An elementary Child is learning the States and Capitals Montessori Academy of Indianapolis elementary of the United States in a Montessori Environment. is learning French with Madame Cecile.

Example of a Montessori Elementary classroom Elementary children are learning hands-on science located at Montessori Academy of Indianapolis, about exotic animals with Alligator Aaron. the propose location for the charter school.

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Charter Applicant Information Sheet This sheet must be attached to the Prospectus and Full Application, and follow the cover page. Please type the information requested.

Name of Proposed Charter School: Montessori Academy Preparatory School, Proposed School Address: 7507 N. Michigan Road, IN 46268

School District in which Proposed School would be located: Pike Township Legal Name of Group Applying for the Charter: Montessori Academy of Indianapolis

Applicant's Designated Representative: Vivian Cain Address 7507 N. Michigan Road, Indianapolis IN 46268 Daytime Telephone: (317) 291-5557, Fax: (317) 291-5559; E-mail address: [email protected]

The proposed school will open in the fall of school year: __ 2006-07 _X_ 2007-08 __Other (please specify year) ______

Proposed Grade Levels & Total Student Enrollment

Grade Levels Total Student Enrollment

First Year 1st – 3rd grade 90 Second Year 1st – 4rd grade 130 Third Year___ 1st – 5rd grade 165 Fourth Year 1st – 6rd grade 200 Fifth Year___ 1st – 7rd grade 135 Sixth Year __ 1st – 8rd grade 270 Seventh Year

Maximum 266 Are you planning to work with an educational management organization (EMO)? YES, Montessori Foundation of Indianapolis

Have you submitted this application to another sponsor? NO If so, please indicate: Name of Other Sponsor: _____ Date Submitted:

Do you plan to submit this application to another sponsor before the Mayor of Indianapolis makes a final determination on your application? Only if this application is not selected by the first of the year of 2007, then an application will be submitted to Ball State University.

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Prospectus for Montessori Academy Preparatory School Charter School

I. Our Vision The Montessori Academy Preparatory School (MAPS) was founded by parents and educators committed to producing an environment of collaboration among all members of the community. Our vision is to serve the educational needs of the region by providing an authentic Montessori education from 1st through 8th grade to all children regardless of socioeconomic, racial, religious, sexual orientation, and ethnic backgrounds. Dr. Maria Montessori’s method of education is the foundation of our vision. We feel that applying this method of education will help solve some of the educational problems that arise from the diversity in our community. We have chosen a method that embraces diversity and provides students with the framework they need to prosper in multi-cultural environments. Montessori Academy Preparatory School’s “whole child” approach empowers students to independently discover their own solutions. The role of the School is to facilitate by giving students the tools and challenges they require. Our School will meet student’s intellectual, emotional, social, physical and spiritual needs. We will nurture each student’s unique journey toward knowledge. MAPS’ children will learn to appreciate, embrace and capture the always surprising and infinite possibilities of our world. In accordance with its vision, the focus of the educational program at MAPS is to ensure that all students meet rigorous academic, personal and social achievement objectives. This will be accomplished using a curriculum that effectively aligns, merges, and consolidates the Montessori curriculum, the Indiana State Curriculum Frameworks, and MAPS’ Learning Objectives. Montessori’s holistic, individualized approach, and integrated character education make it well suited to achieving the mission. Students will be motivated by the materials, project-based curriculum, and integrated teaching and learning, enabling them to tackle the challenges necessary to become constructive contributors in society. Student success at MAPS is the shared responsibility of the students, their parents and their teachers. All three are essential partners in the quest for academic, personal and social excellence. MAPS will have numerous structures in place to support this partnership. Annual Goals and quarterly Individual Learning Agreements will be important vehicles for building teacher-student-parent commitment to success. At conferences, each member of this three-member team will commit to playing a role in achieving or supporting the student’s goals. This collaborative, working relationship will be further supported through mixed-age, multi-year classroom structures that allow for longer-term relationships. In addition, MAPS will provide regular communications on school and classroom events, and avenues and encouragement for meaningful parental involvement in the life of the school.

Montessori Academy Preparatory School offers families the ability to choose a Montessori-based public school education beginning 2007-08. The school will initially enroll 90 children entering grades 1st to 3rd and grow to grades 1st to 8th at full capacity in 2012-13. A school and family commitment to academic excellence as well as grace, courtesy, respect and responsibility inspires children of all backgrounds, economic status and academic standing to reach their greatest potential. The carefully prepared environment, mixed-age classrooms, and individualized curriculum embrace the unique Montessori Method, not only a method of education but a preparation for life. MAPS is committed to hiring and sustaining high-quality teachers who have or are pursuing Montessori certification and meet State guidelines. The school is also committed to enhancing teachers’ abilities and leadership through continuous development within a professional learning community. A cornerstone of the school’s instructional design is developing teachers’ professional capacity so the highest standards are understood and perpetuated consistently throughout the school. Teachers will be given time during the school day to meet and discuss curriculum and assessment with an ongoing focus on accountability for student success. The city of Indianapolis will benefit by having a small, public Montessori school with a strong professional learning community. An individualized approach, provided in Montessori education, is M ontessori Academy Preparatory School Page 3

not currently available to the public outside of the IPS school district, but is a valuable and much-needed choice for a city with great socio-economic diversity and varied learning styles and needs. Our city has seen its population grow by almost 13% in the last decade with a large growth in international families moving into the area. With this in mind, Montessori philosophy is built upon diversity, respect and understanding of all people regardless of race, ability, or social economics. MAPS will allow families to choose a small school for their children’s elementary/middle school experience. This small size will also support improved student achievement because of the school’s capacity for control over its programs and staff development, and its ability to closely monitor and support the educational change process. The MAPS Founders’ Group is a strong team of parents, educators and community members who are committed to children and the city of Indianapolis. They believe in the effectiveness of the Montessori philosophy for improving student achievement and for developing students’ capacities and characters. The founders have a range of pertinent experience, including educational, financial, business and non-profit. All founders are committed to ensuring success of the school after startup by assuming roles on the Board of Trustees, committees, Parent-Teacher Alliance or as school staff or consultants. The School will be managed by the Montessori Foundation of Indianapolis which will hire the staff to operate the school. Montessori Foundation has in been existence for 5 years, and has manage to grow Montessori Academy of Indianapolis with a very limited budget (smaller than what the state provide per student) and create very successful children that are academic advance, yet peaceful and respectful. The leading School Founder, Vivian Cain, and the president of the Montessori Foundation of Indianapolis has over 15 years experience combined in the areas of engineering, entrepreneurship, management, finance, and education. This background and years of experience is supported by Vivian Cain’s intellectual capacity of Montessori Education Certification, B.S. in Industrial Engineering, and an MBA with a triple major in International Business, Finance, and New Venture and Business development (Entrepreneurship Major). Other Founding Members include Elizabeth Maliska, who is a certified Montessori Teacher, who has taught for over 25 years, and started up two successful Montessori Schools; Linda Bour who represent the community and has been very active and supportive of Montessori Education field for the last three years and has operated a very successful business for over 10 years; Gavin Maliska who represents Public Relationship in News Media has over 15 years of experience and over 20 years active in Montessori Education; Kaiser Low, an attorney, has over 10 years operation a successful business in private practice and has been an advocate for Montessori Education, and Jose’ Lusende, Director of the Indiana Minority Health Coalition who has a passion for the diversity issues within the community and is a alumnus of the Leadership Training, a program board leadership and management sponsored by United Way. In regard to financial resources, Montessori Academy of Indianapolis operates a very successful Montessori preschool and can provide financial resources to MAP. In addition, Montessori Foundation of Indianapolis owns land in which MAPS can locate and operate the school. With this team and business structure in place, Montessori Academy Preparatory School will have a passionate, but zealous management team that will produce strong academic student results.

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Table of Contents Page Prospectus 3 Mission Statement 6 Need Assessment 6 Goals 7 Founding Group 10 Educational Philosophy 11 Curriculum 13 Academic Assessment 16 Special Needs Population 18 Enrollment Demand 19 Governance and Management 20 EMO, Montessori Foundation of Indianapolis 26 Budget and Financial Matters 27 Transportation 28

Attachments MAPS Benchmarks Attachment A Sample Framework Alignment Chart Attachment B Evidence of Montessori Success Attachment C Elementary Montessori Class Schedule Attachment D Indiana Standards and MAPS Benchmarks Attachment E Montessori Curriculum at a Glance Attachment F MAPS Organization Chart Attachment G MAPS Financials Attachment H Executive Director Evaluation Sample Attachment K Teacher Evaluation Sample Attachment L Foundation (Fundraising possibilities) Attachment M EMO Agreement Samples of MAI Children Elementary Works Board Members Memorandums, Resumes

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A. Mission

The mission of Montessori Academy Preparatory School (MAPS) is to use authentic Montessori teaching methods to educate children and create competent, responsible and independent citizens who are innovative problem solvers. MAPS will provide public education for grade 1st - 8th that promotes academic excellence using the Montessori philosophy. In partnership with teachers and parents, children are able to attain high levels of academic, personal and social achievements to become prepared constructive contributors to our community.

B. Need

A Montessori charter school will provide a much-needed educational choice for the families of Indianapolis, regardless of their socio-economic situations. Presently, the families of Indianapolis have just three choices for Montessori public elementary education within the city of Indianapolis: Francis W. Parker Montessori School #56, Rousseau McClellan School #91, and Stephen Foster Elementary #67, Montessori Option Program with no Montessori public school choices in the nearby townships. Montessori Academy of Indianapolis for the last five years has been able to seamlessly blend student population regardless of race, social economics, or abilities with high academic achievement. This is evident of academic output of the caliber students that Montessori Academy of Indianapolis has produced despite the social or economical background of the students. Case in point, 100% of our kindergarteners graduate at minimum at a first grade level in reading (phonetically decoding), reading comprehension, writing, and math, even children with special needs. Please see the attachment samples of children’s works including special education samples that currently attend of Montessori Academy of Indianapolis elementary program, grades 1st to 3rd. The evidence of need is base upon the demographics that Montessori Academy of Indianapolis currently serves such as low income families (Childcare Development Fund) and families with low to moderated income from The following Townships: Center, Washington, Pike, Wayne, as well as Avon, Speedway, Brownsburg, Carmel and Zionsville communities. These facts realistically result in no Montessori educational choice at all for most of the city’s families. In addition, Montessori Academy of Indianapolis receives approximately 900 phone calls a year inquiring about Montessori Education. MAPS will provide a choice that is distinct from the current public schools in its method of education, especially the individualized approach, and its small size. Indianapolis will benefit by having a small, public Montessori school with a strong professional learning community. An individualized approach, provided in Montessori education, is not available outside the Indianapolis Public Schools area, but is a valuable and much-needed choice for a city with great socio-economic diversity and varied learning styles and needs. Our city has seen its population grow by almost 10% in the last decade, but recent challenges have resulted in the restructuring of neighborhood schools in accordance to geographical location which limits school choice. Indianapolis families will have alternative educational choice, that being, a Montessori education, that is not define by geographical boundaries, and provides a small school for their children’s elementary/middle school experience. See attachment E for success of Public Montessori Schools.

