Prospectus for a Massachusetts Commonwealth Charter School

Home , The Al Franken Show

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

July 26, 2013

TABLE OF CONTENTS

Information Sheet p. 3 - 4

Certification Statement p. 5

General Statement of Assurances p. 6 - 8

Federal Statement of Assurance p. 9

Executive Summary p. 10 - 11

Public Statement p. 12

Part I: Charter School Mission, Vision, and Description of Community to be Served p. 13 - 16

A. Mission Statement p. 13 B. Vision Statement p. 13 C. Description of Community to be Served p. 13 - 16

Part II: How will the school demonstrate academic success? p. 16 - 40

A. Educational Philosophy p. 16 - 19 B. Curriculum and Instruction p. 20 - 28 C. Performance, Promotion, and Graduation Standards p. 28 – 30 D. Assessment System p. 30 - 32 E. School Characteristics p. 32 - 37 F. Special Education Populations and Student Services p. 37 - 40

Part III: How will the school demonstrate organizational viability? p. 41 - 47

A. Capacity p. 41 - 43 B. Governance Structure p. 44 - 47

Part IV: Required Attachments p. 48 - 220

A. Founding Group: Bios, Statements of Commitment and Resumes p. 49 - 120 B. Curriculum (Grades 5 to 12) p. 121 - 124 C. Proven Provider Information Sheet and Attachments p. 125 – 218 D. Research References p. 219 – 220

Fenix Charter School / Prospectus page 2

COMMONWEALTH CHARTER APPLICANT INFORMATION SHEET

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

Name of Proposed Charter School: Fenix Charter School

School Address (if known): 20 Wheeler Street

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

Primary Contact Person: Frank DeVito

Address: 33 Breed Street

City: Lynn State: MA Zip: 01902

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

Email: [email protected]

1. The proposed school will open in the fall of school year: X 2013-2014  2014-2015

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

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

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

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

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

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

Fenix Charter School / Prospectus page 3

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

Nahant Saugus Revere Swampscott

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

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

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

Fenix Charter School* 2012

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

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

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

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

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

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

Fenix Charter School / Prospectus page 4

COMMONWEALTH CHARTER SCHOOL CERTIFICATION STATEMENT

Proposed Charter School Name: Fenix Charter School

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

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

Signature of

Authorized Person Date July 26, 2013 (Please label the copy that has original signatures.)

Print/Type Name Frank DeVito

Address 33 Breed Street, Lynn, MA 01902

Daytime Phone 781.599.2121 Fax 781.599.2110

Fenix Charter School / Prospectus page 5

GENERAL STATEMENT OF ASSURANCES

This form must be signed by a duly authorized representative of the applicant group and submitted with the final application. An application will be considered incomplete and will not be accepted if it does not include the Statement of Assurances.

As the authorized representative of the applicant group, I hereby certify under the penalties of perjury that the information submitted in this application for a charter for Fenix Charter School to be located at 20 Wheeler Street, Lynn, MA 01902, is true to the best of my knowledge and belief; and further, I certify that, if awarded a charter, the school:

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

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

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

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

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

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

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

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

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

Fenix Charter School / Prospectus page 6

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

Will meet the performance standards and assessment requirements set by the Board of Elementary and Secondary Education for all students in public schools including, but not limited to, administering the Massachusetts Comprehensive Assessment System (MCAS) (Mass. Gen. Laws c. 71, § 89(v), and 603 CMR 1.05(1)(i)).

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

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

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

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

Will meet enrollment projections through demonstration of support for the proposed charter school in the communities from which students would be likely to enroll (603 CMR 1.05(1)(c)).

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

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

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

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

Will provide the Department of Elementary and Secondary Education with written assurance that a criminal background check has been performed, prior to their employment, on all employees of the school who will have unsupervised contact with children (Mass. Gen. Laws c. 71, § 38R, and 603 CMR 1.05(3)(d)). Will obtain and keep current all necessary permits, licenses, and certifications related to fire, health, and safety within the building(s) and on school property (603 CMR 1.05(1)(p), 1.05(3)(g), 1.05(3)(h), and 1.09(6)).

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

Fenix Charter School / Prospectus page 7

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

Will ensure that all members of the school’s board of trustees file with the Department of Elementary and Secondary Education, the State Ethics Commission, and the city or town clerk where the charter school is located completed financial disclosure forms for the preceding calendar year according to the schedule required by the charter school office (Mass. Gen. Laws c. 71, § 89(u)). The disclosure is in addition to the requirements of said chapter 268A and a member of a board of trustees must also comply with the disclosure and other requirements of said chapter 268A.

