Layton Preparatory School: A Blueprint for the Establishment of an Independent College Preparatory High School
by
Barton Reese
A dissertation submitted to the faculty of
Wilmington University in partial fulfillment
of the requirements for the degree of
Doctor of Education
In
Innovation and Leadership
Wilmington University
May 2018
Layton Preparatory School: A Blueprint for the Establishment of
an Independent College Preparatory High School
by
Barton Reese
I certify that I have read this dissertation and that, in my opinion, it meets the academic and professional standards required by Wilmington University as a dissertation for the degree of
Doctor of Education in Innovation and Leadership.
Linda H. Frazer, Ph.D, Chairperson of the Dissertation Committee
Michael Czarkowski, Ed.D, Member of the Dissertation Committee
Lillian Cockrell, Ed.D, Member of the Dissertation Committee
John C. Gray, Ed.D., Professor and Dean, College of Education
ii Acknowledgement
Thank you isn’t enough to express my appreciation to Kathryn, Landon and Elliot, my parents and in-laws, Patricia O. McLaughlin (my partner), and my colleagues and friends who supported me through this endeavor. A special thanks to Audrey Doberstein, Dr. Linda Frazer,
Dr. Michael Czarkoswki, ALL Wilmington University faculty and staff and Dr. Lillian Cockrell
- Cohort 19 member and special friend. Without their patience and support there would be no
Layton Prep, no story…..no Doctorate.
iii Abstract
This dissertation will chronicle the creation and opening of Layton Preparatory School, Inc.
Layton Preparatory School is an independent school established to meet the educational, social, and emotional needs of college bound high school students with learning differences. Among other key terms, it will define “independent school” and “learning disabilities” and describe the program and business components involved with starting an independent school through documentation from genesis of the idea to the opening of the school. While this account could include embellishment, this did indeed happen, it’s actual history, and the fact that Layton
Preparatory School (now Centreville Layton School) exists today should lend authenticity to the narrative to follow. The dissertation is broken into multiple chapters which include identifying the need for such an institution, the founding of the organization, and the development, implementation and management of the program.
iv Table of Contents
Acknowledgements ...... iii
Abstract ...... iv
List of Tables ...... xi
Chapter
I Layton Prep Story ...... 1
It Starts at Sanford School ...... 1
Change on the Horizon ...... 2
An Idea and a Partner ...... 5
Cat Out of the Bag ...... 7
Coming Clean to Out Boss ...... 9
Free and Clean to Start Building Our School ...... 11
Exit ...... 12
II Critical Terms and Concepts ...... 15
Independent (Private) School ...... 15
Learning Differences/Disabilities ...... 16
Academic Accomodations ...... 18
Assistive Technology ...... 19
Independent Education Program (IEP) ...... 20
Differentiated Instruction ...... 21
Special Education (Services) ...... 22
Specialized Instruction ...... 22
Examples of Specialized Instruction ...... 23
v Research Problem ...... 24
Purpose of the Study ...... 24
Who Needs a Blueprint? ...... 24
III Governance ...... 25
Advisory Board and Board of Trustees/Directors ...... 25
What Is An Advisory Board? What Is Its Function? ...... 25
Why Have An Advisory Board? ...... 25
Advantages of An Advisory Board ...... 26
Advisory Boards Provide Structured Counsel ...... 26
Advisory Boards Provide Targeted Input on as Needed Basis ...... 26
Meeting Organization and Frequency ...... 27
What Is The Board of Trustees? What Is Its Function? ...... 28
How Is The Board Comprised?...... 30
What or Who Determines The Formal Power Structure? ...... 30
Birth of Layton’s Advisory Council and Board of Trustees ...... 32
IV Fundraising ...... 37
How Do You Raise The Money To Start An Independent School and Keep It Coming
To Sustain It? ...... 37
What Is An Annual Fund? ...... 38
Planning A Fundraising Strategy ...... 39
Telephone Fundraising...... 39
Direct Mail, Advertisements, Inserts, and Web-Based Appeals ...... 40
The Who, When, and What of Asking ...... 41
vi How to Know if it is Working ...... 42
Action Items ...... 43
Our Story ...... 44
V Business/Operations ...... 49
How Do You Incorporate? How Do You Establish A Not-For-Profit
Organization/Acquire 501(c)(3) Distinction? ...... 49
What Is A Corporation? ...... 49
What Is A 501(c)(3) Nonprofit Organization?...... 50
Why Form A 501(c)(3) Nonprofit Organization? ...... 50
Very Important ...... 51
Forming A Corporation...... 52
Filing Paperwork with IRS ...... 53
Complying with State and Local Requirements ...... 54
Maintaining Your Status ...... 54
Our Story ...... 56
Public Non-Profits ...... 57
Private Non-Profits ...... 57
VI Human Resources ...... 59
How Do You Staff An Independent School ...... 59
Our Story ...... 59
VII Facilities ...... 62
How To Select A Location and Space For A School? ...... 62
How Do You Select and Secure A Suitable Facility/Building For Your Program? ....62
vii The Individual Classroom ...... 64
Classroom Arangement ...... 64
Atmosphere ...... 65
Our Story ...... 66
VIII Marketing/Communications ...... 71
How Do You Market the Program? ...... 71
Consultation ...... 71
Literature ...... 72
Blogs ...... 72
Affinity Groups ...... 73
Social Media ...... 73
Web Site ...... 74
Our Story ...... 75
IX Enrollment/Admissions...... 78
How Do You Attract/Identify and Enroll Students...... 78
Our Story ...... 80
X Program ...... 82
How Do You Design/Establish The Program/Curriculum?...... 82
Curriculum Design Sources ...... 83
Scope of the Curriculum ...... 84
How Broad and In Depth Should The Curriculum Be? ...... 84
In What Order Should The Information Be Presented? ...... 85
Continuity and Curriculum ...... 86
viii Articulation and Curriculum ...... 87
Types of Curriculum Design ...... 88
Subject Centered ...... 88
Forward, Backward, Central Curriculum Design ...... 89
Correlation Design ...... 90
Broad Fields Design ...... 90
What Is College Prep and What Constitutes A College Prep Curriculum? ...... 91
College Prep vs. Standard Core High School Curriculum ...... 92
College Prep vs. Honors/AP vs. Remedial Classes ...... 92
Our Story ...... 93
XI Budget and Financial Plan ...... 96
XII Methodology ...... 101
References ...... 102
Appendices
A. Mission of K-8th Grade Specialized Programs ...... 107
B. Organization Chart and Timeline...... 108
Table B1 Organizational Chart and Timeline – Development ...... 108
Table B2 Governance ...... 109
Table B3 Marketing ...... 110
Table B4 Program ...... 111
Table B5 Enrollment ...... 112
Table B6 HR/Hiring ...... 113
Table B7 Facilities/Site ...... 114
ix C. Advisory Council and Board of Trustees...... 115
D. Oberod School Application...... 117
E. Oberod School Math Recommendations ...... 120
F. Oberod School English Recommendations ...... 123
G. Budget Approved, January 2004...... 126
H. Fundraising Letter ...... 129
I. Enrollment Contract ...... 131
J. Acceptance Letter ...... 133
K. Visitor Thank You ...... 134
L. Financial Aid Letter ...... 135
M. Employment Contract ...... 136
N. Employee Retirement Account ...... 137
O. Employee Contract Cover Letter ...... 140
P. Employee Handbook ...... 141
Q. Grant Request to Crystal Trust ...... 154
R. Layton Preparatory School Request – Auguest 2004 ...... 155
S. Flyer for Open House...... 157
T. Cover Letter for Introductory Information Packet ...... 158
U. Student Handbook ...... 159
V. Human Subjects Review Committee Approval Form ...... 172
W. National Institutes of Health Certificate ...... 173
x List of Tables
Table Page
1. Governance: Timeline of Formation of Board ...... 36
2. Development Action Plan ...... 48
3. Development ...... 58
4. HR/Hiring ...... 61
5. Facilities/Site...... 70
6. Marketing ...... 77
7. Enrollment...... 81
8. Approved Budget - January 2005 ...... 98
9. Summary ...... 100
xi Chapter I
Layton Prep Story
It Starts at Sanford School
In the summer of 1988, I drove on to the Sanford School campus to interview for a varsity wrestling head coaching job. I had no idea that this interview and my being offered the job was the actual start of what would become Layton Preparatory School.
Sanford School was founded in 1930 by Helen “Mother” Sawin and her husband. Named after their deceased son, Sanford, this school offered a rigorous traditional private school curriculum set on a 150-acre working farm. Students were exposed to farm work and chores, outdoor education, and animal husbandry along with the expected academic components of a traditional college preparatory day and boarding school. One unquantifiable feature of Sanford's program and culture was the nurturing/caring academic, social and emotional environment. This culture that was a learning and living community created by Mother Sawin is perpetuated through the faculty and staff to this very day. The unofficial motto among all faculty and staff was “whatever it takes” regarding their time and efforts needed to ensure that each student reached or exceeded his or her academic, social and emotional potential. It was this credo that I would embrace and employ as the basis of the development and establishment of Layton
Preparatory School.
I was hired as a middle school science teacher and middle and upper school coach at
Sanford school in 1988. I served at Sanford in those capacities for eight years. I then matriculated at Wilmington College (now Wilmington University) to pursue a Master’s Degree in Management and Administration. My professional goals shifted to the business of education as opposed to service delivery in education. In 1997, while still in graduate school, I was offered
1 my first administrative position as the Associate Director of Admission at Sanford School. This was my foray into the inner workings of an academic institution and the true genesis of Layton
Preparatory School. As the Associate Director of Admission my responsibilities included the solicitation, procurement, and shepherding of high school candidates and their families within the admission process. Through these processes, I established strong working relationships with placement personnel from the schools from which the prospective students and families were transitioning. Among them were the placement professionals from the area schools that served students with learning disabilities. While Sanford did not have a formal specialized program in place for students with learning differences, the combination of the academic environment and the schools dedicated and talented staff’s efforts made it an option for them. Thus, Sanford earned the reputation of having the academic, social, and emotional environment conducive to success for students with learning differences.
I was appointed the Director of Admission and Financial Aid in 2000. Now, I continued to develop and strengthen these relationships with the directors and placement personnel at the area specialized schools: Pilot School, Centreville School, The College School, Benchmark
School, Crossroads School (see descriptions in Appendix A). I did not realize it at the time, but these efforts would prove vital to the future establishment of Layton Preparatory School.
Change on The Horizon
In 2002, Sanford School appointed a new head of School, Chip MacKelcan. He was a graduate of Tower Hill School, which is one of the premier independent schools in northern
Delaware. Steeped in the culture of the independent schools in Northern Delaware, Mr.
MacKelcan was aware of the subtle and significant differences between the competing independent schools and their positions and ranking in the community. With the local economy
2 booming, the development in and around the Hockessin area (in all of New Castle county
Delaware) was on the rise, MBNA was thriving, and DuPont was still the largest employer in
Delaware. The number of Delaware’s middle, upper middle and upper class earners - the families making up a large percentage of the independent school population - was strong and getting stronger. The demographics and the fact that the Delaware public schools were in decline (program and program delivery quality) placed Delaware alone and on top of the highest number of students (per capita) in the country attending independent schools. Sanford School was full with a waiting list at each grade level. The applicant pools at traditional grades of entry
- preschool, fourth grade and ninth grade - had doubled. For example, I would typically see 25-
30 applicants for 20 spots available for incoming freshman. During this time, I was seeing 50 applicants for the 20 slots. This trend, combined with the directive from our new head of school to tighten the broad range of learning profiles, allowed the admission team to be more selective.
It meant that many families, (essentially all of the families from the above mentioned Pre-K to
8th grade specialized schools) were effectively no longer within our “acceptable” range. I was charged with the difficult job of explaining our “new direction” and subsequent changes to our admission’s candidate profile to these families. Along with the prospective students and families, I had to inform the placement personnel from the feeder schools with whom I had befriended and from whom I earned trust, that
1) Sanford’s position among the independent schools and its reputation as a traditional
college prep school was strengthening.
2) Sanford was no longer the “fit” for students who learned differently.
When accused of “changing our mission,” my practiced response for these families and professionals was that Sanford's mission in fact had not changed. I had to point out that
3 Sanford’s mission had always been that of a traditional independent college prep school. Driving this change was a sharp increase in the size and strength and competitiveness of our applicant pools. We accepted fewer students who would require accommodations, regardless of how minor, and/or a disproportionate amount of time and energy from faculty and staff compared to traditional learners. In independent school admission’s jargon, we were taking the students who could hit the ground running.
This new direction was a major blow to the students their families and to the placement personnel from the specialized schools/programs with whom we had previously worked. The concerns were twofold: first, the program they had gotten to know and respect (and counted on) was gone; second, there were no specialized independent college prep high school options within a 50-mile radius. I had the unfortunate task of rejecting these students and families. I could not counsel or direct them elsewhere except back to their respective public school districts, the system they’d moved away from years ago because it didn’t fulfill their needs.
It was during these difficult conversations with families that I first entertained the idea of a high school for students with learning disabilities. I wasn’t thinking of starting one of my own at that time, but was thinking the existing PK-8 specialized schools should. Not only was I thinking they should, I was perplexed at how or why they hadn’t done so to date. I understood completely the mission of these schools which was, identify students with learning disabilities, introduce or strengthen learning strategies to support them, and transition students back to a traditional academic setting… but what about the students who weren’t ready? I saw many students through the admission process at Sanford School who were not ready, in varying degrees, for that type of academic and social/emotional environment. It made me think about the students from these specialized schools who needed continuity - continued support through high
4 school or for a portion of high school. I thought of the students who were diagnosed and/or identified with a learning disability later in their academic career - those who did not have the luxury of an early diagnosis and subsequent early intervention. Additionally, it got me thinking about the students in our public school system who had been underserved through primary school, who presented with learning/information gaps and unattended learning, and/or social and emotional issues as they entered high school. All of this was churning in my head and leading me to the eventual decision to start an upper school to serve this population. As I would do many times before I made the decision to follow through, I suppressed these thoughts and continued to perform my duties at Sanford School.
An Idea and A Partner
Having let the proverbial cat out of the bag, I shared the concept of starting a high school for students with learning disabilities with my colleague, Patricia McLaughlin. Patty and I had started at Sanford School together in 1988 co-teaching middle school science at Sanford - I taught 5th and 6th grades, Patty taught 7th and 8th grades. Patty graduated from Penn State
University in 1980 with a BS in Marine Biology. She moved to Georgetown, SC where she worked for the Belle W. Baruch Foundation, Hobcaw Bowery associated with Clemson
University’s and South Carolina University’s Marine Biology programs. After several years with the foundation, she took advantage of the University of South Carolina’s Special Institute for Teachers Certification, a program designed to attract professionals already in the working world who were interested in becoming teachers. The program was fully funded for those accepted into it. Patty successfully completed the program in 1986 and taught in the South
Carolina Public school system until 1988, at which point her husband, in the information
5 technology field, was transferred to Wilmington, Delaware to work for Astra Zeneca. It was at this point that Patty began her career at Sanford.
Patty’s and my professional relationship grew and strengthened through our years teaching science together in the middle and upper school at Sanford. Eventually we returned to graduate school to better qualify ourselves for administrative roles in the field of education. Patty and I were able to ascend to the administrative level for the fall of 1997. I became the assistant director of admission and Patty was appointed the Director of Assessment and Curriculum Coordinator.
Although no longer literally working side-by-side, we remained close, frequently meeting and chatting and seeing each other at weekly administrative meetings. Through these meetings, I was keeping Patty abreast of my feelings about the direction Sanford was going, how my job was being affected, and how I was thinking of branching out to start a school to work with the student’s Sanford could no longer support. Patty was a large supporter of the idea from the start, jokingly (at first) saying, “GO FOR IT….I’ll do it with you.” What started as a novel idea became a more serious endeavor. We started meeting more formally with a “mini-agenda,” discussing what it would take to make it happen - time, money, people. As she was a program person and I an admission/development person, we thought from the start that our differing skill sets would be an effective combination. We were convinced that we could start a successful school, but what entrepreneur doesn’t think his or her idea isn’t going to be great. However, the leap from idea to fruition was still the difficult part. We were convinced we were going to do it, when and how were the questions. We would see each other on campus knowing we had a huge secret. We would pass by each other and simply say, “We’re doing this.” We knew we were...or we might, but exactly when was not fully decided upon.
6 Cat Out of The Bag
While feeling sorry for myself about having to deliver bad news to hopeful candidates and their families, the gravity of the situation and the need for my school never fully resonated with me until one young person (we’ll call her Laura) came to a Sanford School Open House in the winter of 2002. She had attended one of the specialized schools for students with learning differences through eighth grade and was counting on attending Sanford in the fall. Throughout the tour, I could see by the looks on their faces that they were becoming more and more concerned with the rigorous college prep program, delivery style, and the expectations I was describing. This information replaced the nurturing, broad learning profile serving, flexible delivery, and appropriate challenge programs they had heard so much about and had become synonymous with the Sanford name. By the end of the tour, Laura’s mother was crying exclaiming,
Am I in the right place? This is not the program I was told to expect. My daughter can’t
get in here...and if she did, she’d get swallowed. She is very bright, but processes
slowly. My friends and friends of friends have had children attend here. This is not the
program or approach they highly recommended to me. What’s happening?
I had to explain to her the situation. Her response, “So you’re turning your back on this unique population that so desperately needs you.” While I tiptoed around her direct question delicately letting her know that our admission approach had changed “slightly,” in my head I was thinking
- YES. At that moment, the opportunity to introduce my school surfaced. Without skipping a beat, I told her that I was planning to start a school for students like her daughter who needed a more individualized program. One that would highlight strengths and support weaknesses, create an active teaching/learning environment, introduce and strengthen learning strategies, and
7 one that offers flexible, varied and creative teaching methods. My school would not only serve students who had previously attended a specialized program and needed program continuity, but those who were diagnosed and identified with a learning difference later in life and those underserved by the public schools. The look in her and her daughter’s eyes was that of relief wrapped in joy ...surrounded by hope! While I was excited, actually fascinated by their response to my proclamation, I became abundantly aware and seriously concerned about my professional indiscretion - So irresponsible on so many levels:
1. I had told a desperate and vulnerable family of a perfect school for their daughter -
effectively building hopes and expectations on something that did not (actually) exist
- barely/only a concept.
2. I had told a desperate and vulnerable family of a perfect school for their daughter -
and done so while representing an existing school as its sitting Director of Admission
and Financial Aid.
We walked to a side room in the duPont Library on the Sanford Campus and I proceeded to tell them in depth of the school: mission, program, location, hopeful opening date...everything.
Well…..it was done. It was my lapse in judgment in telling Laura and her mother that we were in fact opening a school for students like her that got the wheel in motion. Completely freaking out about the fact that the “cat was out of the bag,” Patty and I had to derive an information release plan (who to tell, in what order, and what to say) and quickly. Aware that word of our school was going to travel fast. We thought the first person to bring up to speed was our boss, head of School - Chip MacKelcan. If he had heard about this without us telling him first, it could mean our jobs and potentially the entire project. At the very least it would have
8 negatively affected our relationship with him and our other colleagues. We would follow by telling other administrators then the faculty.
Coming Clean to Our Boss
Although I was extremely anxious about telling Chip, I immediately called him to schedule a meeting….at his first available minute preferably. He obliged by scheduling a meeting the very next morning. I let Patty know that we were scheduled to have the meeting that would truly shape the first steps of starting Layton Preparatory School.
It was obvious from Chip’s posture as we entered his office for our meeting that he knew
Patty and I had to tell him something he might not want to hear. Where our message would rank on the “something-he-might-not-want-to-hear scale was a mystery. Taking turns, we proceeded to tell him about our idea and the potential timeline....which included Patty’s and my resignation and exit strategy.
While Chip knew we had serious news to share, he was not prepared for this type of serious news. His initial reaction was that of shock and surprise. He said, “I’m not sure what to say…..I can’t tell you that makes me happy.” He asked how long we had been discussing/working on the project, to which we answered a little over a year. He asked if we had told anyone or spoken to anyone about the idea, to which we answered yes. The fact is, if he had a clue about the number of folks to whom we had spoken and the extent of which it had been discussed, he would have been very disappointed and perturbed. As it was - without even knowing the true extent - he was not happy. His next response was, “Quite frankly, I am not excited about losing two top administrators and members of the school’s leadership team. I’m also not thrilled to have to go through the process of replacing you two.”
9 As we continued to explain and discuss our plan to start our school, he acquiesced to the fact that it was a good idea and he felt that Patty and I as a team could “pull it off.” From there he asked questions that were more of curiosity and professional interest. He was intrigued by our creativity and innovativeness, and admittedly jealous of our gumption. He admitted that he himself wanted to step out and start a school at one point in his career, but was not confident enough that it would work. We discussed our very rough/general timing of the project - we wanted to stay at Sanford through the end of the school year 2004, work “behind the scenes” developing the program for a year and a half, then open with students in the fall of 2005.
While Chip was warming up to our project, he was still questioning exactly how Patty and I could possibly continue giving all our attention to our roles at Sanford while working on a parallel project equally as large (even more so). Our hearts sank (for the first of several times through our endeavor) as he pondered seriously whether he could keep us. He told us that if we were to remain at Sanford while planning our next endeavor he would have to establish clear and non-negotiable terms/criteria.
Chip was back to us within a week (a long week). He told us that he had gone through some serious soul searching and considered everything from firing us on the spot to what he finally came to, terms with in his heart and his mind. He gave us the following to think about.
1) We could stay for the 2003-2004 school year;
2) We could not work on the Layton project (anything having to do with the project)
during Sanford time - only after hours and weekends;
3) We could Not discuss in any way or solicit in any way, Sanford board members;
4) We could Not discuss in any way or solicit in any way, Sanford Faculty or staff; and
10 5) We could Not discuss in any way or solicit in any way, Sanford families - current or
prospective (too late for that one!!).
We asked for permission to at least tell faculty/staff to which he responded, “Yes, but not yet.” He felt if they knew, there would be no way of containing it among all other constituents. He would let us know when we could tell our colleagues.
As we agreed to his terms, shook hands, and exited Chip’s office, we were relieved to have the secret revealed and extremely excited about moving forward. We had no clue, however, how challenging it was going to be to balance our “real” jobs with starting a school of our own and how difficult it would be to work in secret (in an extremely small town/tight community). Additionally, we felt guilt; guilt in that we were being disloyal/dishonest with friends/colleagues who we felt deserved to know what we were doing. Chip had given us his blessing, but, while I understood the rationale behind his mandates, it became very difficult and uncomfortable for Patty and me to balance our current roles at Sanford and as business partners trying to establish a new school.
Free and Clear to Start Building Our School
Patty and I quickly called our first meeting - post “coming clean.” In keeping with the agreement with Sanford/Chip, we met at Patty’s house that very next weekend. While we had done some preliminary planning and organizational work regarding how we would break up responsibilities and jobs, we quickly recognized we had an immense amount of work to do. Patty was the extremely organized member of the team and brought out a skeleton spread sheet on which we would spend the next four hours inputting jobs and responsibilities, prioritizing them, and placing them on a timeline. Based on our professional experiences and backgrounds, we established that Patty would be responsible for the program side of the school -
11 academic program development and faculty development; and I would be responsible for the business side - financial development/advancement/fundraising, Human Resources, Admissions,
Marketing, and Facilities. While we had documented ideas, collected data, and delineated responsibilities, the concept/plan was nebulous (understatement). The first order of official business was to lay out an action plan and timeline (see Appendix A), a strategic plan that would harness our vision and excitement and focus it into action. We were finally allowed to get to work to make our concept a reality.
EXIT
Before I introduce the remaining chapters, which lay the building blocks for the development and opening of an independent college preparatory high school for students with learning differences, I must include a brief narrative describing our surreal (at the time) exit from
Sanford School. After our year of planning in secrecy, Chip gave us the “all-clear” to announce to friends and colleagues (some of whom already knew and were sworn to secrecy) about our plans to leave Sanford and open a new school. Except for one individual, whom I will talk about at a later juncture, Patty and I were met with an extremely positive reaction.
Among the educational professionals at the existing K-8 specialized schools, the reaction was relief. Finally, we could inform the students and parents, our potential students and parents, of the high school that would offer similar support as their institutions for their children going forward. We immediately scheduled admission events/information open houses at each of the potential “feeder” institutions.
Our friends and colleagues at Sanford were extremely supportive. We were approached and congratulated for our creativity and innovativeness. Many colleagues had questions and because we had been granted permission to work on it behind the scenes for a little over a year,
12 we had answers. We had formed a board, incorporated, secured a site, started the nonprofit status procedure, begun the design of our program, developed admission and marketing materials, and met with foundations for seed money with which to build and open our school. They were amazed at how much we had accomplished and how we managed to do it without them knowing!
One individual, Edward, who had been my direct superior and, quite frankly, a relatively good friend and confidant for years at Sanford, was the only person with whom our idea did not sit well. At the time, Edward thought we were “misguided,” but in retrospect, I believe he was personally hurt that I had not shared the information with him or included him in the endeavor. His disappointment was very apparent in his response. Edward knew something was
“brewing” and, according to him, gave me ample opportunity to share. Even if I had recognized he was searching for information, I would not have given any due to the pact I had made with
Chip. My commitment to secrecy and the impact it had on Edward made my meeting with him even more challenging and uncomfortable than my original meeting with Chip.
Ironically, the most hurtful yet inspiring responses were from Edward. He looked me in the eye and smugly exclaimed, “You’re misguided. It’ll never work. You don’t have the talent or the balls (his words) to pull this off.” I sat stunned at his bluntness and negativity. Even more, I was insulted by his lack of confidence in the idea and in my ability to give it a genuine shot. While I was surprised and saddened by his response, I was not in any way deterred or derailed. In fact, I heard and “used” those words many times during the next 24 months to maintain inspiration and motivation when I encountered difficult situations.
Along with inserting and describing Patty and my experiences through the process, the following chapters identify key terms and outline our initial action plan and list the steps
13 involved (the blueprint) for developing and opening an independent high school for students with learning disabilities.
In Appendix B - our draft action plan (referred to often as our Bible) - we prioritized our work and delineated the responsibilities for the first several years. While the Organizational
Chart and TimeLine document was not executed exactly as written, it served as the guide - our map to starting our school. The following chapters, specifically Chapters 3-11, detail our efforts in accomplishing these goals, which created the “blueprint” for starting an independent college preparatory high school for students with learning differences.
14 Chapter II
Critical Terms and Concepts
Independent (Private) School
Per ISM (Independent School Management), an independent school is considered
“independent” in two important ways. Unlike public schools run by government, parochial schools run by a diocese, or proprietary schools run by for profit entities, independent schools are independent in governance. This means that the school operates as a not-for-profit organization and is governed by a self-perpetuating board of directors/fiduciaries. Independent schools are also independent regarding finances. Independent schools charge tuition and raise money to operate, as opposed to being supported primarily by public and federal money or religious subsidies.
It is the independence of independent schools that offers them the four essential freedoms that make them strong:
The freedom to define their own mission (why they exist, whom they serve, how they
deliver services).
The freedom to regulate enrollment (admission process - admitting students who fit
the academic profile/criteria appropriate to the mission).
The freedom to hire/define teacher credentials - no mandatory certifications or
degrees.
The freedom to define/design/implement change to their curriculum - teach what the
teachers decide is important (free from most all state curricular, textbook, materials,
and testing mandates).
15 To clear all misconception/popular belief, independent schools are not elitist. A great deal of energy and effort is put forth to ensure racial, ethnic, and socioeconomic diversity - for example, independent school students are supported by a significant commitment to financial aid
(at Layton Prep – 40+% of students received need-based financial support). Independent school students come from all family income levels, and nation-wide between 20% and 50% of them typically are supported by financial aid.
Learning Differences/Disabilities
According to the Dr. Amy Diebolt (Arizona School Neuropsychology) website, the definition, origin, and range for the term Learning Disabilities is as follows:
The term Learning Disabilities refers to many disorders which may affect the
acquisition, understanding, organization, retention, or use of verbal or nonverbal
information. These disabilities affect learning in individuals who otherwise
demonstrate at least average abilities essential for thinking and/or reasoning.