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C. Goals - Organization Viability and Education Performance

A small team of educators from the Founders’ Group will work during the planning year (2006-07) to draft a range of academic, personal, and social learning benchmarks that will serve to indicate readiness for promotion from the Lower Elementary (grades 1-3) and Upper Elementary (grades 4-6). Each will be cross- referenced to the Indiana Curriculum Frameworks. During the first two years of operation, models of Lower Elementary students’ successful benchmark entries will be collected, organized, and then made available for future student and teacher reference. Professional staff will develop specific rubrics and scoring sheets during 2006-07 for use with the first benchmark submissions in 2007-08. Middle School benchmarks and scoring procedures will be developed and student samples collected in 2010-11 as the school’s first students enter the middle school program.

MAPS benchmarks will represent a challenging, integrated subset of the more comprehensive Indiana Curriculum Frameworks and will target the most essential set of skills and habits for success. All benchmark descriptions will specify the various components and criteria for successful completion, including demonstrations of competency through writing, oral presentation, product or activity completion, interview and evaluation from observers or professional staff, and/or self-evaluation and reflection. The benchmark development team will streamline the benchmarks to a number that is determined as achievable and representative of the most essential skills in the Indiana Mathematics, English/Language Arts, and Science Curriculum Standards, as well as the MAPS Personal and Social Learning Objectives, ISTEP, and Terra Nova.

Since MAPS benchmarks serve primarily as “promotion standards,” most will not be achievable by students until the final year of each program (grades, 3, 6, and 8). In order to guide students in their development and to build skills and confidence toward these standards, each benchmark will have approximately two other “preparations” which students may choose to do during the earlier years of their program to build readiness for the benchmark work in the third year. In his article, “Assessment Crisis: The Absence of Assessment FOR Learning,” (Phi Delta Kappan, June 2002), Richard Stiggins recommends eight assessment practices for advancing, rather than merely “checking on” student learning. Many of these recommendations are reflected in the MAPS benchmark design as detailed in Attachment A.

Since benchmarks are formal demonstrations of achievement, all student benchmark submissions will be work that is independent of peer and adult support. Benchmark standards will be given by teachers but worded for student use. They will be written as “I statements” helping students to envision and assess their own achievement. Examples of benchmarks for each of the curricular areas and levels of the MAPS Montessori program are shown in Attachment B. MAPS teachers will also engage in observation during regular intervals throughout the year. A teacher may request that another teacher observe selected children during work times or observe her own instructional efforts in order to build stronger programs for diverse students. In addition, teachers may choose to discuss and problem solve emerging issues and concerns about individual students with a team of school specialist.

Montessori Academy Preparatory School will meet or exceed the national average testing standards adopted by National Assessment of Education Progress (NAEP) and the State. These results will be reviewed and compared to the academic achievement of students throughout the State. Academic expectations of all students will be rigorous. The goal of MAPS is to achieve after three years 88-89% of students testing at or above proficient the national average. Special Education students with individual education plans (IEP) will not be exempt from annual testing. Additional alternative assessment methods may also be used consistent with staffing requirements. Students in first through third grade will utilize Indiana’s Reading First Program (a nation wide effort to enable all students to become successful early readers). An individual literacy plan (ILP) will be established for any first through third grade student who is not reading at grade level based on results from the ISTEP and Terra Nova assessments. MAPS will combine the Montessori curriculum evaluation and M ontessori Academy Preparatory School Page 7

the outcome of the state testing for review by parents, teachers and students which will be used to develop Individualized Learning Agreements (ILA). An accountability plan will be established for student. Montessori Academy Preparatory school educators will work during the planning year (2006-07) to draft a range of academic, personal, and social learning benchmarks that adhere to the Montessori Method of education that will serve to indicate readiness for promotion from the Lower Elementary (grades 1st -3rd ) to Upper Elementary in 2008. Upper Elementary (grades 4th -6th) will begin in 2008 with 4th grade and will add one grade a year. Each will be cross-referenced to the Indiana curriculum Framework. During the first two years of operation, models of Lower Elementary students’ successful benchmark entries will be collected, organized, and then made available for future student and teacher reference. Middle School benchmarks and scoring procedures will be developed and student samples collected in 2011-12 as the school’s first students enter the middle school program.

Organizational Viability: Our primary commitments affecting organizational viability during the first five year charter are to demonstrate financially sound practices, to engage the entire parent community, as well as members and organizations from the larger community, in support of the school's mission, and to build and sustain a vital and rewarding learning community for the professional staff. We believe these three core accomplishments will translate to the establishment of a strong foundation for a school of high academic, personal, and social achievement for all students. Goal B1: MAPS will maintain fiscally sound practices. Objective B1.1 The Executive Director will oversee an accurate, balanced budget, as demonstrated through an annual independent external audit. Objective B1.2 MAPS student enrollment will meet the projected plan and the school will maintain a wait list equal to or exceeding 100% of the projected openings. Objective B1.3 The Executive Director and Board of Trustees will work with parents and professional staff to ensure at least 5-10% of the school's revenue is raised through fundraising and grant efforts. Objective B1.4 In all years of operation, excluding year one, MAPS will maintain a contingency fund at 2-5% of its total revenue. Goal B2: MAPS will retain high quality professional staff that meet or exceed the school's evaluation criteria. Objective B2.1 MAPS will retain for three years or longer those administrators (Executive Director and Managers) and those professional classroom teachers, who meet or exceed the evaluation criteria for their positions (excluding attrition due to personal reasons). Objective B2.2 75% of more of all administrators, professional staff, and support staff, respectively, will indicate overall job satisfaction on annual Professional Staff School Satisfaction Surveys, or will show progress toward this goal each year, with achievement by year four. Objective B2.3 The Executive Director, in consultation with the professional staff and Advisory Committee, will establish 1-2 annual priorities for action, based on data gathered from the school satisfaction surveys, and will demonstrate progress in these areas through data collected the following year. Objective B2.4 A member of the Board of Trustees will conduct and report on exit interviews with all professional staff leaving MAPS. Goal B3: MAPS will achieve and maintain high levels of parent and community engagement in support of the school. Objective B3.1 60% of MAPS families will contribute to the school annually, through at least one of the following activities, and will show annual improvement until a rate of 80% better is achieved by year five: in-kind donations, financial donation, participation in fundraising activity, school social events, student exhibitions, school committee or task forces, or in-school or at-home volunteering. Objective B3.2 60% more of the annual Parent School Satisfaction Surveys from each program level in the M ontessori Academy Preparatory School Page 8

school will be completed and returned, including 60% from low-income and limited-English speaking families. Objective B3.3 MAPS will solicit and/or maintain positive and productive partnerships with community organizations in support of student learning. Objective B3.4 Parents and professional staff will work in concert to publicize and offer at least four annual public presentations about MAPS's educational program, student projects and achievement, mission and goals.

The school’s Executive Director will be responsible for ensuring that the Accountability Plan is developed and implemented. As such, it will be the Director’s responsibility to establish an Accountability Team, enable the school’s staff to participate in accountability work, and create a school culture to support this work. The Accountability Team will be led by the Management Team (consisting of The Manager of Assessment and Student Services, The Manager of Business and Finance, and The Manager of Teaching and Learning). The Manager of Assessment and Student Services (whose job function includes a focus on assessment and student data analysis) will take primary responsibility for the Accountability Team and serve as its Chair. The Manager of Teaching and Learning will be responsible for ensuring that the assessment strategy goes hand-in-hand with the curriculum and can then be used to inform instruction. The Manager of Business and Finance will be responsible for managing the data as well as taking the lead role in formulating and enacting organizational viability goals. This Management Team will create selection criteria for the Accountability Team, share it with school staff, and accept interested teacher applicants. In conjunction with the Board Committee on Accountability, the Management Team will review and select applicants for the Accountability Team. This team will then be responsible for creating, implementing and monitoring the school’s Accountability Plan and providing resulting information to the staff, Board and larger community. The MAPS Board of Trustees will have a standing committee focused specifically on accountability. This Committee on Accountability will be responsible for reviewing the data and reports from the Accountability Team and consider such information and its resulting implications as it affects the Board’s establishment of goals, policies and allocation of resources. The Board Committee on Accountability will support the Executive Director and Accountability Team as needed to assist in the development of the Accountability Plan and to ensure its successful implementation.

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II. Who We Are

The MAPS Founders’ Group is a strong team of parents, educators and community members who are committed to children and the city of Indianapolis. They believe in the effectiveness of the Montessori philosophy for improving student achievement and for developing students’ capacities and characters. The founders have a range of pertinent experience, including educational, financial, business and non-profit. All founders are committed to ensuring success of the school after startup by assuming roles on the Board of Trustees, committees, Parent-Teacher Alliance or as school staff or consultants.

A. Founding Group

The Founding Group consist of Vivian Cain, Elizabeth Maliska, Kaizer Lowe, Linda Bour, Jose’ Lusende and Gavin Maliska. Please find the attached information (resumes, background waivers, and memorandums). A group of concerned parents and citizens of Indianapolis joined together to create an alternative to traditional public schools. Many of our members met through their children’s pre-school, the Montessori Academy of Indianapolis, and believe in the value of Montessori education. Concerned educators from within and outside the area joined these parents in sharing concerns that choices, especially in a city with great diversity, should be available to all children regardless of socio-economic status. They further believe that the City’s schools must support higher levels of student achievement. Some members of the group were considering moving out of Indianapolis because the city’s educational alternatives are limited.

The Founders’ Group meets on a weekly basis (and more as necessary) at the Montessori Academy of Indianapolis. The meetings include parents, educators and community activists. A chairperson prepares the agenda in advance and facilitates the meeting. The agenda, as well as minutes from the previous meeting, are emailed to the entire group in advance. The agenda includes time for discussion, assigning action items, setting deadlines and other business issues including scheduling meetings and attendance at training sessions. Because the group strongly believes that to feel united and be successful we must build common understanding and come to agreement on important issues, brainstorming and discussion are a large part of our regular meetings. Each member of the group, regardless of experience and educational background, is given equal time to express his or her opinions. Brainstorming has occurred on topics such as name of the school, mission statement, philosophy, school design and application drafts. As a result of our large group discussions, smaller sub-groups convene to tackle research and prepare application sections. These sub- groups work on curriculum, public relations, and governance, to name a few. Each sub-group circulates their documents via email prior to a meeting. Then the group discusses and conducts a final review of documents at the meetings to build the knowledge base of the group and to encourage ownership and consensus. In order to ensure proper flow and consistency, one individual is responsible for compiling and editing the final drafts into the application document.

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II. Educational Services Provided

A. Educational Philosophy In the mission statement, MAPS commits to preparing students to be constructive contributors in our community by focusing on academic, personal and social development. Therefore, the learning environment of MAPS is based on the Montessori philosophy because of its emphasis on the development of the whole child. It recognizes that children have a desire to learn and, given the proper environment, they develop intellectually, socially, emotionally and physically. This “prepared environment”, as Dr. Montessori called it, includes not only the classroom and materials, but the social setting or atmosphere. It is imperative that all these things support the child. Furthermore, the Montessori philosophy, initially developed for underprivileged children, specifically addresses the diversity in our community by providing a child-centered, individualized approach to teaching and learning. MAPS’ educational approach addresses the community’s diversity to ensure that “no child is left behind”. Research focusing on children of low socio-economic status shows that Montessori education has resulted in high levels of academic and personal achievement (Duax, 1989 – see Attachment C). The educational tenets of the Montessori philosophy that support MAPS’s mission and distinguish this school are:

• Individualized, Differentiated Learning - Montessori education is built upon the tenet that all learners are individuals - in style, pace, and interests. MAPS’ individualized curriculum allows children to strive for their own personal best. This individualized learning will be guided by three central planning documents developed by teachers, students and parents: Annual Goals that provide measurable, yearly objectives, quarterly Individual Learning Agreements that map plans for achieving the goals, and weekly Work Plans that list specific actions to be taken each week. These agreements and plans also support personal development. They allow students to make choices for themselves and their learning and give them the opportunity to reflect on and assess their growth as they develop subsequent plans. Differentiated instruction, integral to individualized learning and essential in Montessori education, has been shown to increase success and satisfaction in school (ERIC ED443572 - Sarah Ann Tomlinson, 2000).

