signature Required Date

Central Square Public Charter School / Prospectus page 102

OFFICE OF CHARTER SCHOOLS AND SCHOOL REDESIGN QUESTIONNAIRE FOR PROPOSED BOARD MEMBER, SCHOOL EMPLOYEE, OR OTHER FOUNDING MEMBER 2015-2016

BIOGRAPHY *Please submit a current resume with this form. * Name Paul Lukez Present Employer and Job Title Paul Lukez Architecture, Inc / President Master of Architecture, MIT Education/Professional Training Bachelor of Environmental Design, Miami University of Ohio

Past or Present Employment by, or Board Membership in a Charter School, Public School District, Higher Education Institution, NA Educational Management Organization, or School Support Organization Town of Residence Lexington, MA

QUESTIONS Please answer each question as fully as possible. 1. How did you become aware of the proposed school? Several years ago, l met Frank DeVito, one of the founders of Central Square Public Charter School. In 2012, he invited me to be part of an effort to start a charter school. 2. Why do you serve as a member of this founding group? I believe in Central Square Public Charter School and its mission. In addition, having had the opportunity to work with founding members over the last few years, I believe in the founders and their commitment to meeting the future challenges in implementing the vision. 3. Provide specific examples of past actions that you have taken that demonstrate your commitment to public education and serving your targeted community. As a professor with twenty of years experience in teaching, research and community outreach, I have been involved in multiple efforts to work with communities and helping them improve educational opportunities for children, teenagers and young adults.

Most recently, I have been involved in multiple projects in a community in Honduras, including a memorial, community center, small school house, clinic, and church / campus. Besides providing the design work (pro-bono) for these projects, I have raised monies for construction. In addition, I have given many public lectures to community groups on my research and writing which identifies strategies for creating more sustainable suburban and urban environments. 4. If a charter were granted, what anticipated role would you play within the school community? How long do you anticipate serving as a member of the board, an employee of the proposed school, or a partner organization?  If a proposed board member, name the anticipated office you would hold if any, e.g. such as chair person or treasurer.  If a proposed school employee, name the anticipated position you would hold, e.g. school leader, administrator, or teacher.  If a proposed partner for contracted services, describe the scope of anticipated services to be provided to the school and your anticipated involvement if chartered.

5. Describe how your unique qualifications and anticipated role within the school community will support the implementation of the proposed school.

Central Square Public Charter School / Prospectus page 103

I have three specific sets of interests and qualifications related to this proposal. First, as an architect with over 30 years experience, I can guide the board in making important decisions about space needs, as well as design and construction issues. Secondly, as an educator with over 20 years experiences, I believe that I will be able to serve as critic and another voice in helping to review the school's pedagogy. Third, as a business owner, I understand the importance of budget and human resource management where I can help guide the school.

Central Square Public Charter School / Prospectus page 104

6. Please indicate if you or an immediate member of your family knows generally, and/or is disfavored by members of the proposed board, proposed school employee(s), or individual(s) affiliated with the proposed educational management organization or school support organization, if applicable. Indicate the individual(s) and describe the nature of the relationship(s) if one exists. NA 7. Please indicate if you or an immediate member of your family has or may have a financial interest in the proposed school; proposed educational management organization or school support organization, if applicable; or individual(s) or any other company that may contract or provide service to the proposed school, if applicable. Please include employment, the possible leasing or selling of any real property, and the purchase of equipment or services for the proposed school. If yes, please explain. At the present time I do not have a financial stake in the school. There is a possibility that my company will be contracted to design the school space. 8. Have or will you or any member of your immediate family receive funds, gifts, loans, services, or any other benefit for any purpose from the proposed school, or any other company proposing to contract or provide services to the proposed school? If yes, please explain. NA 9. Describe what you would do if you believed one or more members of the school’s proposed board was acting unethically or not in the best interests of the school. As a public agent of the state, I would be morally compelled to report unethical behavior. We would manage board transgressions through our bylaws. 10. [Proposed board members ONLY] To the best of your knowledge, are there any situations which may give the appearance of a conflict of interest or that would make it difficult for you to discharge the duties of a board member and make decisions that are solely in the best interest of the school? If yes, please explain briefly. Individuals are encouraged to contact the State Ethics Commission (http://www.mass.gov/ethics/) about how conflict of interest law applies to their situation. My company may be contracted to design the school space.

Central Square Public Charter School / Prospectus page 105

CERTIFICATION

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

JULY 22, 2015 Original Signature Required Date

Central Square Public Charter School / Prospectus page 106

OFFICE OF CHARTER SCHOOLS AND SCHOOL REDESIGN QUESTIONNAIRE FOR PROPOSED BOARD MEMBER, SCHOOL EMPLOYEE, OR OTHER FOUNDING MEMBER 2015-2016

BIOGRAPHY *Please submit a current resume with this form. * Name Frank DeVito Educational Development Center / Educational Entrepreneur Present Employer and Job Title in Residence and School Innovation Specialist Fenix Center for Innovative Schools / Chief Executive Officer Boston University / Doctoral Studies in Development Education, Administration, Policy, Culture, and Language Boston College / Masters Studies in Educational Philosophy Education/Professional Training Gregorian University (Rome, Italy) / Masters Studies in Theology Saint John's Seminary / BA in Philosophy and Social Sciences Past or Present Employment by, or Board Membership in a Charter School, Public School Educational Development Center District, Higher Education Institution, Fenix Center for Innovative Schools Educational Management Organization, or Center for Collaborative Education School Support Organization Town of Residence Lynn, MA

QUESTIONS Please answer each question as fully as possible. 1. How did you become aware of the proposed school? When I established Fenix Center for Innovative School in 2007, a non-profit organization that works with schools and districts to develop and sustain innovative programs. I wanted to create a lab school that could exemplify best practices and serve as a catalyst for change in public education. I convened the team in May of 2012 to begin the work of designing this school. 2. Why do you serve as a member of this founding group? Central Square Public Charter School is an intersection of my personal and professional passions: social justice and educational equity. I would serve as the school’s Chief Executive Officer. 3. Provide specific examples of past actions that you have taken that demonstrate your commitment to public education and serving your targeted community.

Central Square Public Charter School / Prospectus page 107

My commitment to public education began in 1991 when I was hired by Chelsea Public Schools to co- found a project-based learning school for at-risk high school students who had dropped out of school or who had a history of academic failure. The program was called the Pathway School and this experience served as the foundation of my belief in project-based learning. I served as a history teacher at the school, and I was responsible for designing projects where students would solve real problems in the community and had to demonstrate that they had mastered specific competencies in Math, Science, History, and English. In 1994, the Chelsea administration asked me to co-found a school for students who were struggling in the transition from middle to high school. The program was called the Bridge School and I served as both a history teacher and headmaster. The highlight of this experience was that Chelsea students were involved in the drafting of the new government charter when the city was exiting from state receivership. In 1999 I was hired by the Center of Collaborative Education to serve as a school change coach and Director of Turning Points, a national middle school reform model that supports the development of high performing middle schools. I served in this position for seven years before I founded the Fenix Center for Innovative Schools in 2007. I am happy to say that many of my students have gone on to live productive lives and some even serve as school principals and teachers in Chelsea Public Schools and Boston Public Schools.

Most recently I serve on the team of the National Center for Scaling Effective Schools (NCSU) responsible for supporting the incubation and scaling of innovative practices within schools and districts that are deeply connected to their unique contexts. I also work on the Nellie Mae District Level Systems Change (DLSC) team, responsible for supporting DLSC districts in building a culture of continuous quality improvement and results orientation. This project involves shifting the focus of education leaders and teachers to a paradigm and mindset of innovation, learning, research, problem solving, and effective practice adoption to be able to respond to the evolving needs of students.

Central Square Public Charter School / Prospectus page 108

With over 25 years of experience in public education, I have developed a unique skill set that includes the following: NEW SCHOOL DEVELOPMENT AND REDESIGN. I have been involved in two school start-ups as a teacher and headmaster for Chelsea Public Schools. As the director of Turning Points at the Center for Collaborative Education (CCE), I was involved in the first Commonwealth Pilot School conversions (the precursor to Innovation Schools). DISTRICT REDESIGN AND SCALING EFFECTIVE PRACTICES. I serve on the team of the National Center for Scaling Effective Schools (NCSU) responsible for supporting the incubation and scaling of innovative practices within schools and districts that are deeply connected to their unique contexts. I also work on the Nellie Mae District Level Systems Change (DLSC) team, responsible for supporting DLSC districts in building a culture of continuous quality improvement and results orientation. This project involves shifting the focus of education leaders and teachers to a paradigm and mindset of innovation, learning, research, problem solving, and effective practice adoption to be able to respond to the evolving needs of students. CURRICULUM DEVELOPMENT AND DESIGN. I have worked with staff in Boston, Chelsea, Fall River, Holyoke, Fall River, Los Angeles, Lynn, and New York City in the development of project-based curricula and developing effective literacy intervention models. ELL PROGRAM DESIGN. I was contracted by ESE to identify best practices of schools and districts who were successfully serving ELL students. EDUCATIONAL LEADERSHIP. I served as a headmaster for the Bridge School at Chelsea High School and I have served as a leadership coach for CCE and within my current capacity as CEO of Fenix Center for Innovative Schools (Fenix CIS) ASSESSMENT. I was contracted by the ESE Office of Accountability and Assistance to do reviews of levels 3 and 4 districts. BUDGET AND HUMAN RESOURCE. As the Director of Turning Points, I was responsible for a National Network of 107 schools where I was responsible for budgeting and staffing of the national office at CCE and local regional offices in 15 states. I was responsible for new coach orientation and the ongoing training and evaluation of coaches. DEVELOPMENT (GRANTWRITING AND FUNDRAISING): I have raised over $3 million in grant writing to support the Turning Points Network.

Central Square Public Charter School / Prospectus page 109

6. Please indicate if you or an immediate member of your family knows generally, and/or is disfavored by members of the proposed board, proposed school employee(s), or individual(s) affiliated with the proposed educational management organization or school support organization, if applicable. Indicate the individual(s) and describe the nature of the relationship(s) if one exists. NA 7. Please indicate if you or an immediate member of your family has or may have a financial interest in the proposed school; proposed educational management organization or school support organization, if applicable; or individual(s) or any other company that may contract or provide service to the proposed school, if applicable. Please include employment, the possible leasing or selling of any real property, and the purchase of equipment or services for the proposed school. If yes, please explain. I would have a financial interest since I am the proposed Chief Executive Officer. 8. Have or will you or any member of your immediate family receive funds, gifts, loans, services, or any other benefit for any purpose from the proposed school, or any other company proposing to contract or provide services to the proposed school? If yes, please explain. NA 9. Describe what you would do if you believed one or more members of the school’s proposed board was acting unethically or not in the best interests of the school. Because I would serve as an agent of the state, I am mandated to report any unethical behavior. Our board bylaws would outline the process for dealing with unethical board members. 10. [Proposed board members ONLY] To the best of your knowledge, are there any situations which may give the appearance of a conflict of interest or that would make it difficult for you to discharge the duties of a board member and make decisions that are solely in the best interest of the school? If yes, please explain briefly. Individuals are encouraged to contact the State Ethics Commission (http://www.mass.gov/ethics/) about how conflict of interest law applies to their situation. NA

CERTIFICATION

CERTIFY THAT THE INFORMATION CONTAINED IN THIS DOCUMENT AND ATTACHED RESUME IS TRUE AND COMPLETE TO THE BEST OF MY KNOWLEDGE UNDER THE PENALTIES OF PERJURY.

JULY 22, 2015 Original Signature Required Date

Central Square Public Charter School / Prospectus page 111

OFFICE OF CHARTER SCHOOLS AND SCHOOL REDESIGN QUESTIONNAIRE FOR PROPOSED BOARD MEMBER, SCHOOL EMPLOYEE, OR OTHER FOUNDING MEMBER 2015-2016

BIOGRAPHY *Please submit a current resume with this form. * Name Dr. Maria Pia Perez Present Employer and Job Title Salem State University, Professor Doctorate in Educational Leadership / Johnson and Wales University Education/Professional Training Bachelors and Masters in Occupational Therapy / Salem State University Past or Present Employment by, or Board Membership in a Charter School, Public School District, Higher Education Institution, NA Educational Management Organization, or School Support Organization Town of Residence Lynn, MA

QUESTIONS Please answer each question as fully as possible. 1. How did you become aware of the proposed school? I became aware of this proposed endeavor through a process of networking. I have been actively involved in another nonprofit educational collaborative, Cairn Hill Inc. Educational Collaborative in the city of Malden where I have worked as an Occupational Therapist for seven years. Through pursuing of my own educational development and growth, I was introduced to this newly found organization, when their vision was only an idea. I have served on their board and was one of their initial board members.

I was introduced to Frank DeVito when he was a guest speaker in an educational forum sponsored by Cairn Hill. After learning about Central Square Public Charter school, I saw the similarities and connections between Central Square and Cairn Hill. Both of these entities vision and mission is to assist the underserved population in an urban community. Having served on Cairn Hill’s board and understanding the similar vision and mission, it only made sense to make the connection between the two entities. Cairn Hill is an arts based enrichment afterschool program which employs Waldorf inspired teaching methods into the students’ academic day. I see many similarities between Central Square’s commitment to project-based learning and some of the principles that are central to Waldorf education.

I am an occupational therapist by trade and understand the importance and value of using a multisensory approach to teaching; one which employs, innovation, creativity, movement, arts, music, and student engagement as a means of providing a powerful learning experience. This new school proposal aligns very nicely by providing opportunities for students to practice and adequately demonstrate critical thinking/problem solving, creativity/innovation, and teamwork/collaboration through project-based learning. This method of teaching encourages student engagement which we know from the research increases understanding and learning. 2. Why do you serve as a member of this founding group?

Central Square Public Charter School / Prospectus page 112

I came to this country as a young girl and can identify with immigrant’s struggles and how immigrant parents may need additional support to help educate their children in a new and foreign country. Having experienced various in-school and afterschool enrichment programs, I understand their value and their impact. It was in an afterschool enrichment program where I learned the love of academia.

As an educational practitioner I recognize the critical role of education in the inner city and especially the role it can play in the lives of the immigrant population in the city of Lynn. I have lived in Lynn for 35 years and comprehend the importance of rising up the next generation to be life-long learners who can think for themselves; one whom Robert Sternberg (2008) calls “expert” citizens who are active and engaged citizens of the world in which they live. This new school proposal will attempt to accomplish this vision. 3. Provide specific examples of past actions that you have taken that demonstrate your commitment to public education and serving your targeted community. I have worked in education for a total of 11 years in which time I have been actively involved on various boards. I have served on for profit and non-profit educational boards, private and public in nature. Currently I am serving on a for profit board. This too is a new endeavor; my desire is to see people seize opportunities that come their way and reach their dreams and fulfill their passions. This entity is in the city of Lynn as well and is targeted to this urban community.

My scholarly and research interests include: leadership (principal, educational leadership, climate/culture), historical (American history, the 20th Century), growth and maturity, mentoring, childhood development, and current events (social justice, civics). I recently completed my dissertation which is entitled, An Analytical Study of School Climate and Principal Leadership. My focus centered on leadership styles and behaviors and their influence on school climate/culture. As Schwahn and Spady (2010) assert, “Who you are is how you lead”. The results of this study identified that supportive, approachable, shared leadership, and visionary behaviors elicit a higher than average open climate index. The resulting environment is exemplified by respect and engagement, autonomy and recognition, collaboration and innovation, socialization and personalization.

Peter Drucker advocates the question to ask is “not what can I achieve, but what can I contribute”? My contributions include: board affiliations, serving as a trustee and board member of various non-profit educational organizations and for a new health care organization.

4. If a charter were granted, what anticipated role would you play within the school community? How long do you anticipate serving as a member of the board, an employee of the proposed school, or a partner organization?  If a proposed board member, name the anticipated office you would hold if any, e.g. such as chair person or treasurer.  If a proposed school employee, name the anticipated position you would hold, e.g. school leader, administrator, or teacher.  If a proposed partner for contracted services, describe the scope of anticipated services to be provided to the school and your anticipated involvement if chartered. Presently I plan to serve as a trustee of the board. I would consider an office after conversations with the board. 5. Describe how your unique qualifications and anticipated role within the school community will support the implementation of the proposed school. I have extensive experience in Special Education programming and I am excited about our Special Education model that advocates full inclusion and engages students in a multisensory approach. I also serve on a number of non-profit and for-profit boards where I have experience in board oversight of budget and programming. Recently I completed my doctorate in education leadership. I understand the type of leadership required to advance the school’s mission.

Central Square Public Charter School / Prospectus page 113

6. Please indicate if you or an immediate member of your family knows generally, and/or is disfavored by members of the proposed board, proposed school employee(s), or individual(s) affiliated with the proposed educational management organization or school support organization, if applicable. Indicate the individual(s) and describe the nature of the relationship(s) if one exists. NA 7. Please indicate if you or an immediate member of your family has or may have a financial interest in the proposed school; proposed educational management organization or school support organization, if applicable; or individual(s) or any other company that may contract or provide service to the proposed school, if applicable. Please include employment, the possible leasing or selling of any real property, and the purchase of equipment or services for the proposed school. If yes, please explain. NA 8. Have or will you or any member of your immediate family receive funds, gifts, loans, services, or any other benefit for any purpose from the proposed school, or any other company proposing to contract or provide services to the proposed school? If yes, please explain. NA 9. Describe what you would do if you believed one or more members of the school’s proposed board was acting unethically or not in the best interests of the school. My understanding is that I am a mandated reporter since I serve as a board trustee. I would work with the board to resolve any issues related to ethics through the process described in our board bylaws. 10. [Proposed board members ONLY] To the best of your knowledge, are there any situations which may give the appearance of a conflict of interest or that would make it difficult for you to discharge the duties of a board member and make decisions that are solely in the best interest of the school? If yes, please explain briefly. Individuals are encouraged to contact the State Ethics Commission (http://www.mass.gov/ethics/) about how conflict of interest law applies to their situation. NA

CERTIFICATION

CERTIFY THAT THE INFORMATION CONTAINED IN THIS DOCUMENT AND ATTACHED RESUME IS TRUE AND COMPLETE TO THE BEST OF MY KNOWLEDGE UNDER THE PENALTIES OF PERJURY.

JULY 15, 2015 Original Signature Required Date

Central Square Public Charter School / Prospectus page 115

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

EDUCATION

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

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

TEACHING

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

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

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

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

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

ACADEMIC AND ADMINISTRATIVE

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

Co-Director, Andover/Bread Loaf Writing Workshop, Phillips Andover Academy, MA, 1994- Present. Co- direct and facilitate a unique professional and personal development opportunity during the summer for urban public school teachers from California, Massachusetts, Africa, India, Pakistan, and Louisiana. Supervise a staff of writing leaders in an enrichment program focused on creative writing and writing for the community with middle school students from Lawrence, MA.

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

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

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

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

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

PUBLICATIONS & EDITING

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

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

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

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

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

Central Square Public Charter School / Prospectus page 117

AWARDS/GRANTS

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

CONFERENCES/PRESENTATIONS/ADDRESSES

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

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

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

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

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

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

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

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

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

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

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

"The conflicts of Democracy and Capital in Education."

Central Square Public Charter School / Prospectus page 118

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

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

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

PROFESSIONAL ASSOCIATIONS

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

LEADERSHIP AND COMMUNITY SERVICE

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

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

PROFESSIONAL EXPERIENCE

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

Edison and Capstone Engineering Program Leader

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

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

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

Senior Engineer

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

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

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

Senior Systems Integrator

Central Square Public Charter School / Prospectus page 120

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

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

Senior Engineer

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

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

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

Senior Engineer

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

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

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

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

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

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

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

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EDUCATION

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

SKILLS

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

COMMUNITY SERVICE/VOLUNTEER

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

Tufts University- Medford, Massachusetts- Diversity Council Board Member

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

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MICHAEL LEO FITZGERALD

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

FACULTY APPOINTMENTS:

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

POSTDOCTORAL TRAINING:

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

EDUCATION:

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

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

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Participation in 5 collaborations that have resulted in publications in areas of cardiovascular disease, neurobiology, cancer, microRNAs and HIV retroviral research

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

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

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

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

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BLAST homology searches, antigen-antibody design, large data set statistics

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

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

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

Central Square Public Charter School / Prospectus page 125 lung phosphatidylglycerol. J Lipid Res. 2007, Properties of APOA-I Mutants Suggest Direct 48:621-632. Association between APOA-I Helices and ABCA1. Biochemistry 2004 Feb 24;43(7):2126- 21) Huang ZH, Fitzgerald ML, Mazzone T. 39. Distinct Cellular Loci for the ABCA1-Dependent and ABCA1-Independent Lipid Efflux Mediated 14) Fitzgerald ML, Morris AL, Chorni A, Mendez by Endogenous Apolipoprotein E Expression. AJ, Zannis VI, Freeman MW. ABCA1 and Arterioscler Thromb Vasc Biol. 2006 Jan; amphipathic apolipoproteins form high affinity 26(1):157-62 molecular complexes required for cholesterol efflux. J Lipid Res, 2004 Feb; 45(2):287-94. Epub 20) Okuhira KI*, Fitzgerald ML*, Sarracino DA, 2003 Manning JJ, Bell SA, Goss JL, Freeman MW. Purification of ABCA1 and associated 13) Fukumoto H, Deng A, Irizarry MC, Fitzgerald binding proteins reveals the importance of beta ML, Rebeck GW. Induction of the cholesterol 1-syntrophin in cholesterol efflux. J Biol Chem. transporter ABCA1 in central nervous system 2005 Nov 25;280(47):39653-64. cells by liver X receptor agonists increases secreted Abeta levels. J Biol Chem. 2002; 19) Kim WS*, Fitzgerald ML*, Kang K, Okuhira 277(50):48508-13. KI, Bell SA, Manning JJ, Koehn SL, Lu N, Moore KJ, Freeman MW. Abca7 null mice retain normal 12) Fitzgerald ML, Morris AL, Rhee JS, macrophage phosphatidylcholine and Andersson LP, MendezAJ, Freeman MW. cholesterol efflux activity despite alterations in Naturally Occurring Mutations in the Largest adipose mass and serum cholesterol levels. J Extracellular Loops of ABCA1 Can Disrupt Its Biol Chem. 2005 Feb 4; 280(5):3989-95. *co- Direct Interaction with Apolipoprotein A-I. J Biol first authors Chem 2002;277(36):33178-87

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

Central Square Public Charter School / Prospectus page 126

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

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

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

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

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

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

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DARRYL N. WILLIAMS 29 Kingston St. Somerville, MA 01244 (240) 381-7399 [email protected] Ph.D.

EDUCATION

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

PROFESSIONAL EXPERIENCE

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

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

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

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

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2008-2009: Consultant, STEM Technologies LLC, Philadelphia, PA

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

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

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

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

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

Central Square Public Charter School / Prospectus page 129

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

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

HONORS AND AWARDS

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

PROFESSIONAL AFFILIATIONS

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

PRESENTATIONS (lead author underlined)

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

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

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

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

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

Williams, D.N., Chorny, M., Yellen, B.B., Fishbein, I., Friedman, G., Levy, R.J. "Magnetic Nanoparticle Mediated Gene and Cell Delivery”, ASGT 8th Annual Meeting, 6/4/05.

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Williams, D.N., Pulliam Holoman, T.R., Ehrman, S.T., Wilson, O.C., Jr. “Cellular Response to Functionalized Magnetic Nanoparticles”, AIChE Fall National Meeting, 11/20/03.

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

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

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

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

PUBLICATIONS

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

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

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

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

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

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

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

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

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SUSAN M. SOLIMINE, RN, BSN

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

PROFESSIONAL SUMMARY

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

WORK HISTORY

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

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

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

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

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

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CHRISTINA STOHL 25 Prospect Avenue, Swampscott, MA 01907 978.530.6096 [email protected] [email protected]

PROFESSIONAL EDUCATOR EXPERIENCE

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

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

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

 Math and English Resource, grades 9-12 CDC Alternative High School, Lynn, MA (2004 - 2008)

 5th Grade Resource, Lynn School District, Lynn, MA (2002 - 2004)

Professional License: Special Education Moderate Needs 5-12 (2013) Initial License: Principal/Assistant Principal 9-12 (2011)

OTHER PROFESSIONAL EXPERIENCE

Literacy in Mathematics. Keynote Presentation. Professional Development, Masconomet Regional High School (2012)

Inquiry in the Classroom (2010). Published Research. http://eric.ed.gov #ED509645

SAT Math Prep, North Shore Community College, Lynn, MA (2006 - 2008)

Mentor, Youth Astronomy Apprenticeships (2007) and Chandra Astrophysics Institute (2005 - 2006), Massachusetts Institute of Technology, Boston, MA

Founder, Director, Choreographer, Company Teacher, Lead Dancer. New England Dance Ensemble, Inc. (1981 - 2003)

Awarded choreographic intensive with Mark Morris (1992)

Co-Host, Swampscott Profiles, public access TV (1985 - 1987)

Writer, Contemporary Dance News, Boston dance journal. (1978 - 1980)

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CREATIVE EDUCATOR SKILLS

Masconomet Website Development, https://sites.google.com/site/mathematicianstakenote/home Invented and presented Beowulf Bingo, © mnemonic, multiple intelligences inquiry/constructivist activity

EDUCATION

Candidate, Doctor of Education. Curriculum, Teaching, Learning, and Leadership Concentration, College of Professional Studies, Northeastern University, Boston, MA (2012 - present)

Certificate of Advanced Graduate Studies in Education Leadership, Salem State College, Salem, MA. Highest Honors (2010)

Masters Degree, Special Education Moderate Needs 5-12, Salem State College, Salem, MA. Highest Honors (2007)

Post-Masters Mathematics and Curriculum Graduate Courses, Salem State College, Salem, MA (2007 - 2008)

Astrophysics and Astrobiology Classes, Massachusetts Institute of Technology, Boston, MA (2005 - 2007)

Bachelor of Arts, English, Salem State College, Salem, MA (1977)

Dance Major, Boston Conservatory of Music, Boston, MA (1974 - 1975)

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VICKY WU DAVIS 30 Vine Street Andover, MA 01810 (617) 290-5499

SUMMARY

My current interests are centered around youth education, especially in the areas of entrepreneurship and innovation, STEM (Science Technology Engineering Math) education, and 2nd language learning. These interests have been inspired by a combination of my own educational/professional experiences, as well as through the lens of a mom of 2 young kids.