Meaning - learning disabilities are distinct from global intellectual deficits. (para. 1)
Learning disabilities exist because of impairments in one or more processes related to
perceiving, thinking, remembering/retrieving, and/or communicating. These include,
but are not limited to: language processing, phonological processing, visual spatial
processing, processing speed, memory and attention, and executive functions (e.g.
sequencing/planning and decision-making).
Learning disabilities range in severity and may interfere with the acquisition and use
of one or more of the following:
Oral language (e.g. listening, speaking, understanding);
Reading (e.g. decoding, phonetic knowledge, word recognition, comprehension);
16 Written language (e.g. spelling and written expression); and
Mathematics (e.g. computation, problem solving).
Learning disabilities may also involve difficulties with organizational skills,
social perception, social interaction, and perspective taking. (Arizona School
Neuropsychology[ASN], 2018, para. 2)
“Learning disabilities are lifelong” (ASN, 2018, para. 3). The way in which they are
“expressed may vary over an individual’s lifetime” (para. 3), depending on the interaction between the demands of the environment and the individual’s strengths and needs. “Learning disabilities are suggested by unexpected academic under-achievement or achievement, which is maintained only by unusually high levels of effort and support” (ASN, 2018, para. 3).
Furthermore, according to Learing Disabilities Association of Peterborough (LDAC,
2018), learning disabilities can be attributed to,
Genetic and/or neurobiological factors or an injury or issue that alters brain functioning
in a manner which affects one or more processes related to learning. Learning disabilities
are not due primarily to hearing and/or vision problems, socio-economic factors, cultural
or linguistic differences, lack of motivation or ineffective teaching, although these factors
may exacerbate the challenges faced by individuals with learning disabilities. (para. 1)
Mel Levine (2002) in A Mind at a Time, stated that learning disabilities may (usually) co- exist with various conditions including attentional, behavioral and emotional disorders, sensory impairments or other medical conditions. Levine stated that for success, individuals with learning disabilities require early identification and timely specialized assessments and interventions involving home, school, community and workplace settings. The interventions
17 need to be appropriate for each individual’s learning disability subtype and at a minimum, include the provision of:
Specific skill instruction;
Accommodations;
Compensatory strategies; and
Self-advocacy skills.
Academic Accommodations
Nolet and McLaughlin (2000) describe instructional accommodations as “a service or support that is provided to help a student fully access the subject matter and instruction, as well as to demonstrate what he or she knows” (p. 71). These accommodations do not change
(modify) the content of instruction or expectations for performance. To do this, teachers need to have clear goals for instruction based on grade level academic content standards and benchmarks or indicators. According to Nolet and McLaughlin, the implementation of accommodations needs to be:
Aligned or matched between classroom instruction, classroom testing, and district or
state tests. Most accommodation use does not begin and end in school; however,
students who use accommodations will generally also need them at home, in the
community, and as they get older, in postsecondary education and at work. Students
need to have opportunities to learn to use accommodations in classroom settings and
they also need to be able to take classroom tests using accommodations. Testing
conditions in the classroom should be as close as possible to those of district or state
testing situations to increase a student's comfort level and allow for the best possible
performance. (p. 71)
18 Accommodations for assessment and instruction are integrally intertwined. There are
some accommodations that are appropriate for classroom use that would not be
appropriate in testing situations. However, no accommodation should be
recommended for an assessment that a student has not had a thorough opportunity to
learn to use comfortably and effectively during classroom activities. (p. 3)
Assistive Technology
The Assistive Technology Industry Association (2018) defines Assistive technology as technology that - includes “any item, piece of equipment, software or product system that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities”
(para. 1). Their definitions are as follows:
Assistive technology can be low tech, e.g., communication boards made of cardboard
or fuzzy felt.
Assistive technology can be high tech, e.g., special purpose computers.
Assistive technology can be hardware, e.g., prosthetics, attachment devices
(mounting systems), and positioning devices.
Assistive technology can be computer hardware, e.g., special switches, keyboards,
and pointing devices.
Assistive technology can be computer software, e.g., screen-readers or
communication software.
Assistive technology can be inclusive or specialized learning materials and
curriculum aids.
Assistive technology can be specialized curricular software.
19 Additional forms of assistive technology include but are not limited to electronic
devices, wheelchairs, walkers, braces, educational software, power lifts, pencil
holders, eye-gaze, and head trackers. (ATIA, 2018, para. 1)
Different disabilities require different assistive technologies. Assistive technology includes “products and services to help people who have difficulty speaking, typing, writing, remembering, pointing, seeing, hearing, learning, walking” (ATIA, 2018, para. 2)
Independent Education Program (IEP)
A federal law called the Individuals with Disabilities Education Act (IDEA) requires that public schools create an Independent Education Plan (IEP) for every child receiving special education services. The IEP is meant to address each child’s unique learning issues and include specific educational goals. The IEP is a legally binding document and the school must provide everything it promises in the IEP (IDEA, 2018). By law and according to IDEA, the IEP must include:
A statement of the child’s present level of performance (PLOP)—this is how the child
is currently performing in school.
The child’s annual educational goals
Special education supports and services that the school will provide to help the child
reach goals
Modifications and accommodations the school will provide to help the child make
progress
Accommodations the child will be allowed when taking standardized tests
How and when the school will measure the child’s progress toward annual goals
20 Transition planning that prepares students for continued services and life after high
school
Differentiated Instruction
Differentiated instruction, also known as differentiated learning or differentiation, is a framework or approach for instruction that involves providing different students or groups of students with a variety of learning needs (often in the same classroom) in regards to: acquiring content, processing information, constructing or making sense of ideas and developing educational materials and assessment means so that all students can learn effectively, regardless of their differences in academic ability. As students vary in so many ways, not just in ability, but culture, socioeconomic status, language, gender, motivation, personal interests, and more. Teachers need to be aware of these differences as they are planning their curriculum.
Teachers can develop personalized instruction so that all children in the classroom can learn effectively, considering these differences. Differentiated classrooms have also been described as
“ones that are responsive to student readiness levels, interests, and learning profiles” (p. 119). It is a classroom where all students are included and can be successful. To do this, a teacher sets different expectations for task completion for students based upon their individual needs.
Differentiated instruction, according to Carol Ann Tomlinson (2004), is the process of
“ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student’s readiness level, interests, and preferred mode of learning” (p. 188). Teachers can differentiate through four ways: 1) content, 2) process, 3) product, and 4) learning environment based on the individual learner. Differentiation stems from beliefs about differences among learners, how they learn, learning preferences, and individual interests (Anderson, 2007). Therefore, differentiation is an organized, yet flexible
21 way of proactively adjusting teaching and learning methods to accommodate each child’s learning needs and preferences to achieve his or her maximum growth as a learner. In order to understand how our students learn and what they know, pre-assessment and ongoing assessment are essential. This provides feedback for both the teacher and the student with the ultimate goal of improving student learning. Delivery of instruction in the past often followed a “one size fits all” approach (Anderson, 2007). In contrast, differentiation is individually student centered, with a focus on utilizing appropriate instructional and assessment tools that are fair, flexible, challenging, and engage students in the curriculum in meaningful ways.
Special Education (Services)
According to the Individuals with Disabilities Act (IDEA, 2004), special education is defined as “specially designed instruction, provided by the public school system at no cost to parents, to meet the unique needs of a child with a disability” (20 U.S.C. § 1401, 29). For students identified as needing targeted support, special education or special education services can include activities in gym, music, and arts education and specialized instruction in the classroom, home or other settings.
Specialized Instruction
Specialized instruction is also known as special instruction, individualization or differentiated instruction. “Under the IDEA Act of 2004, the federal law governing special education programs, every student’s individualized education plan (IEP) must include several elements to ensure students achieve academic goals” (Logsdon, 2017, para. 2). Among these elements is a description of specialized instruction. “Specialized instruction refers to the teaching strategies and methods used by teachers to instruct students with learning disabilities and other types of learning disorders” (Logsdon, 2017, para. 3). To develop specially designed
22 instruction for each student with a learning disability, educators, and parents work together to analyze student work, to evaluate information, and other available data to determine the student’s strengths and weaknesses. Based on the student’s unique learning needs, strategies are developed. Teachers continue to measure the students’ progress and makes changes in instruction as needed.
Examples of Specialized Instruction
A student with a learning disability may be assigned school work that teaches the same academic standard as her typical peers, but the teacher may adjust the way the special needs student is taught the standard or completes the assignment to meet the child’s unique needs. Say the teacher is giving a lesson on comparing and contrasting to a classroom of fifth graders. The teacher might tell the typical students in the class to list all the ways two characters in a story are similar or different from each other, but the teacher may give the child with a learning disability a graphic, or visual organizer to help the student better grasp the concept.
Examples: For a visual learner, the teacher may give a student a Venn diagram so he/she can visualize how the characters have some personality traits that overlap and others that don’t.
For auditory learners, the teacher might allow the child to listen to an audiobook, a recording of the story, so he/she can hear the words as he/she reads along. For a student with processing speed issues, the specifically designed instruction may be that he/she receives additional time to complete the assignment.
“Depending the child’s learning disability, specialized instruction may differ. In other words, it isn’t a ‘one-size-fits-all’ approach to teaching” (Logsdon, 2017, para9). While one child may have a learning disability in reading, another may have a learning disability in math and others may have a writing learning disability or math learning disability. Specialized
23 instruction must meet the needs of all of these individual children, as outlined on their IEP. IEPs are reviewed each school year, and parents and teachers can adjust the specialized instruction a child receives.
After reviewing the individualized education plan, parents, teachers, counselors, and other members of the IEP team may decide that the child should receive new forms, and specialized instruction.
Research Problem
How does one start an independent college preparatory high school for students with learning disabilities?
Purpose of the Study
To provide a “Blueprint” for someone who wishes to design and open an independent college prep high school for students with learning disabilities.
Who Needs A Blueprint?
Students with Learning differences
Parents/families of students with learning differences
Professionals who work with students with learning differences
The public school system
24 Chapter III Governance
Advisory Board and Board of Trustees/Directors
Before detailing Patty’s and my experiences in putting together our advisory council and our board of trustees, one needs to know: 1) What is an advisory board? 2) What is a board of trustees? 3) Why are they necessary? This chapter will present information about an advisory board, a board of truestees, and the birth of Layton’s Advisory Council and Board of Trustees.
What is an advisory board? What is its function?
An advisory board can serve as a feeder group for the board of directors. The latter functions well when (among other things) it is comprised of individuals whose chemistry is good and who have the skills appropriate to the needs of the business, but the development of an effective board of directors is a long-term project. In the interim, it may be helpful to observe the nature of contributions that individuals can make and the extent of their commitment to an advisory board before appointing them to a board of directors.
In “The Role and Value of an Effective Advisory Board” by Barry Reiter (2003), he establishes that “nobody can build a great business alone” (para. 1). “Whether it’s a start up or an established business,” or in my case, a school, “having access to high-quality advice can enhance an organization’s odds of success” (para. 1). “Entities seeking advice can obtain it from a board of directors, consultants or networks of one sort or another. Increasingly, attention is being given to advisory boards” (para. 1). Reiter discusses the role of these boards, how they should be structured and organized, and their value to an enterprise.
Why have an advisory board? Enterprises considering setting up an advisory board must answer a key question according to Reiter (2003):
25 Why are we establishing an advisory board and what do we want out of it? The
enterprise may be seeking assistance with anything from marketing/publications to
managing human resources to influencing the strategic plan of the operation. Thinking
carefully about an advisory board’s purpose will ensure that it will be structured to
maximize its contribution to an organization’s success. (para. 2)
Advantages of an advisory board. “The smaller advisory board can, in certain cases”
(my case), “work more effectively than the larger board of directors”(Reiter, 2003, “Private
Company,” para. 4). While views differ on the optimal size of a board of directors, and while different sizes are appropriate to different companies at varying stages of their lifecycles, all organizations face limitations on board size. There may be input that is required which can be sought from particular individuals on an advisory board rather than allowing the board of directors to grow to an unmanageable size.
Advisory boards provide structured counsel. People driving enterprises, in the case of a school, the head of school often finds that their job is lonely. For some, the issue may be that they have yet to build trust in any person or group to provide ongoing, meaningful guidance. For others, the complexity and speed of a project or initiative makes it difficult to reach out for help.
In these and similar cases, advisory boards provide the degree of consistency, longevity, and background knowledge that can allow advisory board members to know enough and have enough interest that they can advise reliably on issues.
Advisory boards provide targeted input on as needed basis. An organization may need advice on an aspect of its business (in our case marketing, direction, admissions, program, etc.).
An advisory board is created to address that issue only, without the need to express an interest in or to pay attention to the other aspects of the business, which a board of directors must. “The
26 advisory board can focus directly and solely on the issue(s) for which it has been created, as opposed to engaging in much of the ritual that accompanies board of directors proceedings, such as minutes, formal approvals, ratifications, etc.” (Reiter, 2003, “Focused Input,” para. 1).
Dealing with advisory boards may be less time-consuming than dealing with boards of directors (Reiter, 2003). The latter will typically meet at least four times a year, often more frequently; board committee meetings require additional time. “A typical advisory board will meet only once or twice a year. Advisory board meetings can also be shorter, since the range of issues it deals with may be narrower than the range before the board of directors” (Reiter, 2003,
“Commitment,” para. 1).
Meeting organization and frequency. An advisory board is a group. As with any group it is affected significantly by how effectively the group’s activities are organized and directed. As stated above, advisory board members are sought out because of their personal attributes and areas of expertise. These qualities tend to make them attractive to others, and in most cases, they are busy people. If the advisory board is to be established based on meetings as opposed to, for instance, one-on-one consultations with the head of school, it is important to schedule meetings well in advance… and to have an agenda, reason to meet. Reiter (2003) points out that, “All too frequently meetings are held with very little or nothing distributed in advance resulting in a significant amount of meeting time being taken up in providing background information” (“Meeting Frequency,” para. 3). Prior to meetings and well before the meeting year, a meeting schedule should be established and disseminated to advisory board members, e.g. a meeting schedule should be sent to members for their review in July/August before the upcoming school year. Emergencies can always arise, but the risk of conflict is reduced by establishing meeting dates well in advance.
27 The scheduling and meeting material requirements are ultimately the responsibility of the head of school and are supported by his/her administrative assistant (if he/she has one). A well- run meeting requires that an agenda be established ….and followed. A hope (as opposed to an actual need) is that the chair or meeting facilitator can “manage” the meeting. A way to help ensure effective time/meeting management is to circulate an agenda and to include proposed times for each agenda item. Unless there is a particularly good reason for exceeding the proposed times, “this will allow the chair to keep the meeting moving. That said, a good chair must be somewhat interventionist, moving the agenda along while respecting the advisory board member’s input and expertise” (Reiter, 2003, “Frequency,” para. 6).
What is a Board of Trustees? What is its function?
Understanding the role and nature of a Board and its relationship to parents, Head of
School, and its own internal operation is critical to enhancing independent school stability, viability, and sustainability (DeKuyper, 1998). For most private schools, the school Board exists primarily to formulate policy and give direction to the school through their one employee, the
Head of School. The Board is charged with furthering the school’s mission and ensuring the school’s success. For most private schools, the Board is involved in long range issues, rather than day to day operations, and in “big picture” planning and budgeting or budget approval.
Independent School Management (ISM) an organization which provides consulting and resources to independent schools, summarizes it thusly: “The Board’s core activity is planning, and the Board’s primary constituency is not today’s students but the students of the future”
(Simmer, 2002, p. 4).
The National Association of Independent Schools (NAIS) another resource provider for independent schools in its 1998 Trustee Handbook: A Guide To Effective Governance For
28 Independent School Boards by DeKuyper echoes this fundamental principle and emphasizes that the Board functions as the long term “mission keeper” of the school. The National Catholic
Education Association (NCEA) provides similar advice for Catholic school boards in its
“Building Better Boards: A Handbook For Board Members In Catholic Education” by Sheehan
(1990) and again in its “Benchmarks Of Excellence: Effective Boards Of Catholic Education” by
Convey and Haney (1997). All agree that Boards are critical to a healthy private school; all agree that Boards have a critical role in long-term school operations. These groups also agree that the minimal functions of most private school Boards include:
Developing a strategic plan
Policy development and approval
Hiring the principal
Approving an annual budget
Setting salaries
Setting tuition
Overseeing financial accountability
Ensuring that (in broad terms) the school is fulfilling its mission
Each of these agencies also stress that the Board should NOT be involved in the day-to- day operations of the school. Such daily practical matters should be handled directly by the
Head of School (also called the principal, Headmaster, Headmistress, school director, dean, etc.).
Board members should never be involved in specific management, personnel, or curricular issues. The primary responsibility of the Head of School is to implement Board approved policies. The Head of School also oversees the implementation of the curriculum and classroom management and is responsible for staff evaluation and hiring and firing within the financial
29 constraints determined by the Board. The critical distinction here is that the Board controls the big picture and gives direction to the Head of School, who implements policy with considerable discretion.
How is a Board comprised? Another question the bylaws should address is that if the
Board ultimately controls the school, who sits on the Board? Additionally, who decides how many sit on the Board, for how long, and finally who they are. The bylaws should, therefore, address the number and election of Board members and their tenure. Since the Board has the power to write and rewrite the bylaws, it can literally shape itself. The power of a founding
Board is therefore huge, and founding Board members should spend a significant amount of time thinking in depth about how they will organize the Board and what type of Board they will have.
All Boards should require that before any new Board member begins to serve; he or she must possess the willingness and capacity to further the school’s mission as stated in its current mission statement, philosophy, and strategic plan.
What or who determines the formal power structure? When governance problems strike independent schools, questions quickly arise about who has what power to decide what issues. It is important that such critical questions be answered proactively before any crises occur. The power structures should be laid out clearly and concisely in the school's constitution and bylaws. This is particularly important as schools tend to be places of high conflict. If a major function of the school is to socialize children into a set of values, there is a strong possibility that conflict will result not only about which values, but whose values are being taught. When the values are agreed-upon, the means for instilling these values can also lead to conflict. As the conflicts occur, as they will inevitably will, the question of who has what power will arise. It is best to establish rules relating to conflict resolution and power distribution before
30 the actual conflicts arise. These bylaws should be in the possession of each Board member and be available to the parents and staff as well. These bylaws should be reviewed by the Board at least every three years. Any necessary changes to these bylaws should be carefully considered, have strong consensus for support, and go through two separate readings at two separate Board meetings. These bylaws, which are a legal and foundational element of the school, should be carefully considered and consistently followed and implemented.
There is no one-size-fits-all set of bylaws which will work for all private schools. Each school must develop its own set of operating guidelines which meet the needs and expectations of the community it seeks to serve. The Board should ensure that its bylaws are consistent with applicable state laws especially regarding nonprofit corporate law. However, whatever bylaws it chooses to adopt, the Board should ensure that the bylaws are clear, strong, and reflective of the actual administrative practices of the school. All bylaws should include the school’s mission statement and philosophy. The document should also include the legal underpinnings of the nonprofit corporation per applicable state law. However, the bylaws should be more than a simple legal explanation of how the school operates. The bylaws should also include the goals and responsibility of the Board as it relates to leading the school into the future. A critical element regarding such responsibility and leadership is a clear delineation of powers. The document should answer the basic question of “Who runs the school?” Example: At the end of the day who makes the final decision on issues and how? Most private school Boards stipulate that the Board has final jurisdiction over the institution. The Board typically corporately owns the school’s assets. The Board is responsible for approving the annual budget, for developing a long-term strategic plan, and for the evaluation and the hiring and firing the Head of School.
31 The Head of School handles the day-to-day operations of the school, typically without any Board intervention or input.
Birth of Layton’s Advisory Council and Board of Trustees
When Patty and I decided to open a school, we needed to make sure that our decision was based on sound data and with a reasonable understanding of the costs and strategies needed to successfully open the school.
Our first order of business was to create our vision and mission statement, guiding core values, and educational philosophy for the school. This was the foundation which guided our decision making and every process of creating the school. Our mission, core values, and philosophy/beliefs were the guiding force behind every component of the process in establishing the school and every component of the life of the school since its doors have opened. From our work in the local independent school market and the blessing from educational consultants with a local firm - ISM, Inc., we identified the kind of school our market needed and would support, as well as what the parents wanted. As stated in chapter one, we queried parents, community, and educational leaders for their opinions. We also visited other schools including Delaware Valley
Friends School, Crossroads, Hill Top Academy, and McLean Academy to tour and analyze their programs and facilities. With the consultants from ISM, Inc. we initiated a feasibility study to support the process of identifying statistical demand, grade-by-grade, etc. The ISM consultants deemed us feasible by our third meeting and before we incurred any cost.
As mentioned previously, Patty and I were not without flaw regarding our ability to plan in secret before informing Chip of our endeavor. In fact, we had reached out to two sitting heads and one student placement director at three of the aforementioned K-8 specialized programs in the area (Pilot School, Benchmark School, and Centreville School) for advice and guidance. We
32 also needed to ask for their permission (get their blessings), because each of these institutions had, at one point, investigated the potential of opening an upper school program of their own. A driving force behind our idea and the need to open an independent high school for students with learning disabilities was the fact that there was no program option, such as this in the State of
Delaware or within a 50-mile radius of Wilmington. We also felt it necessary politically, as well as professionally to get the blessing of the K-8 specialized schools before embarking on our mission. Patty and I met with a representative from each school seeking their input. While each representative had strong feelings about the need for a high school option, each had their own reason for not wanting to or being able to start a secondary program of their own. Each representative energetically offered his/her expertise and services in an advisory capacity, thus the beginning of the establishment of our Advisory Council.
Patty and I pursued the input and interest of several other individuals: a sitting Business
Manager at a local independent school, a healthcare professional in the field of pediatric psychiatry, and a parent of a high school aged son with learning differences. In each case, we asked for a meeting with the individual, explained/presented our concept and asked if they would be willing to help us in our endeavor. Again, each agreed to help us in an advisory capacity.
According to the Association of Fundraising Professionals’ 2004 article - Building an
Effective Board of Trustees by Lysakowski, Patty and I wanted a board comprised of representatives from a variety of walks of life and professions; an understanding or appreciation of specialized schools and/or child and student services and support was important, but not imperative.
To that end, the development and founding of Layton Preparatory School’s inaugural
Board of Trustees occurred thusly. During our year behind the scenes, Patty and I each
33 developed a list of people whom we thought might be interested in helping us start the school.
We decided on a list of basic characteristics/criteria that our board members should possess. Along with possessing one or more (hopefully ALL) of the three W’s - work, wisdom, and wealth - we were looking for folks who possessed an understanding of, and a genuine interest in and/or personal experience with:
1. Education
2. Specialized education
3. Students with learning differences
4. Board Trusteeship
5. Not for profit board trusteeship
As I was from Delaware (born and raised) and was steeped in the northern Delaware independent school culture, I had many more potential contacts than did Patty. Additionally, having gotten to know several students and their families who had come through the admission process at Sanford, I immediately felt that it was a logical pool from which to draw. I approached one gentlemen (I’ll call him Tom) whom Patty and I knew possessed many (almost all) of the criteria we had developed. His son attended a local specialized school through 8th grade and was currently enrolled at Sanford School. Through the admission process, I had gotten to know the family well and had the pleasure of hearing their “story” about their son’s early diagnosis of a language based learning difference and his academic struggles due to his learning difference. As he approached 8th grade (the last year) in the specialized program, he was still reading well below his grade level. The family was worried he would not close the gap in time to transition to a high school, and subsequently, had begun the process themselves of starting a local independent school to serve high school students in need of academic
34 support. While their child did amazingly close the gap within his last year, the family learned a great deal about specialized upper school programs and, more importantly, the fact that there was a dearth of local options. Patty and I wanted to tap Tom for information, as well as founding board membership. While Tom was extremely receptive to the idea, he did not feel that he had the time to commit to the project. Clearly we were disappointed, but respected his position. Our disappointment was short-lived as he immediately suggested we talk to his wife Debra Layton
Harvey (guess where our name came from). He shared that it was she who had done most of the research when looking for a high school for their son. Tom thought that she would be very interested in the project and assured us that she would have more time to commit to it. Indeed,
Debra was extremely interested and excited about the prospect. After several meetings where
Patty introduce our concept and plan, our first board member materialized. From there we approached three other individuals: Brad an educator and personal friend; Andy, a Corporate
Lawyer and personal friend; and Donna, parent of a special needs student and friend. These four individuals would meet for the first time on December 18th, 2003 to form our initial Board of
Trustees and to help establish the first school of its kind in the State of Delaware.
35 Table 1
Governance: Timeline of Formation of Board
Full-Time Directors Open
2003 2004 2005 2006
Jan July Jan July Jan July Jan July to to to to to to to to June Dec June Dec June Dec June Dec
Cultivate Board members (among community, X X X educational and business leaders)
Create and run board and planning schedule - X X X X X First Meeting
Develop board policies and procedures (by-laws) X X X
Develop school policies and procedures X X X X
Develop trustee handbook X X
Secure legal counsel X
Write/Complete faculty and staff handbook X X
Develop 5-year strategic plan X X X X
36 Chapter IV
Fundraising
How Do You Raise The Money to Start An Independent School and Keep It Coming to
Sustain It?
Before detailing Patty and my experiences raising money for our endeavor, one needs to understand fundraising and development, their function, and acceptable practices for raising funds. After discussing the concepts of fundraising and development, this chapter presents information about what is an annual fund?, planning a fund raising strategy, and concludes with
Our Story.
Any activity that brings money to the institution qualifies as fundraising and it comes in many forms, from a school’s fundraising events (bake sale, golf outing, silent auction, oyster roast) to its annual fund solicitations to its grants from philanthropic organizations/foundations.
Drozdowski (2003) notes in “Development and Fundraising: What’s the Difference?” article in the Chronicle of Higher Education that “professionals working in the development office are not only directly raising money” (para. 1),… “they are managing data, conducting prospect research, recording gifts, working with volunteers, managing donors, and helping to manage events” (para.
3). He writes, “The time spent cultivating or soliciting donors is fundraising; that spent aligning fundraising goals with institutional planning is development” (para. 4)
The Independent School Management’s (2001) article “Fundraising. Development.
Advancement. What Does it all Mean?” notes “Development is the strategic process by which schools identify, cultivate, solicit, recognize, and steward prospects and donors to establish and nurture relationships and to raise resources” (para. 6). To reach and hopefully exceed goals, the development director needs to create an understanding of “giving” and “build a culture of
37 philanthropy at the school” (ISM, 2001, para. 6). “That means educating donors and prospects about the mission, philosophy, value, and distinct nature of the school” (para. 6). It also means doing so with prospective families at one point (earlier the better) during the admission process.
“Building that culture is the basis of fund raising efforts, the annual fund is the building foundation” and barometer for all fundraising efforts (ISM, 2001, para. 6).
What is an Annual Fund?
According, the above mentioned article from Independent School Management, the term
Annual Fund is a catch-all term for fundraising activities that are designed to stimulate regular giving. It encompasses activities, such as telephone campaigns, direct mail, e-appeals, inserts in alumni magazines, advertisements, and web-based appeals. These activities are important for many reasons, including that they:
Provide income both for specific projects and unrestricted funds,
Establish giving habits and enable patterns of giving to be tracked,
Establish a donor pipeline, enabling the identification of donors with the potential
capacity, and propensity to give bigger gifts in the future,
Increase donor participation rates,
Help improve and keep data about prospects up to date,
Are a great stewardship tool,
Help reinforce core messages about an institution,
Help identify the enthusiasts who might be leaders or significant volunteers, and
Strengthens the bonds between an institution and its prospects.
The Annual Fund is comprised of any gift(s) made in response to any of the above mentioned Annual Fund solicitations. They include donations to underwrite budgeted expenses
38 and those that are replaceable. Those are the gifts that make up the basis of an annual fund program that can be managed effectively (have meaningful goals) and be compared meaningfully across fundraising years.