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

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

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

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

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

Signature Date July 26, 2013

Affiliation Design Team Leader / Fenix Charter School

Fenix Charter School / Prospectus page 8

STATEMENT OF ASSURANCES FOR THE FEDERAL CHARTER SCHOOL PROGRAM GRANT

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

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

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

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

Signature Date: July 26, 2013

Affiliation: Design Team Leader / Fenix Charter School

Fenix Charter School / Prospectus page 9

EXECUTIVE SUMMARY

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

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

VISION STATEMENT Fenix Charter School will fundamentally transform the way that education is conducted both in the United States and around the world. The increasing complexity of our global economy and the chronic social challenges that students and their families face daily, demand that schools advance the core values of social entrepreneurship: a relentless focus on creativity, innovation, collaboration, and social responsibility. Students are then empowered to thrive in new economies, seize opportunities to address social problems, and leverage the assets of their communities to develop innovative and sustainable solutions.

COMMUNITY TO BE SERVED: LYNN, MASSACHUSETTS The city of Lynn, located in the North Shore of Massachusetts, is a complex linguistic, social, and cultural mosaic. A historically immigrant community, Lynn is one of the most racially and ethnically diverse communities in the commonwealth. Unfortunately, because of Lynn’s economic and social challenges, its rich assets and potential are under-valued by popular opinion, and the community is routinely dismissed as the City of Sin. Lynn residents know that this characterization is unfair and fails to capture its cultural capital and pioneering history.

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

When we look at the educational status of Lynn, the picture is bleak. Only 21.5% of Lynn residents have a bachelor’s degree and only 14.2% have a graduate or professional degree. 16.2% have some college training but no degree. Only 35% have a high school diploma or GED.

Fenix Charter School / Prospectus page 10

Academy and Road to Success, and private/religious schools like Saint Mary’s to create a network of schools that offers Lynn families viable educational choices for their children.

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

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

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

Design team members have personal and professional roots in the Lynn community. Since June of 2012, we have reached out to Lynn community leaders and families to learn more about the unique needs of Lynn students and their families. Cultivating partnerships with families and community stakeholders will continue to be a hallmark of the school’s mission.

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

Fenix Charter School / Prospectus page 11

PUBLIC STATEMENT

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

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

Fenix Charter School / Prospectus page 12

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

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

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

B. VISION STATEMENT Fenix Charter School will fundamentally transform the way that education is conducted both in the United States and around the world. The increasing complexity of our global economy and the chronic social challenges that students and their families face daily, demand that schools advance the core values of social entrepreneurship: a relentless focus on creativity, innovation, collaboration, and social responsibility. Students are then empowered to thrive in new economies, seize opportunities to address social problems, and leverage the assets of their communities to develop innovative and sustainable solutions.

C. DESCRIPTION OF THE COMMUNITY TO BE SERVED The city of Lynn, located in the North Shore of Massachusetts, is a complex linguistic, social, and cultural mosaic. A historically immigrant community, Lynn is one of the most racially and ethnically diverse communities in the commonwealth. Lynn’s demographic includes 54.5% White, 27.7% Latino, 11.1% Black; and 5.2% Asian (U.S. Census, 2010). Lynn also boasts a unique physical landscape. The city borders the Atlantic Ocean on the East and is the home of a 2,220 acre forest reserve, Lynn Woods, which has an array of wetlands, ponds, trails, and other natural wonders.

Unfortunately, because of Lynn’s economic and social challenges, its rich assets and potential are under-valued by popular opinion, and the community is routinely dismissed as the City of Sin. Lynn residents know that this characterization is unfair and fails to capture its cultural capital and pioneering history. There is much to discover in Lynn, and any historian will tell you that Lynn has one of the most fascinating and compelling histories that rivals other historical communities both within and outside Massachusetts. In the early 1990s, the city launched the City of Firsts campaign to counter the community’s negative stereotypes. The following highlights some key events in the pioneering history of Lynn (Massachusetts Historical Commission):

Technological Innovation. In 1629, the first tannery in the U.S. is opened in Lynn. In 1888, the first electric trolley in Massachusetts is established in Lynn. In 1912, the first airmail delivery in New England is made from Saugus to Lynn. In 1942, the first American jet engine was built at the General Electric plant in Lynn. Social Innovation: In 1847, Lynn resident and astronomer, Maria Mitchell, is the first woman inducted into the Academy of Arts and Sciences. In 1875, Lydia Pinkham is the first woman to

Fenix Charter School / Prospectus page 13 brand and mass advertise a product (Pinkham Vegetable Compound). In 1875, Mary Baker Eddy gave her first talk in Lynn on Christian Science which would serve as the foundation of the Christian Science Church.