I am a big proponent of experiential learning (and learning within context), so that learning isn't just about acquiring the knowledge content, but also about how to get kids to become engaged in that content, asking the right questions, and self-perpetuating the intrinsic motivation to learn.

EXPERIENCE

Executive Director and Founder Youth CITIES September 2008 – Present Greater Boston Area Youth CITIES (Creating Impact Through Innovation, Entrepreneurship, and Sustainability) that focuses on helping middle school and HS students drive change in their community by applying entrepreneurial principles and creative problem-solving skills. We provide a classroom and experiential education, tools, and network to help students succeed.

Through its various in-and-out-of school programs, Youth CITIES challenges students to learn beyond just the academics of building businesses. Youth CITIES frames real-life problems, real-life constraints, and real-life criteria as the launch pad for students to create a value-driven, sustainable solution to real- life market opportunities. Even though taught in the context of social-value generation, skills such as how to network, how to research and back up an idea with data, and how to make a presentation, and critical problem-solving skills are applicable in a variety of future settings.

Youth CITIES has been commended by the Commonwealth of Massachusetts, the City of Boston, and the City of Cambridge for mentoring youth in the area of entrepreneurship, and advancing small business and technology.

Founder Adalia, LLC March 2012 – Present (1 year 8 months) Focused on building a learning eco-system for second-language learning and STEM (Science, Technology, Engineering, Math) education for kids under 6 years of age.

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VMS Mentor MIT Venture Mentoring Service 2004 – Present (9 years)Greater Boston Area VMS supports innovation and entrepreneurial activity throughout the MIT community by matching prospective entrepreneurs with skilled volunteer mentors.

Jerry Zadow Mentor at MIT Venture Mentoring Service Entrepreneur, social entrepreneur, manager, mentor, education & experiential educationView

Member Beacon Angels January 2013 – Present (10 months)Boston Beacon Angels is a Boston-based angel group that makes investments in the $100,000 to $300,000 range in small fast-growing companies.

Board Member Foster Kids of the Merrimack Valley 2009 – Present (4 years) Foster Kids of the Merrimack Valley provides social support for foster children living in the Merrimack Valley through mentoring programs for aging-out youth, financial assistance for a range of purposes such as emergency funds, higher education, job training, college assistance, summer camp, and more.

Steering Commitee National Adoption Day - Boston 2003 – Present (10 years)Boston Was impetus for Boston's National Adoption Day celebration to bring awareness and advocacy for foster care adoption.

Board Member Future Boston Alliance November 2012 – Present (1 year)Boston To advocate and support the progressive and cultural growth of Boston through the sum of its parts (growth industries such as medicine, biotechnology, hi-tech, financial services, higher education, and venture capital).

Board Member/Treasurer Leading Cities July 2013 – Present (4 months)Boston A global network of businesses, municipal governments and universities committed to strengthening international cities with vibrant business ecosystems that develop the local economy and exchange solutions to improving the region’s workforce, infrastructure, standard of living and other factors influencing a city’s ability to compete globally.

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Parent Representative Bancroft School Improvement Council 2013 – Present (less than a year) The Bancroft School Improvement Council was established in 1994 and is comprised of teachers, parents, and community representatives who assist our school in identifying goals and areas in need of improvement. The primary responsibility of the School Improvement Council is to create an annual School Improvement Plan, which is based on a needs assessment.

Chairperson Froghop 2010 – March 2013 (3 years)Boston

CEO and Founder Froghop, Inc. May 2000 – 2010 (10 years)Boston Founded company in 2000 as a cross-platform for cellphones and PCs. Survived the dotcom bubble and evolved company as technology-enabler assisting companies in connect disparate platforms via a common, community building foundation. Became pioneer for Transmedial Access technologies for persistent and multi-user environments such as MMO's and social games (later launched consulting arm to complement tech).

Board Member Merrimack River Watershed Council 2007 – 2009 (2 years)

Board Member Merrimack Valley Venture Forum 2006 – 2009 (3 years)

Regional Executive Director & Co-Founder International Orphans Foundation 2002 – 2005 (3 years) Established the ground framework for the organization that helped older orphans find forever families. Implemented policies and procedures, and ran the Boston Chapter. Was the impetus for Boston’s First Annual National Adoption Day, and remains on annual Steering Committee.

Sr. Manager - Process Engineering & Project Management Nextel 1998 – 2000 (2 years)

Financial Analyst TCG 1997 – 1998 (1 year)

PUBLICATIONS Transmedial Interactions and Digital Games ACE 2007

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DR. MARIA PIA PEREZ 20 Parrott Street Lynn, MA 01902 781-775-2228 [email protected]

EDUCATION

2015, Ed. D in Educational Leadership, Johnson & Wales University, Providence, RI

2008, BS/MS Occupational Therapy, Salem State University, Salem, MA

POSITIONS HELD

COTA/Occupational Therapist / Haven Health Rehabilitation Center in Chelsea MA, 2003-2008. Administered occupational therapy evaluations and treatments, with collaboration of other disciplines as part of a comprehensive plan of care. Trained, developed, and implemented holistic treatment protocols which met the needs, abilities, and environment of patients and their families.

Occupational Therapist / Malden Public Schools, 2008– 2015. Building & Instructional Leader, Salemwood Elementary School: Directed and implemented Climate Committee-School wide initiative to foster a Positive Culture of Learning. Conducted Professional Development for faculty-Hand Writing Without Tears, Movement & Learning Connection. Responsible for developing IEPs, leading IEP meetings, planning and developing lesson plans. Developed treatment approaches to meet individual student needs and meet IEP requirements. Supervised and instructed support staff; facilitated, and trained teachers regarding social emotional support strategies. Produced Publisher Newsletters for parents and colleagues as a mean of community engagement and family/faculty learning support. Member of partnerships in community engagement programs: Cairn Hill Inc. Educational Collaborative -Waldorf Inspired After School Program

Professor of Occupational Therapy / Salem State University, 2015– present. Teach coursework related to occupational therapy in Special Education settings.

PUBLICATIONS

Perez, M.P. (2015). An Analytical Study of School Climate and Principal Leadership. (Doctoral Dissertation).

PRESENTATIONS

Salem State University, Lifelong Learning: Capturing Occupational Therapy Throughout the Essence of Time (2008). Salemwood Elementary School, Movement & Learning Connection, Handwriting Without Tears Workshop.

VOLUNTEER EXPERIENCES  Mentor for Salem State College Mentor Program, 2007-2008

 Chair person for the class of 2008- directed and implemented school wide OT Conference, 2005-2008  Teaching adult classes and mentoring adults in a non-profit, 2000-Present  Women's conference speaker, topics include: history, educational, inspirational, 2009-Present  Current Board member of Ideal Health Care Systems Inc., 2013-Present

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 Board member of the nonprofit afterschool Program Cairn Hill Inc. Educational Collaborative, 2012-2013  Guest speaker at Tufts College to the students of the 2008 Master’s Occupational Therapy Program, 2008

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PAUL LUKEZ FAIA LEED AP 1310 Broadway #104 Somerville, MA 02144

EDUCATION

Massachusetts Institute of Technology Cambridge, MA School of Architecture and Planning Master of Architecture AIA School Medal for Top Student Goody Prize for Best Thesis in the Building Arts.

Miami University, Oxford, OH Bachelor of Environmental Design

WORK EXPERIENCE

Paul Lukez Architecture, Somerville, MA, Principal, 1992- Present William Rawn Associates, Boston, MA Skidmore, Owings, Merrill LLP, Chicago, IL Arrowstreet, Cambridge, MA Wallace Floyd, Boston, MA

TEACHING EXPERIENCE

Rhode Island School of Design, Providence, RI Assistant Professor of Architectural Design, Spring 2013,

Massachusetts Institute of Technology, Cambridge, MA Assistant Professor of Architectural Design, 1999 - 2006

Washington University, St. Louis, MO Visiting Professor of Architectural Design, 2009-2010

Roger Williams University, Bristol, RI Visiting Professor of Architectural Design, Spring 2011, Instructor of Architectural Design, 1990 - 1999

Miami University, Oxford, OH Visiting Assistant Professor of Architectural Design, 1996 - 1997

Boston Architectural Center, Boston, MA Instructor of Architectural Design 1988 – 1990

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PUBLICATIONS “The Architect Who Saved the Day, or How Details Improve Stock Plans.” Fine Homebuilding. April Transforming the Mid-Polis, Southeast University 2003. Press, China, Expected Release Date: 2013 “Private Residence: Newton, Massachusetts.” Visual “Transforming Paris: ‘Le Grand Paris 2030’ as a Post- Architecture, Fall 2001. Kyoto Metropolis.” WorldChanging (Website Blog), July 31, 2009. Vitullo, Rick. “Setting Boundaries.” Residential Architect, August 2001. Urban Edges Transformed: Time-Based Architecture, TU-Delft, Summer 2009. “Urban Design Award: North End Traces.” Invited as Guest Editor. Contributors include Architecture Boston: The Year In Review, Summer MVRDV, Ken Yeang, Urbanus, Portzamparc and 2001. others. “Private Residence: Lexington, Massachusetts.” “How to Save Our Suburbs.” The Boston Globe, Visual Architecture, Spring 2001. March 22, 2009. Ravgaila, Gail, Sarah Susanka. “When Less Is More.” “Connecting Waterfront to Transit.” Urban Land, The Boston Globe Magazine, April 8, 2001. January, 2009. Campbell, Robert. “Jazzing up a Cookie-Cutter “Changing How we Build the Suburbs can Bolster House.” The Boston Globe, Life at Home Section, National Security.” Naples Daily News, January 4, 2001. September 28, 2008. Susanka, Sarah. “A House In Harmony.” Creating “Suburban Transformations.” Urban Land, May the Not-So-Big-House, Taunton Press, October 2001. 2008. “Private Residence, Massachusetts.” Visual Interview for “The New Suburbia.” FLYP, April 2008. Architecture, Spring 2000.

“Past, Present and Future ‘Futures.’ Symposium: Talarico, Wendy. “The Open Kitchen as Theater.” Planning for a New Provincial Capital in Chungnam, Architectural Record, September 1999. Korea, January 2008. “Monsoon Restaurant.” Visual Architecture, Fall Suburban Transformations, Princeton Architectural 1999. Press, 2007. King, Paul. “Upscale Asian dining storms into New "Transforming Beijing's Northeast Rail Corridor: A England with Monsoon.” National Restaurant News, Microcosm of China's Changing Urban Condition." June 21, 1999. World Architecture / Tsinghua University. March 2005, pp. 17 - 19. Ravgiala, Gail. “Arts & Crafts.” The Boston Globe Magazine, May 16, 1999. Stein, Jeffrey. “Innovative Architecture Specialty of the House Restaurant.” Banker & Tradesman, “Creating Partnerships for Rebuilding Communities.” January 12, 2003. Boston Business Journal, January 23, 1998.

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“Lowell’s Moody Street Project.” Banker and Southeast University. Nanjing, China. March 2010. Tradesman, June 9, 1997. “The Mid-Polis Transformed“

“Whither://Multi-Media.(Cyber).Libraries?” University of Hartford. Hartford, CT. February 18, Architectural Design: Library Builders, June 1997. 2010. “Suburban Transformations”

“Architekturburo in Boston, USA.” Detail, March Needham Envisions a Sustainable. Needham, MA. 1995. October 19, 2009. “Fixing the Suburbs”

“The Rolling Bridge Initiative.” Theory / Praxis, 1995. Savannah College of Art and Design. Savannah, Georgia. May 2009. “Edges Transformed” “Rolling Bridge Initiative.” Architectural Design: Architecture of Transportation #109, Sept 1994. University of Utah. Salt Lake City. March 2009. “Urban Edges” “Kenmore Square.” Places, September 1993. Action Speaks. Rhode Island, Public Forum and “Time and Space Between.” The Space Between, Panel. October 28, 2009. “Can the Suburbs be Fixed” September 1992. BSA Exploring Design Lecture Series, Public Lecture. “Traces of the Artery.” Where We Are (Conference Boston, MA. March 2008. “Transforming the Proceedings), April 1992. Suburbs”

New Concepts in Housing: Support in the Georgia Institute of Technology. Atlanta, Georgia. Netherlands (80-page booklet – 3,000 copies). Spring 2008. “Sprawling Atlanta” Network, 1986. (Sponsored by SAR at TH Eindhoven, The Netherlands). Build Boston. Boston, MA. Fall 2008. “Redesigning the Suburbs” “Academic Encounters.” Progressive Architecture, March 1985. Harvard University. Cambridge, MA. Fall 2008. “Transformation as a Design Process” Presentation SELECTED LECTURES to Urban Design Studio

Roger Williams University. Bristol, RI, April 20, 2011 Education for an Open Architecture. Muncie, IN. Fall “Transforming the Mid-Polis” 2008. Keynote Speaker: “Open Design Process”

Urban Land Institute Lecture. Boston, MA, February Alfred W. French III Lecture. Naples, FL. Fall 2008. 15, 2011 “Urban(e) Village Development in and “Can our suburbs be saved? Searching for new urban around Boston” form in a post petroleum era”

Hangzhou International Design Forum. Hangzhou, A Suburban World Conference. Reston, VA. Spring China. April 29-30, 2010. Keynote Speaker: “The 2008. “Global Transformations” Contemporary Chinese City - Seeking an Identity” Mass Impact Cities & Climate Change Symposium. Northeastern University. Boston, MA. April 11, 2010. Cambridge, MA. Spring 2008. “Suburban Surfaces Open Classroom Series” and Impact on Climate Change”

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Polytechnic University of Catalonia. Barcelona, Spain. Fall 2007. “Transformations in Suburban Design” Design Excellence Award / Western Massachusetts, Graham Residence, 2005 Washington University. St. Louis, MO. Fall 2007. “Suburban Transformations’ Housing Award, NY AIA / Boston Society of Architects, Glass-Walsh House, 2004 North Carolina State University. Raleigh, NC. Fall 2007. “Suburban Transformations” Interior Design Award, Boston Society of Architects, Indigo Restaurant, 2004 Zhejiang University. Hangzhou, China. Fall 2006. “Boston-Hangzhou: Sister Cities” Dead Malls Competition, LA Forum, Finalist, 2003

Hong Kong University. Hong Kong, PRC. Fall 2005. Urban Design Award, North End Traces, Boston “Transforming Topographies – Harbors and Cities Society of Architects, Special Citation, 2002 Technical University of Bari. Trani, Italy. Spring 2005. “Spatial Temporal Typologies” Charles / MGH Subway Station Competition, Honorable Mention, Co-recipient with Steven J. Tsinghua University. Beijing, China. Spring 2004. Beaucher, 1998 “Advanced International Housing Concepts” New England / AIA Awards, Moody Street Housing, Technical University Delft. Delft, The Netherlands. Lowell, MA, 1995 Fall 2003. “Erasmus Studio” NAHB Awards / Renaissance 95, Sherry Tea House, Harvard University Graduate School of Design. Grand Prize, 1995 Cambridge, MA. December 2002. “Ecology in Architecture Series/ Suburban Transformations” Graham Foundation, “Investigating, Integrating Housing, Education, and Mentorship Programs,” SELECTED AWARDS Co-recipient with Akhtar Badshah, 1993

BSA Unbuilt Architecture Award, Guimaca Mission Young Architects, Selected for Progressive Retreat, Guimaca, Honduras 2012 Architecture Issue on “Young Architects,” July 1993

FAIA, American Institute of Architects, Fellowship American Perspectivists, Donald Schmitt Juror’s Award, 2011 Award, Juror’s Prize for outstanding rendering, Traces of the Artery-Navy Yard Drawing, 1992 Jinhua Invited Competition, Large Cultural and Multi- Use Urban Design Project, Jinhua, China, 2010 Boston “Visions” Competition, Second Place Award, Urban design proposal for the Central Artery entitled Zoushan Invited Competition, Large 22 HA CBD, “Urban Palimpsest,” 1988 Master Plan, 2009 Seattle’s “Four in One” Competition, Second Place, Edge as Center, International Urban Design Ideas A proposal for prototypical housing and urban Competition. One of four top prize winners. design models, Somerville, MA, 2006 1988

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FRANK DEVITO 33 Breed Street Lynn, MA 01902 Phone: (617) 818 – 4939 E-mail: [email protected]

EDUCATION

BOSTON UNIVERSITY Boston, MA 1994 - 1999 Doctoral Studies in Developmental Education: Administration, Literacy, and Policy Title VII Fellowship Recipient

BOSTON COLLEGE Chestnut Hill, MA 1989 - 1991 Master of Educational Philosophy: Critical Learning Theory and Hermeneutics

GREGORIAN UNIVERSITY Rome, Italy 1987 - 1989 Master of Theology (Candidate for Roman Catholic Priesthood) Recipient of Full Scholarship from the Archdiocese of Boston

SAINT JOHN'S SEMINARY COLLEGE Brighton, MA, 1983 - 1987 Bachelor of Liberal Arts Double Major: Philosophy and Social Sciences Graduated Magna Cum Laude

PROFESSIONAL EXPERIENCE

EDUCATIONAL DEVELOPMENT CENTER Waltham, MA 2014- Present Educational Entrepreneur in Residence / School Innovation Strategist

. Serve on the National Center on Scaling Up Effective Schools (NSCU) team to support school systems to incubate innovative practices and adapt practices for replication throughout schools and districts. . Provide onsite and virtual support to schools and districts in the continuous improvement process of Plan, Do, Study, Act (PDSA) . Plan and facilitate School Innovation and Design Team (SIDT) meetings and District Innovation and Design Team (DIDT) meetings to support the incubation, sustaining, and scaling of effective practices. . Serve on the Nellie Mae District Level Systems Change (DLSC) team, responsible for supporting DLSC districts in building a culture of continuous quality improvement and results orientation.

FENIX CENTER FOR INNOVATIVE SCHOOLS Lynn, MA 2007- Present Founder / Chief Executive Officer / School Innovation and Program Developer

. Founded a non-profit education agency committed to collaborating with families, educators, and community partners to design and sustain innovative and high performing Pre-K to 12 schools and community-based youth and adult education programs

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. Provide onsite technical assistance to school and districts to institute Professional Learning Communities (PLCs) to implement and sustain innovative school practices . Provide school-based coaching and professional development to urban public and private schools in the following areas: district/network/school improvement planning, school redesign projects, leadership development, family/community partnerships, backward design and unit/lesson planning, curriculum mapping, differentiated instruction, best practices for English Language Learners, accelerated literacy and math instruction, and teaming practices (looking at student and teacher work) . Conduct district and school reviews in collaboration with the Massachusetts Department of Elementary and Secondary Education to support comprehensive or targeted improvements and to create a data warehouse of best instructional and leadership practices . Provide national and international networking support to schools to share best practices or problem-solve issues around student learning and achievement . Support new school design projects (public charter schools): drafting charter application, design team and board recruitment and training, curriculum development, leadership recruitment and training, and budget and facilities management

LA VIDA Lynn, MA, March-June 2011 Interim Executive Director

. Provided strategic leadership to a youth and adult education center to improve the college and career readiness of Latino students . Created a work environment that was compassionate, collaborative, equitable, mission-driven, fun, high-performing, and supported the personal and professional learning of staff . Assessed the effectiveness of existing programs and developed assessment systems that could track impact. . Researched and explored new and innovative program models to improve higher education and career readiness for diverse learners . Contributed in making La Vida a trusted household name in the community of Lynn and cultivated partnerships with families, Lynn schools (public and private), colleges/universities, government offices, and community agencies . Expanded and diversified funding streams through foundation grants, corporate sponsors, federal and state contracts, and fundraising activities. Minimized and eliminated costs to students and families. Instituted budget management practices that were efficient, transparent, and supported La Vida’s mission . Ensured that the physical space was aesthetically pleasing, clean, functional, and honored students and their families. Maintained and updated technology systems

CENTER FOR COLLABORATIVE EDUCATION Boston, MA, 1999-2007 Director of Turning Points / School Development Coach

. Collaborated with school staffs in New England, New York, and Los Angeles to implement whole- school reform based upon the principles and practices of Turning Points (a research model for effective middle schooling and the Pilot School model (an education model that advances autonomy in governance, budgeting, curriculum, and teaching) . Directed development and implementation of best math and literacy models for the middle grades

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. Provided coaching and professional development in the areas of educational equity, school leadership, teaming, literacy, curriculum mapping, second-language learning, effective partnerships with parents/communities, and best teaching practices . Worked with district and school administrators to develop and implement school improvement plans

CHELSEA HIGH SCHOOL Chelsea, MA 1991-1999 Teacher / Headmaster

. Co founded Bridge School, first "school within a school" in Chelsea that combined a project based curriculum with integrated courses . Facilitated staff meetings dealing with curricular planning, student support services, and school policy . Developed and taught interdisciplinary courses in American Studies and Humanities that integrated Language Arts and Social Sciences . Piloted and co taught an Environmental Studies course that combined Biology, Chemistry, and Social Science . Infused into the city curriculum thematic units and projects that helped students understand their community and personal histories. Students coordinated: a voter registration project targeting minorities; an election forum where candidates for the 1994 Chelsea city wide elections responded to questions from the community and discussed their campaign pledges; a health fair in conjunction with Massachusetts General Hospital that educated the community about immunization schedules and preventative medicine . Collaborated with School to Work coordinator to develop curricular ties between work-¬based learning and school based learning . Organized teams of students to participate in the annual Mock Trial Competition, a program sponsored by the Massachusetts Bar Association that teaches students about the judicial system . Coordinated the Model United Nations Program, utilizing simulations to teach students about the United Nations and pressing global issues . Collaborated with school business and grant managers to finance courses and projects . Established a Teacher Mentoring program that provided a support network for new teachers . Founded the Pathway program, a competency-based curriculum, that helped students who had dropped out of high school to earn diplomas as part of the Next Century Schools initiative . Participated in restructuring of Chelsea High School to create "schools within a school" based upon the success of the Pathway model . Coordinated mentoring program for Pathway students . Directed Academy of Educators program, designed to introduce students to careers in education, bioscience, medicine, and law

GREAT EXPECTATIONS, CHELSEA HIGH SCHOOL Chelsea, MA Summer 1999 Teacher / Director

. Directed an orientation program for incoming freshmen that combined a theater arts and . Science program with cultural trips to Boston and local colleges

DEVITA, CHELSEA HIGH SCHOOL Chelsea, MA Summers 1994 - 98 Teacher / Director

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. Co authored grant proposal outlining program that would introduce students to computer technologies and biosciences through applied environmental projects in Chelsea and the surrounding communities. . Coordinated curricula implementation and budgeting process.

UPWARD BOUND, ENDICOTT COLLEGE Beverly, MA Summer 1993 Teacher / Advisor

. Conducted college preparatory courses in Latin American History and U.S. History for Chelsea youths

PATHWAY SUMMER PROGRAM, CHELSEA HIGH SCHOOL Chelsea, MA, Summer 1992 Teacher / Advisor

. Directed Exploring Our National Parks program combining hiking expeditions to national parks with study of nature conservation

LEARNING RESOURCE CENTER, BOSTON COLLEGE Chestnut Hill, MA 1990-1991 Graduate Assistant / Academic Advisor

. Devised and implemented study strategies for struggling and learning disabled student athletes . Planned and conducted tutorial sessions in Humanities, Social Sciences, Languages

UPWARD BOUND, BENTLEY COLLEGE Waltham, MA Summers 1990 - 91 Teacher / Advisor . Taught college preparatory courses in Philosophy and Sociology for Chelsea youths

PUBLICATIONS / PRESENTATIONS

. Developing a book on the need for new direction in school reform called: Beyond School Reform: A Practical Guide for Creating and Sustaining Innovative Schools . Presented strand seminars on effective teaching practices in a Turning Points schools at the 2003, 2004, and 2005 Turning Points National Summer Institutes . Presented workshops on differentiated instruction, literacy, and second language learning at the New England Turning Points summer institutes, 2000-2002 . Presented workshop at 2002 National Urban Middle School Conference entitled, “Creating Powerful Thinkers, Readers, and Writers in Urban Schools” . Co authored and presented paper at 1996 NABE Conference (National Association for Bilingual Education), entitled, "School to Work: Implications for Bilingual/Bicultural Students," published by the Education Development Center . Co authored presentation on integrated courses and projects for the 1996 Coalition of Essential Schools Conference

SPECIAL SKILLS

. Proficient in Spanish, Italian, and Brazilian Portuguese

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. Education coaching and professional development in effective leadership and management, best teaching and assessment practices, adolescent and adult literacy, targeted interventions in Literacy and ELL, and family and community partnerships . Strategic Planning and Grant writing

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IRENE L. PORRO

PROFESSIONAL PREPARATION

1996 University of Padova Padova, Italy Harvard-Smithsonian Center for Astrophysics Cambridge, Massachusetts Ph.D. in Space Science and Technology

1991 University of Torino Torino, Italy Laurea in Physics (equivalent to master’s degree): Magna cum Laude.

PROFESSIONAL APPOINTMENTS

2014 – pres Framingham State University Framingham, Massachusetts Christa McAuliffe Center for Integrated Science Learning Director Develop science education programs designed to engage students in the STEM fields. Provide professional development opportunities for teachers of Math and Science. Organize and coordinate internal and external communications strategies. Create and implement standardized systems for programmatic logistics, budgeting and evaluation. Lead the submission of written reports and proposals for current and prospective funders.

2011 – 2014 Massachusetts Institute of Technology Cambridge, Massachusetts MIT School of Engineering Manager of Operations and New Initiatives Develop and coordinate evaluation processes for science and engineering programs. Organize and coordinate internal and external communications strategies Create and implement standardized systems for programmatic logistics, budgeting and evaluation. Lead the submission of written reports and proposals for current and prospective funders. Assist the Executive Director with investigating the need and feasibility of developing new enrichment opportunities for students, parents, and program instructors.