Through a school’s annual fund solicitation, every constituent of the school community, parents, grandparents, alumni, faculty, and friends, is reached. For parents, it can be difficult to think beyond, “I just gave you a big tuition check … and now you want more?” Thus, the education part, tied together with the values they hold dear, is the crux of moving to a culture of philanthropy.
Planning a Fund Raising Strategy
The Council of Advancement on Support of Education notes when putting together your annual fund strategy you need to consider two main factors: (1) the volume and quality of your data, and (2) your investment budget. Annual funds can be expensive to run and will require an initial investment before returns are recognized.
You can obtain benchmarking data on annual funds at comparable institutions from the NAIS (National Association of Independent Schools) website (https://www.nais.org), which will provide you with return on investment figures to assist your planning. Most annual funds comprise a combination of activities with a strong emphasis on telephone contact, as it tends to offer the best return.
Telephone fundraising. Telephone fundraising gives you a direct link with a prospect, offering a higher chance of success, and the flexibility to be able to offer prospects multiple giving options (e.g., someone may dislike the idea of committing to a regular gift but may be interested in leaving a legacy instead). Telephone fundraising is also an opportunity to gather qualitative data on prospects that can be invaluable when identifying major gift prospects.
39 In many cases telephone fundraising initiatives employ not only development department personal, but volunteers, such as parents, alumni, teachers, and members of other constituencies.
For this reason, it is a tightly managed process. Callers are trained and given scripts as the basis for their conversation with prospects. Commonly, prospects are alerted in advance, by letter or email that they will be called.
Callers encourage donors to commit to regular gifts by way of a variety of methods, continue their regular/current gifts or to increase their current giving levels and frequency.
During the call, they will update the personal/contact data held on prospects and listen out for indicators that prospects might have the potential to become major gift donors.
Direct mail, advertisements, inserts, and web-based appeals. These methods of fundraising tend to be less effective than telephone fundraising, as they require more effort on the part of the prospect. According to NAIS development data, fewer than 5 percent of recipients will respond. These methods do, however, help to reinforce the messages of the institution and encourage the momentum of shifting to a culture that is more accepting of fundraising to support higher education. It costs very little to always carry an appeal on your website, and nothing at all to use your email footers, Facebook pages, Twitter feeds, and other social media to promote appeals. It all helps to reinforce your fundraising messages.
In every way and among all initiatives - make it easy for people to give. Donors won’t want to fill in long forms that then must be put in an envelope and posted. Make things easy by introducing ‘text’ mobile phone giving, web-based giving, and other shortcuts. Always stress the benefits of any tax or government incentives (e.g., gift aid in the UK) or corporate matching to maximize the donor’s gift. Always suggest set amounts to guide the donor’s choice.
40 The who, when and what of asking. Many institutions aim to solicit all their donors at least once a year by whatever the most effective method they have at their disposal. While some institutions differentiate between major donors and annual fund donors, others do not. The risk in separating out major gift prospects is that they will go unsolicited for long periods of time and potentially lose interest in your institution. It is a delicate balance as you don’t want to offend a major contributor by soliciting them for the Annual Fund after they have made a significant major gift for another purpose.
An important success factor in annual funds is the skilled segmentation of your database.
If people are asked at the right time and asked appropriately, the chances of success are maximized. Some of the most successful ‘asks’ are to those who are existing donors. They already know and like your institution and will be more likely to renew or increase their gift, especially if they have been well-stewarded/well-communicated with. Your decision about when and to whom to make your appeals should be based on several factors:
Your accounting year. You might want to ask at the beginning of the accounting year
so the gifts come in during that year.
Your capacity to deal with the response. You need to ensure that you have sufficient
staff and resources in place to cope with a peak in activity.
The time of year. Avoid summer holidays, when people might be away, and months
like January, when people have just suffered the expense of the holidays. Many
institutions like to call during the autumn term, as it is the start of the academic year,
people are returning to school and work after a summer break, and are perhaps feeling
more positive and energized than at other times of the year.
The availability of suitable fundraising projects.
41 When considering what to ask people to support, you need to minimize the options available and tailor them to the segment you are approaching. For example, when contacting graduates who were involved in athletics you might offer them two options - an unrestricted fund to support physical education or sports program needs or the chance to sponsor a potential athlete that might not be able to afford the tuition. The “ask” should be simple and easy to communicate to prospects: they need to be able to ‘get it’ within a very short space of time.
Offering a giving “menu” is also helpful, especially if they can be related to the project.
If your building a building, bricks, chairs, a hallway or classroom would represent different level gifts. For example, the successful SendaCow.org charity equates donations to specific items:
$10 buys a bag garden, $32 buys four chickens.
How to know if it is working. Successful annual fund managers love numbers. They are great at looking at a multitude of numerical indicators to decide whether a campaign is working and at using these figures to inform future campaigns. Return on investment weighed against the income generated per alum is an important factor. It might cost $20.00 to telephone an alumnus, but the return rate per 100 calls might be $20,000. Other measurements of success might include:
Number of renewing donors,
Number of lapsed donors renewing,
Number of new donors,
Numbers of legacy pledges or requests for legacy information,
Number of major gift prospects identified,
Number of gift level upgrades,
Number of offers of nonfinancial support (volunteers),
42 New data obtained (updated addresses, email addresses, mobile phone numbers, etc.),
and
Length of phone calls (indicative of interest in and warmth toward the institution).
Action items. Some action items to consider before starting the annual fund:
Carefully consider the budget, strategy, data, target audience, timing, staff capacity to
implement, and follow-up, and expected return on investment before launching an
annual fund campaign.
Every annual fund is different and needs to be tweaked to reflect the personality of
each institution’s prospect pool. The key to success is to read and understand your
data and to tailor your campaigns and asking methods.
Marketing and communications also plays an essential role in development. It’s the strategic process by which schools develop and carry out integrated mission-based strategies that promote values and nurture constituent relationships with, commitment to, and investment in the school. You must be able to communicate effectively to educate and to cultivate. A school's marketing communications team knows the school’s constituencies, and helps with development efforts. The team can help you find your story that connects donors to the school’s mission and formulate the case for support.
So, what is advancement, then? Strictly speaking and according ISM’s (2001) article
“Fundraising. Development. Advancement. What Does it all Mean?” advancement is moving forward, making progress. When the Board of Trustees puts together a school’s strategic plan, it is a plan to move the school from where it is now to what it wants to be for future generations.
To bring that plan to fruition, it takes a solid development effort. So, advancement is the process by which schools move forward (advance) vision based and mission-appropriate constituent
43 relations by combining/streamlining the school’s admission, marketing, and development programs. In case you are wondering why Admission is in there, it is a part of advancement as well. The admission effort is to recruit, enroll, re-recruit, and re-enroll mission-appropriate students. At the same time, building the culture of philanthropy begins in the Admission Office, with new parents coming to the school.
Our Story
When Patty and I decided to step away from Sanford School, we had not yet secured our salaries let alone funding for even a pencil or a pad of paper. I had two daughters, ages 3 and 1 year, and Patty had a son and a daughter 13 and 17 years old respectively. To say the need for rapid training regarding fundraising was imminent would be a gross understatement. Thankfully
Patty’s and my experience in independent education and with a not-for-profit enterprise offered us experience regarding the need and generally how to ask for funding. Learning how to write a grant or ask letter was our first undertaking. We purchased the book, “Fundraising for
Dummies” by Mutz and Murray (2000) and proceeded to follow its directions. Of the many chapters, Patty and I were only interested in a couple of them. How to raise startup money from individuals and from foundations and by what other methods, beyond grant writing, could we approach them. We divided the responsibilities between individual donors and foundations. While we both networked, and set up meetings to identify and solicit potential donors to whom to pitch our idea, we separated individuals from foundational/organizational solicitation.
While foundation gifts tended to be much larger than individual gifts, the grant writing process was much more involved and the foundations only offered two allocation periods per year. We began the process of grant writing to the foundations, but we struck, initially, at
44 individuals whom we hoped would see the merit and importance of our program. Because foundations only offered two in some cases, one allocation period per year, we focused on individuals - we needed immediate support/FUNDS to cover the costs of starting up. We put together our year five budget and drafted our first “ask” letter and started planning our Angel event.
Our first major fundraising events/efforts included: 1) Hosting an “Angel” Event – A cocktail party at which we gave individuals whom we suspected could give an “Angel” gift
($50,000 or more) the opportunity to hear more about the Layton Preparatory School (then
Oberod School) and to, hopefully, support it and 2) Penning our first grant to a local foundation
– Crystal Trust.
As we needed funds immediately, the Angel Event needed immediate attention. We asked one of our board of directors members to host/sponsor it, compose our list of guests, pick our date, send our invitations….and hoped it would be attended by even one person. The event took place on a beautiful July evening in 2004 at our opening site, Oberod, a du Pont family estate in Centreville, Delaware. As our serendipitous run seemed to be never ending, the event was very well attended – 30 plus in all. We raised $235,000 dollars that evening securing funds for operational, administrative, and program costs for our first year of operation. This would be the beginning of an amazing (humbling) level of support from individuals, many of whom (most of whom) we had never met. It was clear that our endeavor was indeed desired/needed as an academic option (at the very least in the minds of the giving community). In our first 4 years of operations, individuals gave more than 1.2 million to Layton Preparatory School, a number at that moment we could not have ever possibly fathomed.
45 Our first meeting with a foundation was with Stephen Doberstein, executive Director of the Crystal Trust, a philanthropic organization in Wilmington, Delaware whose focus was education. As if it was not painfully obvious, we informed Mr. Doberstein that we were new to the development game. We told him we wanted to talk to him about our idea to open an upper school for students with learning differences and that we were looking for guidance on several levels: 1) what foundations, in this case Crystal Trust, would look for in a grant proposal, 2) and how much we should ask for. Sensing our “nerves,” Mr. Doberstein, a very playful individual of whom we would grow very fond over the coming months and years, decided to have a little fun with us. With a dead-pan expression on his face, he said, “I want to hear your stories.” We immediately obliged, Patty going first. She started with her last position at Sanford before stepping away to start our school. He immediately interrupted saying, “No….I want to hear your whole story, starting with where you were born.” Patty and I shot each other a look of perplexity, but she immediately re-started her story. When she was finished, he simply stated…
“That’s all wrong….you should have said you went to Bucknell for your Bachelors in
Engineering and then to the University of Maryland for your PhD in Chemical Engineering. I’m sorry, but I can’t help you.” Before we could even react, the dead-pan expression grew to a big grin and he said, “I’m just having fun… I start every first meeting that way. I like to keep folks jumping.” As he recognized the relief on our faces, he calmly looked at us and said, “Well… you’ve come to the right place.”
Mr. Doberstein offered a great deal of guidance and advice on our grant request, as well as vital information regarding the function of philanthropic organizations. Beyond how to write and how much to ask for, he explained how foundations operated, what their gifts would normally go towards and what they would not, for instance, buildings, materials, educational
46 tools were high on Crystal Trust and many other local foundations lists. While explaining that
“seed” money, operational costs, and financial aid were not publicized as acceptable grant categories by the local foundations, he shared that seed capital could be available if their trustees found the project worthy of such support. Patty and I pretended not to choke when, after reading our project plan and projected costs, Mr. Doberstein suggested we ask for $100,000. He told us to write it asking for that amount, to include a four-year projected budget, a list of our Advisory
Board members and Board of Directors members, and our 501(c) (3) letter. Trying desperately to contain our elation, we nodded in understanding of his recommendation and requirements and told him that we would have our grant prepared with the information he requested within a week.
This was in July of 2004. On December 14, 2004, we received our first grant from Crystal Trust in the amount of $100,000 (see Grant Request to Crystal Trust, Appendix Q). Mr. Doberstein’s time and counsel that July morning not only paved the way and gave us confidence to approach the many other philanthropic organizations in New Castel County Delaware, but was the beginning of an inestimably important and wonderful relationship between Layton Preparatory
School and Crystal Trust, who to date have given over $6,000,000 to our efforts.
47 Table 2
Development Action Plan
Full-Time Directors Open
2003 2004 2005 2006
Jan July Jan July Jan July Jan July to to to to to to to to June Dec June Dec June Dec June Dec
Phase 1: Feasibility Study for overall X X X X development plan
Phase 1: Begin conversations with X X X individual donors
Phase 1: Begin conversations with X foundations
Phase 1: Establish non-profit status X X X X
Phase 1: Submit initial grant requests to X individual donors
Phase 1: Submit initial grant requests to X X X foundations
Phase 2: Begin fundraising events X X X X X
Phase 2: Submit initial grant requests to X X X X X individual donors
Phase 2: Submit initial grant requests to X X X X X foundations
Phase 3: Begin fundraising for endowment X and financial aid
48 Chapter V
Business/Operations
How Do You Incorporate? How Do You Establish A Not-For-Profit Organization/Acquire
501(c)(3) Distinction?
Before detailing Patty and my experiences obtaining our non-profit status, one needs to know: 1) What a 501(c)(3) is, 2) What the status means, and 3) Steps to obtaining the status.
This chapter will present information on what is a corporation, what is a 501(c)(3) non-profit organization, and why form a 501(c)(3) non-profit organization, followed by forming an organization, filing paperwork with IRS, complying with state and local requirements, maintaining your status, and finally Our Story.
What Is A Corporation?
Per BFI Business Filings, Inc., a corporation is “a legal entity created under state laws.”
A corporation is composed of a Board of Directors and officers. The Board of Directors is responsible for the oversight and supervision of the officers and employees. The officers are responsible for the day-to-day operations of the corporation and supervision of employees. A corporation is treated as legally separate from the people who own, manage, and operate it. The corporation can enter contracts, incur debts, and pay taxes just like any person. The corporation’s rights and obligations are separate from those of the people who own or run the corporation. In other words, if the corporation were to lose a lawsuit, the people who work there, manage, or own it would not be personally financially accountable, with some exceptions. An important distinction between nonprofit and for-profit corporations is a for-profit corporation has shareholders who are the owners of the corporate property. A nonprofit corporation is one that is organized and operated for one of the nonprofit purposes recognized under state corporation law
49 and federal and state tax statutes. What makes a corporation “nonprofit” is that: 1) the mission of the corporation is to undertake activities whose goal is not primarily to earn a profit; 2) no person owns shares of the corporation or interests in its property; and 3) the property and any income of the corporation are not distributed to any “owners,” but instead are recycled into the corporation’s activities. This does not mean that the corporation cannot make a profit. A nonprofit corporation may earn money if it is organized and operated for a recognized nonprofit purpose (for example, an educational or charitable purpose) and earnings are put back into the nonprofit corporation’s charitable activities, rather than distributed to people for individual gain for reason/need for distinction.
What Is A 501(c)(3) Nonprofit Organization?
A 501(c)(3) nonprofit corporation is a type of charitable organization that the Internal
Revenue Service recognizes as tax exempt. This type of corporation does not pay income tax on its earnings or on the donations it receives. Also, any time a taxpayer donates to a 501(c)(3) nonprofit, they can reduce their taxable income by the amount of their donation if they itemize their deductions on their federal income tax return. This incentive encourages private charity and makes it easier for nonprofits to raise money.
Why Form a 501(c)(3) Nonprofit Corporation?
The best reason to form a 501(c)(3) nonprofit corporation is because you’ve determined that it is the most effective way for you to pursue a charitable goal. Maybe there is a need that isn’t being fulfilled by existing organizations; maybe you think you have a better idea that will meet a need more effectively than what any existing organization is doing. Think about whether you will best be able to meet your goals by forming and running a new organization or whether you could do better by donating your time and/or money to an existing organization.
50 Per Amy Fontinelle’s (2018), “5 Steps to Forming a Tax Exempt Non Profit
Organization,” you don’t “have to become an IRS-recognized nonprofit organization to start a charity. However, people will be significantly more interested in donating to your charity if their donations will be tax deductible” (para 2). Also, obtaining 501(c)(3) status means that potential donors are more likely to see your organization as legitimate. People may donate more than they otherwise would, because of the tax exemption and perceived increase in legitimacy. Much of the financial and operating information that 501(c)(3)s are required to report to the IRS becomes public record, so these organizations can easily be scrutinized and held accountable if donors think their funds are being misused. If you decide to operate as a 501(c)(3) and the IRS gives you the green light, your organization won’t pay income tax on the money it earns from its fundraising activities and the donations it receives. Also, incorporating your organization helps protect your personal assets, though you could incorporate without becoming a 501(c)(3).
Very Important
Amy Fontinelle (2018) in her article “5 Steps to Forming a Nonprofit Organizations” states,
That if you want to operate as a 501(c)(3), your organization must exclusively pursue an
activity in one of the following categories: religious, charitable, scientific, literary or
educational, testing for public safety, fostering national or international amateur sports
competition, preventing cruelty to children or animals. You should also be sure that your
organization is not designed to profit an individual and that it provides a public benefit.
(“Plan,” para. 7)
51 Forming A Corporation
Once you have determined that you want to proceed and that your organization roughly meets the IRS requirements, it is time to start dealing with the red tape. Decide if you want help
- you can hire a lawyer if you have the resources or use a do-it-yourself legal service (ex:
LegalZoom.com). A lawyer can provide personalized guidance and help you avoid costly mistakes, but some people do manage on their own as was the case with Patty and me.
Corporations are formed at the state level, so you will need to find out what the procedure is to form a corporation in the state where your organization will be based. Fontanelle writes that the steps vary by state but will generally include the following:
Name the corporation, making sure that your name is unique and permissible. In
other words, you can't use a name that someone else has already claimed. Also, there
are certain words the government doesn’t allow corporations to use in their names to
prevent businesses from misleading the public.
Prepare and file articles of incorporation. The articles of incorporation are the
document that creates your corporation.
Appoint one to three directors depending on your needs and state requirements. All
corporations must have directors whose responsibility it is to oversee the
organization, advise management and make key decisions such as hiring and firing
the company's executive officers.
Hold a directors’ meeting in which you appoint/elect officers and prepare organizing
document and bylaws. Also, start a record book where you keep minutes from this
and subsequent meetings.
52 Get state tax identification number. A corporation is considered an independent
taxpaying entity and must have its own tax number (like an individual’s Social
Security number). (2018, “Form a Corporation,” para. 2)
In addition to following the official, required steps, Fontinelle recommends the formation of a formal business plan, just like you would if you were starting a for-profit business.
Although your organization will be a nonprofit, you will still have to operate in the black
(income more than expences/costs) if you want to keep your organization running. Nonprofits can be profitable, they just must use those profits to further the organization’s public purpose.
“By contrast, a private corporation exists to enrich its employees, managers, and shareholders”
(para. 3).
Filing Paperwork with IRS
After meeting your state’s requirements for forming a corporation, you are ready to apply for tax-exempt status with the IRS. Per Fontinelle (2018), the following are the steps for applying:
1) Apply for an employer identification number (EIN). You can apply online through
the IRS website: IRS.gov, by phone at 1-800-829-4933, or by mailing in Form SS-4,
Application for Employer Identification Number. (para. 2)
2) Complete and submit Form 1023, Application for Recognition of Exemption Under
Section 501(c)(3) of the Internal Revenue Code. This information will provide to the
IRS’s the proof/basis upon which they will make their decision to grant Tax exempt
status. Because this information will serve to substantiate your request, take time to
complete it thoroughly. (para. 3)
53 The IRS will let you know if it needs more information or if your form has been forwarded for review. “Once the IRS has all the information it requires, it will issue a determination letter either granting or denying tax-exempt status to your organization. The evaluation process usually takes three to five months. If you are denied, you can appeal”
(Fontinelle, 2018, “Filing Paperwork With the IRS,” para. 6).
Complying with State and Local Requirements
If your organization gets approved for tax-exempt status at the federal level, that’s great.
Next, you’ll need to make sure your organization will also be tax-exempt at the state and local levels so it doesn’t have to pay state corporate income tax, sales tax, or property tax.
Requirements vary by state, but your IRS approval may be all your organization needs to also be recognized as a nonprofit at the state level.
Once you’ve met your state’s requirements for operating as a nonprofit, you will need to get any permits or licenses required to operate your business and make sure to comply with building codes and other local regulations. Being a nonprofit only exempts you from taxes; it does not exempt you from meeting the other requirements for your business type in the area where you will operate. Also, before you start operating, get familiar with corporate requirements, such as holding meetings, keeping minutes, and filing information returns. These plans resemble 401(k) plans in many respects, but are specially designed for nonprofit entities.
Maintaining Your Status
Maintaining your nonprofit status is an ongoing process and the consequences are severe if you don’t follow the rules. The following are Fonntinelle’s (2018) 11 things you need to do on an ongoing basis:
54 1. Make sure your organization operates in the way you said it would in your
application.
2. Hold regular meetings of the board of directors and keep minutes/take notes.
3. Comply with annual IRS requirements to file Form 990 or Form 990-EZ. In these
forms, you will report your organization's activities, governance, revenue, expenses
and net assets. Be aware that your completed form will be publicly available. Also,
your state government may require a copy.
4. Have diverse funding sources. 501(c)(3) organizations are supposed to be public; if
you have too few funding sources, you might have to reorganize as a private
foundation. Foundations must operate by a completely different set of rules.
5. Run your organization like a business with its own bank account and credit card.
Keep all financial transactions separate from your personal accounts.
6. Keep financial records in case your organization is audited.
7. Do not allow your organization to participate in any political campaigns.
8. Do not unjustly enrich anyone compensated by your organization.
9. Do not use your organization to further non-exempt purposes or to commit illegal
acts.
10. Do not allow a substantial part of your organization's activities to be geared toward
influencing legislation.
11. Avoid earning unrelated business income through your organization. This is income
from an activity that is regularly carried on and is not substantially related to your
organization's purpose. Such income is subject to the unrelated business income tax.
(“Maintaing Your Status,” para. 1)
55 Our Story
Patty and I submitted our incorporation paperwork and paid our $400.00 incorporation expenses in September of 2003 (first official “gift” for the school). We incorporated as The
Oberod School, Inc. The incorporation process was not a complicated process and occurred without issue.
We submitted our application to the Internal Revenue Service to obtain a non-profit status for The Oberod School, Inc. in December of 2003. Our initial request and the completion of the process was unremarkable and occurred without issue. Actually receiving the non-profit classification was a completely different story and, in fact, almost did not happen.
The holdup started almost immediately while on a conference call with our case manager from the IRS. We claimed we were a school, but when our case manager asked us how many students we had in the school, we had to say “zero”. His next question (obviously) was, “If you don’t have any students….how can you be a school?” We went back and forth describing and explaining that we had just become incorporated and that we were in the process of a planning year in preparation to open with students the following fall. He of course tried to explain back, that without students an organization claiming to be a school is in actuality not one. Based on our case manager’s demeanor and the tone of several of our exchanges, we were afraid we were not going to get a non-profit certificate at all. As I’ve described about Patty and I having great luck through seemingly every process, this situation would prove no different. In the eleventh hour, the IRS granted us the nonprofit status, but as a “publicly supported educational organization”……NOT a “private school.” Our case manager could rest easy.
56 Per Tim Zimmer (2018) in “The Difference Between Public & Private Non-Profit
Organizations,” below are brief descriptions of and distincitons between Public Non-Profits and private non profits.
Public non-profits. Public non-profit organizations obtain most or all their financial support through donations they receive from the public. Some of these organizations, such as those that provide services or goods to the needy, may procure funding by holding fundraisers in which they collect small donations from individuals who sympathize with their purpose. Other public non-profits, such as museums, may raise money by offering certain perks in exchange for paid memberships (Zimmer, 2018).
Private non-profits. Private non-profit organizations receive financial support from only a few sources, such as a dedicated donor or investment income. In some cases, a private non-profit organization may receive a large portion of its funding from the individual who founded the organization. Founders of private non-profit organizations may secure additional funding from other wealthy donors who are interested in furthering the same cause. Private non- profit organizations typically don't solicit funds from the public (Zimmer, 2018).
As stated we submitted our paperwork in December of 2003. We did not receive our non-profit approval letter until July 15, 2004. To reiterate, until we procured the non-profit status we could not solicit, deposit, or use any funds (accept for personal) for business purposes. Individuals, institutions, and philanthropic organizations interested in supporting us would/could not legally do so nor could they claim their support a donation/tax benefit. Per the last chapter regarding development and our “Angel” event, we had beneficiaries ready and waiting to write checks to us for over $235,000. Enough to cover our first year of expenses
…and then some. To say that we were cutting it close regarding our ability to conduct any type
57 of financial transaction (actually opening and running our business as planned) would be a galactic understatement.
Table 3
Development
Full-Time Directors Open
2003 2004 2005 2006
Jan July Jan July Jan July Jan July to to to to to to to to June Dec June Dec June Dec June Dec
Phase 1: Feasibility Study for overall X X X X development plan
Phase 1: Begin conversations with X X X individual donors
Phase 1: Begin conversations with X foundations
Phase 1: Establish non-profit status X X X X
Phase 1: Submit initial grant requests to X individual donors
Phase 1: Submit initial grant requests to X X X foundations
Phase 2: Begin fundraising events X X X X X
Phase 2: Submit initial grant requests to X X X X X individual donors
Phase 2: Submit initial grant requests X X X X X to foundations
Phase 3: Begin fundraising for X endowment and financial aid
58 Chapter VI
Human Resources
How Do You Staff An Independent School?
Before detailing Patty and my experiences in putting together our faculty one needs to know: 1) How to develop criteria for faculty, 2) How to identify teachers that fit the criteria, and
3) How to recruit them.
Because student learning depends on quality instructors, teacher hiring is perhaps the single most important issue facing schools today. In “Effective Teacher Hiring: A Guide to
Getting the Best,” Kenneth D. Peterson (2002) presents an innovative, multi-tiered framework for teacher selection. The program is sufficiently flexible to use in school systems large or small, but designed rigorously enough to provide for checks and balances at every turn, guarantee a voice in the process for students and parents, and ensure that only the best available candidates are ultimately chosen.
In addition to step-by-step instructions for implementing the hiring program, Peterson
(2002) offers:
Lists of hiring dos and don'ts
Resume and portfolio assessment strategies
Sample recruitment flyers, contracts, and interview questions
A rundown of legal issues related to hiring
Our Story
Before Patty and I embarked upon building our new faculty we had to first hire ourselves and establish job descriptions and salaries. We decided to call ourselves Co-Directors. As mentioned in Chapter 1 and as is evident from our organizational chart and timeline, Patty took
59 the lead regarding the hiring process. I helped her with interviews, but it was she who initiated and executed the recruitment of our inaugural faculty. Our first job was to decide how many faculty we would need and what their responsibilities would include. Based on an opening enrollment of 12 we felt we needed 3 full time faculty/staff members and two-part time faculty/staff members along with Patty and me to cover the core disciplines, as well as specials, clubs, and sports.
We hired a full time teacher to teach langage arts and history. She was a retired public school teacher who won the Delaware teacher of the year during her career. We also hired a math and science treacher. She was a former colleague of ours from Sanford School. We hired a full-time teacher/guidance counselor, a part-time Spanish teacher, and a part-time educational psychologist. We had a parent volunteer as our receptionaist and two part-time art and performing arts teachers who came in twice a week for an hour. Our initial crew was extremely talented and excited to take on with Patty and me, the challenge of opening with and delivereing a new program for an unserved population.
60 Table 4
HR/Hiring
Full-Time Directors Open
2003 2004 2005 2006
Jan July Jan July Jan July Jan July to to to to to to to to June Dec June Dec June Dec June Dec
Directors X X X
Directors are full-time X X X X X Hire administrative assistant X
Register Carney Sandoe and other placement X agencies
Advertise, recruit, interview X X X X
Hire leadership faculty and support team for X X X X opening year (core team):
Hire for enrollment growth - as necessary X
61 Chapter VII
Facilities
How To Select A Location and Space For A School?
Before detailing Patty and my experiences with locating and leasing space for our offices and school, one needs to know: 1) what are the criteria, and 2) in general, what the process is.