The city has struggled to adapt to this economic reality and in many ways is a microcosm of what is happening at the national and global levels. In the Harvard School of Education study, Pathways to Prosperity: Meeting the Challenge of Preparing Young American for the 21st Century (2011), researchers documented growing evidence of a “skills gap” in which “many young adults lack the skills and work ethic needed for many jobs that pay a middle-class wage” (p. 1). The report goes on to state that some form of higher education or post-secondary training is essential to participate effectively in the new economy. When we look at the educational status of Lynn, the picture is bleak. Only 21.5% of Lynn residents have a bachelor’s degree and only 14.2% have a graduate or professional degree. 16.2% have some college training but no degree. Only 35% have a high school diploma or GED. (U.S. Census, 2010)

Lynn has always found a way to reinvent itself at various points in its history and the present social and economic conditions demand reinvention. The city currently does not have an adequate number of educational models and programs to reverse the declining economic and educational trends. Our plan is to collaborate with Lynn Public Schools, other charter schools in area like KIPP Academy and Road to Success, and private/religious schools like Saint Mary’s to create a network of schools that offers Lynn families viable educational choices for their children.

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

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

Fenix Charter School / Prospectus page 14

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

When students graduate from Fenix Charter School, we believe that they will have the competencies and skills to change the world. However, changing the world begins in one’s community, and the city of Lynn will serve as students’ training ground. We imagine them problem-solving real issues affecting the Lynn community. This process involves several steps: Researching and analyzing the problem, designing and testing possible solutions, choosing the best design based upon the best outcome, and sharing their results with civic authorities and professional experts in the fields related to their work. We refer to this process as project-based inquiry and it will serve as the foundation for student learning.

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

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

The name of our charter school, Fenix, is the Spanish translation of Phoenix, the mythical bird of healing and transformation. The school’s motto is transforming communities. Our hope is that this school contributes to a renaissance within Lynn that can serve as a model for other urban communities. The school itself will serve as a prime example of social entrepreneurship: We are

Fenix Charter School / Prospectus page 15 developing an educational model that has far-reaching implications in how we educate our youth. We envision this model being replicated in a variety of contexts, and we believe that this commitment to sustained impact honors the charter school mandate of the Massachusetts Education Reform Act of 1993: to provide expanded educational opportunities for students and their families and create catalysts for systemic changes within school districts.

PART II HOW WILL THE SCHOOL DEMONSTRATE ACADEMIC SUCCESS?

A. EDUCATIONAL PHILOSOPHY

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

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

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

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

Creativity. We associate creativity with geniuses like Albert Einstein, Pablo Picasso, and Thomas Edison, but we believe that genius exists in every child and it is the responsibility of school to help students discover their unique genius. Creativity is the generation of and interaction with ideas and understanding our relationship to these ideas. According to Bloom’s taxonomy, creativity is the highest cognitive skill (Krathwohl, 2002) and cognitive researchers have discovered that creative

Fenix Charter School / Prospectus page 16 insights are based upon two cognitive operations that are happening at the same time in different parts of the brain. In one operation, associative or divergent thinking, thoughts are intuitive and explore an expansive range of possibilities. The other operation is convergent thinking, the ability to analyze and synthesize. Both operations are in play for the creative process to emerge (Bowden, Jung-Beeman, Fleck, Kounios 2005) (Runco 2004). Creativity is also the place where we discover our emerging passions and we allow ourselves to play and to explore: We begin to discover our identity and our unique contribution to the world. Innovation. The intersection of creativity and need is innovation. Innovation is the place where we become increasingly aware of the pressing issues that affect a community, and we experience a sense of responsibility for addressing a particular need. For example, Dr. Maria Montessori noticed that students in Rome (especially those with special needs) struggled with traditional classroom pedagogy, and she developed a new approach where students would be allowed to explore their individual pursuits and in the process arrive at a much higher level of learning than their peers who were taught in traditional classrooms. Innovation is really the powerful application of a creative idea to address a real social problem and the ability to see it through. Innovation involves developing a deep sense of resiliency because obstacles will be encountered and mistakes will be made as a creative idea becomes reality. Collaboration. Aristotle’s powerful insight, “the whole is more than the sum of its parts,” (Metaphysics) is the core meaning of collaboration. The late Steve Jobs of Apple Computer stated in a number of interviews that Apple products were possible only because his team believed in the power of collaboration. Cognitive research supports this approach: new solutions, models, and innovative ways of thinking usually happen among peer groups discussing and wrestling with problems together (Dunbar 1995, 1999). Given the increasing complexity of the work place and our social challenges, the synergy of collaboration will be an essential requirement for students as they enter the 21st century economy. Social Responsibility. Social responsibility is the emerging awareness that our actions and decisions have ethical consequences. Discovering their power to be change agents within their families, schools, and communities is an essential developmental stage for adolescents (Berman 1993, 1997). They try on and experiment with different roles as they interact with peers and adults. Cultivating an ethic of compassion and a sense of responsibility to others is a critical step in their self-discovery. Providing students with opportunities to exercise social responsibility is critical in helping them to develop a sense of purpose and discovering the unique talents and gifts that they bring to the table.