2007 – 2011 Massachusetts Institute of Technology Cambridge, Massachusetts Kavli Institute for Astrophysics and Space Research Public Education and Communications Officer Director of the Education and Outreach Group Designer, developer and coordinator of formal and informal science education initiatives with MKI lead or participation Supervisor of 5 full time staff and up to 5 part-time interns Instructor in the facilitation of science and math activities for after-school professionals Grant proposal writer Organizer of professional conference Presenter at professional conferences in formal and informal science education, learning in out-of- school time (with STEM focus), astronomy Co-founder and leader of national working group to promote STEM programming MKI liaison with MIT press office and news agencies

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Guest science lecturer for non-science majors courses Science speaker for initiatives in support of public engagement with science

2000 – 2007 Massachusetts Institute of Technology Cambridge, Massachusetts Kavli Institute for Astrophysics and Space Research Education and Public Outreach Scientist Designer and coordinator of teacher professional development programs and outreach initiatives in collaboration with the Boston Museum of Science, associated with NASA missions: Chandra X-Ray Observatory, and High Energy Transient Explorer Responsible for the Education and Public Outreach program of the IOTA project at the Smithsonian Astrophysical Observatory Instructor in the facilitation of science and math activities for after-school professionals Supervisor of 1 full time staff and up to 2 part-time interns Grant proposal writer Presenter at professional conferences in formal and informal science education, astronomy Guest science lecturer for non-science majors courses

2000 – 2001 Harvard-Smithsonian Center for Astrophysics Cambridge, Massachusetts Education and Public Outreach Scientist Coordinator for the Education and Public Outreach program for the Infrared Optical Telescope Array (IOTA) project Developer and facilitator of teacher professional development activities

1999 – 2000 Harvard-Smithsonian Center for Astrophysics Cambridge, Massachusetts Visiting Scientist Supported the instrument design and scientific operation of the IOTA project Optical design, interferometry observations on Mt. Hopkins, Arizona, analysis of interferometry data Part-time coordinator for IOTA education and outreach program

1997 – 1999 Max-Planck Institute für Astronomie Heidelberg, Germany Post Doctoral Fellow Analysis via computer simulation of the effects of atmospheric turbulence on mid-infrared visibility measurements with the Mid-Infrared Interferometric Instrument for the Very Large Telescope Interferometer (European Southern Observatory)

1992 – 1993 International Space University Huntsville, Alabama Summer Teaching Assistant Assisted faculty in the Space Physical Science Department

1992 – 1993 Istituto Virgilio (High School) Torino, Italy Mathematics and Physics Teacher

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GRANTS AWARDED

NASA: 20 awards, total amount awarded $700,000 National Science Foundation: 2 awards, total amount awarded $2,218,000 Massachusetts Cultural Council (Co-PI): 1 award, total amount awarded $53,000

ADDITIONAL INFORMATION

Science for the Public: Member of the Board of Directors, since 2009 Catalyst Collaborative @ MIT: Member of the Advisory Board, since 2008 American Association for the Advancement of Science: Member, since 2008 MIT School of Science’s Infinite Mile Awards: Award recipient in 2009 Radcliffe Institute for Advanced Study at Harvard University: Bunting Fellow 1999-2000 Smithsonian Astrophysical Observatory: Predoctoral Fellow, 1994-1997 International Space University: Alumna (Japan 1992, United States 1993)

SYNERGISTIC ACTIVITIES

2011 Management for Excellence – Management and Leadership Development at MIT Managing for Excellence is a program to develop experienced managers’ strengths in managing individuals and groups. Individuals who participate in this program: Identify the behaviors and competencies that exemplify managerial excellence Describe the impact of managerial excellence on individual staff, a work group, and department Create and implement strategies that advance a group’s work in support of MIT’s mission Manage a work group for optimal effectiveness

2009 - pres. Co-Founder and Leader of the Older Youth Consortium This professional working group focuses on out-of-school time programming in science, technology, engineering and math (STEM) for teenage youth as an integral and fundamental component of the continuum of efforts to promote both STEM engagement and careers choices among young people. The objective of the Consortium is to inform policy and research projects and to promote best practices for STEM programming for youth 14 and older.

2009 Host and Organizer of "Older Youth & Science in Out-of-School Time" Conference 70 professionals, representing more than 30 organizations that work with high-school age youth, attended the conference. Conference participants discussed existing practices and proposed new strategies to effectively engage older youth from underserved groups in science learning and skill developing initiatives. One of the outcomes of the conference supported the formation of a professional working group to promote policy, research and programming initiatives for older youth in science. Funded by National Science Foundation, Informal Science Education program.

2006 - 2011 PI, Designer and Director for the Youth Astronomy Apprenticeship program (YAA) YAA is an out-of-school time initiative that uses an apprenticeship model to promote science learning among urban teenage students and their communities. One of the primary goals of YAA is to broaden the awareness of science education as an effective way to promote overall youth development and to lead to competitive professional opportunities. The program includes 3-month training for YAA instructors and professional development sessions for after-school instructors and professional

Central Square Public Charter School / Prospectus page 151 astronomers focused on the implementation of inquiry-based skills, strategies for student-driven learning, foundations of positive youth development, astronomy and physics content, the use of software tool for digital imaging, and interpretation of scientific data. Program developed in collaboration with science educators at the Smithsonian Astrophysical Observatory and the Timothy Smith Network, a network of 40 plus community-based technology centers in Boston. Funded by National Science Foundation, Informal Science Education program.

2006 - 2011 Co-Director and Curriculum Designer for Kids Capture their Universe (KCU) KCU is an astronomy project for middle-school students. The program was developed in collaboration with the Smithsonian Astrophysical Observatory and Citizen Schools (a nation-wide after-school initiatives with headquarters in Boston). In KCU children develop a portfolio of astronomical images they have taken and processed with the MicroObservatory online telescopes and then organize the processed images into a public astrophotography exhibit. The program includes professional development sessions for after-school instructors and professional astronomers focused on the implementation of inquiry-based skills, strategies for student-driven learning, the use of software tool for digital imaging, and interpretation of scientific data. Project funded by NASA Space Science EPO program, Chandra X-ray Observatory mission.

2005 – 2009 Designer, Director and Instructor for the Chandra Astrophysics Institute (CAI) CAI is a yearlong research program in x-ray astrophysics for high school students from populations underrepresented in science. The goal of the institute is to enable participants to use their own observations to engage in model building, testing and revising as practicing scientists do. To this end, participants are first introduced to professional software tools for the analysis of Chandra data. Then students, working in small groups, use these tools to conduct authentic research in x-ray astronomy. Project funded by NASA Space Science EPO program, Chandra X-ray Observatory mission.

2004 – 2005 Co-Developer, Director and Instructor for Astrobiology Course A 14-week program for Middle and High School Science Educators – in collaboration with Cambridge Public Schools and Harvard-Smithsonian scientists: the goal of the program is to increase teachers' own understanding of key topics in the field of astrobiology and to provide a practical context in which science can be taught with an interdisciplinary approach. A highly integrated science, astrobiology offers a rich venue for life science, physical science, and earth and space science teachers to engage students with intriguing questions and ideas that introduce them to scientific inquiry out of curiosity. As an integral part of the program, teachers work together to identify the science content learning standards in the Massachusetts Science and Technology/Engineering Curriculum Framework that they will be able to address with the proposed set of astrobiology activities. Project funded by NASA Space Science EPO program, Astrobiology Institute.

2004 Designer, Director and Facilitator for the After-School Astronomy Project (ASAP) In collaboration with science educators at the Smithsonian Astrophysical Observatory and the Timothy Smith Network: youth in out-of-school time programs reinforce learning in physics and space science through activities that also develop students' computer skills. The ASAP investigations stimulate youth’s discussions on the appearance and origins of the objects we see in the sky, about the forces that shape our universe and about our place in the universe. Students conduct their own explorations of the night sky using MicroObservatory, a network of educational ground-based telescopes that can be controlled over the Internet. Project funded by NASA Space Science EPO program, Chandra X-ray Observatory mission.

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2004 Co-Developer, Director and Instructor for the HETE Summer Institute The HETE Institute is a Space Science Program for Secondary School Teachers created in collaboration with the Cambridge Public Schools. A one-week education program designed to increase teachers’ understanding of the structure and evolution of the universe. The activities, lectures, and events for this institute are framed by three overarching questions: How does the development of new technologies to collect data in all regions of the electromagnetic spectrum contribute to our understanding of the origin, structure and evolution of the universe? 2. How does the principle of universal gravitation help to explain the architecture of the universe? 3. How does the life cycle of a star exemplify conservation of mass and energy in the universe? Project funded by NASA Space Science EPO program, HETE mission.

PUBLICATIONS (SELECTED) Porro I., “Youth Astronomy Apprenticeship: Vol. 389, 2007. Addressing STEM Underrepresentation as a Krishnamurthi, A., Porro, I., “Astronomy After- Human Capability Realization Issue” Spectrum, School Programs: Effective Pathways to Newsletter of the American Astronomical Success.” ASP Conference Series, Vol. 389, “EPO Society, 2011. and a Changing World: Creating Linkages and Porro I., “Insights on Engaging Older Youth in Expanding Partnerships,” 2007. STEM Learning Experiences,” white paper for Traub W.A., Porro I.L., “True Learning Is All ITEST Conference Event – Defining an About Making The Connections - An Afterschool Research Agenda, St. Paul, June 9- Astrobiology Course For Secondary School 11 2010. th Teachers,” ASP’s 117 Annual Meeting, 2005. Porro I., “Making the Case for Quality Science Porro, I., “Enlarging the STEM pipeline working Programming for Older Youth in Out-of-School with youth-serving organizations,” Bulletin of Time,” ASP Conference Series, Science the American Astronomical Society, Vol. 37, Education and Outreach: Forging a Path to the p.1416, 2005. Future, 2009. Monnier, J. D., Millan-Gabet, R., Tuthill, P. G., Porro I., Dussault M., Reinfeld E., “After-School Traub, W. A., Carleton, N. P., Astronomy: From the Basement to the Roof Coudé du Foresto, V., Danchi, W. C., Top!,” ASP Conference Series, “Science Lacasse, M. G., Morel, S., Perrin, G., Porro, I. L., Education and Outreach: Forging a Path to the Schloerb, F. P., Townes, C.H., “High-Resolution Future,” 2009. Imaging of Dust Shells by Using Keck Aperture Masking and the IOTA Interferometer,” Foutz S., Hall M., Porro I., Wenger A., “Youth as Astrophysical Journal, Vol. 605, pp. 436-461, Science Consumers and Facilitators: 2004. Continuums of Participation,” Panel Session, ASTC Conference, 2009. Monnier, J. D., Traub, W. A., Schloerb, F. P., Millan-Gabet, R., Berger, J.-P., Pedretti, E., Sakimoto P. J., Luckey V., Landsberg R.H., Carleton, N. P., Kraus, S., Lacasse, M. G., Hawkins L., Porro I. “Building an IYA Legacy for Brewer, M., Ragland, S., Ahearn, A., Underserved Communities,” ASP Conference Coldwell, C., Haguenauer, P., Kern, P., Series, p. 68, Vol. 400, 2008. Labeye, P., Lagny, L., Malbet, F., Malin, D., Porro I., Dini V., Prol T., "Youth Astronomy Maymounkov, P., Morel, S., Papaliolios, C., Apprenticeship (YAA): An Initiative to Promote Perraut, K., Pearlman, M., Porro, I. L., Science Learning Among Urban Youth and Their Schanen, I., Souccar, K., Torres, G., Wallace, G., Communities,” ASP, Conference Series, p. 187, “First Results with the IOTA3 Imaging

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Interferometer: The Spectroscopic Binaries λ Porro I.L., Traub W.A., Carleton N.P., “Effect of Virginis and WR 140,” Astrophysical Journal, telescope alignment on a stellar Vol. 602, pp. L57-L60, 2004. interferometer”, Applied Optics, Vol. 38 No. 28, 1999. Porro I.L., Berkefeld Th., Leinert Ch., “Simulation of the effects of atmospheric Traub W.A., Carleton N.P., Porro I.L., “A search turbulence on mid-infrared visibility technique for planets in nearby binary stars measurements with MIDI-VLTI,” Applied Optics, using a ground-based interferometer,” Journal Vol. 39 No. 10, 2000. of Geophysical Research, 101, E4, 1996.

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BRIDGET MOLLOY 5347 S. DATURA CT. LITTLETON, CO 80120 [email protected] (303)506•6790

EDUCATION

Boston University, Boston, MA, 2013 M.A.T. Science Education, Biology Graduate Certificate in Global Ecology Education

Georgetown University, Washington, DC, 2011 Graduate coursework in Pharmacology

Harvard University Extension School, Cambridge, MA , 2010•2011 Graduate coursework in Biochemistry and Medicinal Chemistry

University Of Colorado, Boulder, CO , 2009 B.A. Molecular, Cellular, & Developmental Biology B.A. Ecological & Evolutionary Biology, cum laude

TEACHING AND CURRICULUM DEVELOPMENT

Science Teacher, La Academia School At The Denver Inner City Parish, Denver, CO , 2013•Present  Teach 9-12th grade science classes including general science, biology, chemistry, and physics.  Work with a 95% Latino student population from disadvantaged backgrounds.  Develop science class curriculum in physics, chemistry, biology, and earth sciences using the NGSS (NextGeneration Science Standards).  Differentiate and scaffold lessons, activities, and notes to assist students with different learning abilities.  Implement project based learning and student leadership into the curricula.  Organize and coordinate field trips throughout the community relevant to various science  subjects, and bring in science professionals and professors for individual classes or school wide  Friday seminars.

Master Science Lesson Planner, United Classrooms, San Fransisco, CA , 2013•Present  Design and develop new science curriculum for a global online lesson sharing platform on uclass.org.  Work with the United Classroom team to work on technology troubleshooting and end user experience.

Lecturer, Cu Science Discovery, University Of Colorado, Boulder, CO , 2008•2013  Designed, developed, and taught 11 science courses for a summer K-12 science outreach program.

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 Collaborated with science instructors, program manager, and director.

Student Teacher, Quincy High School, Quincy, MA , 2013  Taught high school honors biology, conceptual biology, and integrated science courses.  Designed lesson plans exploring scientific concepts using research articles and hands on activities.  Incorporated various technologies and videos into lesson plans.  Revised lesson plans and activities to accommodate students for differential learning.  Collaborated with science department and other local science teachers to compile educational resources.  Designed a unit plan which I present at the National Science Teacher Association national conference  Mastered skills in time management and handled multiple ongoing projects at once.

Curriculum Development & Design, New England Aquarium, Boston, MA, 2012•2013  Developed and designed lesson plans for grades 5-12 in coral symbiosis and ocean acidification.  Revised and compiled new resources on coral reefs for the Teacher Resource Center (TRC).  Collaborated with the TRC supervisor of teacher services, to design new lesson plans.  Presented ocean acidification lesson plan for a teacher workshop in professional development.  Created Google website containing lessons and other resources for educators featuring coral reefs.

Teaching Assistant, School Of Education, Boston University, Boston, MA, 2012•2013  Evaluated research papers for undergraduate students for the integrated sciences course.

Substitute Teacher, Windsor County, VT, 2009•2010  Taught and supervised students ages 10-17 (grade 4-12) in science.

Teaching Assistant, University Of Colorado, Boulder, CO, 2007  Taught cellular and molecular biology concepts and lab techniques to biology undergraduates.  Directed students in developing research projects.  Evaluated student’s laboratory techniques and research projects.

STUDENT PROGRAMS AND SCIENCE EDUCATION OUTREACH

Community Programs Facilitator, Girl Scouts Of Eastern Massachusetts, 2012  Led hands on program activities on a weekly basis for girls ages 6-12 for low income and at risk groups.  Prepared programs in science and leadership and wrote weekly reflections on community programs.

President, Biology Club, University Of Colorado, Boulder, CO, 2008•2009  Developed, coordinated and promoted 40+ programs, lecture series, research symposia and field trips.

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Resident Advisor & Academic Support Resident, University Of Colorado, Boulder, Co 2006•2008  Oversaw regulations, conflict resolution, events, and academic support for 500 undergraduates.  Completed trainings in leadership, programming, community development and diversity.  Coordinated and oversaw 70+ educational and social programs.

SCIENTIFIC RESEARCH AND ADMINISTRATION

Research Assistant, Hhmi Science Education Grant, Boston University, Boston, MA, 2012•2013  Participate in weekly research seminar on the nature of science and weekly research lab meetings.  Perform developmental and signaling manipulations on the starlet sea anemone Nematostella vectinsis.  Carry out molecular biology techniques including RNA-seq, in-situ hybridization, & function studies.

Procurement Coordinator, Howard Hughes Medical Institute at MIT, Cambridge, Ma, 2012  Coordinated purchases for 19 HHMI-funded biomedical research laboratories.  Provided customer support to laboratory managers on a daily basis for 19 laboratories.  Resolved purchasing issues with vendors.  Developed user guide for and trained new lab employees to use the purchasing database.

Laboratory Assistant II, Howard Hughes Medical Institute at Harvard, Cambridge, MA, 2010•2011  Provided support to and worked with 50+ scientists and vendors on a daily basis.  Coordinated lab materials and managed a procurement system across multiple databases.  Produced budget reports and oversaw budget spending and tracking.  Prioritized tasks under a fast-paced, deadline driven work environment.

Research Assistant, Honors Thesis, University Of Colorado, Boulder, CO, 2008•2009  Completed literature review of coral bleaching and climate change using genetic coral sequences.

Research Assistant, Reu Award, University Of Colorado, Boulder, CO, 2008  Monitored, identified, and recorded invasive and native plant population data for a climate change study.

Research Assistant, Su Lab, University Of Colorado, Boulder, CO, 2006•2008  Maintained colonies of p53 mutant Drosophila melanogaster, collected and recorded data.  Carried out a 10,000 chemical drug screen project with a post-doc.  Performed fluorescence microscopy and x-ray machine irradiation trials, and mixed solutions.

Field Researcher, Colorado Division Of Wildlife, Denver, CO, 2006  Created profiles and habitat assessments of various streams around Colorado.  Collected and analyzed stream flow, water quality, and fish habitats throughout Colorado.  Attended meetings with the State Forest Service, Division of Wildlife, and CO Water Board.

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EDUCATION PRESENTATIONS AND WORKSHOPS

Presenter, HHMI/ MIT Science Education Group, Cambridge, MA, 2013  Presented a unit in leadership, climate change, and technology in the High School biology classroom.

Presenter, National Science Teacher Association, San Antonio, TX, 2013  Designed and led a workshop on a unit plan at the National Conference for the student showcase. Attended sessions on common core standards and in biology curriculum development strategies.

Presenter, New England Aquarium, Boston, MA, 2013  Presented ocean acidification unit plan provided materials for a science teacher’s workshop.

Global Leadership Education Certificate Workshop, Boston Univeristy, 2012  Participated in a 7 week workshop on global leadership in the classroom.  Designed and presented a unit plan to implement global connections using various apps and technology.

Mobile Education Workshop (EDLAB), Smithsonian Institute, Washington, DC, 2012  Attended a week-long workshop on creating curriculum that brings technology into the classroom.  Collaborated in teams using the mobile learning space and created a mission-based learning plan.

CERTIFICATIONS High School And Middle School Biology Teacher Certification State Of Massachusetts, 2013 (Certificate is reciprocal within all states besides CA)

PROFESSIONAL MEMBERSHIPS National Science Teachers Association , 2012 • Present

OTHER LANGUAGES Spanish - Intermediate Conversational

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LUISA E. EHRICH 53 Tremont St., Cambridge MA 02139 (617) 955-4838 [email protected]

PROGRAM DEVELOPMENT & MANAGEMENT

 Develop and manage year-round out-of-school time programs for students in grades K-3. Design program and staffing structure, advise in the development of arts-integrated curriculum, build relationships with collaborative partners (such as schools, teachers, and parents), oversee implementation of program, and provide documentation and evaluation of program.  Developed Reading Mentors, a program which employs high school students to act as mentors to 1st and 2nd grade students through long-term relationship building and dialogic reading skills. Provided training for all Reading Mentors before and during the Reading Mentors program.  Supervise teaching teams in the implementation of out-of-school time programs. Provide regular support in curriculum development and bi-weekly feedback sessions focused on reflection, growth, and improvement.  Redesigned and managed Goddard College’s alumni magazine, including budget management, recruiting and supervising contributors, and overseeing all operational aspects of the publication.

CURRICULUM DEVELOPMENT

 Co-developed a cross-disciplinary intensive 6-week workshop in climate change science and filmmaking, in which students made their understanding visible through narratives and public service announcements (Grades 9-12).  Developed a pilot curriculum in arts-integrated English language development for ELL students (Grades K-2).  Developed a unit on both the technological and stylistic principles behind stop-motion animation, leading students through the process of making stop-motion animation videos (Grades 3-6).  Developed intensive workshops on storytelling and identity in the medium of narrative, documentary, and experimental filmmaking (Grades 8-12).  Developed a unit focused on media literacy and critical exploration of advertising (Grades 7-12).

COMMUNICATION, COLLABORATION & OUTREACH

 Outreach to communities of predominantly Spanish-speaking families to build enrollment for out-of- school time programming. Build and maintain relationships with families who enroll in programs.  Collaborate with Boston Public School administrators and classroom teachers to design and deliver cross-disciplinary, arts-integrated instruction within Boston Public Schools.  Organized several culminating events to showcase project-based work of K-12 students.  Collaborated with academic and non-profit clients to design and execute multimedia campaigns as a founding member of the production company Fantastic Soup. Wrote, directed, and produced videos; scouted and secured shoot locations.

EMPLOYMENT

After/Out of School Program Coordinator May 2012-Present Inquilinos Boricuas en Acción, Boston, MA

Lead Teacher & Curriculum Developer Sept 2011-May 2012 Inquilinos Boricuas en Acción, Boston, MA Central Square Public Charter School / Prospectus page 159

Teaching Artist Sept 2012-Feb 2013 The Advent School, Boston, MA

Teaching Artist May 2012 Next Step, Cambridge, MA

Teaching Artist Aug 2010-Aug 2011 Cambridge Public Schools, Cambridge, MA

Digital Media Instructor March 2011-May 2011 Inquilinos Boricuas en Acción, Boston, MA

Co-Founder & Creative Director March 2008-Feb 2011 Fantastic Soup, Cambridge, MA

Video Production & Publishing Coordinator Oct 2007-June 2008 Facing History & Ourselves, Boston, MA

Assistant Editor / Editor Jul 2006-May 2009 Nama Productions, Somerville, MA

Communications Coordinator / Design Consultant Jul 2003-Jun 2006 Inquilinos Boricuas en Acción, Boston, MA

Editorial Assistant Nov 2001-Jun 2002 Random House, Inc., New York, NY

EDUCATION

Harvard Graduate School of Education, Cambridge, MA MEd in Arts in Education, 2012

Emerson College, Boston, MA MA in Visual Media Arts, 2007

Bennington College, Bennington, VT BA in English and Creative Writing, 2001

New York University in Paris, Paris, France 6-month study-abroad, 1999

Bard College at Simon’s Rock, Great Barrington, MA 1996-1998

LANGUAGES AND OTHER SKILLS

 Intermediate Spanish and French language skills  Digital and analog still & motion picture photography  Visual art  Computer: Office, Avid, FinalCut Pro, ProTools, Soundtrack, AfterEffects, PhotoShop, DVD Studio Pro, Cleaner, HTML, basic JavaScript

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CLAUDIA MARTINEZ 240 Western Ave ▪ Cambridge, MA 02138 917-833-1133 ▪ [email protected]

SKILLS & QUALIFICATIONS Native Spanish speaker ▪ Excellent writing and communication skills ▪ 5+ years working with youth 12-24 years old ▪ Exceptional facilitator ▪ Extensive curriculum development experience ▪ Proficient in MS Office and internet research

EXPERIENCE

The City School, Dorchester, MA ▪ Summer 2013

Youth Support Manager Responsible for developing, evaluating and establishing overall structures for youth support; create curriculum that supports the social emotional development of participants; manage outside referrals; oversee conflict-mediation and restorative justice practices

Charlestown High School, Charlestown, MA ▪ 2012 - 2013

Guidance Intern Provide one-on-one bilingual counseling to students; co-lead a young men’s counseling group focused on academic improvement, self-efficacy and skill building; contact parents on a regular basis; advocate for students with their teachers; support 1st generation college students in applying to college; assist in the development and implementation of a graduate course for guidance counselors, teachers and school administrators focusing on the 8th to 9th grade transition.

Day One, Manhattan, NY ▪ 2010 - 2012

Community Educator Taught youth 12-24 years old and trained professionals on teen dating violence, reaching over 7,200 people; conducted over 265 workshops in 2011; developed and implemented new curriculum; coordinated outreach, scheduling and invoicing; created program materials; led strategic planning, program expansion and evaluation; tracked data through databases and measurement tools; supervised interns; supervised Spanish translation of over 20 agency documents

Sadie Nash Leadership Project, Brooklyn, NY ▪ 2007 - 2012

Teacher, Dean Worked on a consultant basis in multiple capacities, most recently as the teacher of “Sisterhood Academy”; created a logic model, designed all curricula, and launched “Sisterhood Academy” an 8 month after-school class for 20 young women from New York City public schools; used workshops and creative arts to increase self esteem, develop leadership skills, foster community, increase knowledge about systems of oppression and build self-care skills.

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Cypress Hills Local Development Corporation, Brooklyn, NY ▪ 2008 - 2009

Youth Organizer, Future of Tomorrow Worked with youth to develop and implement educational justice campaigns through identification and research of issues, using consensus to choose an issue, setting demands, identifying targets and carrying out actions; oversaw all daily operations of program; designed and facilitated trainings; led city wide campaigns with the Urban Youth Collaborative; individually mentored 20 high school students; successfully raised participation through outreach.

Spontaneous Celebrations, Jamaica Plain, MA ▪ 2007 - 2008

Youth Programs Coordinator, Rentals Manager Coached 60 middle and high school students through individual sessions, tutoring, and college and career counseling; responsible for supporting youth in their individual growth and leadership development; adult point person for design and implementation of a youth led violence intervention program for middle school youth (Curley Project); campaign representative on the steering committee of United Youth and Youth Workers of Boston (UYYW); coordinated network of youth serving organizations in the Boston Metro area; managed all rentals of community center facilities.