How Do You Select and Secure A Suitable Facility/Building For Your Program?
The Delaware Department of Education encourages all school systems to explore the best practices for all building projects that are the most cost effective and implement proven concepts to create educational facilities that promote creativity and productivity for both the student and staff. These are documented requirements by the The Delaware Department of Education. Their basic requirements include but are not limited to:
I. New Educational Facilty Requirements. Total square footage for new educational
facilities is determined by formula as provided below. The number of instructional
units (IU) will determine the total square footage needed for new educational
facilities. All required spaces must be designed to meet the minimum size
requirements from the space construction budget. New Educational Facility Formula:
Square Footage Budget Elementary School Facilities 1,800 x I.U. = Construction
Budget* Middle School Facilities 2,250 x I.U. = Construction Budget*
High School Facilities 2,850 x I.U. = Construction Budget*
*If Music, Art, and/or Physical Education are not included in the program, square
footage and funding calculations will be reduced accordingly.
II. Space Requirements For Instructional and Support Areas. All square footages shown
below are net, computed by using inside dimensions of room. Square footage of
62 support spaces (including interior partition thickness) in suites (Art, Music, Science,
Vocational, Media, ROTC, Theater, Physical Education, and Kitchen) may be
included when computing the square footage of the suite. Examples of support
spaces are: storage room, office, kiln, etc.
1. Existing instructional units (IUs) (including labs, but excluding media) are
approvable with up to a ten percent reduction in the square footage required.
If the classroom space is modified, then it must meet current square footage
requirements. Any core area space that is modified must meet the minimum
square footage requirements.
2. New IUs must meet net square footage requirements (total inside square
footage for instructional units).
3. Grades Minimum Square Footage K-3 (Each primary classroom shall have a
work counter (a minimum of 8 lineal feet) with sink and gooseneck faucet.
4. Special education IUs have the same square footage requirements as the
regular classroom for that grade level. A special education classroom may be
subdivided into smaller rooms if there is adequate space as defined.
5. Special Education Family Living Center 1,200 A kitchen and restroom for
instructional purposes must be included.
III. Corridors. The minimum clear width of corridors shall be 8 feet when serving 2 or
more IUs. Corridors, where lockers will be installed, shall be a minimum clear width
of 9 feet if the lockers are on one side only. If there are to be lockers on both sides,
the corridor must be at least 10 feet wide. When a corridor serves 10 or more IUs,
add 1 more foot to the base clear width and adjust with 1 additional foot for each
63 width of lockers that is in the corridor. Major high school facility corridors serving
12 or more IUs shall be at least 12 feet wide with an additional foot added for each
width of lockers to be in the corridor. Where pilasters, lockers, and other structures
protrude into the corridor, the clear width of the corridor shall be established based on
the narrowest width of that corridor.
The Individual Classroom
According to Phillips (2014) in his article, “A Place For Learning: The Physical
Environment of Classrooms,” there are some general guidelines that cut across all approaches:
Classroom physical environment affects morale and student learning.
The environment should match your objectives, both in terms of human interaction
and your instructional approach.
The arrangement of seating is one major variable.
Including students in creating the physical environment can enhance that
environment, increase the feeling of classroom community, and give students a sense
of empowerment. (para. 1)
Classroom arrangement. One would naturally deduce that different types of instruction require different seating arrangements (ex: lab activities vs. individual work). It’s also imperative that classrooms be inviting environments that are conducive to learning/make students feel good to be there (para 1).
According to Phillips, if you have seats in rows, students at the front can’t see any of the students in the class. Those in the back, mostly just see the heads of their classmates. If that’s your arrangement for establishing order and your primary approach to teaching is not interactive, that will work.
64 If you have a room filled with tables, that will be excellent for group work, but you will need to move the tables to the back and sides when you want to bring students together for other purposes. As a science teacher, I had small tables in my classroom. They worked for lecture, as well as Lab work areas. I arranged the tables in blocks, with 3 - 4 students at each, some with their backs to the table for most lectures. During Lab activities, the block encouraged interaction and enabled all students to see each other. This is important if you place a high value on relationships between students, building community, and creating an open environment. I used the blocks when I taught and assigned activities that included significant student sharing.
Atmosphere. Classrooms with minimal windows and minimal outside light increase student depression (Phillips, 2014). Conversely, too many windows and windows without adequate shading can cause glare on black/white boards and make visual media difficult to use.
Students spend much of their day in classrooms that almost never feel warm and homelike. Rooms that do feel warm and homelike will improve student morale and make students happier to be there (Phillips, 2014). This requires having more on the walls than butcher paper! It provides the opportunity for students to help create an inviting environment that supports positive interaction and it empowers students in the process. Some teachers don’t have a single classroom. This poses a challenge as the teacher(s) that share the classroom may have different ideas of how to decorate/situate the space. The best they can do is rearrange seating each time they enter the next classroom. This takes two or three student volunteers to do this helps. It’s also possible to get other teachers who use the room to cooperate in the process of making the room more inviting.
65 Our Story
Like most of the experiences and processes involved with Patty and my starting Layton
Preparatory School, finding our site did not follow a typical process and/or necessarily abide by the criteria listed and described above. As a result our search did not produce a typical opening site. In what I’ve been told to reference as “timing” as opposed to “luck,” we found a 10 bedroom, 13 bathroom (with a bowling alley in the basement) du Pont estate, Oberod, set on 40 acres in Centreville, Delaware.
Procuring this amazing space happened thusly. Patty and I looked at several sites in which to house our offices for the first year (year behind the scenes, no students) and to open our school – two separate Episcopal churches, an abandoned industrial site office, a portion of a fitness center, and a closed YWCA. Each was either too small, too big, too expensive, too scary or combination of any/all of the above. We even looked at a abandoned du Pont family mansion
(another one), Gibraltar, in Wilmington, Delaware. The gentleman giving the tour, a representative from the Preservation Delaware organization charged with preserving the dwelling, told us we could not only rent it, but that we could buy it, the entire building and property, for “one dollar”. He made the offer before we even went inside. It wasn’t too far along into the tour that we understood why. As we strolled the shell (of what was formerly an elegant residence) we saw where the kitchen used to be, where the fire on the first floor had started, where the water damage from the fire hoses were, where rotted floor boards needed replacing, what rooms could not be touched or altered as they were protected by the Delaware
Historical Society, where the raccoons lived…which was not too far from where the family of possums lived. While unbelievable, I am being truthful, sadly, this once beautiful residence was
66 too far gone. And the reason the asking price was one dollar, was because to renovate it would be over $10 million.
The “timing vs. luck” part of procuring our facility occurred when I bumped into a gentleman I knew from church, who started speaking of the Layton Preparatory School project. I explained that we were looking for space, but had not found anything suitable. We chatted a bit more about the project when he informed me that he was the property manager for the Episcopal
Diocese of Delaware and that he had several properties under his management for the Diocese.
He described a property the Diocese had inherited from the late Jane du Pont Lunger-Oberod.
He explained that they had been trying to make a go of it as an off-site conference center, but that it was very seldom rented out. As it came with its own endowment (a trust fund set up to maintain it), the Diocese was not necessarily looking to make money, but mostly to put the beautiful space to use in some capacity. He offered me a look at the property to see if I thought it might make a good spot for the school. Patty and I took him up on his offer and unlike the tour through the previous mansion, we were absolutely enamored with it. It was above and beyond any site we could have ever dreamed of occupying let alone opening in. We asked without hesitation if we could move forward with renting the space from the Diocese.
Within a week we had heard from the then Bishop of Delaware, Bishop Wayne Wright, that we had gotten the property. Beyond being over the moon about the location, the diocese offered no rent for the first year and rent of one dollar a year once we started with students.
Patty and I could not believe our good fortune (again) with finding our site. From the photos below I am sure you can understand why. Again….impeccable timing or sheer luck?
67
68
69 Table 5
Facilities/Site
Full-Time Directors Open
2003 2004 2005 2006
Jan July Jan July Jan July Jan July to to to to to to to to June Dec June Dec June Dec June Dec
Secure school site for opening 2006 X
Secure office space for 2004 full-time X directors
Develop comprehensive building and X X X renovation plan
Facilitate renovations (likely to include renovations to science labs, library, bathrooms, meeting space, computer labs, ada X X X specs)
Facilitate new construction (likely to include X X X athletic fields and performing arts facilities)
Purchase classroom and office furniture X X
70 Chapter VIII
Marketing/Communications
How Do You Market The Program?
Before detailing Patty and my experiences marketing and publicizing our one needs to know: 1) what independent school marketing consists of, 2) what is most effective use of resources, and 3) what is most affective approach.
Most small independent schools do not have much money in their budgets for marketing.
It is also true, that “in many small schools they do not have room in their budgets for a full-time marketing person” (Kennedy, 2018, para. 1). Marketing tasks, such as they are, tend to be rolled into somebody else’s job description or shared by several people (Kennedy, 2018).
In a recent article by the Private School Review entitled, “Marketing the Small Private
School: The First Steps,” the focus was placed on those professionals who must juggle dozens of deadlines every day and still do the all-important (VITAL) job of getting the word out about their school (Kennedy, 2018). This article gives those charged with marketing the school/program a plethora of outlets to include in a marketing strategy: consultants, books, blogs, affinity groups, social media. Please note that when Patty and I were in the process of marketing, Blogs, social media, affinity groups – Electronic/Virtual resources - were not yet developed. The platforms available in 2017 as opposed to 2004 are incredibly more advanced and cost-efficient. The following includes a list and description of each resource and how it might fit into a school's budget and schedule.
Consultation
Having an expert review a marketing strategy is like going to the doctor. While it will cost money, you will receive the benefit of years of professional experience and expertise when
71 the consultant makes his/her recommendations. As a rule, hiring a consultant is not going to be as expensive as hiring an additional member of staff and you will incur a one-time expense. If you plan to retain his/her services, of course, you will pay a monthly fee. Most of the time you contract for specific services up front so that you know in advance what will be done and how much it will cost.
How do you determine which organization to hire? As with any other decision, do your due diligence. Send requests for proposals (RFP) to at least 3 firms. Interview each one via phone, or better yet, Skype. In most cases, you won’t need anybody to come on site to do the work you need done, so cast your net as widely as you like. The important consideration in hiring a consultant is to identify a professional who understands private schools and their mission.
Literature
There are dozens of books devoted to marketing non-profits and schools. If your school is for profit, read books about non-profit marketing anyway. Many of the strategies suggested will probably work for you with minor edits and adaptations. A must read is the NAIS
Marketing Independent Schools in The 21st Century by Kathleen A. Hanson (2001). For additional literature, search under “marketing for non-profits” and “marketing private schools” with Google or Amazon as this will yield over thousands of results.
Blogs
Use the search string “blogs about marketing for nonprofits”. Start with several from the list of top blogs for nonprofits. Blogs are fresh and immediate;however, as with any source be sure to do your due diligence. If what the blogger says is not helpful or not accurate, move on.
72 You will find plenty of help. Create your own blogroll for this specific category of blogs so that you won’t have to be searching constantly for the blogs you find useful.
Affinity Groups
LinkedIn offers valuable resources as well. Try searching connections using “marketing” as your search string. You must filter the results carefully, but you should be able to find a couple of possibilities to pursue. Next change the search parameter to Groups and use the search string “marketing for nonprofits” which will produce over 50 groups specific to your requirements.
Social Media
Social media is a “must have” in any small private school’s marketing strategy.
Facebook, YouTube, Twitter, Flickr, and Pinterest are always there just waiting to be used. They are extremely versatile tools which allow you to say as much as you want or as little. The trick with using social media effectively is to control its use. Always remember that social media offers everybody a window into your school and what it is all about. Members of your school community will enjoy seeing their accomplishments showcased in a Facebook post with a great photograph to illustrate what went on. YouTube allows you to post videos of your school.
Interviews with current students and parents, tours of facilities, and short infomercials about your school will reach a wide audience on YouTube effectively and inexpensively. Tweets giving instant updates about a popular game or event will keep your recent graduates involved. Flickr and Pinterest permit you to display photo galleries and everybody loves photo galleries. That means current families and students, as well as prospective families.
There are plenty of resources available to help you initially market your independent school. As was the case with Patty and me, you may (will) feel marginalized by the older,
73 established schools, don’t dwell on it. In most cases, they have full-time personnel and much larger budgets driving their endeavors. Find confidence in the fact that your school has its own niche, its own “brand” and its own market. Additionally, it has its own message. Use the ideas and assistance available to you to reach your target clientele. Fine tune your message so that it is as effective as it can be.
Web Site
Another extremely important component to marketing your independent school is the development of a website. Get it done as soon as you can. Not unlike the advances in technology, from the formation of Layton Preparatory school to the present, the ability to develop, launch, and maintain a website – an institution’s “calling card” – is a much less costly and daunting process. Patty and I were gifted from one of our board of directors, the funds to hire a consultant to develop our website. The website allowed us to implement our parent portal where each student and their parents could log on to track academic progress, i.e. grades, attendance, homework completion etc. In 2004, our set up/development costs were $18,000 followed by $11,000 once we were on and had students enrolled. The maintenance fees as illustrated in Appendix G – Approved Budget 2004, were $8,000/year. A quick comparison – In
2014, I led the merger of two schools. When we solicited designers for a website for the new school the total cost for development and implementation (including parent portal) was $3,500.
Effective marketing is all about controlling your message. Constantly ask yourself “Is this how I want my school to appear in public?” when you review all your different marketing materials. Seek out contributions from your entire school community. Control how and when they are used for maximum effect.
74 Marketing cannot be an occasional activity. It needs to be curated ideally on a regular basis for best results. Stale materials on Facebook or YouTube will not present your school in its best possible light.
Our Story
Our admission’s information packets and our relationships with the above mentioned independent K-8 specialized programs served as our original marketing tools early on. Patty and
I were the faces and voices Layton Preparatory School and used every social event and/or opportunity to exercise it. We also produced flyers, placed advertisements in choice periodicals
– Delaware Today, The Hunt magazine, and the News Journal – and planned several Open
House events. Our Development events and flyers/mailings also proved to be an effective marketing tool.
Our first Open House was held on November 17, 2004 at the Centreville School
Gymnasium to which Patty and I sent out hundreds of invitations. While we had many RSVP’s, we were unsure of exactly how many folks would actually come or how our idea was going to be received. Not unlike our initial fundraiser (Angel Event) the gymnasium started to fill. Soon
ALL of the seats we had put out (roughly 30) were full. The final tally for the evening was around roughly 50 people (including three board members and advisory council members). We had prepared an hour long presentation with a question and answer session built in. Two and half hours later, we had to call the meeting and promise folks that we would address any comments or further questions individually. The concept of Layton preparatory School had been extremely well received. As a matter of fact, upon opening my remarks/part of the presentation,
I welcomed everyone to Layton preparatory School – the entire audience erupted in applause. I hadn’t even started my presentation. While Patty and I knew the need for a college prep high
75 school for students with learning differences was needed, we had no idea how “hungry” people were for it.
As we continued to plan for the next fall and opening of school, Patty and I continued to develop our overall marketing plan. Opening was one thing, sustainability (staying open) was another. According to the NAIS, Marketing Independent Schools in the 21st Century by Hanson
(2001), we focused on the following:
The Mission. We developed the following mission:
Layton Preparatory School expands educational opportunities for children with
learning differences by providing a challenging and nurturing upper school program
that focuses on the academic needs of the individual. Layton Preparatory School
strengthens learning strategies, cultivates unique talents, and empowers students to
successfully meet the challenges of higher education and life.
Differentiators/Value Proposition. Why us? What makes us different from the other
specialized education options and why is it worth high tuition.
Institutional Vision. To cultivate unique talents while supporting and strengthening
the overall learning profile of each student in order to meet the needs of students with
unique learning styles, Layton Preparatory School will offer:
. A challenging, college preparatory curriculum utilizing the best practices offered
by current cognitive theory.
. Small class sizes.
. Dedicated, passionate, and experienced faculty maintained with a strong
commitment to ongoing professional development.
76 . Experiential and active learning, including a strong outdoor education program,
athletic offerings, and service learning opportunities.
. Emphasis on depth, mastery, and understanding of core concepts.
. Active and authentic learning demonstrated a variety of ways, including
portfolios, presentations, and exhibitions.
. Strategic and innovative use of technology integrated throughout the curriculum.
. Strong support program facilitating students “learning how they learn”.
Target Audience. Identifying prospective students and families
SWOT (Strengths, Weaknesses, Opportunities, Threats) Analysis
Market trends and competition
Table 6
Marketing
Full-Time Directors Open
2003 2004 2005 2006
Jan July Jan July Jan July Jan July to to to to to to to to June Dec June Dec June Dec June Dec
Create initial promotional materials X X
Survey current market X X X
Secure designer for promotional materials (logo, colors, web design, brochures) and X X develop materials
Present school to prospective families X X X X X
77 Chapter IX
Enrollment/Admission
How Do You Attract/Identify and Enroll Students?
Before detailing Patty and my experiences in identifying and attracting students for our program, one needs to know: 1) what the admission process consists of in independent schools, and 2) why you need it.
Private schools and prospective students alike, have much to consider and much at stake during the school selection process. Families and educational consultants are faced with a variety of factors in their search: boarding school versus day school, small student body versus large, programming in the arts, extracurricular and athletic options, and, of course, academic compatibility. Meanwhile, the private schools themselves must also do their best to enroll students who will thrive academically and socially. Schools that fail to do their “homework” during the admissions process, risk accepting and enrolling pupils who will not succeed academically and who may not be happy at the school.
To maintain a high retention rate, private schools place a high priority on careful consideration during the admissions process. At all grade levels, on-campus interviews with prospective students, and sometimes their parents as well, are imperative. Interviews serve both parties well, as they provide a good forum for mutual assessment. In some cases, phone interviews may be substituted for on-campus meeting for students enrolling from overseas.
Most schools require prospective students or their parents to complete a paper application form, to be returned with an application fee. Application forms usually can be downloaded from the school’s website, and many schools allow students or parents to fill out and submit applications online. Most applications begin with a student information form requesting basic
78 information about the student such as age, current school, family and interests. The application may include one or more short-answer or long-form essay questions and/or a personal statement.
These questions enable admissions personnel to assess writing, organizational, and critical- thinking skills, while also allowing students to expound upon their interests and display elements of their personalities.
Some applications will feature a parent information and parent statement section asking the applicant’s parent or guardian to offer personal information and to answer a few additional short essay questions about the student.
An official academic record or transcript of work completed at the student’s previous school or schools is typically required, and may be obtained through the previous school’s guidance office or registrar. Additionally, one or more letters of recommendation may be required, depending on the school and grade level. Schools may ask for letters from principals, guidance counselors, or math and reading teachers, so it’s important to check guidelines on school websites. Some schools design their own recommendation forms to be completed by administrators or teachers and these can be downloaded along with other application forms.
Admission testing is a final piece of the puzzle. Private schools either design and administer their own tests or choose from several standardized examinations that have been specially designed to measure ability, aptitude and achievement. During the elementary years, standardized testing often takes the form of an intelligence test, such as the Stanford-Binet
Intelligence Scales, the Wechsler Intelligence Scale for Children (WISC), the Woodcock
Johnson tests of Achievement or the Otis-Lennon School Ability Test. The Early Childhood
Admissions Assessment may be used to evaluate students entering pre-kindergarten through grade 4. For preschool applicants, however, some schools choose to forego standardized tests
79 and opt to design their own exams for young students. By doing so, the school can emphasize skill areas of concern to enroll qualified children.
While some schools continue to design their own exams in the middle school and high school years, standardized test use is more common for older pupils. Since boys and girls have accumulated more factual knowledge by the time they reach the later elementary years, gauging aptitude through standardized testing is easier to do, perhaps, than it is for young children.
Schools interested in standardized testing have a variety of options, ranging from exams geared toward parochial school admission (for example, the High School Placement Test) to the increasingly popular Independent School Entrance Examination (ISEE) and CTP
(Comprehensive Testing Program).
Our Story
Patty and I both had experience in admissions, recruiting, and retaining mission appropriate students and their families. Our first order of business was to articulate an admissions process/policy. As is the case with most independent schools, the process consists of several pieces: Inquiry: Whether a student is eventually accepted, denied or waitlisted, the process starts with contact of some kind a phone call, email or personal query to get information about the program. Visit/Tour: a visit to the school and a tour of the facililites is impereative to both parties (admission personel and prosepective family) For the family it is an opportunity to see the facilities, meet students and faculty and hopefully get a sense of the academic and social environment. For the admission personnel it is an opportunity to meet the prospective student and family and get sense of “fit” for the school. Recommondations, Academic Records and
Testing: Procurement of acadmic records, recommendations and testing is vital to making
80 programming, as well as admissions decisions. The abilty to serve the student academically can usually be determined by reviewing and discussing this information.
Using the admission materials from Sanford School as a guide, Patty and I developed our admission packet. The packet delineates the process and provides all necessary materials. The admission packet is necessary not only to get information regarding the candidate and his/her family, but to give more detail to the family regarding the program. The packet consists of two distinct parts: 1) forms for collecting student and family information: Application, recommendation forms, writing samples, records release forms, testing release forms, and 2) literature regarding the program: curriculum scope and sequence, director/faculty information, location/facilities information, mission, and core beliefs/philosophy.
Table 7
Enrollment
Full-Time Directors Open
2003 2004 2005 2006
Jan July Jan July Jan July Jan July to to to to to to to to June Dec June Dec June Dec June Dec Clarify targeted student profile X X X Articulate admissions criteria X X X Develop admission materials X X X X Establish/strengthen relationship with all X X X X X X X possible "feeder" schools Develop and run outreach programs X X X X X Conduct open houses scheduled on-site X X X X Open with approximately 30 students X (ages 14-15) 81 Chapter X Program
How Do You Design/Establish The Program/Curriculum?
Before detailing Patty and my experiences in putting together our curriculum scope and sequence, one needs to know: 1) What are the basics of curriculum design, 2) What factors drive curriculum, and 3) What constitutes a college prep curriculum? This chapter presents information on curriculum design, curriculum design sources, scope of the curriculum, types of curriculum design, college prep curriculum, pedagogical prqctices, and our story.
Curriculum Design
The design of curriculum is about determining how the parts of a curriculum interact and interrelate. Design is about how a teacher conceives or thinks about the curriculum. This is in contrast to curriculum development which is the step-by-step process of developing what was first thought of as a design in the mind of the teacher.
According to Laurie Kimbrel (2016) in her article, “The Four Stages of Curriculum
Design,” there are four basic parts to a curriculum that are addressed when designing. These parts are the objectives, content, learning experiences, and evaluation. How these parts interact is what curriculum design is about. The four components of curriculum design can also be thought of as four questions that need to be answered when designing curriculum. These questions are…
1. What should be the student’s goals? (Objectives)
2. What subjects should be included? (Content)
3. What instructional strategies should be used? (learning experiences)
82 4. How should we assess the curriculum? (Evaluation) (Thomas, 2014, “Curriculum
Development,” para. 1)
Everyone will answer these questions differently because we all have different experiences and philosophies. There is no right or wrong way to design curriculum but rather the goal is to have a well thought out conception of the curriculum that will serve the needs of the students.
Curriculum Design Sources
In his article “Educational Research Techniques,” Darrin Thomas (2014) describes the sources of curriculum design as being the same as a person’s philosophy. How a person views the world and the experiences they have had influences how they approach and design curriculum. There are many sources of curriculum design and among them are science, morals, learner, knowledge, and society.
Some see curriculum design as a scientific process and they focus on quantifying the
elements of the curriculum. This group often focus on thinking strategies and
elements of cognitive psychology.
In contrast to this group, others see morals as a source of curriculum. Morals are
often derived from what people consider to be “spiritual authorities,” such as the
Bible or the Torah. For this source, lasting truth and inequality regarding the value of
different subjects is a part of adhering to this source.
The learner is another source. The student is where the curriculum comes from. This
source influences curriculum design by stressing student-centered learning and
activities. Students are not passive objects but active individuals who participate in
83 their learning (Minskoff & Allsopp, 2003). The student interacts with the curriculum
rather than is fed the curriculum.
The opposite of the student as a source would be knowledge as the source. This is
subject centered view in which a teacher needs to decide what knowledge is most
valuable. Knowledge should be structured as a discipline with clear boundaries. As
such, interdisciplinary approaches do not work with this view.
Society as a source believes that curriculum design should include collaboration.
Designers base the curriculum the diversity of human life as seen in culture, ethnicity
and social class.
As would seem obvious, few curriculum designers utilize one approach. Most draw from several different sources as they design curriculum.
Scope of the Curriculum
Thomas (2014) continues to stress the many aspects of curriculum design. When designing curriculum, there are certain considerations to keep in mind. The following questions should drive the development of the curriculum.
How broad and in depth should the curriculum be? This first question relates to the scope of a curriculum.
The scope is the breadth and depth of a curriculum. Some curriculum are broad, in that
they have many different ideas and subjects discussed, while not being very deep because
nothing is discussed in detail. An example of this would be any kind of music or art
appreciation class. There are many topics that are discussed in a shallow way. This is
because the goal of the course is often exposure to unfamiliar content rather than mastery
84 of it. Other classes are much more narrow in focus but concepts are dealt with in
detail. (Thomas, 2014, “Scope of the Curriculum,” para. 1)
One example of this would be an upper level U.S. history class on the French and Indian War.
This type of class would be more focused on one portion of U.S. History. Not only do students learn the fundamentals they get deeper knowledge of this one facet of U.S. History.
The scope of a curriculum is determined by the goals of the designer. Do the students
need more breadth or depth? What do they need to know for the future? Scope addresses
these concerns. One cannot say a curriculum is too broad or narrow unless it does not
match the needs of the students and or the goals of the institution. In other words, scope
can only be inappropriate in comparison to the goals and needs of the stakeholders.
(Thomas, 2014, “Scope of the Curriculum,” para. 2)
A teacher or program director must also take into consideration time. World History can’t possibly be taught in one year in any depth whatsoever.
In what order should information be presented? This question is answered through thinking about the sequence of the curriculum. This is the order in which the information is presented to the student. According to Thomas (2014), “There are four common sequencing approaches in curriculum design, simple-to-complex, prerequisite learning, whole-to-part learning, and chronological learning” (para. 1).
Simple-to-complex learning is self-explanatory. The curriculum is designed in such a
way that simpler concepts are presented before more complex ones. Many math
curriculums use this sequencing approach. (para. 2)
Prerequisite learning is a form of sequencing in which certain knowledge must come
before more advanced knowledge. It is similar to simple-to-complex learning but the
85 sequencing of the prerequisite knowledge does not matter as long as all of it is
addressed before the more complex knowledge. Many college majors have
prerequisites that must be taken before other classes. Many times, the order in which
these classes are taken does not matter if all of them are taken before a more
advanced class. (para. 3)
Whole-to-part learning provides students with an overview of the subject before
going into specific details. This is a deductive approach in contrast to the inductive
approach of simple-to-complex learning. Sometimes foreign languages are taught
whole-to-part in that instead of starting with grammar, a teacher will dive right into
sentences to get the students using the language in a natural way. (para. 4)
Lastly, chronological learning is when the curriculum is sequenced by the order they
conceptually happened historically. Naturally, history is a subject that often uses a
sequencing that is chronological. (para. 5)
The type of sequencing to use depends on the goals and purpose of the curriculum. Most subjects can be taught using any of these forms of sequencing. It is the needs of the students that determine what may be the most appropriate option.
Continuity and curriculum. Thomas (2014) recognizes that integrating key components needs throughout courses of the curriculum (sequence) is of serious importance. He refers to it as course/curriculum continuity.