• Mixed-age Groupings - Students will be grouped into mixed-age classes that span three years in the elementary program and two in the middle school program. As documented in various writings by Lilian Katz, these mixed classrooms provide numerous benefits including a greater range of curriculum options and reduced competition. Older children teach younger children which builds confidence and competence. Peer tutoring also promotes cooperation and a sense of community. • Prepared Environment - Montessori instruction progresses from concrete explorations and concept development to abstract understandings. Therefore, elementary classrooms will have an abundance of carefully sequenced Montessori materials to support this learning progression. As children progress toward middle school and develop higher-level thinking, Montessori materials will be increasingly reinforced by research and reference materials, and information technology, used to pursue independent research projects. • Parent Involvement - MAPS realizes that the community has various types of families, and acknowledges that the term parents, for the purposes of this document, include guardians. MAPS consider all caregivers vital partners in the education of their children. Therefore, parents will be welcome at MAPS and will be given many opportunities for participating in and setting the direction of school life. In conjunction with teachers and students, parents will provide input to, and important feedback on, the Individual Learning Agreements and weekly Work Plans including a commitment to doing their part at home to ensure their children’s success. • Teacher’s Role – MAPS’ teachers will facilitate learning by carefully observing each child’s behavior and growth, then guiding each child using changes in the environment, invitations for inquiry and direct instruction. Teachers will work to create and sustain a classroom and school culture where demonstrations of respect, initiative, risk-taking and persistence in learning are the norm. In the younger grades, teachers will work with individuals or small groups of children. In the Middle School, teachers will provide more whole M ontessori Academy Preparatory School Page 11

class instruction, but will challenge and extend the self-directed habits of the elementary years as students begin to direct the development of their Individual Learning Agreements and pursue research and service learning projects.

• Character Education - Personal and social education will be integrated into MAPS’ learning program. Classroom life will emphasize the Montessori values of grace, courtesy, respect and responsibility. Teachers will model these values and expect them from students throughout the school. • Integrated Teaching and Learning – Montessori education emphasizes interdisciplinary teaching to encourage connections across the curriculum and to students’ personal lives. Emphasis will be placed on projects that require open-ended research and in-depth study using primary and secondary sources as well as other materials. When students understand the purpose for and connection among their activities, they become motivated learners. • Community Connection - As children grow, they learn in and contribute to increasingly expansive and diverse human and environmental communities. Students at MAPS will first come to understand the world and their part in it by discovering community within the classroom, then by contributing to the life of the school and caring for the surrounding plant and animal habitats, and finally, by supporting the improvement of the larger community beyond the school. As a result, community service and learning will be an important part of the curriculum throughout MAPS, culminating in fully developed student service projects for the middle school students.

MAPS will consist of Lower Elementary for grades 1-3, Upper Elementary for grades 4th -6th , and Middle School for grades 7th -8th . A teacher and an assistant will be assigned to each elementary class that consists of approximately 30 students (no more than a 2:30 ratio). In the Middle School, there will be two teachers (one with a math/science background and one with a humanities background) and two assistants (one for each classroom) supporting approximately 60 students (no more than a 2:30 ratio).

Each student will stay with the same teacher for three years in the Elementary Levels and two years in the Middle School. This continuity maximizes teaching and learning time because students do not spend time every year getting to know new teachers, classrooms and entire new peer groups. Research confirming these benefits cite increased student achievement and greater parental involvement (ERIC ED414098, Daniel L. Burke, 1997) both of which are central to MAPS’ mission.

The weekly organization of learning time will be based on a Montessori tenet: it is essential that children have long uninterrupted daily work periods (3 hours) each day. Therefore, the morning will be dedicated to this core work time and lunch, recess, silent reading and time with specialists for physical education, music, art and Spanish will occur in the afternoon. This design supports the development of a strong collaborative professional environment by providing teachers with extended time for planning and meeting during the school day, including regular curriculum and assessment meetings. A Sample Elementary Weekly Schedule is provided in Attachment D.

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B. Curriculum

Goal for the Development of the Student as an Individual: MAPS students will see their education as a worthwhile mental, physical, and personal journey. They will be independent, confident learners who meet rigorous standards of academic and personal achievement, be excited by and crave learning, and be motivated to take on next steps in their education, community lives, and work beyond the school.

Academic Achievement Objectives: When they graduate, students will be able to: Demonstrate proficient or advanced competencies in Reading, Written and Oral Communication, Mathematics, and Science as defined in the IN Curriculum Frameworks and MAPS Benchmark Portfolios, Use visual and/or performing arts and information technologies to learn and communicate, Demonstrate habits of risk taking, motivation, persistence, and discipline in learning. Personal Achievement Objectives: When they graduate, students will be able to: Evaluate and reflect on their own work according to defined criteria, Set and work toward achievable goals through self-directed activity, Demonstrate Montessori-based values of grace, courtesy, respect, and responsibility. Goal for Development of the Student within the Community: Students will understand their place within larger communities and be able to contribute productively through peaceful attitudes, effective conflict resolution, creative problem solving, responsible action, and purposeful follow-through.

Social Achievement Objectives: When they graduate from the school, students will: Understand community in many different contexts (global, environment, town, school, and classroom) and demonstrate respect for people and things in diverse communities, integrate and apply academic competencies, problem solving and critical thinking skills to improve a community, apply conflict resolution skills to achieve progress for individuals or a group.

Montessori Curriculum: The Montessori academic curriculum has clear and pervasive overlay with the IN State Curriculum Frameworks, with a shared commitment to the development of core academic skills. In addition, Montessori curriculum provides specially developed materials and methods, integrates core subjects in novel and meaningful ways, and draws increased attention to certain subjects and skills.

In the Lower Elementary, Montessori curriculum provides an array of specially developed materials and methods. These allow young children to build concepts from concrete models and experiences through self- directed activity and peer and teacher interaction. These core materials become less evident in the Upper Elementary as students begin to transition to symbolic and abstract conceptual understandings. Montessori Middle School methods are rooted in active, applied learning. Students connect with larger communities through project-based and service learning activities that require the integration and application of skills in real-world contexts. Interdisciplinary, student-driven projects, such as environmental research, student- generated business endeavors, and community contributions are at the heart of the Middle School experience, while textbooks will be used to reinforce fluency with basic skills.

The Montessori curriculum integrates subjects of study in unique and engaging ways. The integration of science studies within overarching geography studies, for example, typifies the Montessori instructional method and provides useful context and rationale for studying topics such as weather, rocks, and migration. Montessori’s Five Great Lessons are revisited and built upon throughout the grades, and provide overarching, “big picture” stories that inspire more specific study of subjects such as physics, botany, anthropology, world cultures, and ancient history.

Montessori curriculum also draws attention to certain academic subjects that are often underdeveloped in many public schools, such as calculation, geometry, grammar, and geography. While Montessori curriculum largely addresses the comprehensive standards articulated in the IN Curriculum Frameworks, MAPS plans to

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give careful attention to curriculum alignment and identifying those subjects that need further development in the Montessori curriculum.

MAPS’ curriculum will be constructed by effectively aligning, merging, and consolidating the Montessori Curriculum Standards, IN Curriculum Frameworks, and MAPS Learning Objectives. This curriculum, along with relevant assessment methods and tools, will be organized into a series of MAPS Curriculum & Assessment Handbooks for the Lower and Upper Elementary and Middle School programs. These Handbooks will provide a framework for teachers so they may approach their work with students and colleagues with consistency and shared language and expectations.

The IN Curriculum Frameworks, standardized tests, and certain MAPS assessment tools articulate curricular achievement in yearly terms, providing a view of the general course of development. However, it is explicit throughout MAPS that individuals may demonstrate progress with these goals at varying rates. Respect for each child’s individual needs, learning style, & readiness for learning always remains at the center of the school’s conversations about strengthening student learning.

Academic Overview: Below is a general description of the curriculum with a chart following that describes specific content and skills to be taught in main subject areas for each grade grouping.

Mathematics, 1-6: Students will use a range of Montessori materials to explore concepts extensively in concrete form before abstracting and integrating them. Montessori curriculum addresses a large majority of the Mathematics objectives in the IN Curriculum Frameworks. Number Sense and Operations, and Geometry receive especially strong and effective emphasis in the Montessori curriculum. Topics such as problem solving and measurement will be further developed during the first years of the school’s operation to address the state standards more effectively.

Mathematics 7-8: Students will use a math textbook to guide core content skill development in relation to the IN Mathematics Framework. Students will engage in skill integration and application through in-depth project-based curriculum. The project-based curriculum will provide students many opportunities to develop and apply skills in areas traditionally underutilized in Montessori education (data analysis and problem solving, for example).

Language Arts 1-6: The Montessori curriculum stresses the interrelatedness of reading and writing and promotes an integrated approach where reading and writing occur across the curriculum. Phonemic awareness, direct instruction in phonics, grammar, and vocabulary development are essential components of the curriculum, as well as developing fluency and comprehension skills. ISTEP requires strong competencies in the development of expository essays and comprehension of diverse types of reading material. As a result, topics for further development include expository writing and writing process, guided reading with non-fiction texts, comparison between texts, interpreting and using media for communication, and genre, author, and illustrator studies. Language Arts, 7-8: The Middle School curriculum will center on the development of effective written communication skills through frequent and guided writing and critiquing experiences, in-depth investigations with classic and contemporary literature, development of research skills using text and information technologies, and refinement of effective oral presentation and communication within teamwork and public settings. Much of the students’ Language Arts work will be integral to the project-based curriculum and applied toward real audiences within these studies.

History and Social Sciences: Science and Technology, 1-8: During every level of MAPS education, students will interact with Montessori’s Five Great Lessons with increasing depth. These lessons form the backbone of the History and Social Sciences and Science and Technology curricula. They are broadly engaging stories that highlight universal themes and encourage vital connections between science and human affairs. These lessons M ontessori Academy Preparatory School Page 14

are The Story of the Universe, The Time Line of Life, The Time Line of Early Humans, The Story of Writing, and The Story of Mathematics. They serve to integrate and unify classroom-learning experiences and to inspire children’s sense of wonder, curiosity, and motivation about the world around them. Montessori teacher-led lessons and demonstrations inspire careful observation and experimentation and provide opportunities for student-driven inquiry. MAPS science and history investigations are framed by essential questions that relate to Montessori’s Five Great Lessons (“Do all things change?” or “What makes us human?” for example.) These questions serve as a guiding frame for integrated, thematic studies, individual research projects, and service learning activities. Over several years, teachers will draw from published resources, gather relevant artifacts and resources, and work collaboratively to develop more in-depth lessons and projects for a series of science and history inquiry kits. Students will apply and extend their skills and understandings in the Middle School through relevant project-based endeavors (for example, collecting water quality data over time, analyzing trends, and reporting findings).