EDUCATION

Harvard University, Cambridge, MA Masters of Education May 2014 Prevention Science and Practice

Brandeis University, Waltham, MA Bachelor of Arts May 2007, Cum Laude

Women’s and Gender Studies and Sociology

HONORS

Posse Foundation Full Tuition Leadership Scholarship, 2003 – 2007 Oliveri Family Prize for Student Leadership in Women’s Studies 2007 The Elise Boulding Sociology and Social Activism Award 2007 Urban Scholars Full Tuition HGSE Scholarship 2013-2014

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ANDREW FRISHMAN 14 Perry Street, Cambridge, MA 02139 [email protected] (401) 743-8136

EDUCATION Harvard University, Cambridge, MA , 2014  Doctorate of Education Leadership (EdLD)  Coursework at Harvard Graduate School of Education, Harvard Kennedy School of Government & Public Policy, Harvard Business School, Harvard Law School, Harvard Graduate School of Design  Project work, site visits and consultation in Providence, Boston, New Orleans, Detroit, SF Bay Area  Awarded Gordon Ambach Fellowship (Summer 2012) – served at Massachusetts Department of Elementary and Secondary Education, Division for Accountability, Partnerships, & Assistance in Center for Targeted Assistance. Implemented district turnaround plan in Lawrence Public Schools with state-appointed Superintendent Receiver’s leadership team  4/2013 Student Research Conference Roundtable Presentation (w/Eva Mejia, Vaishali Dharmadhikari) “Scaling Innovations Through Networks”

University of Southern California, State Capital Center, Sacramento, CA , 2010  Health Leadership Program of the Sierra Health Foundation  Curriculum delivered by USC School of Policy, Planning & Development, Marshall School of Business

California State University, Sacramento, CA , 2008  Administrative Credential, Educational Leadership and Policy Studies – Urban Cohort  Field Study Plan - Improving the Administration of the Internship Program at the Met Sacramento

Brown University, Providence, RI , 2002  Master of Arts in Teaching, secondary education. Biology and General Science certifications  Co-designed Brown Environmental Leadership Lab (BELL), a pre-college summer program

Wesleyan University, Middletown, CT , 1997  Bachelor of Arts, Biology major, emphasis in Chemistry  Varsity Squash captain, 1997 Division III NCAA National Champions

WORK EXPERIENCE

Big Picture Learning, Providence, RI , 2013 - Present Co-Executive Director

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 Manage and facilitate high-level projects, partnerships and organizational knowledge  Support and collaborate with national and site staff on local and regional initiatives  Design and create organizational infrastructure necessary to attain bottom line goals  Maintain Big Picture Learning as an influential voice in the national discourse on education

Big Picture Learning, Providence, RI , 2004 - 2013 Network Support Consultant, Trainer, School Coach  Coach and train Big Picture school principals and staff  Design, lead, and facilitate workshops on elements of Big Picture Learning pedagogy/philosophy  Support development of Internship Program coordination within and across the Big Picture Network  Visit Big Picture schools in the United States and the Netherlands to share best practices  Host and coordinate educator and media visits to The Met (Providence) and The Met Sacramento

The Met Sacramento High School, Sacramento, CA , 2007 - 2011 Internship Coordinator, Administrator (Advisor, College Transition Counselor – 2007)  Supervised student Internship Program; matched students to real-world learning opportunities  Developed and maintained partnerships with mentors from local businesses and non-profit organizations  Assisted principal and staff with development of school mission, vision, and administration  School Advisory Board of Directors (2007-2011), Secretary (2007-2009)  Founding Board Member of “Foundation for College and Career Readiness” 501(c)(3) non- profit org.  Supported students through college application and post-high school planning processes

Capital Public Radio, Sacramento, CA Jan - June 2008 Associate Producer/Intern – Insight Talk Program  Assisted in producing in-depth interview program focusing on issues facing the Sacramento region  Researched topics/segments; prepared synopses of background information and questions for host  Identified and contacted possible guests; coordinated logistics and follow up from the show

Brown University, Providence, RI, Fall 2005 Adjunct Professor – Department of Education  Taught Methods of Teaching, a course for Master of Arts in Teaching candidates  Supervised and mentored degree candidates during student teaching

The Met High School, Providence, RI, 2002 - 2006 Advisor/Teacher (grades 9-12)  Led advisory class of 15 diverse urban students throughout their high school career

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 Worked with students, parents, mentors, and staff to develop individualized learning plans  Scaffolded internship projects to reflect students’ unique interests, background, learning style  Developed close, long-term relationships; provided counseling, conflict management, referrals  Teacher/Neuroscientist Partnership Award (Society for Neuroscience national conference ’05)  Organized and supervised student trip to Nicaragua to compare educational systems and culture

Hackley School, Tarrytown, NY 1999 - 2001 Teacher of Chemistry, Life Science (grades 7-8)  Co-designed and implemented integrated curriculum for Life and Physical Science in Middle School  Recognized in administrative evaluation as “Outstanding Instructor” 2000-2001  Served as Boarding Associate: supervised 30 girls and boys in grades 8-12  Served as Advisor; high school varsity boys squash coach; middle school softball and tennis coach

Renbrook School, West Hartford, CT 1997 - 1999 Teacher of Honors Biology, Pre-Algebra, Earth Science (grades 6-9)  Grade 9 advisor, varsity tennis coach, varsity girls soccer coach, advisor to chess and skateboard clubs  Initiated Math-O-Rama (weekly challenge puzzle) and hosted game-show-style assemblies

Exploration Summer Program, Wellesley, MA Summer ’96 ’98 ’99  Resident Director for 140 grade 8-9 students; trained in crisis management and disciplinary situations  Supervised staff of 16 Resident Advisors; led field trips, activities, athletics, discussion groups  Instructor: designed curriculum and taught courses in Aquatic Biology and Experimental Science

National Forest Service, Mono Lake Scenic Area, CA Summer ’94 ’95  Led interpretive programs on ecology and natural history; assisted with Visitor Center staff training  Assisted with invertebrate ecology research studies with Prof. David Herbst, UC Santa Barbara

PALS Program, Andover, MA Summer ’92 ’93 ’97  Designed and taught creative math, natural sciences, computer, reading, and writing enrichment activities for students in grades 6-8; worked with groups, tutored individuals, led field trips

COMMUNITY INVOLVEMENT

ATRAVES Board of Directors , Nicaragua 2007 - Present  Secretary of Nicaraguan/American international nonprofit association working to support

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collaborative, creative, small-scale, locally controlled initiatives in development, education, health and social justice  Initiate and support fund raising efforts; mobilize our network to become a powerful support system  Create and maintain an international network of people in solidarity with Nicaraguan communities

CERTIFICATIONS

NCLB highly qualified teacher of Science (Biology) CA Certificate of Eligibility for the Administrative Services Credential CA Clear Single-Subject Biology Teaching Credential CA Clear Cross-cultural, Language and Academic Development Credential RI Teaching Credentials, Secondary Education – Biology & General Science

SKILLS

Spanish fluency, computer-proficient, engaging public speaker and presenter

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GUARIONEX RODRIGUEZ 18 Boylston St / Lynn, Ma 01902 781-595-4487 / [email protected]

CERTIFICATION Commonwealth of Mass, Department of Education Math Certification (5-9) and (9-12) Special Needs (5-12) TBE (5-12) Certification #324430

EDUCATION BACKGROUND 1998 Salem State College Salem, MA Master of Education

1994 Salem State College Salem, MA 27 Educational credits toward Mass Math certification

Universidad Autonoma de Santo Domingo Dom. Republic Electro-Mechanical Engineer TEACHING EXPERIENCE 2004 – 2011 La Vida Yes program Lynn, MA Bilingual Teacher

1991 - PRESENT Lynn Public Schools Lynn, MA Bilingual Special Education Teacher

1974 – 1977 Dominican Private Schools Dom. Republic Math and Physical Science Teacher PROFESSIONAL PREPARATION/ DEVELOPMENT 1998 Northeastern University Boston, MA Mathematics Workshop (3 credits)

2001 Endicott College Beverly, MA Improving Math Instruction (3 credits)

2003 Salem State College Salem, MA Geometry for Teachers (3 credits)

2005 Gordon College Wenham, MA Sheltered Instruction Observation Protocol (3 credits)

2009 Salem State College Salem, MA Data, Statistics and Probability ( 3 credits ) AFFILIATION American Federation of Teachers National Council of Teachers of Mathematics

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FRANCISCO R. GRULLON, ED.D. 104 Laighton Street | Lynn, MA 01902 781-592-2403 | [email protected] [email protected]

EDUCATION:

Fischler Graduate School of Education and Human Services of Nova Southeastern University. Doctorate in Education and School Leadership. April, 2003.

Salem State University and Northeast Consortium. Graduate School of Education. Certificate of Advanced Graduate Study (C.A.G.S) in Curriculum & Instruction. May 1998.

Salem State University. Graduate School of Education. Master’s Degree in Education with a Concentration in School Administration. May 1996.

Institute of Technology and Petroleum of Moscow. Master’s Degree in Chemical Engineering with a concentration in Petrochemical. June 1982.

Universidad Autonoma de Santo Domingo (UASD). School of Engineering. Chemical Engineering Bachelor Degree. July 1976.

MASSACHUSETTS CERTIFICATIONS:

Principal/Assistant Principal (9-12). Professional. Principal/Assistant Principal (5-9). Professional. Director/Supervisor (All). Professional. Mathematics (9-12). Professional Chemistry (9-12). Professional. Bilingual (All)

LANGUAGES:

Fluent in English, Spanish, and Russian.

EXPERIENCE:

Resource Teacher. Waltham High School. 2005-Present. Chemistry I & II teacher.  Shared responsibility for the promotion of opportunities of high achievement for all students in the Waltham High School and development and implementation of mathematics and science curriculum.  Share responsibility for the promotion of standards based curriculum.  Share responsibility for the development of assessment practices to measure student growth to refine educational practices in science.  Implement different teaching and assessment methodologies.

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 Shared responsibility in the coordination of MCAS, books and material selections.  ELL students placement  Coordinate with Housemaster MCAS.  Analyze MCAS results.  Monitoring FLEP students.  General curriculum review and implementation.

Resource Teacher for ELL programs. Waltham Public Schools. 2001-2005.

 Shared responsibility for the promotion of standards based curriculum in ELL programs.  Responsible for the development of summative and formative assessments to measure student growth and refine educational practices in ELL programs.  Shared responsibility for grant writing.  Shared responsibility for the coordination and implementation of student assessment and placement across the district (MELA-O, LAS, BVAT, IDEAS, MCAS).  Shared responsibility for collecting data and organizing the summer Programs.  Applied federal and state laws to ELL education. Other duties as assigned by the ELL director.

Assistant Principal. Lawrence High School. 10/30/1997-2001.

 Served as instructional leader in the development and implementation of whole school improvement plan.  Assumed responsibility in the absence of the principal. Assisted the principal in the administration of the school.  Responsible for Monitoring student attendance, discipline and achievement.  Kept records and data for the state statistics. Set up and handled detention, suspension, and teacher coverage.  Responsible for the school building and ground security.  Shared responsibility with principal of supervision and evaluation of professional staff.  Curriculum implementation  Data Analyzes  Coordinate students detention  Analyze Retention and Promotion  Performed other duties assigned by the principal.

Full time Educational Consultant for Superintendent. Lawrence Public Schools. 07/01/1997-10/30/1997.

 Membership in district-wide curriculum team.  Shared responsibility for the promotion of opportunity of high achievement for all students in the Lawrence High School.  Shared responsibility for restructuring Lawrence High School for effective education practices.  Shared responsibility for the alignment high school curriculum with Massachusetts Curriculum Frameworks and for the integration of the knowledge across disciplines.  Shared responsibility in the collection of data and analysis of the areas of school culture, dropout rate, attendance, tardiness, school/community relationships, and parent involvement.

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 Shared responsibility for designing and implementing alternative programs, clustering, academies, teaming teachers, inclusion, bilingual education and special education.  Performed other duties assigned by the superintendent.

Mathematics & Science Teacher. Lynn English High School. 1987- 1997.

 Taught algebra, pre-calculus, calculus, advanced math, Statistics, general science, and advanced chemistry.  Taught classes both in English and Spanish. Member of conflict and mediation team. Advisor for Hispanic and Russian school’s clubs.  In charge of after school tutoring program.  Worked side by side with principal and vice-principals in order to manage discipline concerns in the school.

Massachusetts Federal-Migrant Educational Program. Part Time Position. Summer 1994, 1995.

Home/school liaison between school, business, and community agencies to ensure smooth living and working transition. Determined eligibility for program services.

PROFESSIONAL ORGANIZATIONS:

Massachusetts Teachers Association (MTA) Pi Lambda Theta International Honor Society and Professional Association in Education.

National Society of Professional Engineers; Massachusetts Society of Professional Engineers, Northeastern Chapter.

Massachusetts Hispanic-American Association.

REFFERENCES:

Mr. Thomas O’Toole. Director of English and Drama. Waltham Public Schools. 781-314-5486. Mr. Daniel Doyle. Supervisor of Attendance. Waltham Public Schools. 781-314-5525. Mrs. Frances Martinez. Executive Director. La Vida, Inc. 781-586-0193

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E. CELESTE RIVERA, PH.D., B.C.C. Office Address: 85 Fifth Avenue Suite 921 New York, NY 10003 Home Address: 647 President St. Apt. 1D Brooklyn, NY 11215 Phone number: (917) 536-6767 E-mail: [email protected]

EDUCATION

Doctoral degree in Clinical Psychology (GPA 4.0) University of Puerto Rico, San Juan, Puerto Rico 2001- 2005

Master’s degree in Clinical Psychology (GPA 4.0) University of Puerto Rico, San Juan, Puerto Rico 1998-2001

Bachelor degree – Major in Psychology; Minor in French (Summa Cum Laude) University of Puerto Rico, San Juan, Puerto Rico 1994-1998

Université de Paris VIII Study Abroad Program, Paris, France 1995- 1996

Tufts University (Tufts University Dean’s List) Freshman Year, Medford, MA 1993-1994

LANGUAGES

Spanish, English, and French Completely fluent (written and spoken) Italian Basic conversational skills

INTERNSHIP

Clinical Psychology Internship NYU/Bellevue Clinical Psychology Internship Program, New York 2003-2004

POSTDOCTORAL TRAINING

Research Fellowship Depressive disorders and parental bonding. Supervisors: Dr. C. Vázquez/Prof. Dr. H. Lizardi

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Bellevue Hospital/Lehman College collaboration, New York 2004- 2005 LICENSURE

Licensed psychologist (Puerto Rico) License #2685 2006-present

Licensed psychologist (New York State) License #017161 2007-present

CERTIFICATIONS

Board Certified Coach 2012-present

SHRM Essentials of Human Resource Management June 2012-present

HOSPITAL AND FACULTY APPOINTMENTS

Clinical Instructor New York University School of Medicine, Langone Medical Center, New York 2009-present

Psychologist Department of Psychiatry, NYU/Bellevue Hospital Center, New York 2005-present

Psychology Intern NYU/Bellevue Hospital Clinical Psychology Intern, New York 2003-2004

CLINICAL EXPERIENCE

Clinical Psychologist, Private practice, 2008-present Individual therapy for patients with diverse mental health needs including affective disorders, alcohol abuse, PTSD and relational issues Couples therapy Family therapy Mind-Body approaches for wellness

Clinical Psychologist/Consultant, RG Psychological Services, New York. 2009-present Psychological evaluations and individual therapy in Spanish, English, and French at long term care facilities

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Staff Psychologist, Bilingual Treatment Program Clinic (BTP), Director: Yvette Caro, Ph.D., Bellevue, Hospital, New York, 2005-2008 Worked at a multicultural outpatient mental health clinic conducting psychological evaluations and psychotherapy in English and Spanish for patients of diverse cultural and socio-economic backgrounds Provided individual, group, couples, and family therapy Provided clinical supervision to undergraduate, graduate, doctoral, and postdoctoral students in training

Staff Psychologist, World Trade Center Healthcare Program, Director: Joan Reibman, M.D., Bellevue Hospital, New York, 2005-2008 Worked at a specialty clinic providing services to people affected by the events of September 11, 2001 (rescue and recovery workers, residents, volunteers, and day laborers who worked in the clean-up effort) Provided individual, group, couples, and family therapy Provided clinical supervision of master’s level and doctoral students in training Psychological evaluations to determine need for mental health services and substance abuse treatment Individual and group treatment for trauma, affective disorders, and substance abuse

Clinical Interviewer, World Trade Center Medical Monitoring Program, Director: Denis Harrison, M.D. NYU Medical Center, New York, 2004-2006 Worked at a specialty clinic evaluating rescue and recovery workers, volunteers, and day laborers who worked in the clean-up effort Psychological evaluations to determine need for mental health services and substance abuse treatment

Group Therapist (Art therapy group for female adolescents) Women 2 Be group Senior Therapist: Julie Duffy, M.A. Raw Art Works, Lynn, Massachusetts 2002-2003 Worked at a non-for-profit community based organization providing art therapy group treatment for a group of adolescents Worked on the coordination and organization of art exhibits

Head Therapist and Program Coordinator– Applied Behavioral Analysis (ABA) Home-based treatment program for children with autism spectrum disorders San Juan, Puerto Rico

Consultant/Supervisor: Samantha Marks, Behavior Analyst, 2000-2002 Worked as coordinator of the program and consultant to parents of children with autism spectrum disorders Hired and supervised staff that provided therapy to children Worked as a liaison between school, parents, doctors, and the treatment program

Therapist -Applied Behavioral Analysis (ABA) Home-based treatment program for children with autism spectrum disorders San Juan, Puerto Rico Program Coordinator/Supervisor: Samantha Marks, Behavior Analyst 1999-2000 Provided one-on one treatment to children with autism spectrum disorders

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CONSULTING AND COACHING EXPERIENCE

Coach IDOLOGY, New York CEO: Caroline McHugh New York Office Director: Hal Strickland 2009-present Worked providing executive coaching and professional training to employees of Goldman Sachs and Credit Suisse

Coach Michael Baldwin, Inc., New York 2011 CEO: Michael Baldwin Worked providing executive coaching and professional training to employees of Ralph Lauren

Columnist/Coach Huffington Post, Voces May 2012-present Write monthly column for Huffington Post website

Columnist/Coach AOL Latino November 2011-April 2012 Write monthly column for AOL Latino Salud website

Consultant/Coach Transdiaspora Network, New York April 2012-present Cultural health consultant

SPEAKING ENGAGEMENTS

Speaker/Trainer American Psychological Association and YMCA Partnership for Healthy Lifestyles Lecture series for 2011 developed by Dr. Celeste Rivera and Dr. Bornali Basu: One step closer to creating the Life you want: Goal setting for the New Year Say what you mean and mean what you say: Communication skills for improved relationships Meditations for relaxation Improve your health through the practice of positivity Sleep better The art and science of self - love : learning how to give to yourself

TEACHING EXPERIENCE

Clinical Supervisor NYU-Bellevue Hospital Psychology Internship Program

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Supervision of undergraduate, graduate, doctoral, and post-doctoral students on their individual, group, couples, and family psychotherapy cases , 2005-present

Lecturer NYU/Bellevue Hospital Intern Didactic Seminar Lecture entitled “Treating Diverse Populations: Issues in Treatment with Latinos/as”, 2005-present

Director of the BTP Family Therapy Team/Seminar NYU/Bellevue Hospital Weekly seminar and one-way mirror live supervision of psychology interns, psychology externs and psychiatry fellows, 2006-2011

RESEARCH EXPERIENCE

Research Fellowship Depressive disorders and parental bonding Bellevue Hospital/Lehman College collaboration, New York Supervisors: Dr. C. Vázquez/Prof. Dr. H. Lizardi, 2004- 2005

Research Assistant Spiritually-informed group intervention for patients with social anxiety Danielsen Institute at Boston University, Boston, Massachusetts Research seminar conducted by Kenneth Pargament, Ph.D., Carrie Doehring, Ph.D., and Nancy Devor, Ph.D., 2002-2003

Research Assistant HIV-AIDS Latino/a Research Training Program (PAIVS) PI: Irma Serrano-García, Ph.D. and José Toro-Alfonso, Ph.D. University Center for Psychological Services and Research University of Puerto Rico, Río Piedras, 1999

Research Assistant VOCES, research project on HIV prevention with heterosexual women PI: Irma Serrano-García, Ph.D. University Center for Psychological Services and Research University of Puerto Rico, Río Piedras, 1998

Research Assistant Research Project on the Corse Immigration to Puerto Rico in the 19th century PI: Nydia Lucca, Ph.D. Servicios Científicos y Profesionales, San Juan, Puerto Rico, 1997-98

MAJOR COMMITTEE ASSINGMENTS

Intern Selection Committee NYU/Bellevue Clinical Psychology Internship Program, New York, 2005-2008

Latino Mental Health Conference Organizing Committee

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NYU Medical Center, New York, 2007

AWARDS AND HONORS

Graduate Honors Scholarship, University of Puerto Rico, 1999-2005

Dean’s Award as Most Distinguished Psychology Student of the Class of 1998, University of Puerto Rico 1998

Summa Cum Laude – B.A. University of Puerto Rico, 1998

Nomination and invitation to join the Golden Key National Honor Society, 1997

National Dean’s List, 1997

Undergraduate Honors Scholarship, University of Puerto Rico, 1995-97

Tufts University Dean’s List, 1993-94

PROFESSIONAL AFFILIATIONS AND LEADERSHIP ROLES

Institute of Coaching Professional Association (ICPA) Affiliate 2010-present

Association of Hispanic Mental Health Professionals (AHMHP) Board of Directors, Secretary 2007-2009 Member 2005-present

American Psychological Association (APA) Member 2001-present

Asociación de Psicología de Puerto Rico (APPR) Member 1996-present

American Psychological Association of Graduate Students (APAGS) Member 2001-2005

Asociación de Estudiantes de Psicología, University of Puerto Rico Board of Directors, Senior Vocal 1997-98

ADDITIONAL TRAINING EXPERIENCE

Coaching in Medicine & Leadership September 2009, September 2010, October Psychodrama Training Group 2011 Psychodrama Training Institute of New York Harvard Medical School, Boston 2004-present

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San Juan, Puerto Rico WAIS-IV Training Seminar December, 2001 October 2008 Bellevue Hospital, New York

Intensive Short-Term Dynamic Psychotherapy Training Program (ISTDP) Bellevue Hospital Center 2003-2010

Structured Clinical Interview for DSM-IV- TR Axis I Disorders (SCID I) and Structured Clinical Interview for DSM-IV- TR Axis II Disorders (SCID II) September 2004, New York

WISC-IV Training Seminar November 2003 Bellevue Hospital, New York

Traumatic Grief Seminar Mental Health Association of New York City, New York October 2003

Advanced Rorschach: Scoring and Interpretation Rorschach Workshops, Comprehensive System, Boston, MA June, 2003

Rorschach Tutorial Rorschach Workshops, Comprehensive System, Ashville, NC June, 2002

Psychodrama Introductory Seminar San Juan, Puerto Rico 2002

Dealing with Religious and Spiritual Issues in Psychotherapy Workshop APA 109th Annual Convention, San Francisco, CA August, 2001

Critical Incident Stress Magement (CISM) Seminar

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PROFESSIONAL PRESENTATIONS

Rodríguez, M.A., Rivera-Toro, E. C., Matte, L, & DeSollar, A. (2008). A Culturally Competent Approach to a Mind and Body Intervention in Group Psychotherapy for Latinos. Poster presentation at the Second Annual Latino Mental Health Conference. NYU Langone Medical Center, New York.

DeSollar, A., Rivera-Toro, E. C., Matte, L., & Rodríguez, M.A. (2008). Group Psychotherapy Mind/Body Intervention for Spanish-speaking Population: Lessons Learned. Poster presentation at the American Psychological Association 116th Annual Convention. Boston, Massachusetts.

Rivera-Toro, E. C., & Reyes, M. (2006). Overview of World Trade Center (WTC)-associated social and mental health problems. Oral presentation at the symposium of the WTC Health Impacts Treatment Program, Bellevue Hospital Center.

Rivera-Toro, E.C., Lizardi, H., & Scharrón del Río, M.R. (2006). Childhood experiences, Early Maladaptive Schemas, and Depression in Latina Students. Poster presentation at the 114th Annual Convention of the American Psychological Association at New Orleans, Louisiana, August 2006.

Rivera-Toro, E. C., & Scharrón del Río, M. R. (2002). El Mito de la Bruja: Imágenes, Historias y Subjetividades. Oral presentation at the forum Psicología en Otro Medio, at the II Feria de Tecnologías y Educación, Facultad de Educación, University of Puerto Rico, Río Piedras.

ONLINE PUBLICATIONS

Rivera, E.C. (2012). Cómo fortalecer la confianza en ti mismo. Online monthly column. Huffington Post, http://voces.huffingtonpost.com Rivera, E.C. (2011). Cómo fortalecer la confianza en ti mismo. Online monthly column. AOL Latino Salud, http://salud.aollatino.com

PUBLICATIONS

Basu, B. & Rivera, E.C. (2009). Mind Body Approaches for Healthy Weight Management: Psychological Interventions that Promote Success. NYSPA Notebook, November/December 2001, 21 (6), 14-15.

Diaz, N., Lizardi, H., & Rivera, E.C. (2008). The Relationship Between Parental Bonding and a Lifetime History of Major Depressive Disorder in Latino College Students. Journal of Ethnic & Cultural Diversity in Social Work, 17 (1), 21-36.

ABSTRACTS

Rivera-Toro, E. C., & Trujillo, M. (2008). Latinos at the World Trade Center site: Psychological symptoms 7 years after the September 11th attacks. Accepted abstract for the Critical Research Issues In Latino Mental Health Treatment of Latinos with Mental Disorders: Conceptual and Empirical Approaches. Santa Fe, New Mexico.

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DeSollar, A., Rivera-Toro, E. C., Matte, L., & Rodríguez, M.A. (2008). Group Psychotherapy Mind/Body Intervention for Spanish-speaking Population: Lessons Learned. Accepted abstract for the American Psychological Association 116th Annual Convention. Boston, Massachusetts.

Rodríguez, M.A., Rivera-Toro, E. C., Matte, L, & DeSollar, A. (2008). A Culturally Competent Approach to a Mind and Body Intervention in Group Psychotherapy for Latinos. Accepted abstract for the Second Annual Latino Mental Health Conference. NYU Langone Medical Center, New York.

PODCASTS

Rivera-Toro, E. C., & Basu, B. (2011). Mindfulness and Weight Management New York State Psychological Association (NYSPA) ”Psychology and You” Public Education Program.

REFERENCES

Manuel Trujillo, M.D., Director of the Public and Global Psychiatry Program, NYU School of Medicine, 550 First Avenue, Psychiatry Floor 3, Room HN317 Milhauser Labs, New York, NY 10016 Email: [email protected] Phone: (212) 758-3153

Yvette Caro, Ph.D., Director of Queens College Psychological Center, Department of Psychology, Queens College CUNY, New York11367,

Email: [email protected] Phone: (718) 570-0359

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HARRY D. SCHNUR 15 Standish St., Cambridge MA 02138 (216) 650-2873 [email protected]

LEADERSHIP AND MANAGEMENT

Enriched Schools, New Orleans, LA Sept. 2013 – Present Director, Talent and Operations

Responsible for all operations and talent support processes in an education staffing company. Manage relationships with over 200 educators, oversee process matching staff with school positions, plan professional development and networking programming for educators. Manage and conduct hiring processes.