Continuity is the repetition of important concepts within the curriculum vertically or over
time. For example, if developing critical thinking is important in a curriculum than this
concept will appear throughout the curriculum at a gradually higher and higher level of
86 complexity. This ensures that the students develop mastery of the important concept or
idea. (Thomas, 2014, “Continuity and Curriculum,” para. 1)
One simple way to look at continuity is the idea of repeat and expand. A teacher
shares an idea one way. In the future, they return to the idea and add another layer of
complexity to it. This process is repeated until the entire concept is explained to the
students. Jerome Bruner is credited for developing the idea of continuity to its highest
levels. He is widely known for the development of the spiral curriculum in which ideas
are developed and redeveloped over the course of a curriculum. (Thomas, 2014,
“Continuity and Curriculum,” para. 2)
Burner is famous for this because he was one of the first to document and explain this technique (Johnston, 2012).
Articulation and curriculum. Articulation is closely related to sequence. Sequencing in curriculum is about determining the order of concepts within a grade and subject.
Articulation, however, is sequencing across grade levels and or across subjects. For
example, for a math curriculum, the teacher of basic algebra may towards the end of the
school year begin to touch on some concepts related to geometry. The geometry teacher
of the next school year may begin with some of the more advanced algebra concepts from
last year before moving into geometry material. This is an example of vertical
articulation in that one subject, math, is being aligned across different grade levels so that
there is a smooth transition from algebra to geometry. (Thomas, 2014, “Articulation and
Curriculum,” para. 1)
Articulation can also happen within a grade but across different subjects. For
example, it is common for science and math classes to cover much of the same material
87 but with different application. A chemistry class might require students to take algebra 2
at the same time or a physics class may require concurrent enrollment in calculus. This is
an example of horizontal articulation because it is happening across subjects rather than
between grades. (Thomas, 2014, “Articulation and Curriculum,” para. 2)
A more practical example would be using thematic multidisciplinary units, which
are more common at the elementary level. There is a theme, such as justice, which is
covered in several subjects such as social studies and English. The students examine the
theme from multiple perspectives with the goal of deepening their understanding of the
theme. Another term for horizontal articulation is integration. (Thomas, 2014,
“Articulation and Curriculum,” para. 3)
Articulation is not easy to do. However, there are times when it is appropriate or can break the monotony of the learning process for students. When to use, this depends on the philosophy and goals of the school and needs of the students.
Types of Curriculum Design
Male and Waters (2012) in The Secondary Curriculum Design Handbook pointed out that there are many curriculum theories and philosophies, some extremely obscure and some more widely recognized and implemented. As a result there is a broad range (huge list) of types of curriculum. Below are a handful of the most recognized approaches.
Subject centered. The subject-centered designer divides the curriculum into nice and neat subjects, such as math, science, history, literature, etc. This structuring of the disciplines is for practical reasons. It organizes the curriculum into basic concepts that are combined based on what they have in common. The essential knowledge of each area is gathered together to be taught to students.
88 Where the division of the curriculum stops depends on its purpose. Most educators
(experts in the field) know that subjects overlap and the divisions are often arbitrary. In addition, every subject can be further divided into smaller parts. For example, English can be broken down into writing, reading, speech, grammar, and more. The subject design is by far the most popular approach for developing a curriculum. It is easy to do and practical in its progression.
It’s appropriateness needs to be left to the educator and/or curriculum design team.
Forward, backward, central curriculum design. There are several ways in which curriculum design can happen. For example, forward design, developed by Ralph Tyler in 1949 is the “quintessential prototype of curriculum development” (Thomas, 2014, “Curriculum
Development,” para. 1). It involves the selection of content, followed by determining teaching approaches, and finally determining the quality of the teaching and content based on some form of assessment.
Backward design starts with content but then the focus moves to developing assessment that is consistent with the content, the last step for backward design is deciding how to teach the content in a way that allows students to develop the skills needed to demonstrate understanding through successfully completing the assessment (Thomas, 2014).
Central design begins with deciding about the teaching approach first followed by the content and assessment. In this approach, it is the method of teaching that is most important.
There is an assumption among teachers who use this approach that the method of teaching along with the supporting activities will leading to successful learning outcomes or demonstrations of mastery (Thomas, 2014).
Central design is highly fixated on learning processes. For example, there is an emphasis on discussion, decision-making, critical thinking, etc. These examples are somewhat fuzzy in
89 being able to assess them. We can tell when they happen but it’s not easy to place a score on them because these are subjective skills.
For many central design is learner-centered due to its emphasis on active learning.
Discussion requires active learning as do critical thinking and the other examples in the previous paragraph. These experiences contribute to the individual development of the students.
Correlation design. Thomas (2014) describes correlation design as being a lot like broad-field design in that it is focused on integration. The difference is that correlation design combines only two subjects while broad-field will combine several subjects. In many ways, one could say that correlation design is a simplistic version of broad-field design.
Examples: Biochemistry, it combines biology and chemistry.
Social psychology, it combines sociology and psychology.
Bio-statistics, it combines biology and statistics.
“The advantages of correlation design are that it fills in the gaps within curriculum of two subjects that are related. The two subjects are combined in innovative ways and the students can see the connections between the two of them” (Thomas, 2014, “Correlation Design,” para. 3).
“The disadvantage is that few teachers have enough expertise in the two subjects to successfully correlate them in a curriculum. In addition, few teachers have the time to collaborate with their peers on a project such as this” (Thomas, 2014, “Correlation Design,” para.
4). Despite these issues, correlation design is an option for teachers interested in creating a unique curriculum for the needs of their students.
Broad fields design. According to Thomas (2014), “Broad-fields design is in response to one of the major weaknesses of subject-centered design” (para. 1). The concern with subject-
90 centered design is a lack of integration. In other words, subject-centered design is considered by many to be too compartmentalized. The students do not see the connections between subjects.
“To deal with this fragmentation of knowledge, broad-field designers try to collapse subjects with similar content into a larger umbrella subject. Two of the best examples would be
Social Studies and Language Arts” (Thomas, 2014, para. 2).
Social studies is the umbrella term for a mixture of economics, geography, history,
sociology, and political science. Language Arts is the umbrella subject for grammar,
literature, composition, and linguistics. The subjects that were combined have much in
common and it was not a huge leap to merge them. For example, composition and
spelling have much in common and they need each other as do history and political
science. (Thomas, 2014, para. 3)
Broad-field design is most common at the K-12 level and every teacher has
encountered this design. One concern with this design is depth. By combining so many
subjects, the students get a shallow amount of knowledge in comparison to the deeper
content of a single-subject. Despite this drawback the principle to remember is that the
needs of the students is what determines the appropriateness of the design. (Thomas,
2014, para. 4)
What Is College Prep and What Constitutes A College Prep Curriculum?
According to Anna Wulick (2015), in her article, “What Are College Prep Courses and
Classes?” the term college prep can refer to three different things. Calling courses “college prep” is a way to differentiate them from remedial classes on the one hand and honors/AP classes on the other (para. 1). Other times, “college prep is a way of describing a bunch of government or private programs that are designed to increase access to college for those who would
91 ordinarily be unlikely to go. And finally, college prep is a short name for high schools that place an overwhelming emphasis on getting their students into college” (para. 1).
College prep vs. standard core high school curriculum. Since the goal of high school is to prepare students for college, it makes sense that the classes that you take in high school are called “college prep classes.” After all, the way you get ready for college is by learning what there is to learn in high school! “The first and most common definition of the term “college prep” is the core requirements of a high school education” (Wulick, 2015), para. 2). They differ from school to school, but typically look something like this:
4 years of English
3 years of math
3 years of science
3 years of social studies
3 years of foreign language (in some cases 2 years)
In states and districts that require a high school exit exam to graduate, these are the subjects that this exit exam is based on. For example, “Massachusetts doesn’t let students graduate unless they can pass the MCAS exam in English, math, and one science or technology subject” (Wulick, 2015, para. 2).
College prep vs. honors/AP vs. remedial classes. Because “college prep” refers to the core set of high school classes, this term has basically become the way to identify the standard class level. “College Prep is the class you will take when you are not being challenged by the honors or AP version of a class, and when you are not placed into the remedial version of the class for catch-up” (Wulick, 2015, para. 1).
92 Our Story
In their book Teaching every student in the digital age, Rose, Meyer, Strangman, and
Rappolt (2001) stated, “…The evaluation of ability is often confounded by the means and medium used to conduct the evaluation. For example, a person who appears learning disabled in a print-bound, text-based environment may look extraordinarily skilled in an alternative academic environment.”
Clearly there is no one type of learning difference. The learning profiles of the students we were going to be serving at Layton Preparatory School were extremely varied. Appropriately, there is no one type of instructional approach or style. According to Rose et al. (2002), what we were seeing during the interviews with our potential students, what was common among them was the need for the development, strengthening, and support of cognitive strategies. In order for them to become effective learners, we needed to equip them with a broad range of learning strategies at their disposal (many tools in their belts). And, along with introducing and/or strengthening learning strategies, we had to make sure we taught them where, when and how to use them.
According to Minskoff and Allsopp (2003), students who understand and effectively use acquired learning strategies are defined as “active learners” – learners who take responsibility for and have committed to learning (p. 3). Patty and I felt this was an especially important in preparing students for post-secondary success in school and in life. Our program was intended to go beyond A, B, C’s and 1, 2, 3’s. We wanted to develop within our students this “active” approach to learning - essential for processing more rigorous content found in upper school and in college programs.
93 Data supports the finding that students with learning differences who do not possess active learning characteristics approach their learning passively (Minskoff & Allsopp, 2003)
“…unable to use strategies or activate prior knowledge. Passive learning promotes learned helplessness and exacerbates metacognitive, processing, memory and attention weaknesses” (p.
73).
It was clear to Patty and me that working with our population would require us to utilize any and all curriculum and course design strategies in order to meet their varying learning profiles. To that end and to energize/create active learners, Patty and I established our program with the following key components to teaching/learning and learning strategy development. As much as possible we wanted to make sure we were allowing and cultivating unique talents and interests (letting them be teenagers) while supporting and strengthening their overall learning profile. In order to do this we wanted to deliver:
. A challenging, college preparatory curriculum utilizing the best practices offered by
current cognitive theory.
. Small class sizes.
. Dedicated, passionate and experienced faculty maintained with a strong commitment
to ongoing professional development.
. Experiential and active learning, including athletic offerings, service learning and
outdoor education opportunities.
. Emphasis on depth, mastery and understanding of core concepts.
. Active and authentic learning demonstrated a variety of ways, including portfolios,
presentations, and exhibitions.
. Strategic and innovative use of technology integrated throughout the curriculum.
94 . Strong support program facilitating students “learning how they learn”.
Our first curriculum and schedule was designed for 13 inaugural students. They were separated into two sections for Math (Pre-Algebra, Algebra) and English (Standard, Honors) and moved as one unit for Science (Foundations of Science) and History (World Civilization) section. We offered Spanish as our foreign language to those interested in taking the course. For those either not interested or exempt, we offered an additional study hall in our case, homework lab.
We also offered a mentoring period where students met with their prescribed mentor/advisor for academic, social and/or emotional support. As needed and when he was on campus, our students could speak with our part-time Educational Psychologist. We also had a full-time guidance counselor/history teacher who could meet with students when he was not teaching a class.
95 Chapter XI
Budget and Financial Plan
According to Doug Halladay’s (2018) article, “Financial planning and management consulting services for private school development” you need to develop a budget five years out.
Set against the enrollment number times the tuition, the budget is calculated based on your fixed costs and those that can/could/will fluctuate. The business manager along with the head of school should take responsibility for developing the budget. It is best practice to project your assumptions conservatively across the board. Halladay suggests early on that it is extremely important to have official/board approved accounting procedures: record keeping, check signing, disbursements, petty cash, bank accounts, record keeping, reconciling bank accounts, and finance committee.
In order to calculate start-up revenue needs upon which to base our grant requests and operation expenses upon which to set our tuition amount,t Patty’s and my first job regarding finance was to create our budget listing our start-up/behind the scenes needs - salaries, rent, office equipment, utilities, etc., as well as first year educational needs. Using our enrollment projections we developed our draft five-year financial plan. We used our fixed costs expenses -
1st school year - salaries, instructional tools, rent, etc. to develop our yearly budget and our capital expenses (year behind the scenes expenses) to develop our grant requests from the
Foundation and the giving community.
Our first approved six-year budget projection (below) recognized the overall budget percentage breakdown in six years, thusly:
88% Payroll and Benefits -
2% Instructional
96 5% Building/Facilities
4% Administrative
1% Marketing/Development
97 Table 8
Approved Budget – January 2005
Opening Planning Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/2011 Salaries $160,000 $367,500 $605,000 $872,500 $1,110,000 $1,110,000 $1,110,000 Retirement (TIAA) (@ 5% of salary) $8,000 $18,375 $30,250 $43,625 $55,500 $55,500 $55,500 FICA (@7.65% of salary) $12,240 $28,114 $46,283 $66,746 $84,915 $84,915 $84,915 Health/dental (@ 10% of salary) $0 $36,750 $60,500 $87,250 $111,000 $111,000 $111,000 Workman's Compensation (@ 1% of salary) $0 $3,675 $6,050 $8,725 $11,100 $11,100 $11,100 Group Life Insurance (@ .4% of salary) $0 $1,470 $2,420 $3,490 $4,440 $4,440 $4,440 Professional Advancement (@ 1% of salary) $0 $3,675 $6,050 $8,725 $11,100 $11,100 $11,100
Total Payroll & Benefits $180,240 $459,559 $756,553 $1,091,061 $1,388,055 $1,388,055 $1,388,055 English Instructional $3,000 $500 $1,000 $1,500 $2,000 $2,000 $2,000 Language Instructional $3,000 $500 $1,000 $1,500 $2,000 $2,000 $2,000 History Instructional $3,000 $500 $1,000 $1,500 $2,000 $2,000 $2,000 Math Instructional $3,000 $500 $1,000 $1,500 $2,000 $2,000 $2,000 Performing & Visual Arts supplies $4,000 $750 $1,500 $2,250 $3,000 $3,000 $3,000 Library books/subscriptions $10,000 $10,000 $1,000 $1,000 $10,000 $10,000 $10,000 Athletic Program $11,000 $2,500 $5,000 $7,500 $10,000 $10,000 $10,000 Science Supplies $6,000 $750 $1,500 $2,250 $3,000 $3,000 $3,000 Support/Advisory Program $1,000 $500 $1,000 $1,500 $2,000 $2,000 $2,000 College Guidance $0 $500 $1,000 $1,500 $2,000 $2,000 $2,000 Student Newspaper/Lit. Magazine $0 $250 $500 $750 $1,000 $1,000 $1,000 Student Clubs $0 $375 $750 $1,125 $1,500 $1,500 $1,500 Student Events $0 $1,250 $2,500 $3,750 $5,000 $5,000 $5,000 Total Instructional Expenses $44,000 $18,875 $18,750 $27,625 $45,500 $45,500 $45,500 Rent $3,000 $45,600 $45,600 $45,600 $45,600 $45,600 $45,600 Water $0 $3,000 $3,000 $3,000 $3,000 $3,000 $3,000 Electricity & Gas $0 $14,000 $14,000 $14,000 $14,000 $14,000 $14,000 Cleaning Services $0 $15,000 $15,000 $15,000 $15,000 $15,000 $15,000 Trash Removal $0 $2,000 $2,000 $2,000 $2,000 $2,000 $2,000 Grounds Maintenance $0 $0 $0 $0 $0 $0 $0 Security $0 $1,500 $1,500 $1,500 $1,500 $1,500 $1,500 Furniture $10,000 $5,000 $5,000 $2,000 $2,000 $2,000 $2,000 Land Development Exploration $5,000 $5,000 Site refurbishing $10,000 Lancaster Pike Option $20,000 $0 $0 $0 $0 $0 $0 Total Building Expenses $48,000 $91,100 $86,100 $83,100 $83,100 $83,100 $83,100 continued
98 Table 8 (continued)
Approved Budget – January 2005
Opening Planning Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/2011 Postage & Shipping $1,000 $2,000 $4,000 $4,000 $4,000 $4,000 $4,000 Office Printing $500 $1,000 $2,000 $2,000 $2,000 $2,000 $2,000 Memberships & Subscriptions $2,000 $3,000 $3,000 $3,000 $3,000 $3,000 $3,000 Phone $2,000 $3,000 $5,000 $6,000 $6,000 $6,000 $6,000 Internet Access $0 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 Computer Hardware $10,000 $10,000 $10,000 $10,000 $10,000 $10,000 $10,000 Computer Software $20,000 $10,000 $5,000 $5,000 $5,000 $5,000 $5,000 Copier maintenance/supplies $10,000 $10,000 $10,000 $10,000 $10,000 $10,000 $10,000 Hiring Costs/Recruitment $1,000 $2,000 $2,000 $2,000 $1,500 $1,500 $1,500 Payroll Services $500 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 Legal/accounting fees $1,000 $3,000 $4,000 $4,000 $4,000 $4,000 $4,000 Prop. & liability insurance $1,000 $7,000 $7,000 $7,000 $7,000 $7,000 $7,000 Transportation Costs $13,000 $13,000 $13,000 $13,000 $13,000 $13,000 $13,000 Accreditation Costs $600 $1,200 $6,400 $600 $600 $600 $600
Total Administrative/General $66,100 $76,200 $82,400 $77,600 $77,100 $77,100 $77,100 Admissions Expenses $4,000 $2,000 $2,000 $2,000 $2,000 $2,000 $2,000 Website Development $18,000 $11,000 $4,000 $4,000 $4,000 $4,000 $4,000 Other Promotional Materials/Advertising $4,000 $4,000 $4,000 $4,000 $4,000 $4,000 $4,000 Meeting $2,000 $2,000 $2,000 $2,000 $2,000 $2,000 $2,000 Travel $0 $3,000 $3,000 $3,000 $3,000 $3,000 $3,000 Annual Fund Management $0 $0 $1,000 $1,000 $1,000 $1,000 $1,000 Events $8,000 $2,000 $2,000 $2,000 $2,000 $2,000 $2,000 Total Marketing/Development $36,000 $24,000 $18,000 $18,000 $18,000 $18,000 $18,000
99 Table 9
Summary
TOTAL OPERATING BUDGET $374,340 $669,734 $961,803 $1,297,386 $1,611,755 $1,611,755 $1,611,755
Total Enrollment 0 24 48 72 96 96 96 GROSS Tuition Income ($24,750) $0 $594,000 $1,188,000 $1,782,000 $2,376,000 $2,376,000 $2,376,000 Financial Aid (12.5% of tuition income) $0 $74,250 $148,500 $222,750 $297,000 $297,000 $297,000 NET Tuition Income (+24 enrollment) $0 $519,750 $1,039,500 $1,559,250 $2,079,000 $2,079,000 $2,079,000
Total Enrollment 0 16 32 48 64 80 96 GROSS Tuition Income ($24,750) $0 $396,000 $792,000 $1,188,000 $1,584,000 $1,980,000 $2,376,000
Financial Aid (match to above percentages) $0 $74,250 $148,500 $222,750 $297,000 $297,000 $297,000 NET Tuition Income (+16 enrollment) $0 $321,750 $643,500 $965,250 $1,287,000 $1,683,000 $2,079,000
100 Chapter XII
Methodology
In her paper “Narrative Approaches to Case Studies,” Kim Etherington, Emeritus
Professor at the University of Bristol, UK writes that “Narrative inquiry is an umbrella term that captures personal and human dimensions of experience over time, and takes account of the relationship between individual experience and cultural context (para. 1). Etherington also states that, “narrative inquiry is a means by which we systematically gather, analyze, and represent people’s stories as told by them, which challenges traditional and modernist views of truth, reality, knowledge and personhood “ (para.1).
Per Ehterington, “narrative analysis treats stories as knowledge per se which constitutes
‘the social reality of the narrator and conveys a sense of that person’s experience in its depth, messiness, richness and texture, by using the actual words spoken” (para 4.)
In my initial discussion with Dr. Frazer and Dr. Czarkowski regarding my dissertation project topic and idea, I told them I wanted to somehow chronicle my work and my role in the starting of Layton Preparatory School. After a good deal of discussion they decided that a traditional dissertation model would not “work” in this instance. They suggested the narrative approach/methodology model. They asked me to create a blueprint, an instruction manual of sorts, for individuals interested in starting a school of their own. We agreed that this approach would best fit the goals of my study and be the most effective way to organize and convey the message.
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106 Appendix A
Mission of K-8th Grade Specialized Programs
Pilot School
“The Pilot School’s mission is to uncover the unique educational challenges of each
student and to give each child the specific developmental tools, guidance and attention
needed to learn, achieve, and ultimately, to feel comfortable and be successful in the
academic environment that is most appropriate” (The Pilot School).
Centerville School
“Centreville School provides an educational program which produces academic and
social development for children with learning disabilities. We stress early identification
and remediation of learning disabilities within a nurturing and supportive environment, so
that every child may reach his or her potential. We measure our success by the success of
our graduates” (Cenreville School).
College School
“The College School serves students in first through eighth grade who demonstrate
learning, attention, mild social/emotional, and/or mild behavioral issues that may impact
school success. Our students flourish in a supportive environment that promotes
confidence, individuality, and a spirit of self-advocacy, helping them become proud and
confident learners (College School)”
Benchmark School
“Benchmark School is committed to helping bright students who learn differently, or
have yet to reach their academic potential, develop the confidence, strategies, and
knowledge to become lifelong learners, thinkers, and problem-solvers” (Benchmark).
107 Appendix B
Organizational Chart and Timeline
Table B1
Organizational Chart and Timeline - Development
2003 2004 2005 2006
Jan July Jan July Jan July Jan July to to to to to to to to June Dec June Dec June Dec June Dec Phase 1: Feasibility Study - Patty X X X X Phase 1: Begin conversations with X X X individual donors - Bart/Patty Phase 1: Begin conversations with X foundations - Bart Phase 1: Establish non-profit status - Patty X X X X Phase 1: Submit initial grant requests to X individual donors - Bart Phase 1: Submit initial grant requests to X X X foundations - Bart Phase 2: Begin planning fundraising events X X X X X -Bart/Patty Phase 2: Submit initial grant requests to X X X X X individual donors - Bart Phase 2: Submit initial grant requests X X X X X to foundations - Bart Phase 3: Begin fundraising for endowment X and financial aid - Bart/Patty
108 Table B2
Governance
2003 2004 2005 2006
Jan July Jan July Jan July Jan July to to to to to to to to June Dec June Dec June Dec June Dec Cultivate Board members (among community, educational and business X X X leaders) - Bart/Patty Create and run board and planning X X X X X schedule - First Meeting - Bart/Patty Develop board policies and procedures X X X (by-laws) - Patty Develop school policies and procedures X X X X - Bart/Patty Develop trustee handbook - Patty X X Secure legal counsel - Bart X Write/Complete faculty and staff X X handbook - Patty Develop 5-year strategic plan - X X X X Bart/Patty (w) Board
109 Table B3
Marketing
2003 2004 2005 2006
Jan July Jan July Jan July Jan July to to to to to to to to June Dec June Dec June Dec June Dec Create initial promotional materials - Patty X X Survey current market - Bart/Patty X X X Secure designer for promotional materials (logo, colors, web design, brochures) and X X develop materials - Patty Present school to prospective families - X X X X X Bart/Patty
110 Table B4
Program
2003 2004 2005 2006
Jan July Jan July Jan July Jan July to to to to to to to to June Dec June Dec June Dec June Dec Cultivate relationships with "feeder" X X X X X X X X schools - Bart/Patty
Cultivate relationships with existing X X X X X X college prep LD schools - Bart/Patty Pursue accreditation process with Middle X X X X X States Commissions on Schools - Patty Develop academic, academic support and X X X X X X extra-curricular/athletics programs - Patty Purchase instructional supplies - Patty X X X Write/Complete student handbook - Bart X X X Explore athletic collaborative possibilities X X X X X - Bart Establish memberships - NAIS, DAIS, X X X DSSA, LDA, NCLD, and IDA - Patty
111 Table B5
Enrollment
2003 2004 2005 2006
Jan July Jan July Jan July Jan July to to to to to to to to June Dec June Dec June Dec June Dec Clarify targeted student profile - Bart/Patty X X X Articulate admissions criteria - Bart/Patty X X X Develop admission materials - Patty X X X X Establish/strengthen relationship with all X X X X X X X possible "feeder" schools - Bart/Patty Develop and run outreach programs - Bart X X X X X Conduct open houses scheduled on-site - X X X X Bart/Patty Open with approximately 30 students (ages X 14 - 15)
112 Table B6
HR/Hiring
2003 2004 2005 2006
Jan July Jan July Jan July Jan July to to to to to to to to June Dec June Dec June Dec June Dec
Directors - Bart/Patty X X X
Directors are full-time - Bart/Patty X X X X X
Hire administrative assistant -Patty X
Register Carney Sandoe and other X placement agencies - Patty
Advertise, recruit, interview - Patty X X X X
Hire leadership faculty and support team for X X X X opening year (core team) - Bart/Patty
Hire for enrollment growth - as necessary - X Patty
113 Table B7
Facilities/Site
2003 2004 2005 2006
Jan July Jan July Jan July Jan July to to to to to to to to June Dec June Dec June Dec June Dec Secure school site for opening 2006 - Bart X Secure office space for 2004 full-time X directors - Bart Develop comprehensive building and X X X renovation plan - Bart/Patty Facilitate renovations (likely to include renovations to science labs, library, bathrooms, meeting space, computer labs, X X X ada spec.s) - Bart Facilitate new construction (likely to include athletic fields and performing arts X X X facilities) - Bart Purchase classroom and office furniture - X X Bart Red - Patty/Bart full-time
Green - Opening of School
114 Appendix C
Advisory Council and Board of Trustees
Layton Preparatory School Advisory Council
Kathleen Craven
Head of School, The Pilot School
Joan Davidson
Director of Placement Services, Benchmark School
Jeanne Geddes-Key
Director, College School
Doris LeStourgeon
Founding Director, retired, The Pilot School
Karl W. McIntosh, M.D.
Psychiatrist, Concord Behavioral Health
Fred Moran
Director of Finance & Administration, Jewish Community Centers of Delaware
Donald G. Unger, Ph.D.
Professor, Dept. of Individual & Family Studies, University of Delaware
Victoria Yatzus
Head of School, The Centreville School
115 Layton Preparatory School
Founding Board of Trustees
Andrew Baum Senior Vice President and Counsel, Bank of America 51 Silverwood Blvd. Newark, DE 19711 H: 302-368-3878 W: 302-432-0717 [email protected]
E. Bradford du Pont, Jr. Educator, Tower Hill School 600 Hickory Hill Chadds Ford, PA 19317 [email protected]
Debra Layton Harvey 13 Great Barn Lane Wilmington ,DE 19807 H: (302) 654-1035 [email protected]
Audrey Doberstein President, Wilmington College 2405 Pennington Dr. Wilmington, DE 19810 H: 302-475-3019 [email protected]
116 Appendix D
Oberod School Application
OBEROD SCHOOL 400 B U R N T M I L L R D W ILMINGTON , DE 1 9 8 0 7 C ELEBRATING ACTIVE LE ARNING , ENGAGED MINDS , AND INDIVIDUAL STREN GTHS
Application for Admission
School Year ______-______
Date ______Applying to grade ______
The Applicant (to be completed by candidate)
Name of Applicant ______First Middle Last Nickname ______Sex ______Age ______Date of Birth ______
Social Security Number ______-_____-______Place of Birth ______
Citizenship □ United States □ Other ______
Current School ______Grade of Entry ______
Principal’s or Headmaster’s Name ______
School Address ______
School Telephone ______
Other Schools Attended ______Grades______Years ______to______
______Grades______Years ______to______
Please list activities in which you have participated
Extra Curricular ______
117 Athletic ______
Community Activities ______
Honors/Awards won in school or community ______The Family (to be completed by parents)
Father Mother
Name ______
Nickname ______
Home Address ______
City, State, Zip ______
Home Telephone ______
E-mail Address ______
Employment Information
Employer ______
Type of business ______
Title/Position ______
Business Address ______
Work Telephone ______
Preferred Contact ______
Education Information
High School ______
Colleges ______
Highest Degree ______
Community Activities ______
118 Additional Family Information
Please check □ if applicant is only child
Applicant’s siblings Name Birth date School ______
Are parents □ married? □ separated? □ divorced?