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

Life or the world is a student’s classroom. Students are curious by nature and their learning is always connected to their own experiences. True mastery of core concepts and skills is dependent on experiencing how they operate within real contexts. Moving beyond doing school to being school is dependent upon students having an acute awareness of how learning is connected to themselves and the world beyond the classroom. Making connections is a prerequisite for excellence. Problem-solving and innovating require that students make connections between ideas, concepts, and across disciplines. Understanding how

Fenix Charter School / Prospectus page 17 disciplines interact with each other outside the classroom also leads to deeper understanding of the components and structure of each discipline. Playing with ideas leads to deep understanding. The birth of creativity and innovation is play. Play is an essential intellectual activity where students interact with concepts and ideas, juxtapose them in unique ways, pose questions and hypotheses, and this process leads to deep understanding of how ideas fit (or don’t fit) together. Mistakes are welcome and serve as the foundation for reflective learners. Problem-solving and innovating involves a process of trial and error. Mistakes are an inherent part of the learning process. How a student monitors this process is the ground for self-reflection, self-growth, and self- discovery. The arts, technology, and wellness programs are integral and essential (there are no such things as electives). Arts, technology, and wellness programs are essential and are equally as important as the traditional disciplines of Math, Science, English Language Arts, and Social Studies. Referring to them as electives or enrichment reinforces a second class status that fails to appreciate their critical role in helping students to understand how the traditional core subjects come together and interact. They are also the vehicles to help students to discover their creative potential. Working in teams accelerates learning. Learning is fundamentally a social act and requires interaction with others’ ideas, beliefs, questions, attitudes, and values. A powerful synergy can occur when students work in teams and students’ achievement of higher levels of learning require this synergy. One learning style does not fit all. Students need to interact with ideas and concepts in multiple ways because they come to the classroom with particular gifts and learning preferences (linguistic, kinesthetic, spatial, mathematical, and musical). Classrooms need to be structured to honor students’ diverse ways of knowing the world and themselves. Every student can become a genius with the proper support. Students develop at different rates and demonstrate different levels of competency (i.e. reading, writing, math, etc). Classrooms need to provide tiered or scaffolded support so that every student can achieve high levels of learning. All learning has ethical and political implications. The purpose of school is not to instill a sense of obedience in students but a sense of social responsibility to their school, local, national, and global communities. This requires that students learn how to question and challenge the status quo and engage in creative and innovative measures to transform unjust social conditions. Know thyself. The word educate comes from the Latin verb educere, “to come out.” The ultimate purpose of education is the journey outward so that we can make the journey inward. Education serves as both a mirror and a window. The mirror helps students to understand themselves and their communities and the window exposes them to an undiscovered world of possibilities. Students and communities become transformed when schools honor this purpose.

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

Thematic and integrated units of study. Using the Understand by Design model (Wiggins, McTigh 2005), students will engage in units of study related to social challenges affecting the Lynn community and across the globe. Students will master the Common Core State Standards (CCSS) through these units of study. The arts, technology, and wellness programs will also be integrated into these units of study. Project-based inquiry. As a primary vehicle to help students to experience first-hand what it means to be a social entrepreneur within their units of study, students will be engaged in project-based

Fenix Charter School / Prospectus page 18 inquiry (Barron, Darling-Hammond 2008). Students will work in teams to research real issues that are affecting the Lynn community and develop viable solutions. This process involves researching and analyzing the problem, designing and testing possible solutions, choosing the best design based upon the best outcome, and sharing their results with civic authorities and professional experts in the fields related to their work. Through project-based inquiry students will discover how the disciplines interact and their applications, and they will practice the core values of creativity, innovation, and collaboration on a daily basis. Tiered Instructional and Social/Emotional Interventions. We anticipate a wide range of student learning and social/emotional needs and we will use a three-tiered intervention system to support students who are identified as at-risk. We will use a universal screening process to determine the level of intervention that students require. The intervention level is based upon real time analysis of student performance measures (attendance, PARCC, and formative assessments). Tier I will focus on instructional practices that best serve diverse learners (see p. 39 for a full description). Tier II will provide additional support for students performing below grade level in ELA or Math. Struggling students will have the opportunity to participate in targeted tutoring and homework help for 75 minute sessions twice per week during in the Extended Learning Program (described below). In Tier III, students can receive additional tutoring and homework help in the Extended Learning Program, 75 minute sessions, four times per week. Tiered Social and Emotional Interventions include the following: Tier I- students will have morning circle where they connect with a Fenix staff member about personal or academic issues and receive explicit training around resiliency; Tier II- students can receive individual or group counseling; and Tier III- students would have access to clinical support services. We anticipate taking advantage of the health and human service sector in Lynn to provide optimal support for students and their families. Extended Learning Program. The Extended Learning Program (ELP) offers students structured activities to support their personal, social, and academic development. There is a clear link between participation in after-school programs and students’ improved academic, social, and emotional development (Durlak, Weissberg 2007). ELP includes targeted tutoring and homework help, social service projects, liberal arts workshops (world languages, music, dance, art, and film/media), wellness activities, and higher education and career exploration (job shadowing, paid internships, college classes, mentoring activities offered by professionals and field trips to colleges/universities). Our plan is to find partners in the Lynn community who can help run or support the ELP. Family and Community Education Program. There is a clear link between parents’ education levels and student performance (U.S. Department of Education 2009, indicators 12 and 13). Students of more highly educated parents had higher average scores in reading and math assessments. The Family and Community Education Program (FCEP) will provide an evening of educational experiences for students’ parents and community members that mirror the day program. ESOL classes and Higher Education / Career Planning: English instruction is offered in levels one through four with the goal of providing contextual learning (language skills that prepare students for higher education and the workplace). Family Literacy and Advocacy: Strategies for helping parents to support their children’s learning at home and training in how to be advocates for their children. Financial literacy and Social Entrepreneurship: Learning the basics of banking, college savings, budgeting, and starting a business. Citizenship classes and civic engagement: Support in becoming United States’ citizens and opportunities to participate in social service projects. GED preparation: contextualized academic study that prepares families and community members for the GED exam.