4.0 Schools, New Orleans, LA Jun. 2013 – Aug. 2013 Education Pioneers Graduate School Fellow

Support operations and community engagement for education startup that brings diverse community talent into local schools as substitute teachers

Lynn Community Health Center, Lynn, MA Aug. 2008 – Aug. 2012 Kaya Youth Program Coordinator

 Designed, administrated and facilitated culturally relevant after-school program for Cambodian- American youth, oversaw enrollment increase from 1 to over 100 youth over two-year period  Raised $100,000 in grants to fund 3-year program; built and sustained relationships with partners organizations  Represented program with external constituents, partners, funder and community members  Coordinated youth – driven city – wide cultural and health events drawing over 2500 people annually  Provided case management for youth and patients with social service needs  Appointed to the Shannon Community Safety Initiative Steering committee on violence prevention  Gave presentations on community organizing, promotions bi-cultural identity among Cambodian-American teens

Committee to Elect Hong Net, Lynn, MA May 2011 – Nov. 2011 Campaign Manager

 Co-managed Hong Net’s successful and historic bid for city Councilor-At-Large  Devised campaign strategy and written materials for city-wide race  Coordinated voter registration and turnout efforts among first-time and non-English speaking voters  Managed and trained a diverse staff of over fifty volunteers coMMotion fresh food, Cambridge, MA Oct. 2012 – present Founder

 Lead research and planning for a youth development and community building food truck  Coordinate and facilitate team meetings, write business plan  Team became Harvard iLab residents in February 2013

Khmer Cultural Planning Committee, Lynn MA Sept. 2008 – present Project Coordinator and Secretary

 Organized large community cultural events and conducted meetings  Coordinated project committee for More Than a Number: Stories from Lynn, an intergenerational multi-media museum exhibit featuring the translated oral histories of Lynn- Based Cambodian genocide survivors

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RESEARCH AND SUPPORT

Lynn Community Helath Center, Lynn MA. Aug. 2012-Present Consultant Advise and provide support to Youth Program Director

Harvard Graduate School of Education, Cambridge, MA Sept. 2012-Present Research Assistant

Code transcripts and analyze findings for Dr. Nacy Hill’s study on effective parenting strategies during middle school Conduct research project on the peer experiences of diverse middle school students

Neary Khmer Organization, Siem Reap Cambodia, Jun. 2007 – Aug. 2007 Capacity –Building Intern

Assisted with report-writing, promotion and fundraising in nutritional health organization serving 1400 rural households.

Wat Samaki Cambodian Buddhist Temple, Buxton, ME Oct. 2007 – May 2008 Advocate

Provided explanatory documents to inform and educate Planning Board during public hearings in controversial zoning dispute over the allowed use of a Buddhist temple. Letter to the editor was published in the state’s largest newspaper

HONORS AND AWARDS

Community Ally Award (2013), Lynn Khmer Cultural Planning Committee Intellectual Contribution / Faculty Tribute Award (2013), Harvard Graduate School of Education Leadership in Education Fellowship (2012), Harvard Graduate School of Education Public Health Award (2012) Lynn Community Health Center Laura Speranza Hope Award for Youth Development (2011), Lynn Communities That Card Coalition Highest Honors (2008), Bowdoin College Religion Department

EDUCATION AND TRAINING

Harvard Graduate School of Education, Cambridge MA Master of Education, Prevention Science and Practice Courses in family engagement, leadership and performance management, school-to-career connections

Bowdoin College, Brunswick, ME Bachelor of Arts, Religion Magna cum Laude, Summa cum Laude in Religion

University of Wisconsin, Madison, WI Southeast Asian Studies Summer Institute

BEST Initiative, Boston, MA Youth Worker Certificate Youth Development Approach to Violence Prevention

LANGUAGES AND OTHER SKILLS

Khmer (proficient), Spanish (intermediate), Office, Photoshop, Illustrator, Stata, Social Media Sites, Drums

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ADRIA MURRELLE SMITH Aborn st #1-102 | Peabody, MA 01960 Phone: 978-587-5250 | E-mail: [email protected]

EDUCATION

University of Massachuetts Lowell, 2015 Lowell, MA Master of Music Education / GPA 3.9

Berklee College of Music, 2001 Boston, MA Bachelor of Music Arrangement and Composition

University of Madison Wisconsin, 1997 Madison, WI Bachelor of Science

PROFESSIONAL EXPERIENCE

Marblehead Community Charter School, January 2012 - present Marblehead, MA

Arts and Music Director Teach concert, jazz band, choir, within integrated arts curriculum connected to core academic subjects Coordinate integration of arts curriculum within core academic subjects Develop project-based curriculum that integrates arts with academic subjects.

Marblehead School Of Music, Summer 2007 Marblehead, Massachusetts

Music Instructor Provided lessons in piano, voice, and clarinet

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MOHAMED ADAM 10 Codman Street Boston, Ma 02124 617-913-2948 Email: [email protected] Focus Areas: Education, And Youth Empowerment

EXPERIENCE

6/2010 -Present African School Project Independent School Development Consultant Creating two technical schools in East-Africa: Hargeisa Technical Academy and Mogadishu Polytechnic Institute.

8/2009 -5/2010 Somaliland Youth Association Hargeisa, Somaliland Youth Development, Director Organized complex academic development issues for local youth education organizations. Created after school programs, Managed and coordinated diverse community and neighborhood services. Coordinated youth employment programs. Created youth civic program for National Election Project.

9/2008 – 6/2009 Curley K-8 School Middle School Jamaica Plain, MA Math and Science – ELL Teacher Developed and implemented student centered lessons in all subject areas for a diverse group of sixth, seventh, and eight graders. Adopted lessons to meet individual needs by reviewing student’s backgrounds and learning needs through IEP’s. Participated and completed Pathway Special Education Seminars. Participated in grade level curriculum and team meetings, parent’s conferences, and IEP meetings.

1998–2006 Chelsea High School Chelsea, MA ESL/ELL and Bilingual Teacher, Grades 9-12

Math and Science Teacher Skills and Accomplishments Challenged and motivate students in a multicultural setting. Promoted effective involvement of parents regarding Chelsea Public Schools curriculum and standards. Observed, Assessed and Collected data from ESL/ELL students for BU ESL graduate program. Incorporated MCAS math preparation in the curriculum. Developed and presented several Professional Development activities (BU Cultural around Us Series) about Somalis and East African cultural awareness for the Chelsea Public Schools faculty and administration. Advised Multicultural Club in Chelsea High School Co-ordinate the yearly International Festival at Chelsea High School. Supported students that struggled academically in the Safety Net after School Program.. Mentor for Chelsea Institute for New Teachers (CINT). Served as a cooperative teacher to student teachers from Boston University, and Lesley University.

1989-1995 IFTIN Magazine New York, N.Y Co-Publisher/Editor Researched issues related to Somalis in the North America, and Horn of African Communities.

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Co-sponsored and Assisted the International Congress of Somali Studies Conference at Holy Cross College, MA.

1993-1997 Global Athletics Agency Koln, Germany Manager/Owner Represented, assisted, and promoted 14 World Class Runners and track Teams from Africa, Asia, and West Indies. Scheduled seasonal activities, managed travelling and Visa applications

EDUCATION

M.A in Applied Linguistics with ESL Concentration University of Massachusetts, Boston, 2004 GPA: 3.70

B.A in Education/English and Biology Somali National University, College of Education. 1985

VOLUNTEER United Nations General Assembly 10/1986, New York. N.Y. Delegate Assistant

UNESCO World Cultures Conference 1997, New York. N.Y Tour Guide

LANGUAGES English, Somali, plus understanding of Italian, Spanish, and Arabic

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LORENA MARIA LOPERA 38 Dix St. # 2. Boston, MA 02122 · [email protected] · 772-342-5974

EDUCATION

Boston College Chestnut Hill, MA Applicant for Masters in Social Work

Boston College Chestnut Hill, MA Bachelor of Arts in Hispanic Studies, minor in International Studies, May 2008. Coursework included: Hispanic Literature, Intro to Business Law, Ethics, Globalization, Comparative Social Movements

WORK EXPERIENCE

Epiphany School Dorchester, MA Development Associate/ Graduate Support Associate Jan. 2012- Present  Administrative duties include but not limited to: Keet accurate records, organize materials, schedule meetings and provide information to the public  Development duties include but not limited to: Identify, cultivate and directly solicit foundation and  corporate funding prospects, develop detailed and competitive written proposals and project budgets, ensure accurate grant reporting to foundation and corporate supporters.  Write press releases and manage communications with media outlets.  Create and release monthly e-newsletters regarding noteworthy events around the school  Assist with updating social media and website  Create marketing materials—photo books, brochures, coffee mugs, etc.  Researching and establishing relationships with trade schools and other employment-related education and training/apprenticeship programs for Epiphany's older graduates.  Identifying and building partnerships with colleges and post-secondary academic programs that have a proven track record of providing an excellent education at an affordable price.  Assisting with outreach to Epiphany’s graduates in colleges, including school visits and assessments of needs and academic and career goals.  Creating and developing a Graduate Support playbook aimed at outlining resources available to Epiphany’s older graduates. This would be a living document and would be organized according to the categories of services we provide.  Reaching out to local and other graduate support professionals in order to identify some of the best practices that other organizations are employing in support of their older graduates.

La Vida, Inc Director of High School Program Nov. 2010-June 2011  Administrative duties included but not limited to: Kept accurate records, organized materials, scheduled meetings and guest speakers, provided information to the public  Development duties included but not limited to: Completed funder reports, facilitated site visits, wrote press releases and provided support for funding events  Organized and prepared monthly parent meetings providing information on college life and accessibility  Developed curriculum for parent workshops relating to family role in student’s education  Recruited, interviewed and assessed students and families for participation in program  Guided a group of 47 students and families through the college admissions process, including preparation for SATs, FAFSA, college applications, scholarship searches and college visits.

Boston International High School Dorchester, MA Internship Coordinator Jan. 2010- June 2010  Scheduled and planned weekly meetings with group  Worked with recently immigrated high school students coordinating internship opportunities throughout Boston to provide hands on work experience  Guided and mentored students through internship process, providing workshops, leading meetings and conducting one on one check ins.

Boston College, Learning to Learn McNair (TRiO) Program Chestnut Hill, MA McNair Graduate Assistant Oct. 2009- May 2010  Organized and conducted workshops regarding how to succeed in college, applying to fellowships and monthly lunch meetings  Recruited and interviewed undergraduate students for participation in the McNair Scholars and MEP Programs.  Assisted in faculty recruitment for mentoring positions  Worked with undergraduate students in exploring post-graduate education options  Conducted one on one meetings with program participants

Sociedad Latina Roxbury, MA Community Organizer/ Youth Program Coordinator Aug. 2008- July 2009  Administrative duties included but not limited to: Created monthly calendars, mailed monthly newsletters, answered phone and provided information to the public

 Scheduled and organized meetings and events with community and civic leaders, including City

Councilors, State Representatives, and Boston Public School Committee members  Planned and organized community events around various topics, including anti-tobacco, green living and quality education for Boston Public Schools  Recruited, interviewed, hired and trained 15 Youth Community Organizers on job readiness, youth development, leadership and organizing skills to take on initiatives concerning their communities  Supervised work study students, volunteers and youth  Guided youth and families through understanding government processes so that they could shape and impact local policy  Collaborated with other youth serving organizations in the area to ensure youth voice was represented in the community

SKILLS Computer: Microsoft Word, Excel, PowerPoint, Outlook, Filemaker Pro, Adobe Photoshop CS2, Macintosh OS Language: Fluent in Spanish

Central Square Public Charter School / Prospectus page 186

MARK S. KAMPERT 76 Fifth Street #1, Cambridge, MA 02141 724.570.2109 | [email protected]

EDUCATION PROFESSIONAL EXPERIENCE

MITx, May 2013 Youth Development Org., Inc., Lawrence, MA Certificate, Challenges of Global Poverty Jun 2013 – present edX Online Courses Executive Director

Duquesne University - Pittsburgh, PA, July 2011 Youth CITIES, Andover, MA MBA, Concentration in Sustainability, cum laude Nov 2012 – May 2013 International study trips to Germany and Project Director Scandinavia Edvance Foundation, Boston, MA Bucknell University - Lewisburg, PA, May 2006 Jan 2012 – Oct 2012 B.S. Mathematics; B.A. Classics, cum laude Assistant Project Director Study abroad semester in Rome, Italy U.S. Peace Corps in Namibia Nat. Institute for Ed. Development (NIED) AWARDS & RECOGNITION Jan 2009 – Jan 2010 Education Officer Student Graduation Speaker Selected by classmates for MBA Sustainability Computers for Kavango Class of 2011 Dec 2007 – Jan 2010 Founder and Director Peace Corps Fellowship Established after-school group for youth Andara Combined School interested in technology and green jobs Jan 2007 – Dec 2008 Teacher/Project Manager Living Our Values Award Selected by Duquesne faculty for academic excellence and service to others OTHER HIGHLIGHTS

JFK Award, Peace Corps Namibia Advisory Council for Bicycles Against Poverty Peer-elected for service exemplifying President Member Kennedy’s vision Cambridge Innovation Center’s weekly Venture Café

Contributor

Interlingue School of Languages in Rome, Italy TEFL/TESOL-Certified teacher

Boy Scouts of America Eagle Scout

Central Square Public Charter School / Prospectus page 187

ATTACHMENT 2: CURRICULUM SCOPE AND SEQUENCE FOR GRADES 5 TO 12

CURRICULUM SCOPE AND SEQUENCE FOR GRADES 5 TO 8 Algebraic Thinking Power Standards (ATPS) Measurement and Data Power Standards (MDPS) Grade 5 ATPS.1. Write and interpret numerical expressions. MDPS.1. Convert like measurement units within a given ATPS.2. Analyze patterns and relationships. measurement system. MATH Number and Operations Power Standards (NOPS) MDPS.2. Represent and interpret data. INTEGRATION I NOPS.1. Understand the place value system. MDPS.3. Geometric measurement: Understand concepts of NOPS.2. Perform operations with multi-digit whole numbers and volume and relate volume to multiplication and to addition. with decimals to hundredths. Geometry Power Standards (GPS) NOPS.3. Use equivalent fractions as a strategy to add and GPS.1. Graph points on the coordinate plane to solve real-world subtract fractions. and mathematical problems. NOPS.4. Apply and extend previous understandings of GPS.2. Classify two-dimensional figures into categories based on multiplication and division to multiply and divide fractions. their properties. NOPS.5. Gain familiarity with concepts of positive and negative integers. Reading Power Standards (RPS) WPS.6. Cite evidence when proposing an argument or position Grade 5 RPS.1. Quote accurately from a text WPS.7. Use domain appropriate words for academic and RPS.2. Infer and summarize key points of information college/career contexts ENGLISH RPS.3. Explain how key ideas are supported by details or evidence WPS.8. Conduct research to build knowledge around a subject or LANGUAGE ARTS RPS.4. Compare and contrast key points of information issue INTEGRATION I RPS.5. Understand a writer’s point of view and multiple WPS.9. Demonstrate awareness of the audience perspectives within a text WPS.10. Use the writing process (drafting, editing, revising, RPS.6. Understand a range of texts: literary (stories, dramas, publishing) poetry), informational texts, technical reports WPS.11. Use technology to support the writing process RPS.7. Explain the meaning of domain specific words in academic Standard English Power Standards (SEPS) and college/career settings SEPS.1. Use proper rules of grammar when speaking and writing RPS.8. Use word analysis strategies to decode and understand SEPS.2. Understands word relationships: antonyms/synonyms, words figurative language, similes/metaphors RPS.9. Read with fluency and accuracy to support comprehension SEPS.3. Speaks and writes appropriately in different contexts: Writing Power Standards (WPS) informal, academic, and public domain WPS.1. Write in a range of texts and genres: literary, narratives, Communication Power Standards (CPS) poems, informational, technical reports CPS.1. Build upon ideas of others when engaged in a range of WPS.2. Write in clear and coherent ways where ideas are logically individual and group discussions introduced and connected CPS.2. Honor rules of discussions to build collective WPS.4. Paraphrase and summarize key points of information understanding of a topic or question WPS.5. Expand key ideas and points using details to support CPS.3. Pose questions that clarifies and deepens thinking clarity and understanding CPS.4. Use multimedia to express ideas and evidence in clear and compelling ways Power and Authority Power Standards (PAPS) CLPS.2. Explain the positive and negative impacts of European Grade 5 PAPS.1. Define powers associated different levels of government: Expansion and exploration federal, state, local CLPS.3. Understand the development of slavery in North America SOCIAL STUDIES PAPS.2. Explain the structure of local government Interaction of Peoples with Environments Power Standards INTEGRATION I PAPS.3. Understand the links of American democracy to Ancient (IPEPS) Greece and the emergence of town hall meetings IPEPS.1. Understand different types of maps: geographical, PAPS.4. Explain the purpose of government as outlined in the topographical, and political Declaration of Independence IPEPS.2. Understand the evolution of maps PAPS.5. Understand the development of the Constitution of the IPEPS.3. Interpret a range of charts and graphs related to Commonwealth of Massachusetts historical narratives and demographics Philosophies and Beliefs Power Standards (PBPS) Emerging and Developing Economies Power Standards (EDEPS) PBPS.1. Understand the links between American democracy and EDEPS.1. Define entrepreneur and social entrepreneur Ancient Greece EDEPS.2. Understand development of supply and demand PBPS.1. Explain the emergence of educational institutions (i.e. economics Harvard University) EDEPS.3. Explain the emergence of maritime economy in colonial Cultures and Languages Power Standards (CLPS) Massachusetts CLPS.1. Understand the cultures, beliefs, and religious/political Technology & Innovation Power Standards (TIPS) systems of native peoples in North, Central, and South America TIPS.1. Understand inventions associated with European expansion and Massachusetts Maritime commerce Physical Sciences (PSPS) LSPS.3. Design a composter and determine what contributes to Grade 5 PSPS.1. Use a model of matter as made of particles too small to accelerated decomposition be seen to explain common phenomena involving gasses, phase Earth and Space Sciences (ESSPS) SCIENCE changes between gas and liquid ESSPS.1. Create a model that shows the earth’s relationship to INTEGRATION I PSPS.2. Measure and graph the weights of substances before and the sun, moon, and stars after a reaction or phase change to provide evidence that ESSPS.2. Explain experience of night and day and the shadow regardless of the type of change that occurs when heating, patterns of the sun during different parts of the day and changes cooling or combining substances, the total weight of matter is in the position of the sun, moon, and constellations during the conserved course of a day, month, and year PSPS.3. Conduct an experiment to determine whether the mixing ESSPS.3. Describe the water cycle in the geosphere, biosphere, of two or more substances results in new substances with new hydrosphere, and atmosphere through evaporation, properties precipitation, surface runoff, condensation, transpiration, and PSPS.4. Demonstrate that the gravitational force exerted by Earth runoff on objects is directed toward the Earth’s center ESSPS.4. Describe and graph the amounts and percentages of salt PSPS.5. Use a model to describe that the food animals digest: water in the ocean; fresh water in lakes, rivers, and ground contains energy that was once energy from the sun, and provides water; and fresh water frozen in glaciers and polar ice caps to energy and materials for body repair, growth, motion, body provide evidence about the availability of fresh water in Earth’s warmth, and reproduction biosphere. Life Sciences (LSPS) ESSPS.5. Strategize ways to reduce negative impact on LSPS.1. Explain processes where air, water, and energy from sun environment by changing agricultural, industrial, and community produces sugar and plant material (photosynthesis) practices LSPS.2. Develop a food web that demonstrates relationships ESSPS.6. Develop model to reduce impurities in water and find between animals, plants, fungi, and bacteria in consumption and ways to improve model decomposition and the recycling dynamic within soil Ratios and Proportional Relationships Power Standards (RPPS) EEPS.2. Reason about and solve one-variable equations and Grade 6 RPRPS.1. Understand ratio concepts and use proportional inequalities. reasoning to solve problems. EEPS.3. Represent and analyze quantitative relationships MATH Number System Power Standards (NSPS) between dependent and independent variables. INTEGRATION II NSPS.1. Apply and extend previous understandings of Geometry Power Standards (GPS) multiplication and division to divide fractions by fractions. GPS.1. Solve real-world and mathematical problems involving NSPS.2. Compute fluently with multi-digit numbers and find area, surface area, and volume. common factors and multiples. Statistics and Probability (SPPS) NSPS.3. Apply and extend previous understandings of numbers to SPPS.1. Develop understanding of statistical variability. the system of rational numbers. SPPS.2. Summarize and describe distributions. Expressions and Equations Power Standards (EEPS) EEPS.1. Apply and extend previous understandings of arithmetic to algebraic expressions. Reading Power Standards (RPS) WPS.6. Cite evidence when proposing an argument or position Grade 6 RPS.1. Quote accurately and cite evidence to support analysis WPS.7. Use domain appropriate words for academic and RPS.2. Infer and summarize key points of information college/career contexts ENGLISH RPS.3. Explain how a central idea or theme is developed WPS.8. Conduct research to build knowledge around a subject or LANGUAGE ARTS RPS.4. Compare and contrast different types of text (literary, issue INTEGRATION II informational, and technical) WPS.9. Demonstrate awareness of the audience RPS.5. Understand the development of a writer’s point of view WPS.10. Use the writing process (drafting, editing, revising, and multiple perspectives within a text publishing) RPS.6. Understand a range of texts: literary (stories, dramas, WPS.11. Use technology to support the writing process poetry), informational texts, and technical reports Standard English Power Standards (SEPS) RPS.7. Explain the meaning of domain specific words in academic SEPS.1. Use proper rules of grammar when speaking and writing and college/career settings SEPS.2. Understands word relationships: antonyms/synonyms, RPS.8. Use word analysis strategies to decode and understand figurative language, similes/metaphors words SEPS.3. Speaks and writes appropriately in different contexts: RPS.9. Read with fluency and accuracy to support comprehension informal, academic, and public domain Writing Power Standards (WPS) Communication Power Standards (CPS) WPS.1. Write in a range of texts and genres: literary, narratives, CPS.1. Build upon ideas of others when engaged in a range of poems, informational, technical reports individual and group discussions WPS.2. Write in clear and coherent ways where ideas are logically CPS.2. Honor rules of discussions to build collective introduced and connected understanding of a topic or question WPS.4. Paraphrase and summarize key points of information CPS.3. Pose questions that clarifies and deepens thinking WPS.5. Expand key ideas and points using details to support CPS.4. Use multimedia to express ideas and evidence in clear and clarity and understanding compelling ways

Central Square Public Charter School / Prospectus page 189

Power and Authority Power Standards (PAPS) CLPS.4. Describe the ethnic and religious groups in the Middle Grade 6 PAPS.1. Understand the emergence of modern nations in Africa, East Asia, Europe, and Middle East CLPS.5. Understand the cultures, beliefs, and religious/political SOCIAL STUDIES PAPS.2. Describe the tensions between indigenous peoples and systems of peoples in Asia INTEGRATION II emerging nations Interaction of Peoples with Environments Power Standards PAPS.3. Describe and compare the roles and status of women in (IPEPS) different nations and continents IPEPS.1. Interpret geographical information from maps and charts Philosophies and Beliefs Power Standards (PBPS) IPEPS.2. Understand the domain specific words related to PBPS.1. Compare and contrast the range of values, systems, and geography beliefs among peoples in Africa, Asia, Europe, and Middle East IPEPS.3. Understand and compare economic valuations on maps PBPS.2. Understand the asset and deficit lenses used to compare and charts (per capita income, GNP) nations and peoples Emerging and Developing Economies Power Standards (EDEPS) Cultures and Languages Power Standards (CLPS) EDEPS.1. Understand the key elements of a market economy CLPS.1. Understand the cultures, beliefs, and religious/political EDEPS.2. Explain the development of currency systems of peoples in Africa EDEPS.3. Understand the emergence of economies in Africa, Asia, CLPS.2. Explain how modern Africa became independent nations Europe, and Middle East CLPS.3. Understand the cultures, beliefs, and religious/political Technology & Innovation Power Standards (TIPS) systems of peoples in the Middle East TIPS.1. Understand the technology associated with developing nations Physical Sciences (PSPS) LSPS.3. Analyze and interpret evidence from the fossil record to Grade 6 PSPS.1. Conduct an experiment using exothermic and infer patterns of environmental change resulting in extinction and endothermic reactions to explain that the type and concentration changes to life forms throughout the history of the Earth SCIENCE of the reacting substances affects the amount of thermal energy LSPS.4. Demonstrate using anatomical structures to support INTEGRATION II released or absorbed evolutionary relationships among and between fossil organisms PSPS.2. Use a model of matter to explain that density is the and modern organisms. Include evidence showing that: a. some amount of matter (mass) in a given volume. Measure the mass organisms have similar traits with similar functions because they and volume of regular and irregular shaped objects and calculate were inherited from a common ancestor, b. some organisms have their density similar traits that serve similar functions because they live in PSPS.3. Conduct an experiment to show that many materials are similar environments, and c. some organisms have traits mixtures of pure substances that can be separated into the inherited from common ancestors that no longer serve their component pure substances original function because over time, their environments have PSPS.4. Demonstrate that gravitational interactions are attractive changed and are only noticeable when one or both of the objects have a Earth and Space Sciences (ESSPS) very large mass ESSPS.1. Develop and a model of the Earth-sun-moon system to PSPS.5. Use diagrams of a simple wave to explain that a wave has explain the causes of lunar phases and eclipses of the sun and a repeating pattern with a specific amplitude, frequency and moon wavelength ESSPS.2. Analyze and interpret rock layers and index fossils to PSPS.6. Use diagrams and other models to show that both light determine the relative ages of rock formations. Explain that these rays and mechanical waves are reflected, absorbed, or sources of evidence, along with radiometric dating, are used to transmitted through various materials construct the geologic time scale of Earth’s history PSPS.7. Present qualitative scientific and technical information to ESSPS.3. Use graphical displays to illustrate that the Earth and its support the claim that digitized signals (sent as wave pulses solar system are part of the Milky Way galaxy, which is one of representing 0s and 1s) can be used to encode and transmit billions of galaxies in the universe information ESSPS.4. Analyze and interpret maps showing the distribution of Life Sciences (LSPS) fossils and rocks, continental shapes, and seafloor structures to LSPS.1. Provide evidence that organisms are made of cells provide evidence that Earth’s plates have moved great distances, LSPS.2. Develop a model to describe the ways parts of cells collided, and spread apart contribute to key cellular functions of obtaining nutrients and Engineering, Technology and Science Applications (ETSA) water from its environment, disposing of waste, and producing ETSA.1. Define the criteria and constraints of a design problem energy: a. the nucleus contains genetic information (DNA) which with sufficient precision to ensure a successful solution. Include regulates a cell’s activities; b. chloroplasts are the site of potential impacts on people and the natural environment that photosynthesis which produces necessary glucose and oxygen; c. may limit possible solutions mitochondria facilitate cellular respiration (energy production); d. ETSA.2. Create visual representations of solutions to a design vacuoles store materials, including water, nutrients and waste; e. problem. Accurately interpret and apply scale and proportion to the cell membrane is a protective barrier that enables nutrients visual representations to enter the cell and wastes to be expelled; and f. the cell wall ETSA.3. Select appropriate materials based on specific properties provides structural support to some types of cells needed in the construction of a solution Ratios and Proportional Relationships Power Standards (RPPS) Geometry Power Standards (GPS) Grade 7 RPRPS.1. Analyze proportional relationships and use them to GPS.1. Draw, construct and describe geometrical figures and solve real-world and mathematical problems. describe the relationships between them. MATH Number System Power Standards (NSPS) GPS.2. Solve real-life and mathematical problems involving angle INTEGRATION III NSPS.1. Apply and extend previous understandings of operations measure, area, surface area, and volume. with fractions to add, subtract, multiply, and divide rational Statistics and Probability Power Standards (SPPS) numbers. SPPS.1. Use random sampling to draw inferences about a Expressions and Equations Power Standards (EEPS) population. Central Square Public Charter School / Prospectus page 190

EEPS.1. Use properties of operations to generate equivalent SPPS.2. Draw informal comparative inferences about two expressions. populations. EEPS.2. Solve real-life and mathematical problems using SPPS.3. Investigate chance processes and develop, use, and numerical and algebraic expressions and equations. evaluate probability models.