With whom does the applicant live? ______Name of student’s guardian ______
Grandparents’ Names and Addresses
Paternal ______
______
Maternal ______
______
How did you learn about Oberod School? ______
Name(s) and addresses(s) of person(s) responsible for payment of bills
A non-refundable $50.00 fee must accompany this application. This preliminary application is merely a statement of intent not an enrollment contract. A formal enrollment contract must signed after the applicant has been accepted for admission. Please make checks payable to Oberod School. We understand that Oberod School will need medical, psychological and educational records before an admission decision can be made. Oberod School seeks and admits students without regard to race, color, creed, sex or national or religious origin. Oberod School does not discriminate in its administration of policies or programs. Signature of Parent or Guardian ______Date ______
Signature of Parent or Guardian ______Date ______
119 Appendix E
Oberod School MATH Recommendation
This form is to be signed by Please complete both sides of the parent/guardian and given this form and return it to: to the student’s present Oberod School school. 400 Burnt Mill Road OBEROD SCHOOL Wilmington, DE 19807 302-6519897 400 B U R N T M I L L R D W ILMINGTON , DE 1 9 8 0 7 C ELEBRATING ACTIVE LE ARNING , ENGAGED MINDS , AND INDIVIDUAL STREN GTHS
MATH TEACHER RECOMMENDATION
PERMISSION FOR SCHOOL TO RELEASE STUDENT RECORDS
Name of Applicant ______Applying to Grade ______We give permission for you to release the information on this form to Oberod School. We understand that as parents we will not have access to this confidential information and that it will not become part of our child’s permanent record. Signatures of Date ______Both Parents/Guardians ______
______
To the teacher: Thank you for taking the time to complete this form. This child is seeking admission to Oberod School, an independent coeducational school offering instruction in Grade Nine through Grade Twelve to students with unique learning styles. The school curriculum is college preparatory. An honest estimate of the applicant is vital to our admissions process and to the success of the candidate. This information is confidential, and cannot be released to anyone.
Please send this form and a record of the candidate's: 1) current and last school year's marks; 2) any standardized test scores for achievement and ability (IQ), showing names, dates or grade and month, percentiles or stanines, and indication of national or independent school norms used in test scoring; and 3) most recent educational/psychological evaluation. We would also appreciate your candid observations about the areas listed below.
If you wish to discuss this student personally rather than complete this form, please check here _____, sign and note your telephone number at the end of the form. The Director of Admissions will contact you.
120
Your Areas 1 2 3 4 5 Rating Academic Exceptionally Fine student, Capable of Marginal Poor promising, probably passing work, ability or academic risk Ability high honor roll honor roll but not honors questionable motivation Extra-Curricular Outstanding Major office, Fairly active, Minor Few or no leader, "top" real minor offices, participation, activities Activities activities contribution minor no offices activities Integrity Exceptionally Noticeably Upright. No Weak or Record of upright upright cause to questionable dishonesty question Conduct, Neatness Outstanding Generally Good or Marginal or Poor or in every excellent acceptable unappealing reprehensible respect Intellectual Intense and Strong and In one area Occasional Limited Curiosity varied varied only spark Initiative and Drive Outstanding, Well above Generally Occasionally Very weak resourceful the average strong enough weak or lacking Personal Qualities Outstanding Considerable Generally Not very Poor person, tops appeal, okay, no appealing, impression, in all respects generally quite strengths, no immature unstable, very strong weaknesses immature Emotional Stability Exceptionally Well balanced Usually well Excitable or Hyper- stable balanced unresponsive emotional or apathetic Attention Span Exceptionally Good Usually good Occasionally Easily Good distracted distracted Recommendation As A Student Outstanding Excellent Good Fair Poor Recommendation As A Person Outstanding Excellent Good Fair Poor
1. Is the candidate in good standing and eligible for promotion to the next grade level? Yes ___ No___ 2. Has the candidate been involved with alcohol or drugs? Yes ___ No___ 3. Has any disciplinary action ever been taken on this student? Yes ___ No___ 4. Does the candidate have any physical, social, or emotional limitations? Yes ___ No___ 5. Are parents cooperative? Yes ___ No___ 6. How would you compare this student to others whom you have observed in similar circumstances? Below average __; Fair __; Good (above average)__; Excellent__; Outstanding __; One of the few I have encountered in my career __.
7. How long have you known this student and what classes have you taught him/her? (Please indicate level - accelerated, honors, standard, etc.)
121
8. Are there any particular strengths or weaknesses you have observed which could help us understand this candidate better (academically and personally)?
9. What words can you use to describe this student?
10. Describe this student's ability to problem solve and to grasp abstract concepts.
11. Compare this student's overall performance in relation to his/her ability.
12. By the end of this school year what will this student have completed?
______Math with very little algebra ______Math with approximately 1/2 year algebra ______A full-year beginner algebra course ______a) including quadratics solved by factoring ______b) including quadratics solved by formula ______A full-year plane geometry ______A full-year second-year algebra course ______a) including trigonometry ______b) including logarithms and exponential functions ______Other (please specify): ______
13. To what degree has the student mastered the material covered in the course thus far?
Evaluator's Signature ______Title ______
Date ______
Printed Name ______
Phone and Area Code ______
School Address ______
Zip Code ______
After completion of both sides of this form, please attach transcripts of marks for the past two years, and for the current year to date and standardized test scores to the Director of Admissions, 400 Burnt Mill Rd., Wilmington, DE 19807
122 Appendix F
Oberod School English Recommendation
This form is to be signed by Please complete both sides the parent/guardian and given of this form and return it to: to the student’s present Oberod School school. 400 Burnt Mill Road OBEROD SCHOOL Wilmington, DE 19807 302-6519897 400 B U R N T M I L L R D W ILMINGTON , DE 1 9 8 0 7 C ELEBRATING ACTIVE LE ARNING , ENGAGED MINDS , AND INDIVIDUAL STRENGTHS
ENGLISH TEACHER RECOMMENDATION
PERMISSION FOR SCHOOL TO RELEASE STUDENT RECORDS
Name of Applicant ______Applying to Grade ______We give permission for you to release the information on this form to Oberod School. We understand that as parents we will not have access to this confidential information and that it will not become part of our child’s permanent record. Signatures of Date ______Both Parents/Guardians ______
______
To the teacher: Thank you for taking the time to complete this form. This child is seeking admission to Oberod School, an independent coeducational school offering instruction in Grade Nine through Grade Twelve to students with unique learning styles. The school curriculum is college preparatory. An honest estimate of the applicant is vital to our admissions process and to the success of the candidate. This information is confidential, and cannot be released to anyone.
Please send this form and a record of the candidate's: 1) current and last school year's marks; 2) any standardized test scores for achievement and ability (IQ), showing names, dates or grade and month, percentiles or stanines, and indication of national or independent school norms used in test scoring; and 3) most recent educational/psychological evaluation. We would also appreciate your candid observations about the areas listed below.
If you wish to discuss this student personally rather than complete this form, please check here _____, sign and note your telephone number at the end of the form. The Director of Admissions will contact you.
123
Your Areas 1 2 3 4 5 Rating Academic Exceptionally Fine student, Capable of Marginal Poor promising, probably passing work, ability or academic risk Ability high honor roll honor roll but not honors questionable motivation Extra-Curricular Outstanding Major office, Fairly active, Minor Few or no leader, "top" real minor offices, participation, activities Activities activities contribution minor no offices activities Integrity Exceptionally Noticeably Upright. No Weak or Record of upright upright cause to questionable dishonesty question Conduct, Neatness Outstanding Generally Good or Marginal or Poor or in every excellent acceptable unappealing reprehensible respect Intellectual Intense and Strong and In one area Occasional Limited Curiosity varied varied only spark Initiative and Drive Outstanding, Well above Generally Occasionally Very weak resourceful the average strong enough weak or lacking Personal Qualities Outstanding Considerable Generally Not very Poor person, tops appeal, okay, no appealing, impression, in all respects generally strengths, no immature unstable, very quite strong weaknesses immature Emotional Stability Exceptionally Well Usually well Excitable or Hyper- stable balanced balanced unresponsive emotional or apathetic Attention Span Exceptionally Good Usually good Occasionally Easily Good distracted distracted Recommendation As A Student Outstanding Excellent Good Fair Poor Recommendation As A Person Outstanding Excellent Good Fair Poor
1. Is the candidate in good standing and eligible for promotion to the next grade level? Yes ___ No___ 2. Has the candidate been involved with alcohol or drugs? Yes ___ No___ 3. Has any disciplinary action ever been taken on this student? Yes ___ No___ 4. Does the candidate have any physical, social, or emotional limitations? Yes ___ No___ 5. Are parents cooperative? Yes ___ No___ 6. How would you compare this student to others whom you have observed in similar circumstances? Below average __; Fair __; Good (above average)__; Excellent__; Outstanding __; One of the few I have encountered in my career __.
7. How long have you known this student and what classes have you taught him/her? (Please indicate level - accelerated, honors, standard, etc.)
124 8. Are there any particular strengths or weaknesses you have observed which could help us understand this candidate better (academically and personally)?
9. What words can you use to describe this student?
10. Compare this student's overall performance in relation to his/her ability.
11. Describe the student's level of class participation.
12. Describe the students working relationships: a) with other students
b) with adults
13. Evaluate the applicant in the following areas: Performance Performance consistent Performance below grade level with grade level above grade level Vocabulary Oral Written Speed Accuracy Reading Capacity for drawing inferences Sentence structure Clarity of style Organization Spelling Writing Punctuation
Evaluator's Signature ______Title ______
Date ______
Printed Name ______
Phone and Area Code ______
School Address ______Zip Code ______
After completion of both sides of this form, please attach transcripts of marks for the past two years, and for the current year to date and standardized test scores to the Director of Admissions, 400 Burnt Mill Rd., Wilmington, DE 19807
125 Appendix G Budget Approved January 2004
OPENING Planning Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/2011 Salaries $160,000 $367,500 $605,000 $872,500 $1,110,000 $1,110,000 $1,110,000 Retirement (TIAA) (@ 5% of salary) $8,000 $18,375 $30,250 $43,625 $55,500 $55,500 $55,500 FICA (@7.65% of salary) $12,240 $28,114 $46,283 $66,746 $84,915 $84,915 $84,915 Health/dental (@ 10% of salary) $0 $36,750 $60,500 $87,250 $111,000 $111,000 $111,000 Workman's Compensation (@ 1% of salary) $0 $3,675 $6,050 $8,725 $11,100 $11,100 $11,100 Group Life Insurance (@ .4% of salary) $0 $1,470 $2,420 $3,490 $4,440 $4,440 $4,440 Professional Advancement (@ 1% of salary) $0 $3,675 $6,050 $8,725 $11,100 $11,100 $11,100
Total Payroll & Benefits $180,240 $459,559 $756,553 $1,091,061 $1,388,055 $1,388,055 $1,388,055 English Instructional $3,000 $500 $1,000 $1,500 $2,000 $2,000 $2,000 Language Instructional $3,000 $500 $1,000 $1,500 $2,000 $2,000 $2,000 History Instructional $3,000 $500 $1,000 $1,500 $2,000 $2,000 $2,000 Math Instructional $3,000 $500 $1,000 $1,500 $2,000 $2,000 $2,000 Performing & Visual Arts supplies $4,000 $750 $1,500 $2,250 $3,000 $3,000 $3,000 Library books/subscriptions $10,000 $10,000 $1,000 $1,000 $10,000 $10,000 $10,000 Athletic Program $11,000 $2,500 $5,000 $7,500 $10,000 $10,000 $10,000 Science Supplies $6,000 $750 $1,500 $2,250 $3,000 $3,000 $3,000 Support/Advisory Program $1,000 $500 $1,000 $1,500 $2,000 $2,000 $2,000 College Guidance $0 $500 $1,000 $1,500 $2,000 $2,000 $2,000 Student Newspaper/Lit. Magazine $0 $250 $500 $750 $1,000 $1,000 $1,000 Student Clubs $0 $375 $750 $1,125 $1,500 $1,500 $1,500 Student Events $0 $1,250 $2,500 $3,750 $5,000 $5,000 $5,000 Total Instructional Expenses $44,000 $18,875 $18,750 $27,625 $45,500 $45,500 $45,500 Rent $3,000 $45,600 $45,600 $45,600 $45,600 $45,600 $45,600 Water $0 $3,000 $3,000 $3,000 $3,000 $3,000 $3,000 Electricity & Gas $0 $14,000 $14,000 $14,000 $14,000 $14,000 $14,000 Cleaning Services $0 $15,000 $15,000 $15,000 $15,000 $15,000 $15,000 Trash Removal $0 $2,000 $2,000 $2,000 $2,000 $2,000 $2,000 Grounds Maintenance $0 $0 $0 $0 $0 $0 $0 Security $0 $1,500 $1,500 $1,500 $1,500 $1,500 $1,500 Furniture $10,000 $5,000 $5,000 $2,000 $2,000 $2,000 $2,000 Land Development Exploration $5,000 $5,000 Site refurbishing $10,000 Lancaster Pike Option $20,000 $0 $0 $0 $0 $0 $0 Total Building Expenses $48,000 $91,100 $86,100 $83,100 $83,100 $83,100 $83,100 continued 126 Budget Approved January 2004 (continued)
OPENING Planning Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/2011 Office Supplies $3,500 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 Postage & Shipping $1,000 $2,000 $4,000 $4,000 $4,000 $4,000 $4,000 Office Printing $500 $1,000 $2,000 $2,000 $2,000 $2,000 $2,000 Memberships & Subscriptions $2,000 $3,000 $3,000 $3,000 $3,000 $3,000 $3,000 Phone $2,000 $3,000 $5,000 $6,000 $6,000 $6,000 $6,000 Internet Access $0 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 Computer Hardware $10,000 $10,000 $10,000 $10,000 $10,000 $10,000 $10,000 Computer Software $20,000 $10,000 $5,000 $5,000 $5,000 $5,000 $5,000 Copier maintenance/supplies $10,000 $10,000 $10,000 $10,000 $10,000 $10,000 $10,000 Hiring Costs/Recruitment $1,000 $2,000 $2,000 $2,000 $1,500 $1,500 $1,500 Payroll Services $500 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 Legal/accounting fees $1,000 $3,000 $4,000 $4,000 $4,000 $4,000 $4,000 Prop. & liability insurance $1,000 $7,000 $7,000 $7,000 $7,000 $7,000 $7,000 Transportation Costs $13,000 $13,000 $13,000 $13,000 $13,000 $13,000 $13,000 Accreditation Costs $600 $1,200 $6,400 $600 $600 $600 $600 Total Administrative/General $66,100 $76,200 $82,400 $77,600 $77,100 $77,100 $77,100 Admissions Expenses $4,000 $2,000 $2,000 $2,000 $2,000 $2,000 $2,000 Website Development $18,000 $11,000 $4,000 $4,000 $4,000 $4,000 $4,000 Other Promotional Materials/Advertising $4,000 $4,000 $4,000 $4,000 $4,000 $4,000 $4,000 Meeting $2,000 $2,000 $2,000 $2,000 $2,000 $2,000 $2,000 Travel $0 $3,000 $3,000 $3,000 $3,000 $3,000 $3,000 Annual Fund Management $0 $0 $1,000 $1,000 $1,000 $1,000 $1,000 Events $8,000 $2,000 $2,000 $2,000 $2,000 $2,000 $2,000 Total Marketing/Development $36,000 $24,000 $18,000 $18,000 $18,000 $18,000 $18,000 continued
127 Budget Approved January 2004 (continued)
TOTAL OPERATING BUDGET $374,340 $669,734 $961,803 $1,297,386 $1,611,755 $1,611,755 $1,611,755
Total Enrollment 0 24 48 72 96 96 96 GROSS Tuition Income ($24,750) $0 $594,000 $1,188,000 $1,782,000 $2,376,000 $2,376,000 $2,376,000 Financial Aid (12.5% of tuition income) $0 $74,250 $148,500 $222,750 $297,000 $297,000 $297,000 NET Tuition Income (+24 enrollment) $0 $519,750 $1,039,500 $1,559,250 $2,079,000 $2,079,000 $2,079,000
Total Enrollment 0 16 32 48 64 80 96 GROSS Tuition Income ($24,750) $0 $396,000 $792,000 $1,188,000 $1,584,000 $1,980,000 $2,376,000
Financial Aid (match to above percentages) $0 $74,250 $148,500 $222,750 $297,000 $297,000 $297,000 NET Tuition Income (+16 enrollment) $0 $321,750 $643,500 $965,250 $1,287,000 $1,683,000 $2,079,000
128 Appendix H
Fundraising Letter
May 10, 2005
Mr. and Mrs. XXX XXXX XXX Kennett Pike Wilmington, DE 19XXX
Dear Terry and Joanne, We are about to ask you to make a substantial financial contribution to the Layton Preparatory School, a new college preparatory high school in Wilmington for students with identified learning differences. Before we ask for your contribution, however, we would first like to explain what Layton Prep is and why your financial support is critical to the school’s early success. 1. What Is Layton Prep? Our co-directors, Patricia McLaughlin and Barton Reese, formally launched Layton Prep last year after observing admissions trends in area independent schools and researching local options for high-school students with identified learning differences. Patty and Bart’s research confirmed their suspicion: no private independent schools in the Wilmington area currently provide specialized education to high-school students with diagnosed learning differences. Centerville School, Pilot School, Benchmark School and College School are examples of strong independent schools in the greater Wilmington area that successfully cater to the needs of lower- and middle-school students with learning differences. However, a pressing need exists for a local, independent school to pick up where these schools leave off – extending an academic environment in which special-needs students can thrive through upper-school. In an effort to serve this need, Patty and Bart decided to establish Layton Prep, a school that will offer a college-preparatory, upper-school curriculum to students with identified learning differences. Layton Prep will open its doors to its first ninth grade class in September of this year. The school plans to add a new class each year, so that by its fourth year (2008-09), it will be preparing four classes of critical thinkers, confident problem solvers and astute learners. If we are successful in our mission, we will be placing our graduates at the colleges of their choice, where they will continue to enjoy the highest levels of success. 2. What Have We Achieved So Far? While only in its “start-up” stage, Layton Prep has met or exceeded all of its milestones thus far. The school is benefiting from the guidance of a strong and vibrant board of directors and an advisory board made up of representatives from many of the local schools that deal with students with learning differences. Patty and Bart have hired the founding faculty and have been meeting, interviewing and enrolling students for the school’s inaugural ninth-grade class. We have also
129 located our initial home – facilities on the New Castle campus of Wilmington College – which we will occupy for at least the next two years. Looking beyond that time frame (as we must), we recently secured an option on a highly attractive piece of real estate in the greater Wilmington area, which would be well-suited to serve as our permanent home in the future. 3. What Are Our Immediate Fund-Raising Needs? Our Finance Committee recently revised our operating budget, which has given us a better understanding of our short-term financial needs. Obviously, our immediate fund-raising focus is to ensure Layton Prep’s financial stability. Our conservative projections tell us that it will take five years and approximately $1,500,000 for Layton Prep to reach financial self-sufficiency on an operational basis. Accordingly, this is our most immediate fund-raising goal. Thanks to a variety of individuals, foundations and 100% board participation, we have already garnered more than $475,000 in pledges and donations in furtherance of our goal. While this is certainly a good start, we still have a long way to go before reaching financial self- sufficiency. That is why we are asking for your help. 4. Why Does Layton Prep Deserve Your Support? If you make the decision to support Layton Prep at this initial stage (when the support of individuals is crucial), you will be taking an instrumental role in assuring that the needs of hard working, learning disabled students in our area are sufficiently addressed. In addition, because Layton Prep is in its infancy, your contribution will go immediately to work helping to found an educational legacy in the Wilmington area that will endure for generations to come. We strongly believe in Layton Prep and its mission, and are keenly aware of the fund-raising milestones we must continue to meet in carrying out that mission. By necessity, we are setting our sights on the upper limits of the community’s giving potential. For that reason, we hope that you will make a donation of $5,000. While we hope that you will seriously consider giving at this level, any donation or gift in kind would of course be greatly appreciated. After you have had an opportunity to review this letter, one of us will contact you to answer any questions you might have. In the meantime, we greatly appreciate your time and attention to this worthy cause. Sincerely, ______Richard I.G. Jones, Jr. Debra Layton Harvey Development Committee Chair President
______Barton Reese Co-Director
130 Appendix I
Enrollment Contract
ENROLLMENT CONTRACT
2006-2007 Name: McKayla Babby Grade: Nine
Your Non-Refundable Deposit of $1,000.00 will be credited toward the 2006-2007 tuition and is due with the return of this contract. A space will be reserved for the above named student until the contract due date. Any contract received after the contract due date is subject to acceptance by Layton Preparatory School and must be accompanied by the original $1,000.00 non-refundable deposit plus an additional $250.00 non-refundable deposit (also to be credited toward tuition) for a total of $1,250.00.
Contract and Non-refundable $1,000 Deposit Due: April 24, 2006
Father Mother
Name William Babby Name Carol Babby Home Address 1505 Oak St. Home Address 1505 Oak St. Wilmington, DE 19805 Wilmington, DE 19805
Employer Employer Position/Title Position/Title Business Address Business Address
(H) 302 652 0805 (H) 302 652 0805 (W)
TERMS AND CONDITIONS I/We understand that my/our child must abide by the rules and regulations set forth in the Student Handbook, and that Layton Preparatory School retains the right to suspend or dismiss any student whose progress or conduct is in violation of those rules and regulations or is deemed unsatisfactory by Layton Preparatory School. I/We hereby release and hold harmless Layton Preparatory School, its agents and employees from all claims, damages or other liabilities for: (a) injuries to the student which are not the result of gross negligence by Layton Preparatory School, its agents or employees; and (b) damages to or loss of personal belongings. This Contract shall be governed by and construed in accordance with the laws of the State of Delaware. Tuition for the above named student at Layton Preparatory School for the school year 2006- 2007 will be $11,750 payable as specified in elected Payment Plan number.
Please check one of the following three payment plans: 131
1) 100% Payment 2) Two Thirds/One Third 3) Monthly Payment Plan
Full tuition payment due Two thirds tuition due Monthly payments begin August 1, 2006 August 1, 2006 May 2006
One third due January 1, 2007 Final installment due February 2007
I/We will be responsible for 10% of the tuition, plus enrollment deposit, if no written notice of withdrawal is received by Layton Preparatory School prior to July 1, 2006 regardless of whether the child matriculates. Once the school year starts, I/we will be responsible for full tuition. A monthly late fee of 1.5% will be applied to past due charges inclusive of tuition. School policy requires an account to be paid in full before a student may receive a report card, diplomas or transcripts, and before a student may be permitted to start a new trimester. The above named student will be officially enrolled upon timely receipt of the signed contract and reservation deposit. Signatures of both parents or guardians financially responsible for the student are required. In signing this contract, I/we subscribe to the terms herein set forth and agree to take full responsibility for the payment of all the Layton Preparatory School tuition, fees and expenses due for my/our child named above; agree to abide by the rules and regulations set forth in the Student Handbook, and grant permission to Layton Preparatory School to use from time to time in Layton Preparatory School publications and publicity materials such pictures or likenesses of my/our child as it deems appropriate.
______Signature of Father/Guardian
______Signature of Mother/Guardian
______School Director
Send original contract and enrollment deposit to Layton Preparatory School. Please retain duplicate copy for your file.
132 Appendix J
Acceptance letter
The XXXXXX Family 9 XXX XXX XXXX, DE 19XXX
Tamara and Elan, Congratulations! On behalf of the Layton Preparatory School Admissions Committee, we are thrilled to offer Elan acceptance to Layton Preparatory School for the 2005-2006 academic year. Our committee feels strongly that Elan’s ability, effort and attitude provide a great fit with Layton’s educational program and approach. On behalf of the Financial Aid Committee, we are pleased, as well, to offer a financial aid package of $23,750. We are dedicated to providing Elan with a challenging upper school program and providing her with the tools necessary to be successful, not only in high school, but in college and beyond. Our small class sizes, experienced teachers, and focus on the individual will all combine to facilitate Elan’s growth as a critical thinker, a confident problem solver and an active learner. Elan, you have much to offer our founding student body! Your success at Centreville School and your strong ability and obvious enthusiasm for learning are exactly what we are looking for in a Layton student. We were both so impressed by your poise and positive attitude during our interview. We can’t wait to begin creating student activities and opportunities for leadership with you. We are committed to your continued growth as a student and a young woman, and we look forward to getting to know you better over the next four years. We hope that you will accept this offer to join our September 2005 inaugural class. The enclosed enrollment contract serves to formalize your acceptance of this offer, and it will need to be signed and returned with a deposit by March 11. Please contact us with any questions that you may have. We are looking forward to getting to know Elan and the rest of the XXX family better! We look forward to hearing from you,
Barton Reese Patricia McLaughlin
133 Appendix K
Visitor Thank You
Ms. Molly Axon 309 Pentland Dr.. Wilmington, DE 19807
Dear Molly,
I just wanted to drop you a quick note to thank you for visiting Layton Prep this week and to tell you that it is was a pleasure meeting you. Elise enjoyed your company and had fun hosting you for the day.
I also wanted to thank you for taking the time to chat with me. I was impressed with your ability to articulate your thoughts and I appreciated your candor. You made a good impression on the students and the faculty, and we hope you enjoyed yourself.
If you have any questions, please call me. I would be happy to hear from you.
Sincerely,
Barton D. Reese Director [email protected]
134 Appendix L
Financial Aid Letter
June 5, 2006
Ms. Tamara Varella 15 Marion Rd. Newark, DE 19713
Dear Tamara, On behalf of the Financial Aid Committee, I am pleased to be able to offer Elan a grant of $23,750.00 for the 2006-2007 school year. We value Elan as a member of the Layton Prep Community and are happy we can offer financial assistance.
An enrollment contract is enclosed. Please sign and return it no later than June 16, 2006. We will hold Elan’s grant until that time. Please call the Admissions Office if you have questions of any kind, I would be happy to answer them.
Sincerely,
Barton D. Reese Director Layton Preparatory School
135 Appendix M
Layton Preparatory School Employment Contract
The “Employer”, Layton Preparatory School, and the “Employee”, John Doe, are entering into this Employment Contract and agree on the following terms and conditions of employment:
1. TERM: The term of employment shall be from the day of opening faculty meeting 2010, until and including the closing faculty meeting 2011.
1. SALARY: The Employer shall pay to the Employee as cash salary the sum of $68,200 in twelve equal monthly installments, September through August.
1. RESPONSIBILITIES: Employed as Academic Dean & Math Instructor. Staff members will also participate in or perform additional duties as determined by School Director. The Employee will receive a copy of the Layton Preparatory School Personnel Policy Handbook and s/he will acknowledge, in writing, that they have received, read and understood the policies set forth in the Handbook.
1. BENEFITS: The Employee, to the extent that s/he is eligible, shall be entitled to participate in the benefits programs sponsored by the school. These will be described in the Layton Preparatory School Personnel Policy Handbook.
1. HOLIDAYS: The faculty Employee shall be entitled to holidays as designated by the Employer in the School Calendar. The academic or non-academic administrator or administrative staff Employee shall be entitled to holidays as designated by the Employer in the School Calendar, except that, for the School’s winter and spring holiday, the Employee shall be entitled to one-half of the days designated as holidays and the scheduling of those holidays shall be by the Employee subject to the approval of the School Director. Unused holidays may not be accrued.
1. TERMINATION CLAUSE: This contract may not be terminated except by the mutual consent of the parties, provided, however, that the school reserves the right to terminate employment for just cause, after having given the Employee thirty (30) days notice in writing and provided that no such notice shall be required in any case, where, in the opinion of the School Director, the conduct of the Employee has been such as to require immediate dismissal to protect the property of the school, to safeguard the health of the students, faculty or staff of the school, or to preserve the good name of the school.