Foreign Language, 1-6: The goal of MAPS, “All students should read, write, and converse in at least one language in addition to English,” and recommends foreign language instruction begin in Kindergarten. In response, all MAPS students will receive two periods of Spanish or French languages instruction per week, integrating oral language games, songs, and activities, bilingual picture books, and introduction to written language. In addition, this instruction will serve to acknowledge the diversity in our community and provide a tool to encourage cultural understanding. Foreign Language, 7-8: Middle School students will receive increased formal Spanish language instruction four times per week. Students will use a foreign language textbook and workbook in addition to ongoing teacher-created activities. Students may also apply foreign language skills within service learning projects in the Indianapolis community.

Technology and the Arts, 1-8: The visual and performing arts will be an integral part of the curriculum at MAPS. Both will provide significant access points for student understanding, opportunities for expression and creativity, and ongoing learning about diverse perspectives on the world. Meaningful arts experiences will be integrated into every classroom as activities of choice and exploration during self-directed learning and will be enriched through specific instruction and projects once per week with arts specialists. Computers with internet and email access will be integrated into the teaching and learning of every classroom. In addition, a smaller lab space will be available for student and teacher projects. Educational software, internet access, graphic and publishing capabilities, telephones, email, digital cameras, and scanners will be available for furthering students’ skill development, research in larger communities, service learning contributions, and demonstrations of learning.

Health and Conflict Resolution Education, 1-8: MAPS will be committed to the development of the whole child, therefore physical and health education, are significant components of the curriculum. Children will enjoy at least one full period every day of socially based physical activity in the form of recess. In addition, students will engage in more directed physical play and development twice per week under the direction of a physical education specialist. In the Lower Elementary, students will also learn about body systems, social pressures, and human health and illness through theme-based studies and self-directed research within the classroom. In the Upper Elementary and Middle School, students will learn about human growth and development, reproduction, and sexuality, as well as substance use and abuse. Conflict resolution skills are core to the school’s learning objectives and will be taught and supported explicitly at each grade level.

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C. Assessment See Attachments E, F

Alignment Process: When teachers pursue Montessori certification, they carefully document and sequence comprehensive lessons for each of the core curriculum subjects within a series of Albums. Our own preliminary review has confirmed that these Montessori lessons target many of the core learning objectives of the IN Curriculum Frameworks.

During the planning year, a team of educators will work to cross-reference the Montessori curriculum Albums with the IN Curriculum Frameworks and to identify areas in need of further development within the Montessori Curriculum. Development of these areas will be supported through focused professional development and collaborative study among the professional staff during the first several years of the school.

In addition, during the planning year, a team of educators will work to merge the grades 1-6 Montessori Albums, state Frameworks, and MAPS Learning Objectives into a first draft of the MAPS Curriculum and Assessment Handbooks for Reading, Oral and Written Communication, Math, and Science. Benchmark Portfolio Entries for grades 1-3 and 4-6 will be drafted to articulate criteria for acceptable demonstrations of learning for the school’s Academic, Personal, and Social Achievement objectives. Lastly, core classroom-based assessment practices and tools will be defined for Reading, Oral and Written Communication, Math, and Science for Lower and Upper Elementary use.

During the first two years of the school, under the leadership of the Manager of Assessment and Student Services and the Manager of Teaching and Learning, the professional staff will further refine, formalize, and implement this initial work. In addition, teachers will collect samples of student work illustrating different levels of competence for the various Benchmark entries. The first five years of this ongoing development, assessment and revision is highlighted in the Curriculum and Assessment Development Plan below. In addition, the staff will work with students and parents to build understanding and commitment to the Benchmark Portfolios since the first year’s second graders will be the first group that works to achieve the Benchmark expectations in the spring of 2007. The work will continue as the oldest students approach the sixth grade Benchmark Portfolios and the start of the Middle School.

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CURRICULUM AND ASSESSMENT DEVELOPMENT PLAN Work Items/ MAPS Curriculum and Benchmark Portfolio Core Classroom-based School Year Assessment Handbooks Expectations Assessment Planning Year • Create Expectations for • Draft practices and tools 2006-2007 • Alignment chart of IN grades 1-3 and 4-6 for grades 1-3 and 4-6 Frameworks, Montessori, and MAPS Learning Objectives, grade 1-8 • Create Handbooks for grade 1-3 and 4-6

First Year • Teachers review and refine • Teachers review and • Teachers collect base- Grades 1-3 Handbooks for grades 1-3 refine Expectations line data in fall for grade 2006-2007 and 4-6 • Collect student samples 1-3, (including Terra toshow different Nova, proficiency levels, grades grade 3 - tentative) 3 Portfolios • Assessment training Second Year • Mgr. of Assessment re-aligns • First students complete • Teachers review and Grades 1-3, and 4 curriculum/updates Hand- grade 3 Benchmark refine practices and 2008-2009 books in response to Frame- Portfolios tools works revisions-ongoing • Assessment training • Create Handbooks for gr. 7-8 Third Year • Teachers review and refine • Teachers review and Grades 1-3, 4-5 Handbooks for gr 7-8 discuss all grade 3 2009-2010 Portfolios; Subset of Portfolios receive outside

review; Teachers suggest revisions • Create grade. 7-8 Expectations Fourth Year • First students complete • Teachers draft practices Grades 1-3, 4-6 Grade 6 Benchmark and tools for grade 7-8 2011-2012 Portfolios; • Teachers review and refine grade 7-8

Expectations • Collect student samples to show different proficiency levels, grade 6 Portfolios

Steps to intervene before advanced students become bored or disinterested.

Montessori teachers are trained specifically in observation techniques so they learn to recognize and address individual learning needs, thereby decreasing the likelihood of student failure or boredom. This on-going work will be supported by both the Manager of Teaching and Learning and the Manager of Assessment and Student Services. This attention to assessing and addressing the needs of individual learners will be at the center of every teacher’s work. In addition, teachers, students, and parents will work M ontessori Academy Preparatory School Page 17

together at predictable, quarterly intervals to review and commit to Individual Learning Agreements that serve to address each student’s annual learning goals. This collaboration may result in such actions as intensifying individual instruction, providing greater opportunity for practicing skills, ensuring regular attention to and support for successful homework completion, or engaging students in integrated, student- driven projects that offer opportunities for both basic skill work and enrichment.

MAPS teachers will also engage in collegial observation and collaboration during regular intervals throughout the year. A teacher may request that colleagues observe selected children during work times or observe her own instructional efforts in order to build stronger classroom practices and more effective learning experiences for diverse students. In addition, MAPS teachers may choose to discuss and problem solve emerging issues and concerns about individual students with a Child Study Team of school specialists.

D. Special Student Populations

MAPS will participate in the Ball State Special Ed Co-op to serves as Special Education Director while having a State Certified Special Education Teacher as part of the MAPS’ staff to educating children with limited English proficiency and Special Education needs by the following: Inclusive Community: Students quickly learn that in a Montessori classroom different aged peers work at a variety of tasks and levels and that peer-coaching and collaborative learning are encouraged. At MAPS, the classroom will be an inclusive environment where it is acceptable to be “different” and where all members of the group are respected for their uniqueness. As a result, like all Montessori classrooms, MAPS will be an emotionally safe environment.

Individualized Approach: Since students are viewed as individuals in Montessori education, they work at a range of levels and tasks with a variety of materials and supports. During the morning’s extended work period, for example, the limited English student may spend extra time with his older reading buddy, the physically disabled student may spend more time at an art activity, and the student who is weak in math may spend extra time with the Montessori math materials. Teachers monitor and plan for areas of individual weakness and provide for a necessary complement in learning -- student choice and initiative.

Home-School Partnerships: MAPS will focus on parent engagement as a significant element for student success. A Teacher-Parent Alliance and parent-led committees will work to provide outreach and support for diverse families as well as relevant parent education. These might include workshops on supporting children’s literacy or on drug awareness. Also, at MAPS families will remain with the same teacher for several years, creating longer-term relationships and commitments to student learning. Teachers will work with parents and students to design quarterly Individual Learning Agreements, including identifying specific ways parents and the school will commit to supporting student success.

Specialist Supports: MAPS will contract with specialists who assess and make recommendations for those with atypical learning needs. Teachers will consult with an IEP specialist, special educator, occupational and physical therapist, speech and language therapist, and/or a psychologist in order to understand student needs and to plan supports for each child’s success. Identified learning needs will be articulated in students’ Annual Goals and will be addressed through quarterly Individual Learning Agreements.

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IV. Organizational Viability and Effectiveness

A. Enrollment/Demand

MAPS’ enrollment plan demonstrates our dedication to establishing a productive and focused school-wide culture, coupled with our dedication to ensuring that all students achieve MAPS rigorous benchmarks. In particular, we realize that it would be difficult for new students to enter our school in the upper grades and adjust to the school culture and attain the exit benchmarks required for promotion. In addition, it would be challenging to assimilate large numbers of students into our self-directed, materials-based model, particularly if they are accustomed to a more restricted, teacher-directed approach. In response, we have budgeted for a 10% attrition rate at grade four and above and will not fill spots in these grades unless the attrition rate exceeds 10%. We plan to enroll 35 new first graders each year, adjusting for attrition so that the following non-grade-specific enrollment will be upheld: MAPS is designed to be a relatively small school in order to encourage and preserve a close, collaborative culture and to enhance the school’s capacity for making change required for improved student success while providing families an educational choice without causing major financial impact to the current school system. In addition on August 10, 2006, Over 50 individual signatures, which represent 50 % of the currently families of Montessori Academy of Indianapolis, were collected through a Parent Charter School Interest for a new public school of choice for grades 1-8 in Indianapolis. Members of the Founder’s Group personally collected these signatures of support by disseminating information about MAPS’ mission and philosophy. These individual signatures represent children that will be eligible for enrollment in MAPS.

Also, the demand for Montessori education is evidenced by Montessori Academy of Indianapolis’ private Montessori pre-school that is filled to capacity and has maintained a standing wait list for the last three years. Each year parents of these children will consider whether to enroll their children in the first grade in public schools.

Support for and interest in MAPS’ educational program is also evidenced in the Indianapolis community-at large. Montessori Academy received approximately 900 phone calls a year inquiring about Montessori Education of which approximately 250 tours are schedule yearly. From these tours, Montessori Academy enrolls approximately 65 new children annually and maintains a wait list. In addition, due to the reputation of Montessori Academy of Indianapolis, Families drive from all over the Greater Indianapolis Area. The evidence of need is base upon the demographics that Montessori Academy of Indianapolis currently serves such as low income families (Childcare Development Fund) and families with low to moderated income from The following Townships: Center, Washington, Pike, Wayne townships as well as Avon, Speedway, Brownsburg, Carmel, Plainfield, Lawrence, Fishers, Greenwood, Westfield, and Zionsville communities. These facts realistically result in no Montessori educational choice at all for most of the city’s families. The Montessori Academy Preparatory School will provide a choice that is distinct from the current public schools in its method of education, especially the individualized approach, and its small size. Since MAPS has not yet begun community presentations or prepared public relations material, these early responses from a range of community representatives indicate strong potential demand for MAPS’ proposed educational choice

Recruitment The MAPS Board of Trustees will enact a plan for recruiting student applicants immediately upon receipt of its charter. The Board will take advantage of this newsworthy accomplishment and will contact area news reporters (with whom the Founders have already established a relationship) to further publicize the school’s mission, enrollment process and contact information. The Board will establish a school web site where we will put information about MAPS’ enrollment process (in both English and Spanish) as well as email contact information for additional questions. In addition, the Board will establish a dedicated telephone number with voice mail (in both English and Spanish) that will allow callers to leave their contact information to receive further information about MAPS’ enrollment process. M ontessori Academy Preparatory School Page 19

The Board of Trustees will host a series of Parent Information Sessions during the enrollment period where parents can learn about the school’s mission, expectations, and unique Montessori based curriculum. Sessions will be held at different times and dates to accommodate a variety of schedules and Spanish speaking individuals will be on hand for translation. Prospective parents will be required to attend at least one Parent Information Session for their child to be considered for enrollment. Applications for admission will be provided at these sessions. As part of the application, student and parents will sign documents acknowledging their understanding and support of the program and their expectations while at MAPS. Plans for broad outreach cross-section of prospective students throughout the district(s) the school plans to serve.