Reading Power Standards (RPS) clarity and understanding. Grade 7 RPS.1. Quote accurately and cite evidence to support analysis WPS.6. Cite evidence when proposing an argument or position RPS.2. Infer and summarize key points of information WPS.7. Use domain appropriate words for academic and ENGLISH RPS.3. Explain how a central idea or theme is developed college/career contexts LANGUAGE ARTS RPS.4. Compare and contrast different types of text (literary, WPS.8. Conduct research to build knowledge around a subject or INTEGRATION III informational, and technical) issue RPS.5. Understand the development of a writer’s point of view WPS.9. Demonstrate awareness of the audience and multiple perspectives within a text WPS.10. Use the writing process (drafting, editing, revising, RPS.6. Understand a range of texts: literary (stories, dramas, publishing) poetry), informational texts, and technical reports WPS.11. Use technology to support the writing process RPS.7. Explain the meaning of domain specific words in academic Standard English Power Standards (SEPS) and college/career settings SEPS.1. Use proper rules of grammar when speaking and writing RPS.8. Use word analysis strategies to decode and understand SEPS.2. Understand word relationships: antonyms/synonyms, words figurative language, similes/metaphors RPS.9. Read with fluency and accuracy to support comprehension SEPS.3. Speaks and writes appropriately in different contexts: Writing Power Standards (WPS) informal, academic, and public domain WPS.1. Write in a range of texts and genres: literary, narratives, Communication Power Standards (CPS) poems, informational, technical reports CPS.1. Build upon ideas of others when engaged in a range of WPS.2. Write in clear and coherent ways where ideas are logically individual and group discussions introduced and connected CPS.2. Honor rules of discussions to build collective WPS.4. Paraphrase and summarize key points of information understanding of a topic or question WPS.5. Expand key ideas and points using details to support CPS.3. Pose questions that clarifies and deepens thinking CPS.4. Use multimedia to express ideas and evidence in clear and compelling ways Power and Authority Power Standards (PAPS) CLPS.3. Explain the impact of writing (alphabet in Mesopotamia Grade 7 PAPS.1. Define city-state, dynasty, kingdom, empire, republic, and hieroglyphics in Egypt) upon civilizations and societies separation of powers, civic duty, rule of law, and military. CLPS.4. Describe the impact of the Greek and Roman alphabet SOCIAL STUDIES PAPS.2. Describe the emergence of the Roman Republic and its upon our current use of language (science, math) INTEGRATION III contribution to the development of democratic principles, Interaction of Peoples with Environments Power Standards including separation of powers, rule of law, representative (IPEPS) government, and the notion of civic duty. IPEPS.1. Describe how the earth’s evolution and climate changes Philosophies and Beliefs Power Standards (PBPS) contributed to the emergence of life PBPS.1. Explain the emergence of polytheism in Mesopotamia IPEPS.2. Explain the impact of having civilization located near and Egypt waterways (Egypt, Greece, Rome) PBPS.2. Describe the principles of justice within the rules of Emerging and Developing Economies Power Standards (EDEPS) Hammurabi EDEPS.1. Explain economic concepts such as supply and demand, PBPS.3. Describe the emergence of monotheism in Jewish culture bartering, and monetary exchange PBPS.4. Describe the myths associated with Greek culture EDEPS.3. Describe the impact of Rome’s invention of a standard PBPS.5. Explain the emergence of Christianity and its influence of currency upon western economy upon societies Technology & Innovation Power Standards (TIPS) Cultures and Languages Power Standards (CLPS) TIPS.1. Explain the impact of the invention of the calendar and CLPS.1. Explain how the emergence of agriculture led to the papyrus in Egypt development of societies and civilizations TIPS.2. Describe the impact Roman inventions and technology: CLPS.2. Describe the key characteristics of a civilization aqueducts, roads, bridges, central heating, and sanitation Physical Sciences (PSPS) LSPS.6. Analyze data to provide evidence that disruptions (natural Grade 7 PSPS.1. Describe the effect of distance and magnitude of electric or human-made) to any physical or biological component of an charge and current on the size of electromagnetic forces ecosystem can lead to shifts in all its populations SCIENCE PSPS.2. Use scientific evidence to argue that fields exist between LSPS.7. Evaluate competing design solutions for protecting an INTEGRATION III objects with mass, between magnetic objects, and between ecosystem. Discuss benefits and limitations of each design electrically charged objects that exert force on each other even Earth and Space Sciences (ESSPS) though the objects are not in contact ESSPS.1. Develop a model to explain how the energy of the sun PSPS.3. Construct and interpret data and graphs to describe the and Earth’s gravity drive the cycling of water, including changes relationships among kinetic energy, mass, and speed of an object of state, as it moves through multiple pathways in Earth’s PSPS.4. Apply scientific principles of energy and heat transfer to hydrosphere design, construct, and test a device to minimize or maximize ESSPS.2. Interpret data to explain that the Earth’s mineral, fossil thermal energy transfer fuel, and groundwater resources are unevenly distributed as a PSPS.5. Determine the relationships among the energy result of geologic processes transferred, how well the type of matter retains or radiates heat, ESSPS.3. Obtain and communicate information on how data from Central Square Public Charter School / Prospectus page 191

the mass, and the change in the average kinetic energy of the past geologic events are analyzed for patterns and used to particles as measured by the temperature of the sample forecast the location and likelihood of future catastrophic events PSPS.6. Describe the relationship between kinetic and potential ESSPS.4. Provide evidence that human activities and technologies energy and describe conversions from one form to another can be engineered to mitigate the negative impact of increases in Life Sciences (LSPS) human population and per capita consumption of natural LSPS.1. Provide evidence that the body systems interact to carry resources on the environment out key body functions, including providing nutrients and oxygen Engineering, Technology and Science Applications (ETSA) to cells, removing carbon dioxide and waste from cells and the ETSA.1. Compare the benefits and drawbacks of four different body, controlling body motion/activity and coordination, and communication systems: radio, television, print, and internet protecting the body ETSA.2. Research how transportation systems are designed to LSPS.2. Explain, based on evidence, how characteristic animal move people and goods using a variety of vehicles and devices. behaviors as well as specialized plant structures increase the Identify and describe subsystems of a transportation vehicle, probability of successful reproduction of animals and plants including structural, propulsion, guidance, suspension, and respectively control subsystems LSPS.3. Analyze and interpret data to provide evidence for the ETSA.3. Show how the components of a structural system work effects of periods of abundant and scarce resources on the together to serve a structural function or maintain and growth of organisms and the number of organisms (size of environment for a particular human use. Provide examples of populations) in an ecosystem physical structures and relate their design to their intended use LSPS.4. Describe how relationships among and between ETSA.4. Use the concept of systems engineering to: a. analyze organisms in an ecosystem can be competitive, predatory, how components of a transportation, structural or parasitic, and mutually beneficial and that these interactions are communication system work together or affect each other, and b. found across multiple ecosystems model the inputs, processes, outputs, and feedback of a LSPS.5. Develop a model to describe the cycling of matter among technological system living and nonliving parts of an ecosystem including through the process of photosynthesis and cellular respiration Number System Power Standards (NSPS) FPS.2. Use functions to model relationships between quantities. Grade 8 NSPS.1. Know that there are numbers that are not rational, and Geometry (GPS) approximate them by rational numbers. GPS.1. Understand congruence and similarity using physical MATH Expressions and Equations Power Standards (EEPS) models, transparencies, or geometry software. INTEGRATION IV EEPS.1. Work with radicals and integer exponents. GPS.2. Understand and apply the Pythagorean Theorem. EEPS.1. Understand the connections between proportional GPS.3. Solve real-world and mathematical problems involving relationships, lines, and linear equations. volume of cylinders, cones and spheres. EEPS.1. Analyze and solve linear equations and pairs of Statistics and Probability Power Standards (SPPS) simultaneous linear equations. SSPS.1. Investigate patterns of association in bivariate data. Functions Power Standards (FPS) FPS.1. Define, evaluate, and compare functions. Reading Power Standards (RPS) WPS.6. Cite evidence when proposing an argument or position Grade 8 RPS.1. Quote accurately and cite evidence to support analysis WPS.7. Use domain appropriate words for academic and RPS.2. Infer and summarize key points of information college/career contexts ENGLISH RPS.3. Explain how a central idea or theme is developed WPS.8. Conduct research to build knowledge around a subject or LANGUAGE ARTS RPS.4. Compare and contrast different types of text (literary, issue INTEGRATION IV informational, and technical) WPS.9. Demonstrate awareness of the audience RPS.5. Understand the development of a writer’s point of view WPS.10. Use the writing process (drafting, editing, revising, and multiple perspectives within a text publishing) RPS.6. Understand a range of texts: literary (stories, dramas, WPS.11. Use technology to support the writing process poetry), informational texts, and technical reports Standard English Power Standards (SEPS) RPS.7. Explain the meaning of domain specific words in academic SEPS.1. Uses proper rules of grammar when speaking and writing and college/career settings SEPS.2. Understands word relationships: antonyms/synonyms, RPS.8. Use word analysis strategies to decode and understand figurative language, similes/metaphors words SEPS.3. Speaks and writes appropriately in different contexts: RPS.9. Read with fluency and accuracy to support comprehension informal, academic, and public domain Writing Power Standards (WPS) Communication Power Standards (CPS) Students are able to: CPS.1. Build upon ideas of others when engaged in a range of WPS.1. Write in a range of texts and genres: literary, narratives, individual and group discussions poems, informational, technical reports CPS.2. Honor rules of discussions to build collective WPS.2. Write in clear and coherent ways where ideas are logically understanding of a topic or question introduced and connected CPS.3. Pose questions that clarifies and deepens thinking WPS.4. Paraphrase and summarize key points of information CPS.4. Use multimedia to express ideas and evidence in clear and WPS.5. Expand key ideas and points using details to support compelling ways clarity and understanding

Central Square Public Charter School / Prospectus page 192

Power and Authority Power Standards (PAPS) CLPS.4. Explain how the Scientific Revolution changed our beliefs Grade 8 PAPS.1. Describe the emergence of Islam and its impact upon the about the universe relationship between government and religion Interaction of Peoples with Environments Power Standards SOCIAL STUDIES PAPS.2. Explain the emergence of feudalism and private property (IPEPS) INTEGRATION IV PAPS.3. Describe the importance and impact of medieval English IPEPS.1. Explain the impact of physical environment in the legal and constitutional history (Habeas Corpus, Magna Carta) development of African, Asian, European, and Islamic civilizations Philosophies and Beliefs Power Standards (PBPS) Emerging and Developing Economies Power Standards (EDEPS) PBPS.1. Explain the impact of Islamic science, philosophy, math, EDEPS.1. Explain the importance of the trade routes that and architecture upon western and eastern civilizations connected Europe and the Middle East to Asia and the roles of PBPS.2. Describe how the Enlightenment influenced our current the Mongols in establishing these trade routes understanding of the nature and role of government EDEPS.2. Describe the social and economic impact of plagues in PBPS.3. Describe the role of religion and philosophies in shaping Europe social class in Chinese, Japanese, and Hindu societies EDEPS.3. Explain the emergence and impact of modern banking Cultures and Languages Power Standards (CLPS) EDEPS.4. Describe the impact of European expansion CLPS.1. Explain the influence of Christianity upon culture and EDEPS.5. Describe the economies of the African empires beliefs Technology & Innovation Power Standards (TIPS) CLPS.2. Describe the impact of the Renaissance upon art, TIPS.1. Describe the impact of technology upon the spread of the literature, architecture, and philosophies Scientific Revolution CLPS.3. Describe the origins and effects of the Protestant TIPS.2. Describe the scientific and technological achievements Reformation within Islamic and Asian societies Grade 8 Physical Sciences (PSPS) LSPS.7. Communicate information about artificial selection, or the SCIENCE PSPS.1. Analyze and interpret data on the properties of ways in which humans have changed the inheritance of desired substances before and after the substances interact to determine traits in organisms INTEGRATION IV if a chemical reaction has occurred Earth and Space Sciences (ESSPS) PSPS.2. Develop a model that describes and predicts changes in ESSPS.1. Develop and use a model of the Earth-sun system to particle motion, relative spatial arrangement, temperature, and explain the cyclical pattern of seasons, which includes the Earth’s state of a pure substance when thermal energy is added or tilt and differential intensity of sunlight on different areas of removed Earth across the year PSPS.3. Use a model to explain that substances are rearranged ESSPS.2. Explain the role of gravity in ocean tides, the orbital during a chemical reaction to form new molecules with new motions of planets, their moons, and asteroids in the solar properties. Explain that the atoms present in the reactants are all system present in the products and thus the total number of atoms is ESSPS.3. Use a model to illustrate that energy from the Earth’s conserved interior drives convection which cycles Earth’s crust leading to PSPS.4. Develop a model that demonstrates Newton’s third law melting, crystallization, weathering and deformation of large rock involving the motion of two colliding objects formations, including generation of ocean sea floor at ridges, Life Sciences (LSPS) submergence of ocean sea floor at trenches, mountain building LSPS.1. Construct a scientific explanation based on evidence for and active volcanic chains how environmental and genetic factors influence the growth of ESSPS.4. Interpret basic weather data to identify patterns in air organisms mass interactions and the relationship of those patterns to LSPS.2. Describe that food molecules, including carbohydrates, weather proteins and fats, are broken down and rearranged through ESSPS.5. Describe how interactions involving the ocean affect chemical reactions forming new molecules that support growth weather and climate on a regional scale, including the influence and/or release of energy of the ocean temperature as mediated by energy input from the LSPS.3. Use a model to describe that structural changes to genes sun and energy loss due to evaporation or redistribution via (mutations) may or may not result in changes to proteins, and if ocean currents there are changes to proteins there may be harmful, beneficial, ESSPS.6. Examine and interpret data to describe the role that or neutral changes to traits human activities have played in causing the rise in global LSPS.4. Use a model to describe that structural changes to genes temperatures over the past century (mutations) may or may not result in changes to proteins, and if Engineering, Technology and Science Applications (ETSA) there are changes to proteins there may be harmful, beneficial, ETSA.1. Recognize that materials maintain their composition or neutral changes to traits under various kinds of physical processing; however, some LSPS.5. Communicate through writing and in diagrams that material properties may change if a process changes the chromosomes contain many distinct genes, and that each particulate structure of a material chromosome pair contains two alleles that can be the same or ETSA.2. Describe how a product can be created using basic different from each other. Illustrate that each gene holds the processes in manufacturing systems, including forming, instructions for the production of specific proteins, which in turn separating, conditioning, assembling, finishing, quality control, affects the traits of an individual and safety LSPS.6. Explain the mechanism of natural selection, in which ETSA.3. Recognize that processes that transform materials into genetic variations of some traits in a population increase some products can be controlled by humans or by computers individuals’ likelihood of surviving and reproducing in a changing environment. Provide evidence that natural selection occurs over many generations

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CURRICULUM SCOPE AND SEQUENCE FOR GRADES 9 TO 12 Number and Quantity Power Standards (NQPS) FPS.5. Build new functions from existing functions. Grade 9 NQPS.1. Reason quantitatively and use units to solve problems. FPS.5. Construct and compare linear, quadratic, and exponential Algebra Power Standards (APS) models and solve problems. MATH APS.1. Interpret the structure of expressions. FPS.6. Interpret expressions for functions in terms of the situation INTEGRATION I APS.2. Create equations that describe numbers or relationships. they model. APS.3. Understand solving equations as a process of reasoning Geometry Power Standards (GPS) and explain the reasoning. GPS.1. Experiment with transformations in the plane. APS.4. Solve equations and inequalities in one variable. GPS.2. Understand congruence in terms of rigid motions. APS.5. Solve systems of equations. GPS.3. Make geometric constructions. APS.6. Represent and solve equations and inequalities GPS.4. Use coordinates to prove simple geometric theorems graphically. algebraically. Functions Power Standards (FPS) Statistics and Probability Power Standards (SPPS) FPS.1. Understand the concept of a function and use function SPPS.1. Summarize, represent, and interpret data on a single notation. count or measurement variable. FPS.2. Interpret functions that arise in applications in terms of the SPPS.2. Summarize, represent, and interpret data on two context. categorical and quantitative variables. FPS.3. Analyze functions using different representations. SPPS.3. Interpret linear models. FPS.4. Build a function that models a relationship between two quantities. Reading Power Standards (RPS) WPS.6. Cite evidence when proposing an argument or position Grade 9 RPS.1. Quote accurately from a text WPS.7. Use domain appropriate words for academic and RPS.2. Infer and summarize key points of information college/career contexts ENGLISH RPS.3. Explain how key ideas are supported by details or evidence WPS.8. Conduct research to build knowledge around a subject or LANGUAGE ARTS RPS.4. Compare and contrast key points of information issue INTEGRATION I RPS.5. Understand a writer’s point of view and multiple WPS.9. Demonstrate awareness of the audience perspectives within a text WPS.10. Use the writing process (drafting, editing, revising, RPS.6. Understand a range of texts: literary (stories, dramas, publishing) poetry), informational texts, technical reports WPS.11. Use technology to support the writing process RPS.7. Explain the meaning of domain specific words in academic Standard English Power Standards (SEPS) and college/career settings SEPS.1. Use proper rules of grammar when speaking and writing RPS.8. Use word analysis strategies to decode and understand SEPS.2. Understands word relationships: antonyms/synonyms, words figurative language, similes/metaphors RPS.9. Read with fluency and accuracy to support comprehension SEPS.3. Speaks and writes appropriately in different contexts: Writing Power Standards (WPS) informal, academic, and public domain WPS.1. Write in a range of texts and genres: literary, narratives, Communication Power Standards (CPS) poems, informational, technical reports CPS.1. Build upon ideas of others when engaged in a range of WPS.2. Write in clear and coherent ways where ideas are logically individual and group discussions introduced and connected CPS.2. Honor rules of discussions to build collective WPS.4. Paraphrase and summarize key points of information understanding of a topic or question WPS.5. Expand key ideas and points using details to support CPS.3. Pose questions that clarifies and deepens thinking clarity and understanding CPS.4. Use multimedia to express ideas and evidence in clear and compelling ways

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Power and Authority Power Standards (PAPS) Cultures and Languages Power Standards (CLPS) Grade 9 PAPS.1. Explain the influence of Greek and Roman government CLPS.1. Describe the causes and impact of Westward Expansion upon the American political system CLPS.2. Explain how cultural and economic differences led to the SOCIAL STUDIES PAPS.2. Describe the key components of the American political Civil War INTEGRATION I system: federalism, separation of powers, shared powers, checks CLPS.3. Explain the policies and consequences of Reconstruction and balances, and individual rights Interaction of Peoples with Environments Power Standards PAPS.3. Compare and contrast the roles and responsibilities of (IPEPS) federal, state, and local governments IPEPS.1. Explain the role of slavery in shaping the American PAPS.4. Explain the functions of political parties in federal, state, economic and social order and local governments IPEPS.3. Describe the impact of Westward expansion and the PAPS.5. Describe the key components of local government in transportation revolution Massachusetts and its functions: school committees, town IPEPS.3. Explain the influence of the Transcendentalist movement meetings, boards of selectmen, mayors, and city councils (Thoreau, Emerson) in our current views of the environment Philosophies and Beliefs Power Standards (PBPS) Emerging and Developing Economies Power Standards (EDEPS) PBPS.1. Describe the influence of Locke and Montesquieu upon EDEPS.1. Explain the economic developments that led to the the American political system American Revolution (shift from feudalism to private property) PBPS.2. Explain the development and impact of the Declaration EDEPS.2. Compare and contrast the economic systems in the of Independence North and South that led to the civil war PBPS.3. Describe the debate in the development of the U.S. Technology & Innovation Power Standards (TIPS) Constitution (Federalist vs. Ant-Federalist) TIPS.1. Explain the impact of the Transportation Revolution PBPS.4. Explain the development and impact of the Bill of Rights (canals, roads, bridges, turnpikes, steamboats, and railroads) and its origins in the Magna Carta and English Bill of Rights upon the development of the American economy PBPS.5. Explain the significance and impact of Lincoln’s TIPS.2. Describe how the growth of industrial technology in the Emancipation Proclamation North led to the Civil War PBPS.6. Describe the goals and effects of the Women’s suffrage movement Physics (PPS) BPS.5. Use a model to illustrate that aerobic cellular respiration is Grade 9 PPS.1. Analyze data to support the claim that Newton’s second a chemical process whereby the bonds of food molecules and law of motion is a mathematical model describing motion and oxygen molecules are broken and new bonds form resulting in SCIENCE change in motion (acceleration) of objects with mass when acted new compounds and a net transfer of energy. Contrast this INTEGRATION I on by a net force. Use free-body force diagrams and algebraic process to anaerobic cellular respiration and compare the expressions representing Newton’s laws of motion to predict amount of energy released in each process changes to velocity and acceleration for an object moving in one BPS.6. Explain how the structure of DNA, including its spiral shape dimension in various situations and paired nucleotides, is related to its function of storing and PPS.2. Use mathematical representations to show that the total transmitting hereditary information momentum of a system of interacting objects moving in one BPS.7. Research and communicate information about features of dimension is conserved when there is no net force on the system virus and bacteria reproduction and adaptation to explain their PPS.3. Apply scientific principles of motion and momentum to ability to survive in a wide variety of environments design, evaluate, and refine a device that minimizes the force on Chemistry (CPS) a macroscopic object during a collision CPS.1. Communicate scientific and technical information about Biology (BPS) the molecular-level structures of different materials to justify BPS.1. Explain that genes are regions in the DNA that code for why particular classes of substances have specific properties that proteins, which carry out the essential functions of life. Construct are useful in the functioning of designed materials a model of transcription and translation to explain the roles of CPS.2. Construct a model to explain the process by which solutes DNA and RNA in coding the instructions for polypeptides, which dissolve in solvents, particularly water, and predict how make up proteins. Explain that different classes of proteins intermolecular forces affect solubility regulate and carry out the essential functions of life CPS.3. Communicate a qualitative explanation based on kinetic- BPS.2. Develop and use a model to illustrate the hierarchical molecular theory for why one variable in the combined gas law organization of interacting systems that provide specific functions changes when another is varied. Using kinetic-molecular theory, within animals. Use the model to illustrate that: a. different types explain the behavior of gases and the relationship between of cells contain different sets of proteins which enables the cells pressure and volume (Boyle’s law), volume and temperature to perform specific functions; b. specialized cells work together to (Charles’s law), and pressure and temperature (Gay-Lussac’s law). form specialized tissues, which in turn join to form specialized Use the combined gas law to determine changes in pressure, organs; and c. specialized organs work together to form the body volume, and temperature systems that coordinate to carry out the essential functions of life Earth and Space Sciences (ESSPS) BPS.3. Explain why the cell cycle is necessary for the growth, ESSPS.1. Develop a model to illustrate the changes in the maintenance, and repair of multicellular organisms. Model the composition of the nucleus of the atom and the energy released major events of the cell cycle, including cell growth, DNA or absorbed during the processes of fission, fusion, and replication, preparation for division, separation of chromosomes, radioactive decay and separation of cell contents ESSPS.2. Explain that the life span of the sun over approximately BPS.4. Use a model to illustrate how photosynthesis uses light 10 billion years is a function of nuclear fusion in its core energy to transform carbon dioxide and water into oxygen and Technology and Engineering (TEPS) chemical energy stored in the bonds of glucose and other TEPS.1. Analyze a major global challenge to specify a design carbohydrates problem that can be improved. Determine necessary qualitative and quantitative criteria and constraints for solutions, including Central Square Public Charter School / Prospectus page 195