BY:______School Director Signature & date ______Employee Signature & date
Please sign and return one copy and keep the other for your files. Layton Preparatory School shall comply with all applicable laws, executive orders and regulations concerning non-discrimination in employment, including reporting requirements, which are incorporated herein by reference and will not discriminate against applicants for employment on the basis of race, color, gender, religion, age, handicapped status, sexual orientation or national or ethnic origin.
136 Appendix N
Employee Retirement Account
EGTRRA Amendment For 403(b) TDA Plans
AMENDMENT OF THE Oberod School Tax Deferred Annuity Plan for EGTRRA IN WITNESS WHEREOF, Oberod School herein amends the Oberod School Tax Deferred Annuity Plan, as follows: A. PREAMBLE 1. Adoption and effective date of amendment. This amendment of the Plan is adopted to reflect certain provisions of the Economic Growth and Tax Relief Reconciliation Act of 2001 (“EGTRRA”). This amendment is intended as good faith compliance with the requirements of EGTRRA and is to be construed in accordance with EGTRRA and guidance issued thereunder. Except as otherwise provided, this amendment shall be effective as of the first day of the first plan year beginning after December 31, 2001. 2. Supersession of inconsistent provisions. This amendment shall supersede the provisions of the Plan to the extent those provisions are inconsistent with the provisions of this amendment.
B. LIMITATIONS ON CONTRIBUTIONS 1. Maximum Annual Addition. Except to the extent permitted under the section of this amendment that provides for catch-up contributions under EGTRRA §631 and section 414(v) of the Code, the annual addition that may be contributed or allocated to a Participant’s account under the Plan for any limitation year shall not exceed the lesser of: a. $40,000, as adjusted for increases in the cost-of-living under section 415(d) of the Code, or b. 100 percent of the Participant’s compensation, within the meaning of section 415(c)(3) of the Code, for the limitation year. The compensation limit referred to in (b) shall not apply to any contribution for medical benefits after separation from service (within the meaning of section 401(h) or section 419(f)(2) of the Code), if any, otherwise treated as an annual addition. 2. Maximum Exclusion Allowance. Effective for plan years beginning on or after January 1, 2002, contributions to this Plan will not be subject to the exclusion allowance limitations of section 403(b) of the Code. 3. Limitation Under §402(g). No Participant shall be permitted to have elective deferrals made under this Plan, or any other retirement plan maintained by the employer during any taxable year, in excess of the dollar limitation contained in section 402(g) of the Code in effect for such taxable year, except to the extent permitted under the section of this amendment that provides for catch-up contributions under EGTRRA §631 and section 414(v) of the Code.
137 4. Catch-up Contributions. All employees who are eligible to make elective deferrals under this Plan and who have attained age 50 before the close of the plan year shall be eligible to make catch-up contributions in accordance with, and subject to the limitations of, section 414(v) of the Code. Such catch-up contributions shall not be taken into account for purposes of the provisions of the Plan implementing the required limitations of section 402(g) and 415 of the Code. C. DISTRIBUTION UPON SEVERANCE FROM EMPLOYMENT 1. Effective date. This section shall apply for distributions and severances from employment occurring after December 31, 2001.
2. New distributable event. A participant’s elective deferrals or qualified non-elective contributions, if any, and earnings attributable to these contributions and amounts that have at any time been invested in a mutual fund custodial account may be distributed on account of the participant’s severance from employment. However, such a distribution shall be subject to the other provisions of the plan regarding distributions, other than provisions that require a separation from service before such amounts may be distributed.
D. DIRECT ROLLOVERS OF PLAN DISTRIBUTIONS 1. Effective date. This section shall apply to distributions made after December 31, 2001. 2. Modification of definition of eligible retirement plan. For purposes of the direct rollover provisions in Article VII of the Plan, an eligible retirement plan shall mean a qualified retirement plan described in section 401(a) or section 403(a) of the Code, a tax sheltered annuity plan described in section 403(b) of the Code and an eligible plan under section 457(b) of the Code which is maintained by a state, political subdivision of a state, or any agency or instrumentality of a state or political subdivision of a state and which agrees to separately account for amounts transferred into such plan from this Plan. The definition of eligible retirement plan shall also apply in the case of a distribution to a surviving spouse, or to a spouse or former spouse who is the alternate payee under a qualified domestic relation order, as defined in section 414(p) of the Code. 3. Modification of definition of eligible rollover distribution to exclude hardship distributions. For purposes of the direct rollover provisions in Article VII of the Plan, any amount that is distributed on account of hardship shall not be an eligible rollover distribution and the distributee may not elect to have any portion of such a distribution paid directly to an eligible retirement plan.
E. ROLLOVERS FROM OTHER PLANS 1. Direct Rollovers. The Plan will accept a direct rollover of an eligible rollover distribution from:
a. A qualified plan described in section 401(a) or 403(a) of the Code, excluding after-tax employee contributions. b. A qualified tax sheltered annuity plan described in section 403(b) of the Code.
138 c. An eligible plan under section 457(b) of the Code which is maintained by a state, political subdivision of a state, or any agency or instrumentality of a state or political subdivision of a state. 2. Participant Rollover Contributions from Other Plans. The Plan will accept a Participant contribution of an eligible rollover distribution from: a. A qualified plan described in section 401(a) or 403(a) of the Code. b. A tax sheltered annuity plan described in section 403(b) of the Code. c. An eligible plan under section 457(b) of the Code which is maintained by a state, political subdivision of a state, or any agency or instrumentality of a state or political subdivision of a state. 3. Participant Rollover Contributions from IRAs. The Plan will accept a Participant rollover contribution of the portion of a distribution from an individual retirement account or annuity described in section 408(a) or 408(b) of the Code that is eligible to be rolled over and would otherwise be includible in gross income. 4. Withdrawals of Rollover Contributions. To the extent permitted by the Funding Vehicle, a Participant may receive a cash withdrawal of any rollover contribution made on or after January 1, 2002. Withdrawals may be received while the Participant is employed by the Institution. To the extent the Plan is subject to ERISA, this right will be subject to the spouse’s rights to survivor benefits. F. HARDSHIP DISTRIBUTION
1. Suspension Period Following Hardship Distribution. A Participant who receives a distribution of elective deferrals after December 31, 2001, on account of hardship that is deemed necessary to satisfy a financial need of the Participant shall be prohibited from making elective deferrals and employee contributions under this and all other plans of the employer for 6 months after receipt of the distribution. A Participant who receives a distribution of elective deferrals in calendar year 2001 on account of hardship shall be prohibited from making elective deferrals and employee contributions under this and all other plans of the employer for 6 months after receipt of the distribution or until January 1, 2002, if later.
2. Post-Hardship Contribution Limitation. If, prior to January 1, 2001, a Participant receives a distribution of elective deferrals on account of hardship that is deemed necessary to satisfy a financial need of the Participant, the maximum amount of elective deferral contributions under this and all other plans of the employer for the Participant’s taxable year immediately following the taxable year of the hardship distribution shall not exceed the applicable limit under Code Section 402(g) for such year reduced by the amount of the elective deferral contributions to such plans for the taxable year of such hardship distribution. For hardship distributions after December 31, 2000, this limitation is eliminated.
139 Appendix O
Employee Contract Cover Letter
March 17, 2009
Layton Colleagues:
Thank you for your daily efforts, expertise & enthusiasm. On behalf of the Board of Trustees, I am pleased to offer you this employment contract for the 2009-2010 academic year.
At our most recent meeting of the Board of Trustees, we approved our budget for the upcoming academic year. While our Board remains committed to maintaining quality faculty, they made a difficult but fiscally-responsible decision to freeze salaries until our enrollment numbers move closer to our target.
I am humbled and honored to work with such a caring, creative and committed faculty. I look forward to our continued work together.
Please sign one of the contracts and return it to school by April 1st. You should keep the other one for your files.
Warmly,
140 Appendix P
Employee Handbook
EMPLOYMENT POLICIES
A. EQUAL EMPLOYMENT OPPORTUNITY
Layton Prep abides by all federal, state, and local laws pertaining to nondiscrimination and fair employment practices. The school is committed to employment and personnel policies and practices that provide equal opportunity to all qualified persons and assures that there will be no unlawful discrimination against any individual on the grounds of race, color, age, religion, sex, national origin, ancestry, or other protected category. This policy applies to procedures followed during recruiting, selecting, training and continuing education, promoting, and all other personnel actions and conditions of employment such as compensation, benefits, school-sponsored training, social and recreational programs, and disciplinary measures.
B. HIRING, ACCOMMODATING AND RETAINING DISABLED PERSONS
It is the policy of Layton Prep to provide equal employment opportunities for disabled persons, to take action to employ and to advance in employment qualified disabled persons, and to eliminate artificial impediments to the employment and advancement of disabled persons by striving to remove barriers to employment, whether physical, social, or arising from misconceptions concerning the abilities of disabled persons.
This policy includes conducting school activities, such as recruiting, interviewing, hiring, training, and evaluating employees in such a way that each disabled person’s abilities are recognized. This policy also includes making reasonable accommodations that allow disabled employees to perform at their maximum potential.
All managers and supervisors are expected to become familiar with the provisions of this policy.
Layton Prep policy on hiring, accommodating, and retaining disabled persons will be administered by the Head of School. Questions concerning this policy, complaints regarding implementation of the policy, and requests for information concerning the policy shall be made to the Head of School.
C. AGE DISCRIMINATION IN EMPLOYMENT
It is the policy of Layton Prep to provide equal employment opportunities for aged workers and to eliminate artificial impediments to the employment and advance-ment of aged workers.
141 The purpose of this policy is to help the School attract and retain good employees based on their abilities rather than their ages and to comply with the terms of the Age Discrimination in Employment Act of 1967 (ADEA) and the Older Workers Benefit Protection Act (OWPA).
All employees are expected to become familiar with their rights and responsibilities under the ADEA and OWPA.
Layton Prep prohibits discrimination against employees and job applicants on the basis of age in hiring, termination, employment opportunities, compensation, employee benefits and all other terms and conditions of employment. It is the policy Layton Prep School that all managers and supervisors shall receive training concerning the ADEA policy and the employees ADEA rights and responsibilities.
Layton Prep policy on age discrimination will be administered by the Head of School. Questions concerning this policy, complaints regarding implementation of the policy, and requests for information concerning the policy shall be made to the Head of School.
D. EMPLOYEE CONTRACTS
For those employees having written employment contracts, decisions on whether to offer employment contracts for the succeeding academic or fiscal year will be made by the school administration in February/March of each year.
E. AT WILL BASIS OF EMPLOYMENT
All employment at Layton Prep is “at will”, and may be terminated at any time for any reason by either employee or the school. F. ACCESS TO PERSONNEL FILES
The Business Office maintains a personnel file on each employee. The personnel file includes such information as the employee’s job application, resume, records of training, appraisals and salary increases, and other employment records.
G. SEPARATION FROM EMPLOYMENT
If an employment contract is signed but not honored, the employee may be financially penalized. The school could withhold $1,000 from the employee’s final paycheck in order to reimburse the school for the time and trouble involved in securing a new person for the vacated position.
Personnel files are the property of Layton Prep and access to the information they contain is restricted. Generally, only the Business Manager and the Head of School have a legitimate reason to review information in a file and are allowed to do so. 142
Employees who wish to review their own file should contact the Business Manager. With reasonable advance notice, employees may review their own personnel files in the Business Office and in the presence of the Business Manager.
COMPENSATION AND CLASSIFICATION OF EMPLOYEES
H. SALARY DETERMINATION
The Head of School determines salaries for all employees as part of the budgeting process. The Head and Division Heads determine the percentage equivalent load of teaching and associated duties for Faculty.
I. FREQUENCY OF PAYROLL
Annual contracted salaries for Administrators, Faculty and Staff are paid in twelve equal payments. Twelve-month employees are paid from July through June. Faculty and other Academic Year employees are paid from September through August.
All employees are paid monthly on the 15th day of the month. Paychecks compensate employees on a current basis for the entire month. Layton Prep does not provide pay advances on unearned wages for employees. Employees who start during a month will be paid pro-rata for that month.
In the event that a regularly scheduled payday falls on a day off such as a weekend or holiday, employees will receive pay on the last day of work before the regularly scheduled payday.
Employees may have pay directly deposited into their bank accounts if they provide advance written authorization to the Business Office. Employees will receive an itemized statement of wages when the School makes direct deposits.
J. WITHHOLDING FROM SALARY BY LAW
1. Federal Income Tax In accordance with federal laws, income tax is withheld from each payroll check if earnings exceed the allowance claimed on the employee’s withholding certificate. All Layton Prep employees are responsible for filing an exemption certificate (W-4) with the business office.
2. State and Local Taxes Delaware State Tax is withheld from each payroll check in accordance with state law. City of Wilmington Tax is withheld for employees who live in the city. The City of Wilmington tax rate is 1.25%.
143 3. Social Security (FICA) / Medicare Federal law requires the School to withhold a percentage of each salary for participation in the Old Age and Survivor’s Insurance, commonly referred to as Social Security. The school contributes a matching amount to this program.
K. PAY DEDUCTIONS
Layton Prep offers programs and benefits beyond those required by law. Eligible employees may voluntarily authorize deductions from their pay checks to cover the costs of participation in these programs.
Questions concerning why deductions were made from paychecks or how they were calculated should be directed to the Business Office.
L. EMPLOYMENT DEFINITIONS
FULL-TIME EMPLOYEE: - Administration and Staff employees whose duties involve 40 or more hours a week for twelve months or for the entire academic year.
- Faculty members who teach 5 classes or what is considered a full load for the entire academic year.
PART-TIME EMPLOYEE: - Faculty members who carry less than a full load. Extended Day Personnel are considered Part-Time Employees.
- Staff employees whose weekly hours of employment, while on a regular schedule, are less than 40 hours a week.
- Other employees who work less than an academic year, on a seasonal or short-term basis. Summer School, Private Music Instructors and Coaches are considered part- time.
TEMPORARY EMPLOYEE: - Employees who are paid on a daily or hourly basis for irregular periods. Substitutes are considered Temporary Employees.
M. FAIR LABOR STANDARDS ACT CLASSIFICATIONS
The Fair Labor Standards Act (FLSA) classifies employees into Exempt and Non-Exempt categories.
144 Exempt Employees- Are those employees whose positions meet specific test under the FLSA and who are exempt from (not entitled to) overtime Pay. This category includes all Faculty, Administration, and Administrative Staff.
Non-Exempt Employees- Are those employees whose positions do not meet FLSA exemption tests and who are entitled to be paid a multiple of their regular rate of pay for overtime work. This category includes the Building & Grounds Staff.
N. RECORDING WORK HOURS
The Federal Labor Standards Act requires the recording of hours worked for Non- Exempt Employees (Building & Grounds Staff). These records are maintained by the completion of weekly time cards which are signed by the employee and Physical Plant Manager.
O. OVERTIME PAY PROCEDURES
All non-exempt employees (Building & Grounds Staff) will be paid overtime in accordance with the Fair Labor Standards Act. Overtime is measured as any hours worked in excess of 40 hours in any seven-day week, measured from Monday through Sunday in any week. The employee must be physically present at work for 40 hours during that week. Any absence for any type of leave will not qualify as time worked. Any overtime worked must be preapproved by the Physical Plant Manager.
BENEFITS
P. TIME AWAY FROM WORK
1. VACATION LEAVE
Vacation time off with pay is available to twelve-month employees to provide opportunities for rest, relaxation, and personal pursuits. The following vacation rules shall apply to all twelve-month employees:
1. The Year of employment shall be the academic year beginning July and ending the following June 30th. 2. Unused vacation days in a particular Year if not used in that Year shall be forfeited. 3. Vacation pay for an employee separating from service for any reason shall be limited to the number of vacation days the employee would be eligible to take in that year at the time of separation calculated on a pro-rata basis. 4. The Head of School shall have the discretion, on a case-by-case basis, to permit vacation days to an employee who, because of unusual work-load, had been unable to use carry-over vacation days prior to their expiration. . Twelve-month Administrators: - Ten days during the first year of employment. 145 - Twenty days during each year of employment after the first year of employment.
* Twelve-month Assistant & Associate Administrators and Twelve-month Staff: - Ten days during each of the first and second years of employment. - Fifteen days during each of the third and fourth years of employment. - Twenty days for each year of employment after the fourth year.
Vacation time for part-time employees will be designated according to their job requirements at the time of their employment.
2. HOLIDAY LEAVE
Faculty and other Academic Year Employees shall be entitled to holidays during Thanksgiving, December Holiday and Spring Break in addition to all employee holidays as set forth in the school calendar.
All Administrators and Full-Time Staff shall be entitled to the equivalent of a three day holiday (Wednesday, Thursday and Friday) at Thanksgiving; one half of the School’s December holiday; one half of the School Spring holiday and all employee holidays as set forth in the school calendar. Employees must schedule holiday leave to the satisfaction of the school Administration.
Holiday leave for Part-Time employees will be designated according to their job requirements at the time of their employment.
Unused holiday time may not be accrued.
3. SICK LEAVE
A reasonable number of paid sick days will be allowed each year for personal illness or sick childcare. In the event of illness, the employee should notify his or her supervisor as soon as possible. In the case of teachers, a Division Head will usually make arrangements to hire a substitute.
Requests for leaves due to extended illness should be made directly to the Head of School. See: Family and Medical Leave.
4. FAMILY AND MEDICAL LEAVE
It is the policy of Layton Prep that its eligible employees shall have the right to take up to 12 weeks of unpaid, job-protected leave with medical benefits in each school year (ending August 31) for the care of their own serious illnesses or the serious illnesses of immediate family members, or in connection with the birth of a child.
146 It is also the policy of Layton Prep to comply with the terms of the Family and Medical Leave Act of 1993 (the Act). This information is posted in the Business Office.
All employees are expected to become familiar with their rights and responsibilities under the Act.
Layton Prep policy on Family and Medical Leave will be administered by the Head of School. Questions concerning this policy, complaints regarding implementation of the policy, and requests for information concerning the policy shall be made to the Head of School.
5. MATERNITY LEAVE
A request for Maternity Leave should be submitted to the Head of School as early as possible so that work can be properly scheduled. Full-Time Employees are eligible and will receive full pay and benefits for a period of eight weeks. The eight weeks is a consecutive time period and does not get extended for any other type of leave that happens to fall during the eight-week period. Under this policy Maternity Leave begins upon the birth of the child and is counted as leave under the Family Medical Leave Act. An additional four weeks of unpaid leave may also be taken as permitted under the Family Medical Leave Act.
6. BEREAVEMENT LEAVE
Employees who wish to take time off due to the death of a family member should make their request directly to the Head of School. See: Personal Leave.
7. PERSONAL LEAVE
Other leaves may be granted by the Head of School, with the advice and approval of the Executive Committee of the Board of Trustees.
8. JURY DUTY/ COURT APPEARANCES FOR CUSTODY PROCEEDINGS
Employees who are required to serve jury duty or appear in court for custody proceedings should show the court summons to their supervisor as soon as possible so that arrangements can be made to accommodate their absence. Layton Prep may request an excuse from jury if, in Layton’s judgment, the employee’s absence would create serious operational difficulties.
Occasionally a member of the Layton Prep faculty or staff may be called upon to appear in court during custody proceedings.
Layton Prep provides superior educational opportunities in an organized, stable environment through the medium of qualified and concerned teachers and administrators. 147 While we will do everything we possibly can for the benefit of our students, lengthy absences from the classroom can work against the best interest of our students. Therefore, generally speaking, requests from individuals to represent their interests in court will be discouraged. However, requests from court authorities to visit Layton Prep and interview members of the faculty and staff will be honored to the greatest extent possible. In addition, the following points, among others, should be considered: 1. Is the request to appear in court the result of duly executed subpoena? 2. Will the appearance in court be beneficial to the student or students involved? 3. Could the testimony not be entered into the record via a visit by the court representative to the school? This policy in no way precludes giving testimony when so ordered to appear by appropriate court authorities.
Q. EMERGENCY CLOSINGS AND LATE OPENINGS
At times, weather, state or national emergencies can disrupt school business. In extreme cases, the Head of School will make the decision as to whether school will close or open late. In an emergency, as in any situation at the school, the primary responsibility of administrators, faculty, and staff is to ensure the safety of our students. Taking the lead from the Head of School and the three division heads, faculty and staff will respond according to the conditions of the particular emergency and in conjunction with the School’s Crisis Management Plan.
In the event of a school closing during non-working hours, or delayed opening, local radio stations will be asked to broadcast notification. Divisional phone chains also provide employees with emergency information.
All Administrators and Staff should report to school as soon as they are able to safely get there unless they are instructed otherwise. Unless their duties require it, faculty is not expected to report to work when school is closed. In the event of a delayed opening, faculty should report to school as early as safety permits.
R. VISITORS ON CAMPUS
All visitors and parents are required to check in at the building office. Signs are hung at all academic buildings indicating this. Please immediately report any suspicious visitors to the Administration.
CONDUCT
S. EMPLOYEE CONDUCT
148 To provide the best possible work environment, Layton Prep expects high standards of conduct, honesty and integrity from its employees. Certain types of employee misconduct will result in disciplinary action and possible termination of employment.
Whether working within the Layton Prep community or engaging in off-campus activities, no employee may: Commit any crime. Work under the influence of alcohol. Possess guns or weapons of any kind on campus. Neglect, willfully damage, or inappropriately remove or possess Layton property. Exhibit unreasonable absenteeism, tardiness or unsatisfactory work performance or conduct. Violate safety, welfare or any other school regulations or policies. Display inappropriate behavior with students, parents, visitors, or fellow employees. Act in any way that could harm the Layton Prep community or adversely impact Layton interests or reputation.
T. PERSONAL APPEARANCE AND RESPONSIBILITIES
Dress, grooming, personal cleanliness, and responsible work standards contribute to the morale of students and of other employees and affect the image Layton School presents to the community.
During work hours, employees are expected to present a clean and neat appearance and to dress according to the requirements of their positions.
Employees are expected to keep classrooms and offices neat and orderly. Those who use them are asked to help keep coffee areas clean and lounge areas picked up. Employees are responsible for closing windows and turning lights off in their rooms when leaving for the day. The last employee to leave a building is responsible for locking the outside doors.
U. ATTENDANCE AND PUNCTUALITY
To maintain a safe and productive work environment, Layton Prep expects employees to be reliable and to be punctual in reporting for scheduled work. Absenteeism and tardiness place a burden on other employees and on the School. In the rare instances when employees cannot avoid being late to work or are unable to work as scheduled, they should notify their supervisor as soon as possible in advance of the anticipated tardiness or absence.
Poor attendance and excessive tardiness are disruptive. Either may lead to Disciplinary action, up to and including termination of employment.
V. PERSONNEL DATA CHANGES
149 It is the responsibility of each employee to promptly notify the School of any changes in personnel data. Personal mailing addresses, telephone numbers, number and names of dependents, individuals to be contacted in the event of an emergency, educational accomplishments, and other such status reports should be accurate and current at all times.
W. PERFORMANCE EVALUATION
All employees are strongly encouraged to discuss job performance and goals on an informal, day-to-day basis. Additional formal performance evaluations are conducted to provide employees the opportunity to discuss job tasks, identify and correct weaknesses, encourage and recognize strengths, and discuss positive, purposeful approaches for meeting goals.
X. SAFETY AND SECURITY
The safety and security of the Layton community is of prime concern. The School needs employee assistance in preventing accidents and other undesirable occurrences. Employees who observe safety hazards in their working areas or anywhere else on campus should report them to their immediate supervisor without delay.
All personal injuries involving employees, regardless how insignificant the injury may appear, should be reported immediately to the School Nurse. Property damage accidents, no matter how minor, involving employees or our campus should be reported immediately to the Director of Plant Facilities.
Employees should notify their supervisor immediately if they see someone who does not appear to belong on campus or something they perceive as suspicious.
Medical emergency situations should never be handled alone. Employees should never move or treat an injured person. Layton Prep asks all employees facing such emergencies to summon qualified assistance.
Y. SMOKING
In keeping with the School’s intent to provide a safe and healthful environment, smoking is prohibited throughout our campus. This policy applies equally to all employees, students, and visitors.
Medical information on individual employees is treated confidentially. Layton will take reasonable precautions to protect such information form inappropriate disclosure. Administrators and other employees have a responsibility to respect and maintain the confidentiality of employee medical information.
K. LIFE-THREATENING ILLNESSES IN THE WORKPLACE
150 Employees with life-threatening illnesses, such as cancer, heart disease, and AIDS, often wish to continue their normal pursuits, including work, to the extent allowed by their condition Layton School supports these endeavors as long as employees are able to meet acceptable performance standards.
As in the case of other disabilities Layton Prep will make reasonable accommodations in accordance with all legal requirements, to allow qualified employees with life-threatening illnesses to perform the essential functions of their jobs.
L. COMMUNICABLE/ BLOODBORNE CONTAGIOUS DISEASE POLICY
1. Mandatory pre- or post-employment screening for blood borne contagious diseases will not be required. However, it is the faculty or staff member’s responsibility to inform immediately the Head if he/ she suffer from blood borne diseases which are infections or may become contagious, such as HTLV-III/ LAV (AIDS), AIDS-related complex (ARC), TB, or Hepatitis B.
2. The continued employment of faculty or staff who suffer from such blood borne contagious diseases shall be determined on a case-by-case basis by a Health Review Committee appointed by the Head. The Health Review Committee should obtain the advice and views of a physician appointed by the School, the schools legal counsel, the affected person and his/ her physician. The affected person may be excluded from school pending the Committee’s decision. The decision of the Committee will be final.
3. In reaching its recommendation, the Committee will consider the particular circumstances of the affected individual, the health risks presented to other persons by the affected individual’s condition in light of available medical information, alternative possibilities for minimizing exposure of others, legal issues and all other relevant circumstances. Each situation will be addressed individually.
4. The employment status of the affected individual will be reevaluated based upon a plan for periodic review formulated by the Health Review Committee. This plan will also provide for the monitoring of the individual’s medical condition.
5. All parties involved should respect the affected individual’s right to privacy. The number of persons who are informed of the individual’s condition should be kept to a minimum.
6. The school will continue to monitor evolving medical knowledge regarding these diseases. Appropriate revisions will be made in the School’s position if new medical information warrants.
7. All employees are required to show proof of Tuberculosis (TB) Screening every five years. New Employees are required to show proof of TB Screening within the last 12 months.
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M. RETURN OF PROPERTY
Employees are responsible for all property, keys, uniforms, or written material issued to them or in their possession or control. Employees must return all Layton Prep property immediately upon request or upon termination of employment. Where permitted by applicable laws, Layton Prep may withhold from the employee’s check or final paycheck the cost of any items that are not returned when required. The School may also take all action deemed appropriate to recover or protect its property.
N. SEXUAL HARASSMENT POLICY
Layton Prep is an equal opportunity employer with a staff tradition of dedication, stellar performance, personal development, and professional demeanor.
It is expected that every staff member will treat every other staff member with respect, courtesy, supportiveness, and professionalism.
It is also expected that no staff member will interfere with any staff member’s ability to work. This includes, but is not limited to, racial harassment, sexual harassment, physical or verbal abuse and professionally damaging statements about others. Failure to meet these expectations is among grounds for suspension or termination. Ordinarily, issues of this kind are dealt with through the regular supervisory relationship, but where that is not comfortable or feasible, every staff member has recourse to the next highest supervisor and/ or to the Head. Sexual Harassment
Sexual harassment - - subjecting employees to unwelcome sexual conduct as a condition of their employment - - is a type of sex discrimination prohibited by Title VII of the 1964 Civil Rights Act. Sexual harassment occurs when employment decisions affecting individuals (such as hiring, firing, promotions, awards, transfers or disciplinary action) result from submission to, or rejection of, unwelcome sexual conduct. Thus, it is sexual harassment for a supervisor to coerce an employee into a sexual relationship and then reward the employee with a promotion. It is also sexual harassment for a supervisor to take disciplinary action against, or deny a promotion to, an employee because he or she rejected sexual advances.