Fenix Charter School / Prospectus page 19

B. CURRICULUM AND INSTRUCTION

Curriculum Model Fenix Charter School students will develop a deep mastery of the Common Core State Standards (CCSS) because they will experience how the essential concepts and skills in the core standards interact with each other in real contexts outside the classroom. Given the emphasis on focus, rigor, and depth found in CCSS, we have chosen the Understanding by Design curriculum model (Wiggins, McTigh 2005) because we believe it provides the most effective framework to structure students’ learning experiences. The curriculum model has five core components:

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

Project-based inquiry is the heart of our curricular approach (Barron, Darling-Hammond 2008). Students will work in teams to research real issues that are affecting the Lynn community and develop viable solutions. This process involves researching and analyzing the problem, designing and testing possible solutions, choosing the best design based upon the best outcome, and sharing their results with civic authorities and professional experts in the fields related to their work. Through project-based inquiry students will discover how the disciplines interact and their applications, and they will practice the core values of creativity, innovation, collaboration, and social responsibility on a daily basis.

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

Fenix Charter School / Prospectus page 20

with each other in real settings beyond the classroom, coursework will need to be organized to reflect this integration.

We will also need to take into account that each discipline operates as a language and requires certain patterns of thinking. Our curricular approach will make the languages and patterns of thinking explicit to students. As a way to support student understanding, we will highlight crosscutting concepts and skills that operate across disciplines. This crosscutting approach marks the organization of the new K-12 science standards proposed by the National Academy of Sciences. Our curricular design also emphasizes the main features of the Common Core: focus, coherence, application, and college/career readiness.

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

CURRICULUM SCOPE AND SEQUENCE FOR GRADES 5 TO 8 Grade 5 MATH INTEGRATION I SCIENCE INTEGRATION I SOCIAL STUDIES ENGLISH LANGUAGE ARTS Theme: Identity Theme: Identity INTEGRATION I INTEGRATION I Key Standards/Skills: Key Standards/Skills: Theme: Identity Theme: Identity Algebraic Thinking: Write Physical Sciences: Key Standards/Skills: Key Standards/Skills: and interpret numerical Identify structures and Power & Authority: Reading: Determine point expressions (fractions) properties of matter Emergence of democratic of view, draw inferences, Geometrical Thinking: two- (particles seen and not ideal, individual rights compare/contrast dimensional objects seen, water in different Philosophy & Beliefs: characters (graphing) forms); how substances Aristotle, John Locke, Texts: stories, plays, mix, force, energy native American beliefs dramas, poems Life Sciences: Organism Culture & Language: Writing: Narrative, use development (life cycle), Native cultures of Latin details to describe actions, simple ecosystems America, music, art thoughts, feelings Earth/Space Sciences: Interaction People & Review models for Environments: Impact of development stars and European expansion planets, orbits, earth Economies: Emergence of systems (ecology) banking, stock market and Engineering/Technology: expanded global trading Designing models and Technology & Innovation: testing Navigation and travel Grade 6 MATH INTEGRATION II SCIENCE INTEGRATION II SOCIAL STUDIES ENGLISH LANGUAGE ARTS Theme: Community Theme: Community INTEGRATION II INTEGRATION II Key Standards/Skills: Key Standards/Skills: Theme: Community Theme: Community Ratios and Proportional Physical Sciences: Identify Key Standards/Skills: Key Standards/Skills: relationships: Use ratios to structures and properties Power & Authority: Types Reading: Determine solve problems of matter, force, energy of governing bodies in important ideas and give Expressions and Equations: Life Sciences: Organism Europe, Asia, Africa, and textual evidence Relationship between development, simple Middle East Texts: non-fiction dependent and ecosystems Philosophy & Beliefs: Writing: Persuasive, independent variables Earth/Space Sciences: European, Middle Eastern, explanatory texts with Geometrical thinking: Explain models for and Asian philosophies topic, relevant facts, surface area and volume development of stars and Culture & Language: arguments, and domain Statistics and Probability: planets, orbits, earth Global review of art, specific vocabulary Analysis of distribution systems (ecology) music, and architecture Engineering/Technology: Interaction People &