any requirements set by society Number and Quantity Power Standards (NQPS) FPS.5. Construct and compare linear, quadratic and exponential Grade 10 NQPS.1. Extend the properties of exponents to rational models and solve problems. exponents. FPS.6. Prove and apply trigonometric identities. MATH NQPS.2. Use properties of rational and irrational numbers. Geometry Power Standards (GPS) INTEGRATION II NQPS.3. Perform arithmetic operations with complex numbers. GPS.1. Prove geometric theorems. NQPS.4. Use complex numbers in polynomial identities and GPS.2. Understand similarity in terms of similarity equations. transformations. Algebra Power Standards (APS) GPS.3. Define trigonometric ratios and solve problems involving APS.1. Interpret the structure of expressions. right triangles. APS.2. Write expressions in equivalent forms to solve problems. GPS.4. Understand and apply theorems about circles. APS.3. Perform arithmetic operations on polynomials. GPS.5. Find arc lengths and areas of sectors of circles APS.4. Create equations that describe numbers or relationships. GPS.6. Translate between the geometric description and the APS.5. Solve equations and inequalities in one variable. equation for a conic section. APS.6. Solve systems of equations. GPS.7. Use coordinates to prove simple geometric theorems Functions Power Standards (FPS) algebraically. FPS.1. Interpret functions that arise in applications in terms of the GPS.8. Explain volume formulas and use them to solve problems. context. Statistics and Probability Power Standards (SPPS) FPS.2. Analyze functions using different representations. SPPS.1. Understand independence and conditional probability FPS.3. Build a function that models a relationship between two and use them to interpret data. quantities. SPPS.3. Use the rules of probability to compute probabilities of FPS.4. Build new functions from existing functions. compound events in a uniform probability model. SPPS.4. Use probability to evaluate outcomes of decisions Reading Power Standards (RPS) WPS.6. Cite evidence when proposing an argument or position Grade 10 RPS.1. Quote accurately and cite evidence to support analysis WPS.7. Use domain appropriate words for academic and RPS.2. Infer and summarize key points of information college/career contexts ENGLISH RPS.3. Explain how a central idea or theme is developed WPS.8. Conduct research to build knowledge around a subject or LANGUAGE ARTS RPS.4. Compare and contrast different types of text (literary, issue INTEGRATION II informational, and technical) WPS.9. Demonstrate awareness of the audience RPS.5. Understand the development of a writer’s point of view WPS.10. Use the writing process (drafting, editing, revising, and multiple perspectives within a text publishing) RPS.6. Understand a range of texts: literary (stories, dramas, WPS.11. Use technology to support the writing process poetry), informational texts, and technical reports Standard English Power Standards (SEPS) RPS.7. Explain the meaning of domain specific words in academic SEPS.1. Use proper rules of grammar when speaking and writing and college/career settings SEPS.2. Understands word relationships: antonyms/synonyms, RPS.8. Use word analysis strategies to decode and understand figurative language, similes/metaphors words SEPS.3. Speaks and writes appropriately in different contexts: RPS.9. Read with fluency and accuracy to support comprehension informal, academic, and public domain Writing Power Standards (WPS) Communication Power Standards (CPS) WPS.1. Write in a range of texts and genres: literary, narratives, CPS.1. Build upon ideas of others when engaged in a range of poems, informational, technical reports individual and group discussions WPS.2. Write in clear and coherent ways where ideas are logically CPS.2. Honor rules of discussions to build collective introduced and connected understanding of a topic or question WPS.4. Paraphrase and summarize key points of information CPS.3. Pose questions that clarifies and deepens thinking WPS.5. Expand key ideas and points using details to support CPS.4. Use multimedia to express ideas and evidence in clear and clarity and understanding compelling ways Power and Authority Power Standards (PAPS) Interaction of Peoples with Environments Power Standards Grade 10 PAPS.1. Describe how economic abuses and the Great Depression (IPEPS) led to emergence of new government policies and agencies: IPEPS.1. Explain the impact of industrialization urbanization and SOCIAL STUDIES Federal Deposit Insurance Corporation, Securities and Exchange the environment INTEGRATION II Commission, Social Security Act, Fair Labor Law Act, Federal IPEPS.2. Describe the impact of expanded home ownership in Reserve Act post WWII PAPS.2. Explain the causes and consequences of WWWI and Emerging and Developing Economies Power Standards (EDEPS) WWII EDEPS.1. Describe the social and economic impact of the PAPS.3. Describe the emergence and impact of the Cold War Industrial Revolution Philosophies and Beliefs Power Standards (PBPS) EDEPS.2. Explain the impact of industrialization and urbanization PBPS.1. Explain the struggles of African American for basic civil on the environment rights (W.B. Dubois) and the emergence of NAACP EDEPS.3. Explain the emergence of social reforms (unions, child PBPS.2. Explain the ideas associated with Social Darwinism and its labor laws) impact upon the American economic and social orders EDEPS.4. Describe how social reforms developed locally in PBPS.3. Describe the fundamental tenets of Marxism, Socialism, Massachusetts Communism, and Capitalism and their impact on the world stage EDEPS.5. Explain the emergence of the modern banking system Cultures and Languages Power Standards (CLPS) EDEPS.6. Explain the causes and impact of the Global (Great) CLPS.1. Describe the causes and impact of immigration in the late Depression 19th and early 20th century Technology & Innovation Power Standards (TIPS) Central Square Public Charter School / Prospectus page 196

CLPS.2. Explain the expansion of the suburbs during post-WWII TIPS.1. Describe the roles of entrepreneurs and inventors in CLPS.3. Describe the expanded role of the media in shaping changing American society: Edison, Bell, Carnegie, Chase, beliefs and culture Rockefeller, and Vanderbilt CLPS.4. Describe the movement and impact of the Civil Rights TIPS.2. Explain the impact of new sources of energy (coal and oil) Movement and new technology (steam engine, electricity) CLPS.5. Describe the causes and consequences of the women’s TIPS.3. Describe the impact of the technological and information equal rights movement revolutions of the mid 20th century to the early 21st century Physics(PPS) CPS.2. Use the periodic table model to predict and design simple Grade 10 PPS.1. Use mathematical representations of Newton’s Law of combination reactions that result in two main classes of binary Gravitation and Coulomb’s Law to both qualitatively and compounds, ionic and molecular. Account for chemical changes SCIENCE quantitatively describe and predict the effects of gravitational in terms of charge redistribution INTEGRATION II and electrostatic forces between objects CPS.3. Cite evidence to relate physical properties of substances at PPS.2. Provide evidence that an electric current can produce a the bulk scale to spatial arrangements, movement, and strength magnetic field and that a changing magnetic field can produce an of electrostatic forces among ions, small molecules, or regions of electric current large molecules in the substances. Make arguments to account PPS.3. Analyze simple arrangements of electrical components in for how intermolecular interactions are determined by atomic both series and parallel circuits. Use appropriate instruments to composition and molecular geometry, and for how ions or small measure the voltage across and current through a resistor. Use molecules arrange into two major types of three-dimensional Ohm’s Law to determine the resistance in a circuit when given crystal structures: atom/ionic networks or molecular crystals the voltage and current CPS.4. . Develop a model to illustrate the energy transferred Biology (BPS) during an exothermic or endothermic chemical reaction based on BPS.1. Use mathematical representations to support explanations the bond energy difference between bonds broken (absorption of that biotic and abiotic factors affect biodiversity, including energy) and bonds formed (release of energy) genetic diversity within a population and species diversity within Earth and Space Sciences (ESSPS) an ecosystem ESPS.1. Describe the astronomical evidence for the Big Bang BPS.2. Use a mathematical model to describe the transfer of theory, including the red shift of light from the motion of distant energy from one trophic level to another. Explain how the galaxies as an indication that the universe is currently expanding, inefficiency of energy transfer between trophic levels affects the the cosmic microwave background as the remnant radiation from relative number of organisms that can be supported at each the Big Bang, and the observed composition of ordinary matter of trophic level and necessitates a constant input of energy from the universe, primarily found in stars and interstellar gases, which sunlight or inorganic compounds from the environment. Explain matches that predicted by the Big Bang theory that atoms, including elements of carbon, oxygen, hydrogen and ESPS.2. Communicate that stars, through nuclear fusion over nitrogen, are conserved even as matter is broken down, their life cycle, produce elements from Helium to Iron and release recombined, and recycled by organisms in ecosystems energy that eventually reaches Earth in the form of radiation BPS.3. Use a model that illustrates the roles of photosynthesis, ESPS.3. Use Kepler’s Laws to predict the motion of orbiting cellular respiration, decomposition, and combustion to explain objects in the solar system. Describe how orbits may change due the cycling of carbon in its various forms among the biosphere, to the gravitational effects from, or collisions with, other objects atmosphere, hydrosphere, and geosphere in the solar system BPS.4. Analyze direct and indirect effects of human activities on ESPS.4. Evaluate evidence of the past and current movements of biodiversity and ecosystem health, specifically habitat continental and oceanic crust, the theory of plate tectonics, and fragmentation, introduction of non-native or invasive species, relative densities of oceanic and continental rocks to explain why overharvesting, pollution, and climate change. Evaluate and continental rocks are generally much older than rocks of the refine a solution for reducing the impacts of human activities on ocean floor biodiversity and ecosystem health Technology and Engineering (TEPS) Chemistry (CPS) TEPS.1. Break a complex real-world problem into smaller, more CPS.1. Use the periodic table as a model to predict the relative manageable problems that each can be solved using scientific properties of main group elements, including ionization energy and engineering principles and relative sizes of atoms and ions, based on the patterns of electrons in the outermost energy level of each element. Use the patterns of valence electron configurations and Coulomb’s law to explain and predict trends in ionization energies, relative sizes of atoms and ions, and reactivity of pure elements Number and Quantity Power Standards (NQPS) FPS.3. Build a function that models a relationship between two Grade 11 NQPS.1. Use complex numbers in polynomial identities and quantities. equations. FPS.4. Build new functions from existing functions. MATH Algebra Power Standards (APS) FPS.5. Construct and compare linear, quadratic, and exponential INTEGRATION III APS.1. Interpret the structure of expressions. models and solve problems. APS.2. Write expressions in equivalent forms to solve problems. FPS.6. Extend the domain of trigonometric functions using the APS.3. Perform arithmetic operations on polynomials. unit circle. APS.4. Understand the relationship between zeros and factors of FPS.7. Model periodic phenomena with trigonometric functions. polynomials. Geometry Power Standards (GPS) APS.5. Use polynomial identities to solve problems GPS.1. Apply trigonometry to general triangles. APS.6. Rewrite rational expressions. GPS.2. Visualize relationships between two-dimensional and APS.7. Create equations that describe numbers or relationships. three-dimensional objects. APS.8. Understand solving equations as a process of reasoning GPS.3. Apply geometric concepts in modeling situations. Central Square Public Charter School / Prospectus page 197

and explain the reasoning. Statistics and Probability Power Standards (SPPS) APS.9. Represent and solve equations and inequalities SSPS.1. Summarize, represent, and interpret data on a single graphically. count or measurement variable. Functions Power Standards (FPS) SSPS.2. Understand and evaluate random processes underlying FPS.1. Interpret functions that arise in applications in terms of the statistical experiments. context. SSPS.3. Make inferences and justify conclusions from sample FPS.2. Analyze functions using different representations. surveys, experiments, and observational studies. SSPS.4. Use probability to evaluate outcomes of decisions. Reading Power Standards (RPS) clarity and understanding. Grade 11 RPS.1. Quote accurately and cite evidence to support analysis WPS.6. Cite evidence when proposing an argument or position RPS.2. Infer and summarize key points of information WPS.7. Use domain appropriate words for academic and ENGLISH RPS.3. Explain how a central idea or theme is developed college/career contexts LANGUAGE ARTS RPS.4. Compare and contrast different types of text (literary, WPS.8. Conduct research to build knowledge around a subject or INTEGRATION III informational, and technical) issue RPS.5. Understand the development of a writer’s point of view WPS.9. Demonstrate awareness of the audience and multiple perspectives within a text WPS.10. Use the writing process (drafting, editing, revising, RPS.6. Understand a range of texts: literary (stories, dramas, publishing) poetry), informational texts, and technical reports WPS.11. Use technology to support the writing process RPS.7. Explain the meaning of domain specific words in academic Standard English Power Standards (SEPS) and college/career settings SEPS.1. Use proper rules of grammar when speaking and writing RPS.8. Use word analysis strategies to decode and understand SEPS.2. Understand word relationships: antonyms/synonyms, words figurative language, similes/metaphors RPS.9. Read with fluency and accuracy to support comprehension SEPS.3. Speaks and writes appropriately in different contexts: Writing Power Standards (WPS) informal, academic, and public domain WPS.1. Write in a range of texts and genres: literary, narratives, Communication Power Standards (CPS) poems, informational, technical reports CPS.1. Build upon ideas of others when engaged in a range of WPS.2. Write in clear and coherent ways where ideas are logically individual and group discussions introduced and connected CPS.2. Honor rules of discussions to build collective WPS.4. Paraphrase and summarize key points of information understanding of a topic or question WPS.5. Expand key ideas and points using details to support CPS.3. Pose questions that clarifies and deepens thinking CPS.4. Use multimedia to express ideas and evidence in clear and compelling ways Power and Authority Power Standards (PAPS) CLPS.4. Explain how the Scientific Revolution changed our beliefs Grade 11 PAPS.1. Describe the emergence of Islam and its impact upon the about the universe relationship between government and religion Interaction of Peoples with Environments Power Standards SOCIAL STUDIES PAPS.2. Explain the emergence of feudalism and private property (IPEPS) INTEGRATION III PAPS.3. Describe the importance and impact of medieval English IPEPS.1. Explain the impact of physical environment in the legal and constitutional history (Habeas Corpus, Magna Carta) development of African, Asian, European, and Islamic civilizations Philosophies and Beliefs Power Standards (PBPS) Emerging and Developing Economies Power Standards (EDEPS) PBPS.1. Explain the impact of Islamic science, philosophy, math, EDEPS.1. Explain the importance of the trade routes that and architecture upon western and eastern civilizations connected Europe and the Middle East to Asia and the roles of PBPS.2. Describe how the Enlightenment influenced our current the Mongols in establishing these trade routes understanding of the nature and role of government EDEPS.2. Describe the social and economic impact of plagues in PBPS.3. Describe the role of religion and philosophies in shaping Europe social class in Chinese, Japanese, and Hindu societies EDEPS.3. Explain the emergence and impact of modern banking Cultures and Languages Power Standards (CLPS) EDEPS.4. Describe the impact of European expansion CLPS.1. Explain the influence of Christianity upon culture and EDEPS.5. Describe the economies of the African empires beliefs Technology & Innovation Power Standards (TIPS) CLPS.2. Describe the impact of the Renaissance upon art, TIPS.1. Describe the impact of technology upon the development literature, architecture, and philosophies and spread of the Scientific Revolution CLPS.3. Describe the origins and effects of the Protestant TIPS.2. Describe the scientific and technological achievements Reformation within Islamic and Asian societies Physics (PPS) Chemistry (CPS) Grade 11 PPS.1. Use algebraic expressions and the principle of energy CPS.1. Construct an explanation based on collision theory for why conservation to calculate the change in energy of one component varying conditions influence the rate of a chemical reaction or a SCIENCE of a system when the change in energy of the other dissolving process. Design and test ways to alter various INTEGRATION III component(s) of the system, as well as the total energy of the conditions to influence (slow down or accelerate) rates of system including any energy entering or leaving the system, is processes (chemical reactions or dissolving) as they occur known. Identify any transformations from one form of energy to CPS.2. Design ways to control the extent of a reaction at another, including thermal, kinetic, gravitational, magnetic, or equilibrium (relative amount of products to reactants) by altering electrical energy, in the system various conditions using Le Chatelier’s principle. Make arguments PPS.2. Design and evaluate a device that works within given based on collision theory to account for how altering conditions constraints to convert one form of energy into another form of would affect the forward and reverse rates of the reaction until a energy new equilibrium is established PPS.3. Provide evidence that when two objects of different CPS.3. Use mathematical representations and provide Central Square Public Charter School / Prospectus page 198

temperature are in thermal contact within a closed system, the experimental evidence to support the claim that atoms, and transfer of thermal energy results in thermal equilibrium, or a therefore mass, are conserved during a chemical reaction. Use more uniform energy distribution among the objects (second law the mole concept and proportional relationships to predict the of thermodynamics) and that temperature changes at thermal quantities (masses or moles) of specific reactants or products equilibrium depend on the specific heat values of the two Earth and Space Sciences (ESSPS) substances ESSPS.1. Use a model based on evidence of Earth’s interior to Biology (BPS) describe the cycling of matter by thermal convection BPS.1. Ask questions to clarify relationships about how DNA in ESSPS.2. Use a model to describe how variations in the flow of the form of chromosomes is passed from parents to offspring energy into and out of Earth’s systems result in changes in through the processes of meiosis and fertilization in sexual climate reproduction ESSPS.3. Use a model to describe the gradual atmospheric and BPS.2. Make and defend a claim based on evidence that climatic changes due to carbon capture and oxygen release by inheritable genetic variations may result from: a. new genetic plants and due to increased carbon dioxide generation through combinations through meiosis; b. mutations that occur during human activity replication; and/or c. mutations caused by environmental factors. Technology and Engineering (TEPS) Recognize that in general, only mutations that occur in gametes TEPS.1. Evaluate a solution to a complex real-world problem can be passed to offspring based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, aesthetics and maintenance, as well as social, cultural, and environmental impacts Number and Quantity Power Standards (NQPS) GPS.2. Understand and apply theorems about circles. Grade 12 NQPS.1. Represent and model with vector quantities. GPS.3. Translate between the geometric description and the NQPS.2. Perform operations on matrices and use matrices in equation for a conic section. MATH applications. GPS.4. Explain volume formulas and use them to solve problems. INTEGRATION IV Algebra Power Standards (APS) GPS.5. Visualize relationships between two-dimensional and APS.1. Use polynomials identities to solve problems. three-dimensional objects. APS.2. Solve systems of equations. GPS.6. Apply geometric concepts in modeling situations. Functions Power Standards (FPS) Statistics and Probability Power Standards (SPPS) FPS.1. Extend the domain of trigonometric functions using the SPPS.1. Interpret linear models. unit circle. SPPS.2. Make inferences and justify conclusions from sample FPS.2. Model periodic phenomena with trigonometric functions. surveys, experiments, and observational studies. FPS.3. Prove and apply trigonometric identities. SPPS.3. Use the rules of probability to compute probabilities of Geometry Power Standards (GPS) compound events in a uniform probability model. GPS.1. Apply trigonometry to general triangles. SPPS.4. Calculate expected values and use them to solve problems. SPPS.5. Use probability to evaluate outcomes of decisions. Reading Power Standards (RPS) WPS.6. Cite evidence when proposing an argument or position Grade 12 RPS.1. Quote accurately and cite evidence to support analysis WPS.7. Use domain appropriate words for academic and RPS.2. Infer and summarize key points of information college/career contexts ENGLISH RPS.3. Explain how a central idea or theme is developed WPS.8. Conduct research to build knowledge around a subject or LANGUAGE ARTS RPS.4. Compare and contrast different types of text (literary, issue INTEGRATION IV informational, and technical) WPS.9. Demonstrate awareness of the audience RPS.5. Understand the development of a writer’s point of view WPS.10. Use the writing process (drafting, editing, revising, and multiple perspectives within a text publishing) RPS.6. Understand a range of texts: literary (stories, dramas, WPS.11. Use technology to support the writing process poetry), informational texts, and technical reports Standard English Power Standards (SEPS) RPS.7. Explain the meaning of domain specific words in academic SEPS.1. Uses proper rules of grammar when speaking and writing and college/career settings SEPS.2. Understands word relationships: antonyms/synonyms, RPS.8. Use word analysis strategies to decode and understand figurative language, similes/metaphors words SEPS.3. Speaks and writes appropriately in different contexts: RPS.9. Read with fluency and accuracy to support comprehension informal, academic, and public domain Writing Power Standards (WPS) Communication Power Standards (CPS) Students are able to: CPS.1. Build upon ideas of others when engaged in a range of WPS.1. Write in a range of texts and genres: literary, narratives, individual and group discussions poems, informational, technical reports CPS.2. Honor rules of discussions to build collective WPS.2. Write in clear and coherent ways where ideas are logically understanding of a topic or question introduced and connected CPS.3. Pose questions that clarifies and deepens thinking WPS.4. Paraphrase and summarize key points of information CPS.4. Use multimedia to express ideas and evidence in clear and WPS.5. Expand key ideas and points using details to support compelling ways clarity and understanding Power and Authority Power Standards (PAPS) CLPS.2. Explain the ongoing struggle to address institutional Grade 12 PAPS.1. Describe the development and goals of nationalist racism both within the United States and around the world movements in Africa, Asia, Latin America, and the Middle East Interaction of Peoples with Environments Power Standards SOCIAL STUDIES PAPS.2. Explain the establishment of the state of Israel and its (IPEPS) INTEGRATION IV impact upon relationships in the Middle East IPEPS.1. Describe the events that led to the creation of the Central Square Public Charter School / Prospectus page 199

PAPS.3. Describe causes and the impact of the fall of Soviet Environmental Protection Agency communism in Eastern Europe Emerging and Developing Economies Power Standards (EDEPS) PAPS.4. Explain the reasons for the fall of apartheid in South EDEPS.1. Define aggregate supply and demand, Gross Domestic Africa Product (GDP), economic growth, PAPS.5. Explain the formal process of how a bill becomes a law unemployment, and inflation and define the terms initiative and referendum EDEPS.2. Explain how Gross Domestic Product (GDP), economic PAPS.6. Research the platforms of political parties and candidates growth, unemployment, and inflation are calculated. for state or local government and explain how citizens in the EDEPS.3. Explain the role of banks and other financial institutions United States participate in public elections as voters and in the economy of the United States. supporters of candidates for public office EDEPS.4. Research and monitor financial investments such as PAPS.7. Summarize and explain the impact of key decisions by stocks, bonds, and mutual funds. the Supreme Court EDEPS.5. Compare and contrast the following forms of business Philosophies and Beliefs Power Standards (PBPS) organization: sole proprietorship, partnership, and corporation. PBPS.1. Use a variety of sources, including newspapers and Technology & Innovation Power Standards (TIPS) internet web sites, to identify current state and local legislative TIPS.1. Describe how the work of scientists in the 20th century issues and examine the influence on the legislative process of impacted society: Einstein/Theory of Relativity), Salk/polio political parties, interest groups, grass roots organizations, vaccine, Watson/human genome project lobbyists, public opinion, the news media, and individual voters TIPS.2. Explain the impact of the space exploration program PBPS.2. Examine the different forces that influence U.S. foreign established under Kennedy and its evolution to the present policy, including business and labor organizations, interest TIPS.3. Describe the impact of communication technology and groups, public opinion, and ethnic and religious organizations social media upon societies Cultures and Languages Power Standards (CLPS) CLPS.1. Describe the causes and impact of the immigration movement in the U.S. during the late 20th to early 21st centuries

Grade 12 Physics (PPS) Chemistry (CPS) SCIENCE PPS.1. Use mathematical representations to support a claim CPS.1. Use an oxidation-reduction reaction model to predict regarding relationships among the frequency, wavelength, and products of reactions given the reactants, and to communicate INTEGRATION IV speed of waves traveling in various media. Recognize that the reaction models using a representation that shows electron electromagnetic waves can travel through empty space transfer (redox). Use periodic properties of elements, an electron PPS.2. Evaluate the claims, evidence, and reasoning behind the distribution model and the periodic table model to design idea that electromagnetic radiation can be described either by a substances that could be used in devices that produce electricity wave model or a particle model, and that for explaining via oxidation-reduction reactions reflection, refraction, resonance, interference, diffraction, and CPS.2. Construct an argument to show differences in the atomic the photoelectric effect composition and molecular geometry of substances that allow for PPS.3. Communicate technical information about how some identification, detection, and separation of substances in a technological devices use the principles of wave behavior and mixture wave interactions with matter to transmit and capture CPS.3. Combine period patterns and Coulomb’s law with information and energy observational data about ionic substances versus molecular Biology (BPS) substances to develop a predictive model for ionic versus BPS.1. Construct an explanation based on evidence that the covalent bonding in binary structures process of evolution by natural selection occurs in a population CPS.4. Analyze data of the conductivity of pure water versus when the following conditions are met: (1) more offspring are different solutions of water with another substance dissolved in it produced than can be supported by the environment, (2) there is to make a claim about the nature of the molecules of the heritable variation among individuals, and (3) some of these dissolved substances variations lead to differential fitness among individuals as some Earth and Space Sciences (ESSPS) individuals are better able to compete for limited resources than ESSPS.1. Evaluate competing design solutions for minimizing others. The result is the proliferation of those individuals with impacts of developing and using energy and mineral resources, advantageous heritable traits that are better able to survive and and conserving and recycling those resources, based on reproduce in the environment economic, social, and environmental cost-benefit ratios BPS.2. Evaluate evidence that demonstrates how changes in ESSPS.2. Illustrate relationships among management of natural environmental conditions may result in the emergence of new resources, the sustainability of human populations, and species over generations and/or the extinction of other species, biodiversity and that these processes may occur at different rates depending ESSPS.3. Analyze results from global climate models to describe on the conditions how forecasts are made of the current rate of global or regional climate change and associated future impacts to Earth systems Technology and Engineering (TEPS) TEPS.1. Use a computer simulation to model the impact of a proposed solution to a complex real-world problem that has numerous criteria and constraints on the interactions within and between systems relevant to the problem

Central Square Public Charter School / Prospectus page 200

ATTACHMENT 3: ORGANIZATIONAL CHART

Central Square Public Charter School / Prospectus page 201

ATTACHMENT 4: OPERATING BUDGET

Operating Budget: Projected Revenues and Expenditures [Required for Prospectus and Final Application]

FY: 2017 Charter School: Central Square Public Charter School

Pre-Operational Period Year 1 Year 2 Year 3 Year 4 Year 5 2017 2018 2019 2020 2021 2022 TOTAL REVENUE 0 2,301,200 3,526,800 4,804,900 6,137,453 7,526,477 TOTAL EXPENSE 0 2,279,560 3,478,104 4,678,238 5,849,926 7,197,903 SURPLUS/(DEFICIT) 0 21,640 48,696 126,662 287,527 328,574

MAJOR ASSUMPTIONS A Per Pupil Tuition 12,500 12,813 13,133 13,461 13,798 B Student Enrollment 160 240 320 400 480 C Facility Size (square footage) 13,600 20,400 27,200 34,000 40,800 D Cost per square foot 14 14 14 14 14 E Staff FTE: (1.0 FTE = 40 hours E1. Administrative (Professional) 2.0 3.0 4.0 5.0 6.0 E2. Administrative (Support/Clerical) 0.0 1.0 1.0 1.0 2.0 E3. Instructional: Teachers 14.0 21.0 28.0 35.0 42.0 E4. Instructional: Other (Professional) 8.0 12.0 16.0 20.0 24.0 E5. Instructional: Paraprofessionals E6. Instructional: Salaries - Support/Clerical E7. Other Student Services 1.0 3.0 5.0 6.0 9.0 E8. Operation and Maintenance of Plant F Staff FTE: Subtotal: 0.0 25.0 40.0 54.0 67.0 83.0