MAPS will publicize its series of informational meetings and community forums (in both English and Spanish) in area newspapers, on the Indianapolis community news station and by distribution of informational literature about the school, its mission, and its enrollment process. Potential distribution avenues include, but are not limited to, local pediatrician’s offices, recreational facilities, places of worship, social service agencies, community service organizations, the Indianapolis Public Library, and at retail locations and gathering places throughout the city. The Board will seek opportunities to discuss and publicize MAPS regularly including attendance at weekly community service organization luncheons and Indianapolis Chamber of Commerce monthly “Business After Hours” events.

B. Governance and Management, See Attachment G 1 . ORGANIZATIONAL STRUCTURE MAPS will be governed by a Board of Trustees that is responsible for upholding the mission of the school and ensuring that the school is faithful to its charter. The Board will hire MFI, Executive Director, who oversees the operations of the school in much the same way a CEO oversees a business. Please refer to the Organizational Chart on the following page. RELATIONSHIP OF THE BOARD TO THE SCHOOL’S LEADER, ADMINISTRATIVESTRUCTURE, STAFF, PARENTS, AND STUDENTS The Board of Trustees will work closely with the Executive Director to ensure that the school adheres to its mission and its goals. The Executive Director will attend Board meetings, but will not be a voting member of the Board. The Board is also responsible for hiring and evaluating the Executive Director. The Board will get feedback from the other administrators, staff, parents, and students through reports given to them by the Executive Director, and through the annual or bi-annual Parent and Professional Staff School Satisfaction Surveys. In addition, Board meetings will be open to the public and time will be designated for members of the public to address the Board. Board members will also maintain relationships with staff, parents, and students by participating in school-based presentations and forums, attending school events and fundraisers, and visiting the school on a regular basis.

RECRUITMENT, SELECTION, AND DEVELOPMENT PLANS FOR BOARD MEMBERS: PLEASE NOTE THAT MFI IS CURRENTLY RESEARCHING A BANKER OR ACCOUNTANT AS PART OF THE BOARD The Founders’ Group plans to develop a policy for the Board of Trustees that speaks to the issues of recruitment, selection, and development. The policy will identify not only the attributes and skill s that are necessary in Board members, but it will address what Board members can expect of each other. This policy will articulate the criteria that the Committee on Trustees, a standing committee of the Board, will use for selecting new board members. Trustees will need to have certain skills that will be identified in a skills inventory that will be part of the policy. The skills inventory will be reviewed regularly and changes will be made to it as the needs of the school change. The committee will initially look for expertise in finance, law, facilities planning and management, fundraising, and personnel. Through a process of networking and research, the Committee on Trustees will recruit candidates who have the attributes and skills the Board has identified. The Founders’ Group is aware that the makeup of the Board should closely resemble the makeup of the community. It will therefore make certain that the Committee on M ontessori Academy Preparatory School Page 20

Trustees recruits candidates using the help of such organizations as the City of Indianapolis’s Office of Minority Affairs, Community Action, Inc., and Other Indianapolis charitable organization. Candidates will participate in personal interviews. The Committee will clearly articulate to each candidate, orally and in writing, the contents of the policy, the qualifications, and the performance expectations of Board members. In addition, the commitment of the candidates will be secured before nominations are presented to the full Board.

Board development will be an ongoing process. Each year, the Board will hold a retreat so Board members may get to know each other better, refine the mission and goals for the upcoming year, educate themselves on pertinent issues, and discuss the Board’s success (or failure) at meeting its goals for the past year. Coordinated by the Committee on Trustees, Board members will conduct an annual evaluation of the Board as a whole, and self-evaluations to ensure that each Board member is meeting his/her performance expectations, and contributing his/her skills in the manner best suited to the school’s needs. The Executive Director of the school will participate in the evaluation process as well. The Board will also seek out experts in governance to give advice and provide feedback on its governance process. Throughout the year, board members may also attend training sessions taught by such organizations as the Charitable Advisor Resource Center.

BY LAWS AND ARTICLE OF INCORPORATION: These documents are currently being developed by Dana Johnson, GEO Vice President and Legal Counsel and will be completed by November 1, 2006.

2. ROLES AND RESPONSIBILITIES The Board of Trustees will be responsible for the control and supervision of the charter school. As such, they will 1) define policy to uphold the school’s mission and ensure that it is faithful to its charter; 2) approve the budget prepared by the Executive Director and Management Team, as well as their plans to meet the organization’s goals; 3) assess and vote on any core organizational or programmatic restructuring proposed by the Executive Director; 4) hire and evaluate the Executive Director and provide him/her with a clearly written job description and criteria for evaluation; 5) periodically evaluate itself and the organization and revise policies and strategies as necessary to address the determined needs; 6) assume responsibility for the financial health of the school including an active role in fundraising; and 7) represent the school to the community and be responsible to them for its actions.

The Montessori Foundation of Indianapolis will be hired by the Board. The MFI president, Vivian Cain, and will be accountable for the operations of the school of a broader scale that deals with Public Relation, Board Relationships, Finance, Fund Raising, Planning and Analysis, Constitutional Image Auxiliary Service, and Plant Management. The Executive director will supervise the Manager of Business and Finance and Manager, Manager of Development and Advisory Committee. The Executive Director, Montessori Foundation of Indianapolis, will hold accountability as a top priority with the goal of ensuring academic performance and organizational viability. The Executive Director, will hire, supervise, evaluate and support the Management Team. The Executive Director will also have final authority on all hiring recommendations made through the Management Team. In particular, parents and professional staff will be involved in the hiring process as a way to provide meaningful parent involvement as well as shared commitments and real connections between parents and staff. To achieve this end, the Executive Director and Management Team will oversee teacher/parent interview teams for all hiring. In addition, the Executive Director will meet regularly with an Advisory Committee whose membership will be composed of 2-3 classroom teachers, two parents, two community members, one student service specialist, one curriculum specialist and the members of the Management Team. The Advisory Committee will be responsible for tasks including designing and administering the annual school satisfaction surveys. The results as data are for evaluating progress on MAPS’ school goals, for discussion and problem solving with the Executive Director and for identifying areas of need for future goal-setting activity. The Executive Director is accountable for Board relationships, Planning and Analysis, Finance, Fund Raising, Constitutional Image, Auxiliary Services and Programs, and Plant

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Management. The Executive Director responsibilities are: Bring to the attention of the Board such matters and data as are appropriate to keep the Board fully informed to meet its responsibilities; Maintain contact with the Board President to assure that there are no surprises; Function as chief advisor to the Board, guiding it in the full range of it activities; Suggest philosophic positions appropriate to the change in the community and students served; Serve as chief communicator between the board, faculty, and staff; Develop tactical plans with the help of key members of the management team; Encourages perspective via testing, comparison with similar institutions, and external analysis; Remain abreast the trends and research in education; Prods the Board to undertake periodic, systematic, long-range planning; Present financial Plans and annual budgets to the Finance Committee of the Board to achieve the objectives of the school; Maintain a system of cost control to foster efficiency consistent with high standards of education and the limitation of the budget; Manages a cost effective system of purchasing, billing, accounting, investing, and insurance; Advise the Board with respect to fund-raising needs and plans; Propose realistic goals for annual, capital and deferred giving programs; Coordinates fundraising efforts and events and become personally involved in the cultivation and solicitation of major prospects, as needed; Interpret the school and its program to the public and strive to become the personification of the institution; Functions as the spokes person for the school; Identify special services that are either necessities or worthwhile conveniences to those who seek out the school (transportation, food services, health services, security); Supervise the operation and maintenance of all school facilities; Within budget limits, approves expenditures for operation and maintenance; Recommend changes or additions necessary to implement or to maintain desired standards of appearance, safety, and adequacy. The Management Team will consist of the Head of School, Manager of Assessment and Student Services, the Manager of Business and Finance, the Manager of Teaching and Learning and eventually, the Manager of Development. This team will work together closely as a strong unit, receive direction from and give input to the Executive Director. As leaders of the school’s learning community, this team will be expected to work together effectively and to model the school’s value of collaboration and be evaluated on its ability to do so.

The Head of School will be hired by the Executive Director. The Head of School (HOS) will supervise the Manager of Assessment and Student Services, Manager of Teaching and Learning and Lead Teachers. The Head of School will be responsible for the day to day operation, organization, Programs, Personnel, Program and Service Support, Environment, Enrollment, Recruitment, and Constituent Relationships. The Head of School responsibilities are: Work to produce smooth day-to-day operation and promote internal organizations that permit effective communication –up and down; Responsible for designs, implements, and administers student programs and services appropriate to the needs of those enrolled and develop systems of scheduling to accommodate these programs and services; Devise teaching and non-teaching positions needed to implement the school’s program, and selects and employs competent personnel to fulfill these positions, establish practice and procedure for internal harmonious relationships along with performance review and standards; Responsible for the general responsibility of the safety and well being of all students under the school’s jurisdiction; Maintain enrollment objectives with respect to the student numbers, character, and quality and executes programs to achieve them; Encourages meaningful parent, and past parent participation in events that aid and support the goals of the school and responds to special interest groups and relations with the local community.

The Manager of Assessment and Student Services will support the professional learning community to ensure that the school’s assessment strategies are understood by teachers and realized in the classroom. Since the school’s academic assessment measures will be based on the Indianapolis Frameworks, this manager must have a strong working knowledge of these documents as well as familiarity with various assessment techniques. In conjunction with the Manager of Teaching and Learning, the Manager of Assessment and Student Services will be responsible for providing professional support and development in assessment strategies and student data analysis as well as for the continual evaluation and corresponding updates of the information in the MAPS Curriculum and Assessment Handbooks. In addition, this manager will be concerned with making sure students receive the appropriate services for success and the necessary enrichment to ensure a well-rounded education. He/she will oversee the hiring, supervision and evaluation of all Curriculum Specialists (i.e. art, music, etc), Student Service Specialists (i.e. SPED teachers, OT or PT M ontessori Academy Preparatory School Page 22

consultants, etc) and health professionals (such as a nurse).

The Manager of Business and Finance will be responsible for the physical, administrative and financial operation of the school. In particular, this manager will implement, track, analyze and report on the budget according to the Executive Director’s direction. He/she will be responsible for all service contracts including facilities management, food services, transportation and professional contracts. All vendor selection will be done in accordance with the State’s procurement laws. Accountability is important at MAPS, and data management will be a vital responsibility that includes tracking specific accountability data as well as school finances and school records.

The Manager of Teaching and Learning will support the professional learning community to ensure that the school’s learning objectives and curriculum are understood by teachers and realized in the classroom. Since the school’s curriculum and classroom culture will be based on the Montessori philosophy, this manager will have Montessori certification and experience. In conjunction with the Manager of Assessment and Student Services, the Manager of Teaching and Learning will be responsible for providing professional support and development in Montessori methods and curriculum, as well as for the continual evaluation and corresponding updates of the information in the MAPS Curriculum and Assessment Handbooks. Since the formation and support of a strong professional learning community will be a priority at MAPS, this person will not have any classroom teaching responsibilities for at least the first three years. This is imperative to ensure that new teachers will be fully supported during this important startup phase. In addition to overseeing curriculum, the Manager of Teaching and Learning will oversee the hiring, supervision and evaluation of all teachers and assistants and oversee all parent activities. The Manager of Development is a position planned for when school finances permit. This person would take the lead on fundraising for the school. He or she will also be responsible for public relations.