Fenix Charter School / Prospectus page 21

Designing models and Environments: Impact of testing immigration and emigration Economies: Emergence of capitalism, communism, and socialism Technology & Innovation: How technology impacts emerging global economies Grade 7 MATH INTEGRATION III SCIENCE INTEGRATION III SOCIAL STUDIES ENGLISH LANGUAGE ARTS Theme: Patterns Theme: Patterns INTEGRATION III INTEGRATION III Key Standards/Skills: Key Standards/Skills: Theme: Patterns Theme: Patterns Ratios and Proportional Physical Sciences: Visible Key Standards/Skills: Key Standards/Skills: relationships: Analysis of vs. non-visible particles Power & Authority: Types Reading: Analyze, proportional relationships (atoms), types of simple of governing bodies in interaction of individuals, Expressions and Equations: chemical reactions, force, Ancient civilizations and events, and ideas Algebraic expressions and energy, Medieval/Renaissance Texts: equations Life Sciences: Organism periods Writing: Summaries and Geometrical thinking: development (life cycle), Philosophy & Beliefs: observations, explanatory Three-dimensionality simple ecosystems, Greek, Roman, Middle texts with topic, relevant Statistics and Probability: heredity Eastern, and Asian facts, arguments, and Evaluate probability models Earth/Space Sciences: philosophies; Rediscovery domain specific vocabulary Explain models for of humanist ideals during development of stars and Renaissance planets, orbits, earth Culture & Language: Art, systems (ecology) architecture, and music Engineering/Technology: Interaction People & Designing models and Environments: Impact of testing empires on communities Economies: Emergence of global trading and commerce Technology & Innovation: How architecture reflect core values Grade 8 MATH INTEGRATION IV SCIENCE INTEGRATION IV SOCIAL STUDIES ENGLISH LANGUAGE ARTS Theme: Systems Theme: Systems INTEGRATION IV INTEGRATION IV Key Standards/Skills: Key Standards/Skills: Theme: Systems Theme: Systems Expressions and Equations: Physical Sciences: Key Standards/Skills: Key Standards/Skills: Radicals, and linear Identify atoms and pure Power & Authority: Reading: Determine equations substances, types of Emergence of U.S. as important ideas, cite Geometrical thinking: chemical reactions, laws global power textual evidence and draw Pythagorean theorem, of force, energy Philosophy & Beliefs: inferences cylinders, cones, spheres Life Sciences: Organism Manifest destiny, John Texts: Statistics and Probability: development (life cycle), Winthrop’s “City on a Hill” Writing: Research reports, Analyze patterns of simple ecosystems, Culture & Language: explanatory texts with bivariate data heredity Interaction People & topic, relevant facts, Earth/Space Sciences: Environments: Impact of arguments, and domain Explain models for globalization specific vocabulary development of stars and Economies: Rise of planets, orbits, earth banking, stock market,

Fenix Charter School / Prospectus page 22

systems (ecology) capitalism, communism, Engineering/Technology: and socialism Designing models and Technology & Innovation: testing Industrial inventions

CURRICULUM SCOPE AND SEQUENCE FOR GRADES 9 TO 12 Grade 9 MATH INTEGRATION I SCIENCE INTEGRATION I SOCIAL STUDIES ENGLISH LANGUAGE ARTS Theme: Identity Theme: Identity INTEGRATION I INTEGRATION I Key Standards/Skills: Key Standards/Skills: Theme: Identity Theme: Identity Quantitative thinking: Use Physical Sciences: Basic Key Standards/Skills: Key Standards/Skills: properties of rational and structure of atomic Power & Authority: Reading: Support analysis irrational numbers; particles and simple Emergence of democratic through textual evidence Represent complex chemical reactions, force ideal, individual rights and inferences; Determine numbers systems; Model and velocity, energy Philosophy & Beliefs: emergence of themes and with vertices; Apply Life Sciences: Cellular Aristotle, John Locke, ideas; Determine figurative matrices processes, complex native American beliefs and connotative meaning ecosystems, genetics Culture & Language: Texts: stories, plays, (DNA structure) Native cultures of Latin dramas, poems, non- Earth/Space Sciences: America, music, art fiction Properties of sun and Interaction People & Writing: Narrative, development of galaxies, Environments: Impact of explanatory texts with motion and gravity, earth European expansion topic, relevant facts, systems (ecology) Economies: Emergence of arguments, and domain Engineering/Technology: banking, stock market and specific vocabulary Designing models and expanded global trading testing, research and Technology & Innovation: development Navigation and travel Grade 10 MATH INTEGRATION II SCIENCE INTEGRATION II SOCIAL STUDIES ENGLISH LANGUAGE ARTS Theme: Community Theme: Community INTEGRATION II INTEGRATION II Key Standards/Skills: Key Standards/Skills: Theme: Community Theme: Community Algebraic Thinking: Physical Sciences: Key Standards/Skills: Key Standards/Skills: Interpret structure of Structure of an atom, Power & Authority: Types Reading: Support analysis expressions, polynomials, simple chemical of governing bodies in through textual evidence create equations that reactions, force and Europe, Asia, Africa, and and inferences; Determine describe relationships, use velocity, energy Middle East emergence of themes and graphs to solve equations Life Sciences: Cellular Philosophy & Beliefs: ideas; Determine figurative and inequalities processes, complex European, Middle Eastern, and connotative meaning ecosystems, genetics and Asian philosophies; Texts: Stories, dramas, (DNA structure) Rediscovery of humanist poems, non-fiction Earth/Space Sciences: ideals during Renaissance Writing: Persuasive, Properties of sun and Culture & Language: explanatory texts with development of galaxies, Global review of art, topic, relevant facts, motion and gravity, earth music, and architecture arguments, and domain systems (ecology) Interaction People & specific vocabulary Engineering/Technology: Environments: Impact of Designing models and immigration and testing, research and emigration development Economies: Emergence of capitalism, communism, and socialism Technology & Innovation: How technology impacts