Sexual harassment can also be any activity which creates a hostile or offensive working environment for members of one sex - - whether such activity is carried out by a supervisor or a co-worker. This may include:
Unwelcome workplace conduct, such as displaying sexually oriented or demeaning pictures Telling sexually oriented jokes
152 Making sexually offensive remarks Engaging in unwanted sexual teasing or subjecting another employee to pressure for dates Sexual advances or unwelcome touching Unnecessary touching of any form Subtle pressure for sexual activity Demanding sexual favors with stated or implied promises or threats concerning one’s employment status or opportunities Inappropriate personal questions Sexual remarks about a person’s clothing, body or sexual activity Physical or verbal abuse
Layton Prep condemns sexual harassment of any form in the workplace, and we recognize our duty to provide you with an environment free from such conduct. All staff members are expected to take immediate action to ensure that their subordinate employees are not subjected to any form of sexual harassment or intimidation. Layton Prep will give complaints of sexual harassment swift and serious attention and take appropriate action in response. Each complaint of such conduct shall be investigated thoroughly and rapidly, and discipline up to and including discharge shall be imposed upon those found to have violated this policy. All employees are subject to this policy. Those engaging in sexual harassment may also face personal liability for their actions.
There will be no reprisals taken against any employee for making allegations or inquiry concerning sexual harassment.
Complaint Procedures
A staff member who believes that he or she has been subjected to sexual harassment must report such behavior immediately. Claims of sexual harassment should be brought to the attention of the Head of School, who shall immediately investigate the matter, promptly and thoroughly. In certain circumstances, the investigation may be assisted by or conducted at the direction of our legal council. A written determination will be made once as decision is reached. Any person found by this procedure to have engaged in conduct in violation of our policy shall receive prompt disciplinary action, up to and including discharge.
153 Appendix Q
Grant Request to Crystal Trust
August 12, 2004
Mr. Stephen Doberstein Crystal Trust PO Box 39 Montchanin, DE 19710
Dear Mr. Doberstein,
I am forwarding this request from Layton Preparatory School for a grant of $100,000 from Crystal Trust for start-up costs associated with the opening of Layton Preparatory School.
Both the Board of Trustees and the Advisory Council of Layton Preparatory School sincerely hope that Crystal Trust will consider granting this request and facilitating the expansion of educational options for high school students with learning disabilities.
We would be happy to meet with you at your convenience to further discuss this project and our request in more detail. We thank you for your consideration of our proposal.
Sincerely,
Barton Reese Patty McLaughlin Debra Harvey Co-Director Co-Director President, Board of Trustees
154 Appendix R
Layton Preparatory School Request
AUGUST 2004
Students with language-based learning disabilities (“LD”) are bright, creative and talented individuals who struggle with many of the demands of traditional academic settings. Some students struggle to comprehend written language, others have difficulty getting their thoughts on paper, while others fight to successfully sequence information in math experiences. The diversity of learning disabilities reflects the complex and personal relationships inherent in learning. Learning disabilities affect every race, ethnicity, and socio-economic level. Identification of students with LD has increased tremendously. U.S. Department of Education statistics indicate that the percentage of students identified as having learning disabilities has tripled since the federal government has begun keeping data on students enrolled in special education.
Although some LD students can succeed in a traditional educational program, many students need targeted intervention. Currently, several excellent independent schools in the Wilmington area successfully meet the needs of younger students with diagnosed learning differences. Students enrolled at these schools receive challenging and individualized programs that address their unique learning styles and capitalize upon their strengths. Once students enrolled in these programs reach age fourteen, however, there are no independent secondary schools in Delaware that can continue to meet their needs. Finding the right school for each student is critical to continued success, and families can feel frustrated with the high school options available. The closest independent secondary schools with specific programs for this target population (Delaware Valley Friends School in Paoli, Pennsylvania and West Nottingham Academy in Colora, Maryland) are more than an hour’s drive from Wilmington. The local independent secondary schools have historically only been able to accommodate a very small percentage of the most able graduates. Although enrollments are open to students with learning differences, traditional public or parochial schools often cannot satisfactorily meet many students’ needs because of large class sizes and a rather inflexible curriculum.
Layton Preparatory School will expand educational opportunities for children with learning differences by providing a challenging and nurturing upper school program that focuses on the academic needs of the individual. Layton Preparatory School will strengthen learning strategies, cultivate unique talents and empower our students to successfully meet the challenges of higher education and life.
Layton Preparatory School is anticipating opening in the fall of 2005 with an estimated student enrollment of 16 (2 sections of ninth grade). Target enrollment will be met by 2010 with a full enrollment of 96 students in grades 9-12 (see budget). Our opening site is in the Twin Spans office complex in New Castle, DE.
155 Layton Preparatory School is dedicated to cultivating unique talents while supporting and strengthening the overall learning profile of each student. In order to meet the needs of students with unique learning styles, Layton Prep will offer:
. A challenging, college preparatory curriculum utilizing the best practices offered by current cognitive theory. . Small class sizes. . Dedicated, passionate and experienced faculty maintained with a strong commitment to ongoing professional development. . Experiential and active learning, including a strong outdoor education program, athletic offerings and service learning opportunities. . Emphasis on depth, mastery and understanding of core concepts. . Active and authentic learning demonstrated a variety of ways, including portfolios, presentations, and exhibitions. . Strategic and innovative use of technology integrated throughout the curriculum. . Strong support program facilitating students “learning how they learn”.
Layton Preparatory School has received the endorsement of the local schools serving students with learning differences (see board and advisory list). Layton Preparatory School will begin the accreditation process with the Middle Atlantic States Association of Colleges and Schools in fall 2004, and plans to be fully accredited by 2007.
Although tuition will ultimately be the main revenue source for Layton Preparatory School’s operating expenses, it will take approximately five years to reach a financial self-sufficiency point. “Start-up” funding (estimated at $1.75 million) is needed to:
. Create dynamic curriculum and classrooms. Start-up funding will purchase textbooks; library books; computer software, hardware and licensing; science lab equipment; art supplies; athletic program supplies; audio-visual equipment; classroom furniture.
. Communicate our program to prospective families, students, teachers. Start-up funding will help to create promotional materials (both paper and electronic); facilitate open house and outreach programs; recruit and hire faculty.
. Manage human resources and information technology. Start-up funding will provide directors’ salaries; office hardware (computers, copier, phone, fax); facility rent and utilities.
We have currently generated nearly $265,000 from individual donors and plan to continue our fundraising efforts to generate an additional $300,000 from individuals by December 2004. We are requesting $100,000 from the Crystal Trust to facilitate the opening of Oberod School and increase the educational options for high school students with learning disabilities in the Wilmington, DE area.
156 Appendix S
Flyer for Open House
Please join us for an information session introducing
Layton Preparatory School Opening Fall 2005
Offering an upper school program for students with Learning Differences
Parent Information Evening
Wednesday, November 17th 7 P.M. Centreville School gym
Layton Preparatory School expands educational opportunities for children with learning differences by providing a challenging and nurturing upper school program that focuses on the academic needs of the individual. We strengthen learning strategies, cultivate unique talents and empower our students to successfully meet the challenges of higher education and life.
PLEASE JOIN US!
Contact either Barton Reese or Patricia McLaughlin (302-651-9897) for more information.
Centreville School is located on Kennett Pike (Route 52) just south of the DE/PA state line.
Layton Preparatory School 400 Burnt Mill Rd. Centreville, DE 19807
Phone (302) 651-9897
157 Appendix T
Cover Letter For Introductory Information Packet
October 18, 2004
We are thrilled to announce the fall 2005 opening of Layton Preparatory School! We have enclosed some information that you may find helpful as you work with families who are seeking upper school alternatives.
Layton Preparatory School is a college preparatory upper school for students with diagnosed learning differences. We offer a dynamic and challenging academic and co-curricular program that focuses on the needs of the individual. Through creative, flexible and active instruction, our faculty facilitates access to course content while introducing, supporting and strengthening cognitive strategies. Our goal is to develop the whole person. Our students will have the opportunity to develop and refine their talents while becoming critical thinkers, active learners, and confident self advocates who understand what they need to do to successfully meet the demands the program.
As we will be “growing” our program over the next several years our primary admissions focus for the 2005 – 2006 school year will be on building our freshman class. We will certainly welcome applicants for tenth and eleventh grades; however, interest and numbers of applicants will determine whether or not we can effectively accommodate upper classmen for our opening year.
We look forward to discussing Layton Prep's philosophy and curricula with you.
Sincerely,
Patricia McLaughlin Barton Reese
Enclosures
158 Apendix U
Student Handbook
STUDENT HANDBOOK 2009- 2 0 1 0 ACADEMIC YEAR Layton Preparatory School expands educational opportunities for students seeking an upper school program that focuses on the academic needs of the individual. We offer a challenging curriculum designed to strengthen learning strategies, cultivate unique talents and empower our students to successfully meet the challenges of higher education and life.
Enclosed you will find the following information:
Overview …Page 2
Timing …Page 2 - School Day - Attendance Expectations - School Closing - Transportation - Lunches - Calendar
Academics …Page 4 - Overview Scope & Sequence - Overview Academic Policy - Portal - Master Notebook - Homework Protocol - Acceptable Use Policy Defining the Layton Community …Page 9 - Dress Code - Discipline Policy Health & Safety …Page 13
TIMING
“Time is nature’s way of keeping everything from happening at once.” (Anonymous)
159 School Day
The offices open at 8:00 AM, and the school day begins promptly at 8:30 AM. Students arriving after 8:30 need to check in with the front desk.
The school day ends at 3:30 PM; the offices will remain open until 5:00 PM. Parents need to communicate any early dismissals, and sign-out their children at the front desk. If pick-up occurs after 5:00, the school may be locked and students may be asked to wait outside. Students are expected to leave school at the end of the school day unless they are scheduled for a special activity. If students are picked up after 4:00 PM, they are expected to work in a quiet study-hall setting.
After-school sports are scheduled from 3:30 PM – 5:30 PM daily.
Attendance Expectations
Attendance is critical to school success. When students miss class, they are missing much more than the homework assignments; they are missing class discussions, group activities, and lab work. While paper and pencil work can be made up, class activities often cannot. Thank you for scheduling appointments outside of the school day and thank you for scheduling family vacations during school breaks. If students miss more than 10% of class sessions (approximately 4 classes per trimester and 12 classes per year), they run the risk of not receiving academic credit for the year.
If a student is absent, parents are requested to call the school office between 8:00 and 8:30 AM. Students must check the portal for any missed work and check in with their teachers upon return to discuss missed work.
Requests for discretionary (i.e., non-illness related) and/or extended absences must be made in writing and subject to approval by the school directors. Academic credit may not be available for work missed due to non-approved absences.
The academic expectations associated with extended absences due to illness will be handled on an individual basis.
School Closings
Periodically, the school will need to close due to inclement weather, etc. A phone tree will be created and distributed in early fall.
Transportation
Currently, there are no transportation services available. Please indicate (on your emergency form) if your child will be picked up by someone other than his/her legal guardian.
Lunches
There are currently no cafeteria services available. The school store offers a variety of convenience foods. Students need to bring a healthy lunch, snack, and drink daily. Thank you for not sending in candy, sodas or glass containers.
160 L A Y T O N P REPARATORY S CHOOL Overview Calendar 2009-2010
Fall Pre-Season Practice Begins Monday, August 24 Tuesday – Thursday, September 1-3 Faculty In-Service Days Tuesday, September 8 Labor Day Monday, September 7 (School Closed) School Opens (Trimester 1 begins) Wednesday, September 9 Faculty In-Service Day Friday, October 9 – (School Closed) Columbus Day Monday, October 12 - (School Closed) Thursday evening, October 29 Parent Conferences Friday, October 30 (School Closed – 10/30) Winter Sports Begin Monday, November 16 Trimester 1 Exams Friday – Tuesday, November 20, 23, 24 Trimester 1 Ends Tuesday, November 24 Thanksgiving Vacation Wednesday – Friday, November 25-27 (School Closed) Trimester 2 Begins Monday, November 30 Winter Vacation Monday, December 21 – Friday, January 1 (School Closed) School Reopens Monday, January 4 Martin Luther King, Jr. Day Monday, January 18 (School Closed) In-Service Day Friday, February 12 (School Closed) President’s Day Monday, February 15 (School Closed) Spring Sports Begin Monday, March 1 Trimester 2 Exams Wednesday – Friday, March 3-5 Trimester 2 Ends Friday, March 5 Trimester 3 Begins Monday, March 8 Spring Vacation Monday, March 22 – Friday, April 2 (School Closed) School Reopens Monday, April 5 Memorial Day Monday, May 31 - (School Closed) Friday, June 4 & Monday June 7 (Grade 12) Trimester Exams Monday - Wednesday, June 7-9 (Grade 9-11) Trimester 3 Ends Wednesday, June 9 Graduation Thursday, June 10 Faculty In-Service Days Monday – Tuesday, June 14 & 15
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ACADEMICS “Clear your mind of can’t.” (Samuel Johnson)
The academic program at Layton Preparatory School offers an intellectually-rich college- preparatory sequence of courses. Our goal is to create effective learners who have not only mastered the important content and concepts of an upper school program, but (even more importantly) have also mastered the skills necessary to become effective and strategic learners.
OVERVIEW SCOPE & SEQUENCE Subject Graduation Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Requirements* Language Arts Language Arts Language Arts Language Arts Language Arts Language Arts 4 credits Algebra I/Geometry/Algebra II/Probability & Statistics Mathematics Pre-Algebra 4 credits Algebra I Geometry/Advanced Algebra II/Pre-Calculus/Calculus* *AP Calculus available Foundations of Chemistry/Physics Chemistry/Physics Science Enriched Chemistry/Physics Foundations of Science Biology 4 credits (Note: Chemistry alternates with Physics every other year.) Contemporary Early U.S. 20th Century American Early World Social Studies World History U.S. History Civics Civilizations 4 credits Civilizations (1600-1900) (1900 - Present) Linguistics/ Spanish III, IV Spanish I, II Spanish I, II Spanish II, III World Language (AP Spanish Linguistics 4 credits available) Linguistics Latin I Latin II Latin III Daily mentoring classes support the overall growth & development of independent and Mentoring successful learners. Physical Education 1 credit Physical education classes scheduled during the school day. Health & After-school competitive offerings will grow with enrollment. Wellness ½ credit Electives & Includes: Academic Support Lab, Visual Arts, Public Speaking, Research Seminar, Mock Trial, Trimester Yearbook, Courses Peer Counseling, Wilmington University courses (seniors)
* All graduation requirements are aligned with or exceed requirements mandated by the State of Delaware Department of Education. Graduation requirements stipulated are for grades 9 – 12.
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OVERVIEW ACADEMIC POLICY Communication Progress Reports will be issued at a mid-point in each trimester for each student. Report Cards will be issued at the end of each trimester. Fall parent/teacher Conferences are scheduled early in the second half of the fall trimester and can be scheduled at other times by request. Honor Roll Grade Point Average:
B+ = 3.3 C+ = 2.3 D+ = 1.3 87 - 89% 77 - 79% 67 - 69% A = 4.0 B = 3.0 C = 2.0 D = 1.0 F = 0.0 93 - 100% 83 - 86% 73 - 76% 63 - 66% below 60% A- = 3.7 B- = 2.7 C- = 1.7 D- = 0.7 90 - 92% 80 - 82% 70 - 72% 60 - 62%
First Honor Roll: 3.50 average or better Second Honor Roll: 3.00 – 3.49 average (NOTE: Any student receiving a D or an F in any subject will be ineligible for Honor Roll.) Academic Warning & Probation Academic Warning . Grade point averages (GPA) are calculated at the end of each trimester. . Minimum GPA to be in good standing = 1.7 . If GPA falls below 1.7, students will be placed on Academic Warning. (This will be communicated with parents – conference) . An Academic Plan will be drafted and implemented. This will include close monitoring of performance and communication between school, family & student. . If GPA does not reach the minimum (1.7) by the next grade report (interim or trimester), student will be placed on Academic Probation
Academic Probation . Student will have one trimester to improve GPA to minimum (1.7). . Failure to reach the minimum GPA while on probation may result in dismissal.
163 Exams Exams are offered to both provide a final and formal assessment to course work as well as to give much-needed practice with exam preparation and test-taking. Exams will be scheduled every trimester, and will have a scaled percentage of the trimester average. Grade 9 Grade 10 Grade 11 Grade 12 10% 15% 20% 25%
Seniors who have earned an 85% for their yearly average will be exempt from spring trimester exams. (This will be determined on a course-by-course basis.)
ACADEMIC PORTAL Layton’s academic portal provides access to school announcements, school calendar, course assignments, course announcements, and the school directory. It is the students’ responsibility to check the portal daily for course assignments and announcements.
To sign on: 1. Go to www.laytonprep.org 2. Click on any of the larger tabs (Our Vision, Admissions, Academics, Student Life, Giving) 3. Enter your log-in & password: Family Log-In: Last name & word “family” No spaces Example: SmithFamily Last name is student’s last name Student Log-In: First intial and last name Example: jsmith Temporary Password: 0000 (4 zeroes) You will be prompted to enter (& confirm) your own permanent password Permanent Password is set by you. If this has already been done, there is no need to re-do.
MASTER NOTEBOOK SYSTEM Rationale: Layton’s Master Notebook System provides a standard system to helping students organize all of the notes, handouts, corrected tests, homework assignments and other materials needed in class.
Specifics . Binders and assignment books will be distributed to each student the first day of school. . It is each student’s responsibility to replace the binder as necessary. (Additional binders will be available in the school store for student’s purchase.) . Students must file everything from class in to the binder daily. . Archiving class-specific notebook materials will occur in each class on a regular basis. . Overall notebook “maintenance” will occur in Mentoring on a regular basis.
164
HOMEWORK PROTOCOL Rationale: Teachers will thoughtfully assign homework as an important reinforcement to daily class work. Homework provides important practice time to facilitate fluency and mastery and is a critical component of a college preparatory program. Teachers and mentors are available to work with students on any homework problems.
Students should use assignment books to record all assignments during the school day and regularly check the portal at home.
Overview Guidelines
Grade Max. # Major tests/day Max. homework time/class/night (Excludes LA reading) 9 2 20 – 30 min. 10 2 30 min. 11 2 30 – 40 min. 12 2 40 min.
If homework completion takes longer than the above recommendations, students should discuss this with the specific teacher and/or their mentor.
Missing homework Due to absence: . Students will be given the same time as absences to make up missed work. o If absent for one day, students will have an additional day for homework completion. If absent for two days, students will have two additional days. o Major assignments with long-communicated due dates may be an exception to above. . Students should check the student portal at www.laytonprep.org to review assignments and class announcements when absent.
Not due to absence: There are many reasons for non-completion of homework including problems with time, materials, and understanding.
It is important that students work with individual classroom teachers to make-up any missed assignments and work to resolve any of the above problems.
165 ACCEPTABLE USE POLICY Rationale: The technology resources used at Layton (whether they are owned by the school or the student) are in place to support and strengthen the academic growth of each student. Therefore, the school retains control over the manner in which these resources are used.
The purpose of this policy is: . to assure that users recognize the limitations that the school imposes on the use of technological resources and . to require that anyone using these resources agrees to abide by local, state, national, and international regulations regarding these resources.
THE CONTRACT
The students recognize that use of the computers and access to the Internet at Layton Preparatory School is a privilege that can be revoked. Students understand that the constraints listed below are guidelines, and it would not be in the spirit of the agreement to test the limits of these guidelines.
(NOTE: This form is included in the first summer mailing. Students and families are asked to sign and return the form by the first day of school.)
STUDENTS AGREE: . to use the technology resources at Layton for school work and academic support. . to refrain from frivolous or improper use of tech resources including, but not limited to: - playing games during school. - accessing inappropriate and/or pornographic data. - participating in instant messaging, chat rooms, or social networking sites. - e-mail exchanges. . not to alter any settings on the computer in a way that could cause offense or inconvenience, including any attempt to change the configuration of any software. . to make available for inspection by any administrator or teacher any messages sent or received by me using Layton’s Internet connection. . not to use this resource for any illegal and/or commercial activity. . not to introduce or knowingly allow the introduction of any computer virus to any Layton computer; if I do so, I will immediately notify a member of the faculty. . not to download or install material except under the direct supervision of a member of the faculty. . to use appropriate language in all communications. I will not use profanity, obscenities, or any vulgar, offensive or inflammatory speech, nor will I use these resources for the purpose of harassment or humiliation.
166
DEFINING THE LAYTON COMMUNITY RESPECT (ri spekt): – to feel or show honor or esteem for (Webster, 2002)
Uniform Dress Code Layton’s dress code serves to help create a positive and successful community of learners by clearly communicating high standards and expectations and by strengthening a sense of individual and community pride.
In general: ALL clothing must fit well, be clean and be in good condition. Hats and other outerwear are not appropriate indoors.
MALES FEMALES Shirts – must be collared (Layton Prep logo can be Shirts – must be collared (Layton Prep logo can be placed on any item). All shirts must be tucked in placed on any item) & belted Polo shirt (short or long sleeve) Polo shirt (short or long sleeve) Turtleneck or mock turtleneck Turtleneck or mock turtleneck Oxford shirt (short or long sleeve) Oxford shirt (short or long sleeve) NOTE: Oxfords must be tucked in & belted Sweaters/Sweatshirts Sweaters/Sweatshirts (Layton Prep logo can be placed on any item) (Layton Prep logo can be placed on any item) Solid color sweater, sweatshirt or vest Solid color sweater, sweatshirt or vest No logos (other than Layton) No logos (other than Layton) Pants/Shorts Pants/Capris/Skirts/Shorts May be any color May be any color. No denim No denim. Shorts should be “Bermuda” length Shorts/skirts should be “Bermuda” length Footwear Footwear Socks Socks, stockings, tights Athletic shoes, loafers, tie shoes, boots Athletic shoes, loafers, tie shoes, boots No open-toed shoes No open-toed shoes Other Other No facial hair or hair below collar No visible piercings, other than ears No visible piercings No visible tattoos No visible tattoos No extremes in hair color, hairstyles, or makeup No extremes in hair color, hairstyles
167 Other considerations: . Dress-down days will occur periodically and may include jeans, t-shirts, etc. o Dress-down clothes may NOT advocate violence, sex or the use of drugs, including alcohol and tobacco. o Symbols that demean any individual or group belief may NOT be displayed. o Other clothing not appropriate for school (even on dress-down days) includes: Sleeveless tops Spandex Cropped tops Too-tight clothing Low necklines Too-short skirts, shorts . Dress-up days will occur periodically (for special events) and include the following:
MALES FEMALES
Collared dress shirt & tie Dress skirt/slacks & blouse Dress slacks Conservative dress/business attire Dress shoes Dress shoes
Purchasing Options:
Although families are welcome to use any store or vendor to purchase acceptable dress code clothes, for increased convenience, Layton has selected Lands’ End as a recommended dress code provider.
Lands’ End 1-800-469-2222 www.landsend.com/school - Logos available for most items at a small additional cost. - Lands’ End has all of our recommended items. - Please use school code (“Preferred School Number”) 9001-0235-1.
LAYTON DISCIPLINE POLICY The norms that govern our school community can best be summed up in one rule: Be respectful.
This rule helps to create and strengthen a positive sense of community. Being respectful facilitates student success, community growth and minimizes discipline problems. Layton Preparatory School community members are expected to promote and display RESPECT for themselves, those around them, as well as property. This respect is demonstrated on a daily basis in a variety of ways, including:
168 Honestly completing an assignment. Thinking before speaking or acting. Listening to others’ points of view. Helping a classmate or teacher in need. Keeping our school building and grounds neat and organized.
The school recognizes different levels of behavioral infractions: minor and major breaches of respect.
Minor breaches of respect include, but are not limited to, the following examples: . Violations of dress code . Lateness to school or class . Disruptive or rude behavior . Eating or drinking in unauthorized areas or at unauthorized times . Gum chewing . Using iPods or other electronic devices without permission . Inappropriate displays of affection . Language and conversation inappropriate to a school setting . Cell phones: o Cell phone use during school hours is NOT PERMITTED. o If a student’s phone is seen or heard during the school day, the student will 1. Receive a pink slip for a minor breach of the discipline policy. 2. Be required to drop the phone with a school staff member before morning meeting. 3. Not be permitted to keep a cell phone in his/her possession during school hours for the remainder of the academic year.
Consequences – minor breaches of respect: 1. Teachers complete a behavior report and submit it to Mr. Reese. Students need to sign it to acknowledge. (NOTE: These reports should be completed only after first conferencing with students and encouraging appropriate behavior.) 2. Once a student has received three behavior reports in a 30-day period, s/he must serve an after-school detention (3:35 – 4:30). 3. Any additional behavior reports (in a 30-day period) will result directly in a detention. Once students have served three after-school detentions in a 30-day period, parents receive information in writing stating that an additional report will result in an in- school suspension. 4. If a student receives an in-school suspension, a meeting will be scheduled that day with the school directors and the family to discuss the behavioral issues. The student will be placed on behavioral probation. The terms of this probationary status will be determined that day. 5. A behavioral record will be “wiped clean” after thirty days of no reports.
169 Major breaches of respect (whether occurring on school property or while involved in any school activities) include, but are not limited to, the following examples: . Chronic minor offenses . Violations of the acceptable use policy. . Drugs/tobacco/alcohol/paraphernalia possession or use . Weapons possession or use . Physical/verbal abuse or bullying, including put-downs of other students or teachers . Destruction of property . Leaving school grounds without permission . Inappropriate sexual behavior . Stealing, cheating, plagiarizing . Insubordination . Possession of inappropriate materials
Consequences – major breaches of respect:
1. Teacher must report incident to school directors. Directors will gather necessary information. 2. Directors inform the student, teachers, and student’s family that a serious rule violation has occurred. 3. Directors will determine appropriate consequences for the rule violation. Consequences may include, but are not limited to, detention, academic penalties, suspension, disciplinary probation, notification of appropriate legal authorities, or dismissal from the school.
SAMPLE BEHAVIOR REPORT
Student ______
Teacher ______
Date & Time: ______
Behavior description/rule violation:
Student Signature:______
(By signing, I acknowledge that I am aware that I shall be reported to the School Director for the rules violation described above).
170 SENIOR PRIVILEGES As leaders and role models of the student body, seniors at Layton Preparatory are awarded certain privileges. Senior privileges consist of: . Dining off-campus during lunch. Off-campus locations currently include “Angelo’s Pizza” and outside on Wilmington University Graduate School grounds. Students MUST sign out/in at the front desk in order to have lunch off campus. . Alternate study hall sites, including the study area in Wilmington University, the commons, the art room and the writing lab. Students MUST sign out at the beginning of study hall and in at the end of study hall with the study hall proctor. . Relaxed dress code requirements: o Males may have facial hair and may wear an earring o Females may wear ear and nose rings
Please note that all other dress code requirements remain in place. Senior privileges DO NOT INCLUDE: . Driving off-campus during school hours . Studying in the Wilmington University café during school hours These privileges are granted to seniors who are in good academic standing and may be revoked if the student is placed on “Academic Warning” status or commits a major breach of the discipline policy.
HEALTH AND SAFETY Layton Prep students need to have an updated physical on file. We are using the health forms required by the DIAA (Delaware Interscholastic Athletic Association). Immunizations must be current, and students must be “cleared” for physical activity. The following forms need to be completed and returned to the school office before the first day of school (September 9, 2009). They are provided in this mailing in a separate section.
Forms: Emergency Information Form (NOTE: During the school year, please keep the office informed of any changes to your contact information.) DIAA Physical Evaluation Forms This is required even if student is not participating in competitive sports.
Medications If your child requires medication during school hours, please provide the medication in the original prescription bottle (or provide a written prescription) and sign the “permission to dispense prescribed medication” section on the Emergency Information Form. (NOTE: This permission can be granted as needed at a later date.)
171 Appendix V
Human Subjects Review Committee Approval Form
172 Appendix W
National Institutes of Health Certificate
173