CRITERIA THE BOARD WILL USE TO CHOOSE AND EVALUATE THE SCHOOL’S LEADER

Using the school’s mission statement and core values as a guide, the Board will identify and categorize the skills and character traits that define the most suitable MAPS candidate for Executive Director. The Board of Trustees will identify and categorize essential skills from 1) Standards for School Leaders (1996), developed by the Interstate School Leaders Licensure Consortium (ISLLC), a consortium of thirty-two education agencies and thirteen education administrative associations, whose goal, in 1996, was to raise the bar for school leaders to enter and remain in the profession, and to reshape concepts of educational leadership; and 2) A Profile of the Leadership Needs of Charter School Founders, (1998) by Brett Lane of Northwest Regional Educational Laboratory that will ensure a good match between the Executive Director, the school, and the community. Using these identified traits and skills, the Board will develop a candidate profile. Baseline requirements for eligibility for the Executive Director will include commitment to MAPS’ mission and purpose, demonstrated leadership abilities, familiarity and/or experience with the change process, demonstrated written and oral communication skills, an advanced degree, and positive references.

SCHOOL LEADER EVALUATION During the planning year, a committee of the Board will create an evaluation rubric for the Executive Director’s position that is based on MAPS goals and ISLLC standards (see rubric attachment). Each year the Board of Trustees will meet with the Executive Director and jointly develop a set of expectations and goals for the coming year that are based on this rubric and the school’s academic and organizational accountability goals. At the end of each year, the Board will conduct an annual review of the Executive Director’s performance where they will discuss data on progress towards these goals and expectations and present a set of recommendations.

Data for the Executive Director’s annual review will be drawn from several sources. Each Board member will complete the evaluation rubric based on direct observation and conversation about how the school is

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functioning during regular visits to the school and participation in school events. Board members will also make observations during regularly scheduled Board meetings based on the Executive Director’s reports and presentations. In addition, a designated committee of the Board will oversee a review and analysis of teacher and parent response data from annual school satisfaction surveys that will include a subset of the evaluation rubrics for the Executive Director. Due to the nature of a start-up venture, the needs of the school may shift, and correspondingly, the school may require a shift in core leadership skills. For this reason, the Board will not only evaluate the Executive Director, but will engage in an annual review of the evolving needs of the school and the type of leadership that may be most essential at different points in the school’s development.

BRIEF JOB DESCRIPTION FOR THE BOARD OF TRUSTEES CHAIRPERSON, INCLUDING A PLAN FOR SUCCESSION WHEN TERMS END

The role of the Board Chairperson is to preside at Board meetings, coauthor with the Executive Director meeting agendas, appoint and assist committees, manage group development, and leads the Board in reviewing progress and setting both immediate and long-term goals and expectations for continued Board work. For optimum functioning of the Board, the Chairperson must create a safe environment for decision- making, communicate with the Board and Executive Director effectively, support the school leader, cultivate leadership, and link with major stakeholders. The Chairperson of the Board should possess certain qualities such as being able to manage group process, being a strong facilitator, having vision, objectivity and decisiveness, and having energy and commitment.

The Committee on Trustees will present, prior to the annual meeting, a slate of officers for nomination based on the policy developed for obtaining and maintaining the optimum Board. The Chairperson of the Board will be elected to the position by the Board of Trustees at the annual meeting and will serve in that capacity for one year or until a successor is chosen and qualified. The Chairperson may not serve for more than two consecutive terms, but may return to the position after no less than a one-year hiatus. If the position of Chairperson becomes vacant before the term expires, the Board shall, as soon as is practical, elect a successor to fill the unexpired term. The unexpired portion of the term shall not count toward the two years of consecutive service as Chairperson.

POLICY DEVELOPMENT AND PROCESS BY WHICH THE BOARD WILL DEVELOP POLICIES AND MAKE DECISIONS The decision making process used by the Board of Trustees will be similar to the two methods used by the Founders’ Group. The first method is problem solving as a group. In this method, the group as a whole will carefully articulate the problem and related issues, brainstorm for solutions, then through discussion and consensus building, and agree upon a solution, timetable, and responsible parties for implementation and follow-up review. In the second method, issues or policy needs will be given to smaller breakout committees made up of Board members and volunteer community members who will then present a draft of the solution or policy to the group as a whole. The break out committee will receive feedback on the draft from Board members, and they will then incorporate the suggested changes into a final version. The Founders’ Group determined that e-mail was the most efficient way of distributing drafts to all group members and receiving feedback. By distributing drafts via email, discussions at meetings were much more productive because everyone had a chance to review the materials in advance. The Board of Trustees will use email extensively in its decision making process as well. The process of decision-making will be monitored and evaluated on a regular basis to be sure that the process is fair, inclusive, and timely.

PLAN FOR SEEKING SCHOOL STAFF, PARENT, AND COMMUNITY INPUT, INVOLVEMENT, AND FEEDBACK ABOUT POLICY SETTING The Board will solicit feedback on policies from school staff, parents, and community members through the Advisory Committee, the Parent Committee, and through open meetings. The Advisory Committee and the Parent Committee will be the primary representative voice of parents and community members as it relates to M ontessori Academy Preparatory School Page 24

Board policy-making. These committees will maintain regular dialogue with the Executive Director who will share the feedback with the Board. Members of these two committees will also serve as volunteers on Board committees and will be looked to for support in implementing school initiatives and all meetings of the Board of Trustees will be open to the public. The meeting agendas will include a designated time allotment for members of the public to address the Board. Periodically throughout the school year, there will also be surveys for staff, parents, and community members to complete regarding the evaluation of the school leader, as well as for ensuring that the Board receives feedback from these constituencies

BOARD DEVELOPMENT

• ORIENTATION PROCESS FOR THE BOARD AND NEW BOARD MEMBERS WHO WILL JOIN WITHIN THE FIVE YEARS OF THE CHARTER. All new Board members, as well as those beginning the last year of their terms will attend an annual orientation session. A Board of Trustees Information Packet, which will include the Indiana Charter Schools Trustees Guide, school policies, and other important school information, will be distributed to each new member and reviewed in detail at the orientation. Board members serving their last year will provide historic perspective and mentor support for those being newly inducted.

• PROCESS THAT WILL BE UTILIZED FOR CONTINUAL EVALUATION AND DEVELOPMENT OF THE BOARD AND THE ORGANIZATION. The Board will regularly evaluate itself to ensure that it is fulfilling the mission of the school and upholding the charter in a competent and effective manner. This annual self-evaluation will be done through brief surveys, the answers to which will be collected by the Committee on Trustees, synthesized and used to lead discussion about Board performance at the Board retreat

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EMO: Montessori Foundation of Indianapolis

The Montessori Foundation of Indianapolis will be hired by the Board. The MFI president, Vivian Cain, and will be accountable for the operations of the school. MFI is to organize and operate Montessori Academy Preparatory School serving students within the State of Indiana pursuant to a Charter School Agreement by and between the Consolidated City of Indianapolis, Marion County, Indiana and the Corporation. See Attachment I.

History of Montessori Foundation of Indianapolis

The Education Management Organization, Montessori Foundation of Indianapolis (MFI), started Montessori Schools of Indianapolis in 2001. MFI is one of few organizations that specialize in the operation of Montessori Schools at the preschool and elementary level. MFI strengths is ability to grow and manage the day to day operations of Montessori schools on a limited budget while maintaining a rigorous academic program and producing students that excel. The academic excellence is evident by comparing and benchmarking students by the IN Curriculum Framework against the accomplishment of the current MAI Montessori students and utilization Standardize testing provided by Indiana Department of Education. The children definitely excel by these measures. Currently MFI manages the day to day operations of Montessori Academy of Indianapolis which is the largest private Montessori School in the city of Indianapolis and attracts students within a 30 mile radius. The elementary program is able to attract student from townships that have excellent academic reputation, such as Zionsville, and Carmel, IN, but the parents have made a conscience choice for their child to attend Montessori Academy of Indianapolis private school. In addition, Montessori Academy of Indianapolis (MAI) is the only Montessori school that serves low income families who participate in the Childcare Development Fund, a state program that supports low income families with viable childcare options. With this experience, MAI is successful in helping this population excel academically, socially, and emotionally. MFI and MAI pride in itself on the philosophy of respect and diversity. This is evident in the International aspects and school spirit of MAI with 50% international staff members, 20% international student population, 20% low income students, and 20% minority population. The MFI president, Vivian Cain who holds a Montessori Teacher Certification, a B.S. in Industrial Engineering and an MBA with experience in education, international business, and entrepreneur. The management team brings a very strong management talent which includes Elizabeth Maliska, with over 30 years in Montessori education as a teacher, Montessori school owner, and business manager.

EMO contact information. • Montessori Foundation of Indianapolis is located at 7507 N. Michigan Road, Indianapolis, IN 46268. The contact information is as follows: 317-291-5557 (phone); 317-291-5559 (fax); [email protected] (email)

Please find a copy of the agreement between MFI and MAPS Board of Trustee in appendices.

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Finances See Attachment H PRE-OPERATIONAL BUDGET (July 2007 - June 2008). MAPS start-up phase is projected to be approximately six months from January 2007 through July 2007. Total Revenue during this period is estimated at $95,000K. The three sources of revenue are: 1) $75,000K Federal Planning Grant; 2) $10K Private Grant Revenue; 3) $10K in Private Fundraising. The budget falls short of $238K. MFI will seek implementation grants from the State of Indiana and Walton Foundation along with Mayor Bond Capital Loan Program and private donations to make up the lack of funding. In the event that enough capital can not be raised, MFI will investigate the possibilities of mobile classrooms to build on the premises.

Total Expenditures are estimated at 350K. Instructional is the largest portion of the pre-operational expenses with $163K (46%) being spent on such things as Montessori Materials ($1 00K) and classroom furniture ($18K), as well as Library, office supplies, and Information Technology ($45.5K). School Administration represents 0% of the pre-operational because this expense is being absorbed by Montessori Foundation of Indianapolis, but 28K represents the investment Montessori Training during the summer of 2007 for new teachers with IN State Certification. Of this remaining amount, $150K (43%) belongs to Renovation of existing building to accommodate the charter school students; Due to renovation, no rent or utilities exits. The remaining portion $10K (2%) of the pre-operational expenses would fall under the category of Business Services for consultant services such as leasing accounting software with the GEO foundation that is approved by the state. This start-up budget emphasizes MAPS commitment to the Montessori philosophy with 46% of the expenditures going toward outfitting 4 classrooms with Montessori materials. A total of 4 classrooms will be constructed on the MAPS Campus (3 classrooms of 1st – 3rd grade and 1classroom for 4th to 6th grade). After year two, more classrooms can be constructed as the school grows.

OPERATIONAL BUDGET (July 2007 – June 2008). MAPS operational budget is projected over a three- year horizon. We have projected a small annual surplus each year with the estimation that $75K will be attained from the implementation grant provided by the state of Indiana, $16K contribute by MFI, and 10k from the Walton Foundation.. Approx. 80% of the total budget will be derived from student enrollment. We have projected three classrooms in year one, 4 classroom in year two, and 5 Classrooms in Year 3. This will result in student enrollment numbers in years 1-3 of 90, 125, and 160 respectively.