OPERATING REVENUES 1 Tuition 2,000,000 3,075,000 4,202,500 5,384,453 6,622,877 2 Grants - State 3 Grants - Federal 136,000 204,000 272,000 340,000 408,000 4 Grants - Private 50,000 75,000 100,000 125,000 150,000 5 Nutrition Funding - State & Federal 115,200 172,800 230,400 288,000 345,600 6 Program Fees 7 Contributions, in-kind 8 Contributions, in-cash 9 Investment Income 10 Transportation Reimbursements 11 Other: 12 Other: 13 TOTAL OPERATING REVENUES 0 2,301,200 3,526,800 4,804,900 6,137,453 7,526,477

OPERATING EXPENDITURES Administration Salaries - Administrative (Professional) 100,000 153,000 208,080 265,302 378,851 Salaries - Administrative (Support/Clerical) 0 51,000 52,020 53,060 54,122 Accounting-Audit 12,500 12,688 12,878 13,071 13,267 Legal 10,000 10,150 10,302 10,457 10,614 Payroll Other Professional Services 68,000 89,000 90,335 91,690 93,065 Information Management and Technology 20,000 20,300 20,605 20,914 21,227 Office Supplies and Materials 10,000 10,150 10,302 10,457 10,614 Professional Development, Administrative/Board 1,000 2,000 2,500 3,000 4,000 Dues, Licenses, and Subscriptions 8,500 8,628 8,757 8,888 9,022 Fundraising 5,000 5,075 5,151 5,228 5,307 Recruitment/Advertising 5,000 5,075 5,151 5,228 5,307 Travel expenses for staff/Board Bank Charges - Current (Short Term) Purchased Management Services Other: Other: Postage 5,000 5,075 5,151 5,228 5,307 Subtotal: 0 245,000 372,141 431,232 492,524 610,702

General Special General Special General Special General Special General Special Instructional Services Education Education Education Education Education Education Education Education Education Education Salaries - Teachers 770,000 220,000 1,178,100 336,600 1,602,216 457,776 2,042,825 583,665 2,500,418 714,405 Salaries - Other (Professional) 220,000 336,600 457,776 583,665 714,405 Salaries - Paraprofessionals Salaries - Support/Clerical Contracted Services, Instructional 28,000 28,000 42,000 42,000 56,000 56,000 70,000 70,000 61,250 61,250 Instructional Technology in Classrooms 13,000 13,000 6,500 6,500 10,150 10,150 10,302 10,302 10,457 10,457 Instructional Supplies & Materials 20,000 20,000 30,000 30,000 40,000 40,000 50,000 50,000 60,000 60,000 Testing & Assessment 7,500 7,500 7,500 7,500 7,500 7,500 10,500 10,500 10,500 10,500 Professional Development, Instructional 7,000 4,500 10,500 7,500 14,000 10,500 17,500 13,000 21,000 16,500 Dues, Licenses, and Subscriptions Staff Stipends in addition to base salary Purchased Management Services Other: Field Trips 2,000 2,000 3,000 3,000 4,000 4,000 5,000 5,000 6,000 6,000 Other: Instructional Furniture & Equipment 20,000 20,000 10,000 10,000 10,150 10,150 10,302 10,302 10,457 10,457 Subtotal: 0 867,500 535,000 1,287,600 779,700 1,744,016 1,053,852 2,216,430 1,336,435 2,680,082 1,603,974

Other Student Services Salaries - Other Student Services 55,000 168,300 286,110 350,199 535,804 Health Services 5,000 5,075 5,151 5,228 5,307 Student Transportation (to and from school) Food Services 144,000 216,000 288,000 360,000 432,000 Athletic Services Purchased Management Services Other: Family Support 5,000 5,075 5,151 5,228 5,307 Other: Events 5,000 5,075 5,151 5,228 5,307 Subtotal: 0 214,000 399,525 589,563 725,884 983,724

Central Square Public Charter School / Prospectus page 203

Operation and Maintenance of Plant Salaries - Operation and Maintenance of Plant Utilities 16,653 25,354 34,313 43,534 53,025 Maintenance of Buildings & Grounds 34,000 51,765 70,055 88,883 108,259 Maintenance of Equipment 14,960 22,777 30,824 39,108 47,634 Rental/Lease of Buildings & Grounds 190,400 285,600 380,800 476,000 571,200 Rental/Lease of Equipment Capital Debt Service Renovation/Construction Acquisition of Capital Equipment Purchased Management Services Other: Networking & Communication 10,547 16,058 21,731 27,572 33,582 Other: Subtotal: 0 266,560 401,554 537,724 675,097 813,700

Fixed Charges Payroll taxes 34,125 55,590 76,599 96,968 122,450 Fringe Benefits 102,375 166,770 229,798 290,904 367,350 Insurance (non-employee) 15,000 15,225 15,453 15,685 15,920 Purchased Management Services Other: Other: Subtotal: 0 151,500 237,585 321,851 403,557 505,721

Community Services (Including Dissemination) Dissemination Activities Civic Activities Subtotal: 0 0 0 0 0 0

Contingency Fund

TOTAL OPERATING EXPENDITURES 0 2,279,560 3,478,104 4,678,238 5,849,926 7,197,903 SURPLUS/(DEFICIT) 0 21,640 48,696 126,662 287,527 328,574

Central Square Public Charter School / Prospectus page 204

ATTACHMENT 5: PROVEN PROVIDER REQUEST COVER SHEET FOR EDUCATION SERVICE PROVIDER

CONTACT INFORMATION

Name of Proposed Education Service Provider (ESP): The Big Picture Company

ESP Website: www.bigpicture.org

Authorized ESP Representative: Carlos Moreno

Address: 325 Public Street

City: Providence State: RI Zip Code: 02905

Daytime Telephone: (401) 378 -1808 Email: [email protected]

List of school(s) or program(s)1 operated, managed, or supported by the Education Service Provider: See BPL website for complete listing Website: www.bigpicture.org/category/schools/ Website: Website: Website: Website: NOTE: Additional lines may be created as necessary.

I hereby certify under the penalties of perjury that the information submitted in this Proven Provider request is true to the best of my knowledge and belief. I understand that Proven Provider is required to access seats available above the 9 percent net school spending cap in districts identified as performing in the lowest 10 percent of all operating public school districts. I further understand that if Proven Provider status is not granted by the Commissioner of Elementary and Secondary Education, the applicant group cannot be invited to submit a final application.

Carlos R. Moreno 7/22/2015 Signature of Authorized ESP representative Date

1 If the ESP operates, manages, or supports multiple schools and/or programs, the ESP is encouraged to select a representative sample that best aligns with the proposed charter school and the governance model of Massachusetts charter schools. PROVEN PROVIDER REQUIRED CRITERIA FOR EDUCATION SERVICE PROVIDER

I. Evidence of Academic Program Success A. Background Information about the ESP, the School/Program, and the ESP’s Services:

Shortly after Big Picture Learning (BPL) was founded in 1995, co-founder Elliot Washor coined the phrase, “the new 3 R’s: Rigor, Relevance and Relationships,” it was the entwining of these three that we believe is vital. Over the past 20 years there have been many education reform efforts that many have sought to isolate and disaggregate learning into standards, pathways, and mindsets without a collective coherence. We continue to unabashedly assert that it is necessary to work holistically with the whole child, to keep the “person” at the center of personalized learning. Similarly we focus on reimagining the whole school design, rather than the addition or subtraction of discrete programmatic elements. It is the overall growth and development of the students that is important, not merely the acquisition of skills and knowledge.

BPL schools consistently achieve significant gains in attendance and performance on state and district academic assessments in essential skill areas, as well as dramatically reducing dropout and suspension/expulsion rates, increasing graduation rates, and increasing college acceptance, matriculation, and persistence in comparison to similar populations in other schools.

BPL has had many remarkable successes over the past 20 years and we have gained clarity about its core competencies. As we have supported the launch, transformation, and redesign of over 60 schools across the USA, we work with some of the most disenfranchised populations and disaffected students and have demonstrated success insuring that every student is given an equitable opportunity to explore their interests, pursue their passions, and realize their dreams. We are particularly proud of the success with students from low-income families, students of color, students who are immigrants, and first peoples (such as Native Americans). We do not seek to achieve equity through “sameness” and replication, but rather through close collaboration with families and communities to produce learning environments that match each individual context. The goal of equality in education does not mean that all students should have the same dose, but rather that they should have the same chance. We are committed to equity of opportunity, which requires a truly student-centered approach that goes beyond differentiation and customization, and values personal growth over time.

The BPL established schools are the strongest “proof points” and one of BPL’s important roles is to facilitate the continuous improvement of an expanding community of practitioners. We continue to work closely with and support a vibrant and growing network of over 50 schools across 18 states with a current enrollment of over 9,000 students. Since 1995, more than 28,000 students and families have directly experienced a BPL designed education. We continue to receive inquiries on a weekly (and often daily) basis to support innovation in communities across the USA and around the world.

We are particularly excited to collaborate with, and support the team from Central Square Public Charter School in Lynn, MA. We have observed a close alignment to BPL’s core pedagogical values as well as the strong desire to innovate and develop a model uniquely suited to the Lynn community.

BPL’s mission is the education of a nation, one student at a time. As a non-profit organization dedicated to a fundamental redesign of education in the United States, BPL’s vision is to catalyze vital changes in Central Square Public Charter School / Prospectus page 206

K-Adult education by generating and sustaining innovative, personalized learning environments that work in tandem with the real world of their greater community. At the core of BPL’s mission is a commitment to equity for all students, especially underserved urban students, and the expectation that these students can achieve success. BPL designs innovative learning environments, researches and replicates new models for learning, and trains educators to serve as leaders in their schools and communities. It engages students in a personalized curriculum grounded in real world work. Students are assessed on the quality and depth of their work—and success is evaluated based on academic proficiency as well as longitudinal outcomes.

Across its 20 year history, BPL has launched schools from scratch, supported the transformation of schools, and worked within and across charter schools, districts, states, and internationally to support innovation and improvement. In addition to growing and sustaining a global network of schools, BPL is passionately committed to the continual improvement of its educational design, innovation of practice, and a strengthening of the theoretical foundations of BPL’s work. Presently, BPL is actively engaged in a variety of strategic initiatives that support students’ endeavors, push the boundaries of learning, redefine the environment of schooling, and re-imagine the possibilities for educational change.

All BPL schools share 10 key design elements or “Distinguishers.” However, we intentionally shy away from a prescriptive “one size fits all” top-down approach. The BPL network has proven itself large enough and diverse enough to be used as a platform for developing and testing new ideas. The Central Square Public Charter School will adapt and modify these key design elements to their community and MA state requirements.

The BPL “10 Distinguishers” are: 1. Learning In the Real World: LTIs are an important component of student’s education. Through internships with an expert mentors in the fields of the students’ interests, the students complete authentic projects that benefits both students and mentors at internship site. The projects are connected to the student’s interests and meet the needs of the mentors, and deepen student learning and academic growth. 2. One Student At A Time: Personalization customizes an individualized learning program for each student that fulfills the Common Core State Standards (CCSS) and meets the state graduation requirements. 3. Authentic Assessment is employed to measure progress and ensure data-driven instruction. Such assessments include exhibits of work and learning on individual and group projects, service learning, college classes, and internships. 4. School Organization - BPL schools use time, people, facilities, resources, and space in unique ways. BPL believes that all students should have the opportunity to learn in a place where people know each other well and treat each other with respect. Schools are designed so every student has genuine relationships with adults and other students and no one falls through the cracks. From assessment tools to the design of the school building itself, a truly personalized school approaches each student and situation with a mind to what is best for the individual and for the community. 5. Advisory Structure is employed ensuring every student is part of small advisory groups of approximately 15-25 students that progress as a cohort, during which time peer critique and support are constantly modeled and expected. Through small advisories, students will get to know one adult well who guides the personal learning plans for each student. 6. School Culture in BPL schools is powerful; students are encouraged to be leaders, and school leaders are encouraged to be visionaries. BPL schools strive to create a respectful, diverse, creative, exciting, and reflective culture. One of the things that is striking about BPL schools is the ease with which students interact with adults. A culture of respect and equality exists between students and adults, among students, and among adults. Students are encouraged to take a leadership role in the school and student voice is valued in decision making processes. Central Square Public Charter School / Prospectus page 207

7. Leadership is shared and spread between a strong, visionary principal, leadership team and a dedicated, responsible team of teachers/advisors. 8. Parent/Family Engagement: Adult Support There is a saying at BPL schools that we do not only enroll students, we enroll families – and involve them in all aspects of student learning. By bringing students out into the community and bringing the community into the school, BPL schools become community assets and positive, learning-rich contributors to their surrounding neighborhoods, towns, and cities. 9. School/College Partnership: College Preparation and Support are integral parts of the entire K-12 experience. We believe that college should be an opportunity that is available to all students if they so chose to attend. BPL Schools expose students to the variety of professional, academic, and social paths available to be pursued after high school; and plan students’ academic course in order to maximize students’ post-high school opportunities. 10. Professional Development is embedded and ubiquitous. At each BPL school, the principal in conjunction with other BPL staff lead professional development sessions for the school staff. This ongoing professional development takes place at staff meetings, at regular staff retreats, and conferences designed to delve deeply into various topics.

Although you may note that the proposed Central Square Public Charter school’s key design elements do not always utilize identical language, in no case do they contradict and in most cases they closely align with BPL’s 10 Distinguishers. We also share three foundational design principles: relevance, relationships, and rigor. Learning is based on the interests and goals of each student; curriculum must have real-world application; and abilities are authentically measured by the quality of work. The main reason that we are interested supporting Central Square Public Charter School and welcoming them into the BPL network is that we are excited to learn with and from them about how their unique interpretation of these elements will result in a highly innovative school structure and culture focused on a personalized program of study that addresses each student's academic and career interests. BPL has over 20 years of experience in designing, developing, and supporting the implementation of new and repurposed schools based in whole, or in part, on its BPL pedagogical design. BPL is a school developer and proven design partner, but does not govern and operate the schools. Instead, BPL works in collaboration with local community-based teams to support the launch of new public charter schools, and/or in collaboration with school districts to establish new public schools or redesign/transform existing schools; collectively these schools form the BPL School Network. In the case of Central Square Charter School (as with all BPL-affiliated charter schools) all day-to-day and strategic operations management and decision making are the responsibility of the school leadership team. Similarly, all governance responsibilities are ceded to board of the 501c3 non-profit applying for the charter, as well as appropriate state sanctioned oversight bodies. However, BPL will play a vital and integral role in providing support services, training, and professional development opportunities for the Central Square Public Charter School. The School Leadership team, teachers/advisors, and staff members participate in BPL professional development activities, including but not limited to: participation in the annual Big Bang conference, leadership conference, conferences and trainings focused on specific BPL initiatives, visits to other BPL schools, and through conference calls. In addition, highly focused support from one or more expert experienced BPL School Design Coach(es) during the planning year (prior to opening) includes, but is not limited, to the following:  Supporting the School Leadership Team in creating a detailed learning plan with organizational goals and expectations.  As desired, multiple on-site coaching trips [of up to three] days as well as Video Chat, Skype and conference calls. These will be planned based on needs. For example, The BPL School Design Coach will be present during staff selection interviews, for early student recruitment efforts, parent nights, etc. Central Square Public Charter School / Prospectus page 208

 Provide sample BPL materials and documents and help develop new customized materials.  Provide sample hiring processes utilized across the network and is available to help develop and directly support the staff interview and selection process.  Support the design and implementation a staff training plan, provide training in staff training and participate in professional development workshops.  Support the development of a year-long staff professional development plan.  Support the establishment of base-line student achievement measures; develop new assessment tools and new data management system.  Provide access and guide use of extensive digital library of BPL materials, knowledge exchange, and biweekly network newsletters.  Connect The School’s Leadership team to other school leaders in the BPL network.  In order for the School Leadership Team to become proficient in the BPL model, it is important for them to directly experience as many aspects as possible through both observations and direct participation. In order to accomplish this, visits to BPL schools will play a key role:  Visits will be strategically planned to give The School Leadership Team the broadest exposure to the BPL model. Each visit will be 2-5 days. There will a minimum of three visits to different BPL schools around the country. We will intentionally select schools that vary in their approach to the implementation of BPL’s key design elements.  Additionally, the School Leadership Team will visit the Met School in Providence at least three times. The BPL School Design Coach arrange for The School Leadership Team from Central Square Public Charter School to serve as “acting Principal” on selected days.  The School Leadership Team will meet with Met School Leadership Teams, as well as teachers/advisors, students, mentors and parents on these visits. They will visit LTI sites, and attend, and lead, Pick Me Ups (all school meetings), staff and School Leadership Team meetings, one-on-one meetings between advisor and students, mediations, etc.  Timings of visits to schools will coincide with specific activities occurring at the schools: exhibitions, learning plan meetings, student recruitment nights, advisor interviews, parent events, professional development days, etc.

This is an overview of the support, training, and professional development that BPL will provide to the school leadership team, educators, and staff throughout the planning year prior to the opening of Public Square Charter School. At the conclusion of that year, and during the initial months of the opening of the school, BPL will collaboratively conduct ongoing needs assessments to determine fidelity and efficacy of implementation of the BPL design. Based on these assessments of progress, the activities and supports delineated above may be discontinued, continued, and/or augmented during the first operating years of the school. Based on widespread experience, it is BPL’s expectation and intention that at the conclusion of 4- 5 years Public Square Charter School will be fully autonomous and self-sustaining, no longer requiring direct intensive support from a BPL School Design Coach.

B. Academic Student Performance Data:

Please refer to the attached tables with student performance data from BPL’s San Diego Met High School with disaggregated student subgroups. In 2014 BPL was approved by MA DESE as a “Proven Provider” in support of the Fenix Charter School application, which was ultimately denied for other unrelated reasons. Other than that instance, this is the first time that BPL has supported a proposed charter school application in Massachusetts. Because BPL is not a Charter Management Organization and the other 18 states in which we operate utilize variant data tracking and student achievement frameworks (many of which have been substantively modified in recent years) the specificity of the data requested on this form is not information that is easily, nor readily obtainable. However, we selected the San Diego Met from amongst over 50 schools across the USA because we could most closely approximate the request for such Central Square Public Charter School / Prospectus page 209

specifically disaggregated year-over-year comparable student performance data. In addition, we have included charts of three-year aggregate data from the San Diego Met, MetEast in Camden, New Jersey, and MetWest Oakland. These schools most closely mirror the demographics of Lynn and demonstrate that BPL schools consistently outperform the district, and in most cases exceed the state average, in high school graduation rates and state assessments in ELA and Math. We also urge you to examine the attached “2014-2015 BPL Infographic” for additional examples of student performance data as well as more comprehensive/holistic information on the successes that we have had supporting a wide variety of schools across the BPL network.

C. Student Indicator Data:

Please refer to attached tables with student performance data from BPL’s San Diego Met High School with disaggregated student subgroups and charts with three-year aggregate data from the San Diego Met, MetEast (Camden, NJ) and MetWest Oakland. In 2014 BPL was approved by MA DESE as a “Proven Provider” in support of the Fenix Charter School application, which was ultimately denied for other unrelated reasons. Other than that instance, this is the first time that BPL has supported a proposed charter school launch in Massachusetts. Because BPL is not a Charter Management Organization and the other 18 states in which we operate utilize variant data tracking and student achievement frameworks (many of which have been substantively modified in recent years) the specificity of the data requested on this form is not information that is easily, nor readily obtainable. However, we selected the San Diego Met from amongst over 50 schools across the USA because we could most closely approximate the request for such specifically disaggregated year-over-year comparable student indicator data. However, we also urge you to examine the attached “2014-2015 BPL Infographic” for additional examples of student performance data as well as more comprehensive/holistic information on the successes that we have had supporting a wide variety of schools across the BPL network.

II. Evidence of Serving Similar Student Populations: A. Student Enrollment Demographics:

Please refer to attached spreadsheets with student performance data from BPL’s San Diego Met High School with disaggregated student subgroups. Additionally, please see the attached “2014-2015 BPL Infographic” and “BPL Short Brochure” for additional information about the success that we have had supporting students in a wide variety of schools across the network. Finally, please note that the aggregated network data has the potential to be somewhat misleading. Each BPL-supported schools reflects the local demographics of the local community. For example the racial demographics of students enrolled in the BPL School in Camden, NJ are substantively different than the BPL school in Sacramento, CA, are substantively different than the BPL School in Mapleton, CO, etc. We have demonstrated significant positive results across a wide variety of communities and are excited to once again demonstrate these successes in Lynn, MA.

III. Evidence of Organizational Viability: A. Effective Management and/or Governance: The BPL network currently consists of over 50 thriving schools in 18 states and 34 communities across the USA. Embedded in BPL’s approach to school support, we employ ongoing dynamic needs assessments that enable us to respond with the appropriate “corrective actions” as the conditions. As a result, the overwhelming majority of schools that BPL has been involved in launching and supporting have extremely strong track records and are highly touted in their region. Many BPL schools have also been honored as national exemplars for a wide variety of excellence. This demonstrates the organizational

Central Square Public Charter School / Prospectus page 210

viability of the individual schools, but also more importantly points to the organizational viability of BPL to successfully complete this work of supporting the Public Square Charter School.

As discussed above, similar to what has been true for the over 50 schools that BPL has successfully launched and supported in 18 states and 34 communities across the USA, in a role as a School Support Organization, BPL will not “manage” nor “govern” nor be directly involved in the financial management of the Public Square Charter School.

B. Effective Implementation of Recruitment and Retention Plan (as applicable):

This question is not applicable to Big Picture Learning’s support of Central Square Public Charter School because prior to this application, BPL has not had an affiliation with any existing Massachusetts charter school. However, Across our network, Big Picture Learning schools generally do not have significant difficulty recruiting and retaining students. In fact, many of them have long waiting lists of students and families who desire to enroll in the school.

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Table 1. Template for Proficiency and Growth Measures on a Statewide Assessment or Other Equivalent Assessment in English Language Arts and Mathematics

Proficiency: CAHSEE Exam (California High School Exit Proposed Sending Exam), 10th grade School or Program: District: Student Subgroup Year San Diego Met State: CA San Diego Unified 2012-2013 72.0% 57.0% 60.0% All Students 2011-2012 68.0% 56.0% 57.0% 2010-2011 73.0% 60.0% 2012-2013 - 14.0% 13.0% Students with Disabilities 2011-2012 - 13.0% 15.0% 2010-2011 - 19.0% 2012-2013 71.0% 45.0% 49.0% Low Income Students 2011-2012 55.0% 42.0% 44.0% 2010-2011 74.0% 49.0% 2012-2013 - 8.0% 8.0% ELL Students 2011-2012 - 9.0% 7.0% 2010-2011 - 8.0%

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Table 2. Template for Attendance, Retention, Attrition, In-School Suspension, Out-of-School Suspension, and, if applicable, 4-Year Graduation, 5-Year Graduation, and Dropout Rates

Suspension Rate

Proposed Sending School or Program: District: San Diego Student Subgroup Year San Diego Met State: CA Unified 2013-2014 1.80% 4.40% 4.20% All students 2012-2013 5.40% 5.10% 4.10% 2011-2012 7.10% 5.70% 4.10%

Truancy Rate

Proposed Sending School or Program: District: San Diego Student Subgroup Year San Diego Met State: CA Unified 2013-2014 0.00% 31.14% 19.04% All students 2012-2013 0.00% 29.28% 23.01% 2011-2012 0.00% 28.50% 18.00%

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Table 2. Template for Attendance, Retention, Attrition, In-School Suspension, Out-of-School Suspension, and, if applicable, 4-Year Graduation, 5-Year Graduation, and Dropout Rates

On-Time Graduation Rate School or Program: Proposed Sending District: (ACGR) San Diego Met State: CA San Diego Unified

2010- 2011- 2012- 2010- 2010- 2011- 2012-

2011 2012 2013 2011 2011 2012 2011 2012 2013 Groups Cohort Cohort Cohort Cohort Cohort Cohort Cohort Cohort Cohort All Students 97.9% 97.9% 97.9% 77.1% 77.1% 78.9% 85.3% 87.0% 87.9% Black or African American 100.0% 100.0% 100.0% 62.8% 66.0% 68.1% 81.8% 83.9% 83.0% American Indian or Alaska Native ------68.5% 72.4% 72.8% 88.9% 100.0% 73.7% Asian 100.0% 100.0% 100.0% 90.3% 91.1% 91.6% 92.6% 92.1% 92.9% Filipino 100.0% 100.0% 100.0% 89.9% 90.8% 91.6% 95.8% 94.6% 96.8% Hispanic or Latino 100.0% 95.2% 100.0% 71.4% 73.7% 75.7% 78.0% 80.5% 81.7% Native Hawaiian or Pacific Islander ------74.9% 77.0% 78.4% 86.0% 85.9% 85.7% White 85.7% 100.0% 85.7% 85.7% 86.6% 87.7% 92.5% 93.8% 94.1% Two or More Races 100.0% 100.0% 100.0% 81.9% 84.0% 84.5% 90.1% 94.3% 96.1% Socioeconomically Disadvantaged 96.9% 97.1% 96.9% 71.1% 73.0% 74.8% 82.7% 82.7% 83.9% English Learners 100.0% 100.0% 100.0% 61.5% 62.0% 63.1% 64.1% 64.1% 66.5% Students with Disabilities 100.0% 100.0% 100.0% 59.5% 61.1% 61.9% 54.3% 54.3% 51.7%

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Table 3. Template for Student Enrollment Demographics

Grade Span: 9 to 12

2013-2014 School Year Two or Hispanic American Pacific African More or Latino Indian or Asian, Islander, Filipino, American, White, Races, of Any Alaska Native, Not Not Not Not not Not Not ELL School Code Race Not Hispanic Hispanic Hispanic Hispanic Hispanic Hispanic Hispanic Reported Total Students San Diego Metro Career And Tech 107482 61 1 5 2 2 23 49 6 1 150 10

San Diego Unified 3768338 60,865 352 11,014 784 6,670 12,593 30,136 7,253 636 130,303 33,876

State Total 0 3,321,274 38,616 542,540 32,821 151,745 384,291 1,559,113 167,153 39,119 6,236,672 1,413,549

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ATTACHMENT 6: RESEARCH REFERENCES

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