Fenix Charter School / Prospectus page 23

emerging global economies Grade 11 MATH INTEGRATION III SCIENCE INTEGRATION III SOCIAL STUDIES ENGLISH LANGUAGE ARTS Theme: Patterns Theme: Patterns INTEGRATION III INTEGRATION III Key Standards/Skills: Key Standards/Skills: Theme: Patterns Theme: Patterns Geometrical thinking: Physical Sciences: Key Standards/Skills: Key Standards/Skills: Understand congruence, Structure of an atom, Power & Authority: Reading: Analysis of similarity, right triangles, complex chemical Emerging cultural and interaction of individuals, and trigonometry, reactions, force and global conflicts in events, and ideas theorems about circles; velocity, energy Americas, Europe, Asia, Texts: Nonfiction, express geometric Life Sciences: Cellular and Africa historical documents, properties with equations processes, complex Philosophy & Beliefs: reports, scientific texts ecosystems, genetics European, Asian, African, Writing: Summaries and (DNA structure) and Greek philosophies Observations, explanatory Earth/Space Sciences: Culture & Language: texts with thesis, relevant Properties of sun and Identify patterns in facts, arguments, and development of galaxies, emerging civilizations and domain specific vocabulary motion and gravity, earth empires systems (ecology) Interaction People & Engineering/Technology: Environments: Impact of Designing models and civil wars, colonial rule, testing, research and and rise of empires development Economies: Emergence of global trading and commerce Technology & Innovation: How architecture reflect core values Grade 12 MATH INTEGRATION IV SCIENCE INTEGRATION IV SOCIAL STUDIES ENGLISH LANGUAGE ARTS Theme: Systems Theme: Systems INTEGRATION IV INTEGRATION IV Key Standards/Skills: Key Standards/Skills: Theme: Systems Theme: Systems Statistics and Probability: Physical Sciences: Key Standards/Skills: Key Standards/Skills: Summarize, represent, and Structure of an atom Power & Authority: Reading: Analysis and interpret quantitative data; (stable vs. unstable); Emergence of U.S. as synthesis Understand and evaluate Predict chemical global power, Civil Rights Texts: Nonfiction, random processes; Make reactions, force and Movement historical documents, inferences and justify velocity, energy Philosophy & Beliefs: reports, scientific texts conclusions from surveys, (mechanical vs. chemical) Manifest destiny, John Writing: Research reports, experiments, and Life Sciences: Cellular Winthrop’s “City on a Hill” explanatory texts with observational data; processes, complex Culture & Language: thesis, relevant facts, Understand independence ecosystems, genetics Emergence of jazz, Latin, arguments, proper and conditional probability; (DNA structure) and folk music citations, and domain Use probability to evaluate Earth/Space Sciences: Interaction People & specific vocabulary outcomes Properties of sun and Environments: Impact of Calculus: development of galaxies, World Wars I &II, Vietnam, Define and apply the motion and gravity, earth Gulf wars, and properties of elementary systems (ecology) globalization functions, including Engineering/Technology: Economies: Rise of algebraic, trigonometric, Designing models and banking, stock market, exponential, and composite testing, research and capitalism functions and their inverses development Technology & Innovation: Weapons of war, global

Fenix Charter School / Prospectus page 24

and social communication

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

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

The Chief Executive Officer, Principals, and the Academic Leadership Team (Integrated Learning Directors, ELL Director, Student Support Director, and Community Learning Director) will also be responsible for coordinating quarterly review of student performance data to ensure that the structure and implementation of the curriculum is effective. This regular data analysis will be conducted with both school staff and the board of trustees.