Total Revenue for the years 1-3 is projected to be $ 572K, $ 749K and $ 932K respectively. Approximately 86% is from state revenue. This projection is very conservative which assume only $75K in planning grants which assume to be Federal grant, Title 1 monies and Special Education dollars.

Local revenue has not been accounted due to the fact that this money is not guaranteed. Local revenue consists mainly of private grant revenue and fundraising. MAPS will seek grant writing and fundraising to enrich the education environments. This position will be filled by Manager of Development when the school’s finances permit, eventually becoming a self-sustaining position. The school lunch and after school program represent the remainder of local revenues.

Total Expenses for years 1-3 are $571K, $713K and $752K respectively.

Instructional and Instructional Staff represent approximately 26% while management and support staff accounts for 22% of total expenses. This is MAPS largest expense, emphasizing a commitment to attracting and retaining high quality, professional teachers and staff while keeping the student/teacher ratio at no more than 30:2.

Physical Plant accounts for 1%, with the expenses being split between repayment of loan within 4 years, rent and utilities. As the school grow, the school will seek any available contingency fund would be used for debt service.

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Planned fundraising efforts and who will lead and coordinate these efforts.

The Board of Trustees, in cooperation with the MFI’s Executive Director, will be responsible for the school’s Fundraising Strategy. During the planning year, the Board and Executive Director will develop and implement a Fundraising Strategy that will include a timeline and detailed action plan of fundraising endeavors, duties, responsibilities, tasks and goals for the group of fundraising participants. This group will likely consist of the Executive Director, members of the Board of Trustees, MFI Management Team, parents of MAPS’ students and dedicated community volunteers.

The Fundraising Strategy will call for MAPS to appeal to both private and corporate donors, as well as to national charitable organizations and foundations that have been identified as possible donors to elementary and charter schools (see Attachment M). The Fundraising Strategy will place a strong emphasis on communicating the uniqueness of MAPS, and in particular its mission, which includes students becoming effective contributors to the community. Indianapolis has an existing and wide- ranging assemblage of community volunteers (individual and corporate) that are actively dedicated to improving the city. The Fundraising Strategy will promulgate the school’s similar objectives through a planned series of speaking engagements at many of the city’s community service clubs (these include, but are not limited to, Exchange Club, Kiwanis Club, Lions Club, and Rotary Club). Furthermore, MAPS will become a member of the Greater Indianapolis Chamber of Commerce. This membership will aid MAPS in establishing and maintaining a strong connection to other dedicated community leaders and business owners. It will assist the school in a variety of ways, including its fundraising efforts.

D. Transportation Initially, MAPS will identify and work with families that live a geographical location to car pools among the families of school. If the budget allows, vehicle buses can be lease in the future and hire a drive for such cases.

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5th EDITION

Existing Design Applicant Evaluation On the Letter of Intent, an applicant must indicate whether it wants to be considered a “new design applicant” or an “existing design applicant.” An existing design applicant is one that is proposing to (a) replicate one or more existing schools, or (b) convert a private school to a charter school. An applicant proposing to replicate an existing school must be able to point to at least one school that is substantially similar overall to what the applicant is proposing. A plan to implement a specific program, such as a widely-used curriculum for a particular subject area, does not categorize an applicant as an existing design applicant. In addition, the applicant must show that individuals or organizations that have operated similar schools will be deeply involved in the creation of the proposed school.

In the case of existing design applicants, the Mayor’s Office will conduct due diligence to review and evaluate the efectiveness of the design in existing schools and the capacity of the applicant and its partners to replicate the design in Indianapolis or to convert from a private school to a substantially similar charter school. The review and evaluation, which may include research, interviews and visits to operating schools, will examine a range of factors, such as:

! A Proven Effectiveness. Applicant provides evidence that the existing design has been successful (ideally, over multiple years in at least one school) and demonstrates a direct relationship between program elements and student achievement.

Note: At the center of the Mayor’s Ofice’s system for overseeing and holding accountable the schools it charters is the Performance Framework. Under this framework, a school’s success is measured by its performance relative to key questions established by the Mayor’s Ofice. If an applicant seeks to replicate an existing design as a charter school, or convert an existing private school into a charter school, it is expected that the existing school(s) to be replicated or converted already may meet many of the standards to which the Mayor’s Ofice holds all of its schools. Therefore, the factors that may be examined (listed below) closely reflect many of the questions included in the Performance Framework.

Proven effectiveness may be studied by looking at factors such as:

Success of academic program over time, which may include: • Are schools that have implemented the proposed design making adequate yearly academic progress, as measured by their states’ systems of accountability? • Are the students in these schools outperforming students in relevant comparison groups, as evidenced by measures collected by the schools? • Has the proposed design demonstrated success in raising student achievement levels by: o Producing measurable gains across diverse populations of students?

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5th EDITION

o Meeting/exceeding state standards for most students within 3-5 years of implementation? • Are the schools that have implemented the proposed design meeting the mission- related goals they have established (e.g. graduation rates, post-graduation attainment, improved student behavior, etc.)?

Organizational viability, which may include: • Are the other schools in which the proposed design has been implemented in sound fiscal health? • Are the schools’ student enrollment, attendance, and retention rates strong? • Are the schools’ boards active and competent in their oversight (if applicable)? • Are there high levels of parent satisfaction? • Are the schools’ administrations strong in their academic and organizational leadership? • Do the schools demonstrate an ability to attract and retain high quality staff?

Success in meeting operations and access obligations, which may include: • Do any of the schools that have implemented the proposed design have any issues related to legal compliance? • Do any of the schools that have implemented the proposed design have any issues (legal or otherwise) related to accessibility (e.g., special needs, open enrollment processes)?

! A Capacity to Replicate or Convert. Applicant is credible and proposes well-defined strategies for replication or for conversion from a private school to a substantially similar charter school. Capacity to replicate or convert will be studied by looking at factors such as:

• Has the applicant already implemented its design successfully in one or more schools? • Does the applicant have resources or have the ability to obtain resources to support replication in Indianapolis or to convert from private school to charter school? • Is the applicant in sound fiscal health, ideally as evidenced through an audited financial statement? • Does the applicant possess a system for recruiting, hiring, training and evaluating staff? • If an applicant is proposing to replicate an existing design, what individuals and organizations will provide the professional development, technical assistance, materials, financial resources, and help with facilities needed to replicate the design in Indianapolis? Have these individuals and organizations successfully helped to launch other successful schools using the model? Do they present an adequate plan for providing this assistance in Indianapolis?

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Katz, Sapper Miller accounting Firm? And person from the public can audit the lotter process.

Ball State special Ed Co-op participate in the

Walton Foundation www.wffhome.com

State Standard framework is www.doe.state.in.us/asap/academicstandard./hmtl

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ATTACHMENT A EVIDENCE OF SUCCESS IN MONTESSORI PUBLIC SCHOOLS The rapid growth of public Montessori programs is so recent that there is still not much hard data on their success. The studies that have been published are overwhelmingly positive.

One of the earliest studies of public Montessori, by Dr. Tim Duax, on the McDowell School in Milwaukee in 1989, showed the particular benefit of the Montessori program for children of low socio-economic status. Of the children in the Montessori program he studied, 36% were eligible for the federal hot-lunch program and 50% were minorities. Yet 44.5% fell in the “high achievement” range of the Iowa Test of Basic Skills, compared to 23% nationwide. In addition, teachers in a blind study gave McDowell graduates the highest ranking on five characteristics: using basic skills, being responsible, showing enthusiasm for class topics, being individualistic, and exhibiting multicultural awareness. In a more recent report, in 1993 the Montessori Public School Consortium published the following data:

REPORTS FROM THE FIELD

This information for the 1992-93 school year was obtained by telephone contact. These schools were selected because they represent the largest and broadest of the Montessori schools in the public school system.

School: Buffalo Cincinnati Dallas Denver Kansas Milwaukee (Bennett (North (L.L. (Mitchell) City (Greenfield) Park) Avondale Hotchkiss (Faxon Year program began 1976 1976 1984 1985 1988 1982 Number of children in 600 550 560 525+ 300 460 program Number of children on 100’s 1,000+ 100’s 350 N/A 500+ waiting lists Ethnic/racial makeup B-50 B-40 B-50 B/H-60 B-60 B-50 (%) W-40 W-40 W-50 O-40 W-40 W-50 (B-blk, W-white, H - O-10 H-20 hisp., O-other) Percentage achieving at --- 79% 74% --- 96% 59% or above grade level in reading Achievement ranking Middle Top 1/3 1 st/2nd 2nd out of Above 11th out of within school system 81 average 107 In 1998, the Cincinnati Public Schools issued an evaluation report on their magnet programs, including the following findings:

• In a comparison of over-demand for the various magnet programs in the system, Montessori ranked second, with 5.4 times as many applications as spaces available. • In a ranking of schools serving grades 7 and 8, the Clark Montessori School was 2nd in math and 4th in reading on the Stanford 9 Achievement test, out of ten other magnet programs, and 6th overall on the Ohio Proficiency test. The report recommended adding another Montessori school to the magnet program because “the Montessori program continues to receive applications each year far beyond their capacity to accept, and two Montessori schools earned the highest ratings on effectiveness and achievement gains.”

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SAMPLE ELEMENTARY WEEKLY SCHEDULE

MAPS Sample Weekly Schedule for Lower (LE) and Upper (UE) Elementary Day/Time Monday Tuesday Wednesday Thursday Friday 8:15-8:30 Students Arrive 8:30-9:00 Morning Meeting

9:00-12:00 Uninterrupted Work Time - Core Subjects

12:00-12:45 Lunch-Recess LE/ Lunch-Recess LE/ Lunch-Recess LE/ Lunch-Recess LE/ Lunch-Recess LE/ Special UE Special UE Special UE Special UE Special UE 12:45-1:30 Lunch-Recess UE/ Lunch-Recess UE/ Lunch-Recess UE/ Lunch-Recess UE/ Lunch-Recess UE/ Special LE Special LE Special LE Special LE Special LE 1:30-2:15 Work Time/ Work Time/ Work Time Work Time/ Work Time/ Special Special Special Special 2:15-3:00 Work Time/ Work Time/ Work Time Work Time/ Work Time/ Special Special Special Special 3:00-3:15 Chores & Dismissal Possible Extended Day and/or Extra-Curricular Activities

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Examples of benchmarks for each of the curricular areas and levels of the MAPA Montessori program. English/Language Arts, Lower Elementary “I can read and understand a non-fiction passage for the third grade level.” Achievement Criteria: I have demonstrated achievement of this goal when I can read aloud a non-fiction passage (provided by my teacher) fluently and with 85% accuracy, retell 85% of the key information either orally, within a graphic organizer, or in writing, according to a scoring sheet used by my teacher, and correctly answer 85% of a set of questions about the reading, asked by my teacher. These questions will ask about vocabulary, details and main ideas in the reading, predictions, and ideas suggested in the reading, the organization of the text, as well as the graphics and headings.

IN Curriculum Frameworks: ELA Standards 4.5, 4.11, 4.13, 4.14, 7.5, 7.6, 7.7, 7.8, 7.9, 7.10, 8.9, 8.10, 8.15, 8.16, 8.17, 8.18, 13.6, 13.7, 13.9, 13.10, 13.11, 13.12 English/Language Arts, Middle School “I know how to write a two page comparative review of a story that is available in book and movie form, and make well-supported recommendations to readers for either reading or viewing the story, for publication in a school or community newsletter/paper.” Achievement Criteria: I have demonstrated achievement of this goal when I have submitted a graphic organizer or planner detailing my intended main points and supporting evidence, 1-2 drafts with colored pencil revisions and edits showing specific improvements in the development of the text, written feedback on drafts from two older readers with my own notes concerning which aspects I will address in the final version, a proficient or advanced score on the scoring rubric completed by my teacher, a self-reflection/assessment sheet about my writing process and progress, and a copy of the final publication.

IN Curriculum Frameworks: ELA Standards 17.4, 17.6, 19.22, 19.23, 20.4, 21.6, 21.7, 22.8, 23.10, 23.11, 24.4, 25.3, 26.2 Mathematics, Lower Elementary “I can create and correctly solve six different 1- or 2-step story problems involving multi-digit addition or subtraction, make appropriate estimations, communicate my problem solving strategies, including standard notation, and explain how I know my answer makes sense.” Achievement Criteria: I have demonstrated achievement of this goal when I can independently write or dictate three multi-digit addition and three multi-digit subtraction story problems that use regrouping. For each problem, I must record an estimated answer and the strategy I used for estimation, demonstrate the solution through use of math materials, record efficient strategies for solving each problem using words, pictures, and numbers, arrive at correct solutions, and explain how I know the answers make sense.

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Mathematics, Upper Elementary “I can create a scale model of an historical building in my city for temporary display in a public building in city.” Achievement Criteria: I have demonstrated achievement of this goal when I have collected measurements of the actual building, drawn a scaled diagram of the building, noting actual and scaled measurements of length, width, height, perimeter, and area in a chart, created an oaktag or cardboard model of the building, researched and written a .5-1 page historical description of the building, citing sources, and made arrangements for the temporary display of my project in a public building in town.

IN Curriculum Frameworks: Mathematics 4.M.2, 4.M.4, 4.M.5, 6.M.1, 6.M.3, 6.M.6, 4.D.1 Mathematics, Middle School “I can collect, organize, and represent data comparing two services (such as competing cell phone programs) then make recommendations to a relevant audience based on an analysis of this data ” Achievement Criteria: I have demonstrated achievement of this goal when I have collected complete and relevant data regarding the services I am researching, created a comparative data chart and accompanying graphs, represented the data on a graphing calculator, and, based on this data, communicated sound and supported estimations and recommendations to a relevant audience, through oral and visual presentation, or written and visual presentation.

IN Curriculum Frameworks: Mathematics 8.N.11, 8.N.12, 8.P.1, 8.P.5, 8.P.8, 8.P.10, 8.D.2, 8.D.3 IN Curriculum Frameworks: ELA 3.4, 3.5, 3.7, 3.11, 3.12, 3.13 or 19.16, 19.23, 20.4, 22.7, 22.8, 23.10, Science, Lower Elementary “I can investigate questions in science by recording my questions, predictions, observations, experiments, data and learning in a science journal.” Achievement Criteria: I have demonstrated achievement of this goal when I can use a science journal to record questions and “wonderings” about a science topic I am studying, create detailed and labeled observational drawings of organisms and/or artifacts related to this topic, record the design and materials needed for an experiment I want to try, clearly record data and/or results from the experiment, make notes about the patterns I see in the results, and write about what I understand about the topic after I have completed the experiment or observation. IN Curriculum Frameworks: Science & Technology, Strand 1, Inquiry Science, Upper Elementary “I can demonstrate why the moon goes through different phases.” Achievement Criteria: I have demonstrated achievement of this goal when I have created a moon observation journal, recording sky observations and questions and the date, time, and visible parts of the moon for one month; have experimented with three-dimensional models in the classroom to replicate the moon phases; and can demonstrate and verbally explain to a peer in the Upper Elementary program why the moon changes phases. My presentation must explain concepts of waxing and waning moons, revolution and rotation, eclipses, and the predictable, cyclical nature of moon phases.

IN Curriculum Frameworks: Science & Technology, Strand 1, Inquiry; Strand 2, Physical Sciences, Position and Motion of Objects, Forms of Energy, Properties and Changes of Earth’s Materials, Objects in the Sky

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Science, Middle School “I can document and explain the concepts of interdependence and flow of energy in an environment near the school building.” Achievement Criteria: I have demonstrated achievement of this goal when I have identified, marked, and studied for three weeks, an environment one square meter in size, documenting the interactions between organisms and between organisms and non-living parts of the environment through a multi-media presentation of photos, narration, scientific drawings, observational notes, and data and measurements, and including clear conclusions about interdependence and the flow of energy and matter within this specific environment.

IN Curriculum Frameworks: Science & Technology, Strand 1, Inquiry; Strand 2, Life Sciences, Diversity and Adaptation of Organisma, Ecosystems and Organisms, IN Curriculum Frameworks: ELA 27.3 Personal Achievement, Lower Elementary “I know how to show respect toward my classmates during class meetings and discussions.”

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three 15-20 minute videotapes of class meetings or discussions (taken by volunteer, assistant, or guest) that demonstrates my ability to look at the speaker, raise my hand and wait for a turn to contribute, say or do things that help all classmates feel welcome and accepted, and comment on classmates’ ideas, concerns, and contributions in a constructive manner. I must explain how I have done these things while viewing the videotape with my teacher and three of my younger peers.

IN Curriculum Frameworks: ELA 1.1, 1.2, 2.1, 3.2 Social Achievement, Middle School “I know how to apply conflict resolution skils to help others solve conflicts peacefuly and productively.”

Achievement Criteria: I have demonstrated achievement of this goal when I have accum ulated three videotapes (taken by a peer, volunteer, assistant, or guest) of my serving as a peer-mediator for children in the Lower or Upper Elementary program that illustrate how my use of conflict resolution skills helped younger students solve their conflicts. I will be observed by a teacher as I review the videotaped segment with the involved students and point out and discuss with them the conflict resolution strategies I used to help them and as I ask them for feedback on whether they felt my mediation was useful to them.

IN Curriculum Frameworks: ELA 1.3, 3.8, 3.11

Goals for Montessori Academy Preparatory School

The mission of our charter school is to use authentic Montessori teaching methods to educate children and create competent, responsible and independent citizens who are innovative problem solvers. MAPS is to provide a grade 1-8 public education that promotes academic excellence using the Montessori philosophy. In partnership with teachers and parents, children attain high levels of academic, personal and social achievement and so prepared, become constructive contributors to our community. . Performance Goal What will our school accomplish? To provide a rigorous academic program where student students demonstrate mastery of the school’s academic while demonstrating respective manners and accomplishing personal and social learning objectives. Performance How will we know that we have achieved this goal? Students will develop their Indicators portfolios and ILA with samples of their works throughout each level of the Montessori level of the Montessori program and exhibit completed Portfolios to interested audiences of peers and adults at the close of grades 3, 6, and 8. In addition, Montessori environments should be peaceful and respectful.

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Assessment Tools How will we measure achievement of this goal, using mandated assessments and Measures and/or school-specific assessments (such as portfolios, juried performances)? MAPS plans to use Terra Nova tests for tracking individual student achievement in Reading, Language Arts, and Mathematics every fall in grades 3-8, providing both baseline data in year one and an indicator of annual growth for individuals and groups of students. The results will also be used as diagnostic information about students’ academic strengths and weaknesses, which teachers may use to inform students’ annual learning goals and quarterly Individual Learning Agreements. In addition, the Terra Nova data will serve to inform professional development plans for the staff as they work to ensure high levels of achievement for all students Attachments Attachments to illustrate the performance goal and assessments. See Attachemt.

Rationale for Goal Why is this goal important to our mission, and why is our chosen method of and Measures assessment appropriate and useful for measuring performance toward this goal? (2-3 sentences) In alignment with the mission, student assessment at MAPS w ill focus on three areas — Academic, Personal, and Social Achievement. Assessment results: 1) influence individual student learning goals and inform classroom instruction, 2) provide achievement data for individual students and groups of students overtime, 3) provide evidence about the degree to which the school is meeting its stated goals, and 4) influence plans for the school’s development.

Assessment How will we demonstrate both the reliability and scoring consistency of the Reliability and assessment(s) we plan to use, if non-standardized? Montessori education Scoring emphasizes close, daily student observations and documentation as the most Consistency significant assessment practice for teachers to master. MAPS believes this is, in fact, the centerpiece of effective teaching and learning in the classroom and believes the school must invest most heavily an d wholeheartedly in the capacity of its teachers. Improved student achievement will occur as a result of continual and focused attention to analysis of student work and assessment data against the school’s stated objectives. Much of this significant and intensive work will be led by the Manager of Assessment and Student Services, in conjunction with the Manager of Teaching and Learning, and with the support of accomplished teacher-leaders on the staff. We are Baseline Data What is our beginning data point? 2007-2008 school year with periodic reviews in 2008 and will be finalized in May 2008.

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3rd-Year Target What do we expect to achieve by the end of our third year?

MAPS plans to apply for accreditation from the American Montessori Society (AMS), the leading accreditation organization in Montessori education in America. MAPS will begin the application process for associated schools within the first year of operation. The goal of MAPS is to attain AMS Certificate of Recognition, the highest standard for Montessori schools.

Within three years, 89% of 3rd and 6th graders will be at or above proficient or there will be a 25% increase in the percentage of students who are at or above proficient over the baseline score set during the first year of the charter at each of these grade levels and 70% grade levels 1st -6th grade including special education to be a minimum of 1 grade ahead relative to National Standards.

By the third year of operation, the attendance rate will be 95% or higher. To promote habits of initiative and persistence by encourage all students to work independently and collaboratively to complete all tasks once they have begun. To help each child develop self-confidence by provide a Montessori designed 6th-Year Target What tidol wel expecti toti achieveiti t byt dthet endth oft ouri dsixthf year? (Set your expectation for “Meets standard” at a level that you would consider on target for your sixth year.) Within 6 years, 89% of 5th, and 7th graders will be at or above proficient or there will be a 25% increase in the percentage of students who are at or above proficient over the baseline score set during the first year of the charter at each of these grade levels.

The suspension rate at MAPS will be 1% or less of the total student population. Discipline and classroom disruptions will be handled within the classroom when possible. Students and staff alike will be encouraged to respect each other and their surroundings. Corporal punishment will not be used. All other discipline will be handled in accordance with the MAPS Policy Handbook, which will be developed prior to the School opening.

For 85% grade levels 1-8th grade including special education to be a minimum of 1 grade ahead relative to National Standards

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Board of Trustees

Advisory Committee Manager of Manager of Business Manager of • 2-3 classroom teachers Assessment and and Finance Tasks Teaching and • 2 parents StudentHead Services of School Include: Executive Director Learning • 2 community members • School Finances • 1 Student Service Spec. • HR contracts & benefits • 1 Curriculum Specialist • Data Management • Manager Of Assessment − accountability data • Manager of Business − school records • Manger of Teaching

Service Providers • facilities/food services • transportation

Curriculum Student Service Health Specialists Specialists Professionals • Art • SPED supervisor/teacher • Nurse • Music • SPED assistants • On-call doctor • PE • Consultants (OT, PT, • Spanish Speech, etc.) • Counseling Teachers/Assistants Parent-Teacher All Committees Include: Tasks Include: • Benchmark • Parent Education • Peer Supervision • Community Service • Curriculum Dev. • Task Forces • Ongoing Assessment

Montessori Academy Preparatory School

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