Instructional Practices Fenix Charter School will use instructional practices that best serve diverse learners and are the hallmark of high performing schools (DeVito 2006). These practices also reflect the latest research concerning best instructional practices for diverse populations such as English Language Learners (Echevarria, Vogt, Short 2008) and students with special needs (Echevarria, Graves 2007). The following are our core instructional practices:

Practice 1: Emphasize Creative and Critical Thinking through Reading, Writing, Substantial Conversations, and Multiple Learning Modalities  Students effectively and consistently use comprehension strategies to understand a variety of texts and activities: activating prior knowledge, determining important ideas, inferring, asking questions, creating visual images, and retelling or synthesizing.  Students effectively and consistently use higher order thinking strategies (habits of mind) to pose insightful questions, synthesize critical information, hypothesize, recognize alternatives and bias, seek multiple perspectives, make judgments based upon credible evidence, and apply their understanding to new situations, problems and texts.  Students can effectively engage in high quality writing and can articulate what high quality work looks like across genres and subject areas.  Students have powerful conversations with other students around important questions/topics/problems using a variety of formats: pair/share, small group, and student led conferences. The conversation has 3 features. They are: Related to subject matter. All students demonstrate their ability to engage in explicit talk on a critical concept related to that subject area and/or important issue in the world. Students draw connections to other subjects and

Fenix Charter School / Prospectus page 25

substantive real world issues. Student-led—the sharing of ideas is not scripted or controlled by the teacher. Students share their ideas and build upon the thoughts of others. Building collective understanding of topic—discussion helps every student to understand and wrestle with topic (not just summarize)  Students interact with essential concepts and ideas through multiple modalities: kinesthetic, linguistic, mathematical, spatial, and musical.  Students engage in the arts, technology, and wellness programs to understand how the disciplines interact which leads to a deeper understanding of essential ideas and concepts. Practice 2: Provide Appropriate Structures to Support Student Learning (Gradual Release of Responsibility)  Modeling: Students effectively learn a new strategy and/or skill through teacher demonstration or explicit instruction.  Shared Practice: Students have ample opportunity to practice strategy in a variety of contexts with the help of the teacher. Students receive appropriate, immediate and constructive feedback.  Guided Practice: Students effectively work with each other to practice strategy. Students see the teacher moving from group to group and student to student, making observations, and providing immediate feedback tailored to their level of mastery and individual learning style.  Independent Practice: Students can work independently after mastering strategy. Students see the teacher conferencing with individual students. Students work on and receive immediate feedback on a series of increasingly complex activities leading to an original project, public presentation, publication or demonstration. Practice 3: Give Authentic or Meaningful Work that has connections beyond the classroom  Students can understand, explain and provide their own justification about why they are learning something.  Students see connections between topic/problem/question and their own experiences based upon race, culture, and language and personal interest. Students understand why they are learning something.  Students recognize the implications of their learning to understand issues affecting their community and world.  Students develop a sense of responsibility for their community and world as they come to wrestle with issues/questions affecting their world outside the classroom.  Students become agents of change where they are able and willing to apply their knowledge to address inequities/injustices in the world.  Students regularly produce original, beautiful work that is publicly displayed in the classroom and in their communities. Practice 4: Sustain Focus on Essential Questions and Learning Goals (Coherent Curriculum)  Students demonstrate deep understanding of topics/questions because they have the opportunity to focus on these topics/questions over multiple lessons, across subject areas and through multiple entry points.  Students understand “big picture” ideas, draw connections between subjects, and apply what they learn to address problems/issues in their community and world.  Students experience the continuity of lessons and understand the relationship between strategy/activities and learning goals.  Students demonstrate complexity in their understanding of topic/questions through the questions they pose, the evidence they cite, and the variety of ways they solve complex problems.  Students understand the essential role of the arts, technology, and media in advancing big ideas and concepts.

Fenix Charter School / Prospectus page 26

Practice 5: Using Ongoing and Multiple Forms of Assessment  Students have a clear understanding of the criteria used to judge their work and learning.  Students can explain their work and compare its quality against exemplary work. Students know how to use scoring guides to critique their own and each other’s work.  Students see the value of acknowledging what they do and do not understand and how to apply appropriate fix-up strategies and/or ask for targeted help from fellow students and teachers.  Students are accustomed to various forms of assessment: writing portfolios, student and teacher led conferences, projects, exhibitions, school-wide performance tasks, and standardized tests.  Students understand themselves as learners and can explain their areas of strength and weakness.  Students can explain why particular ideas and questions are important. They value learning and demonstrate an intellectual curiosity about their world.  Students use arts and technology to demonstrate their understanding of essential concepts. These can include the performance arts (theatre, music), media (films, documentaries) and the visual arts (graphic design, sculpture, architectural drawings)

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

Reflects instructional priorities and student learning needs: The Chief Executive Officer, principals, and Academic Leadership Team (Integrated Learning Directors, ELL Director, and Student Support Director) will develop an annual school-wide professional development plan grounded in yearly instructional priorities. These priorities emerge from a thoughtful analysis of student performance data and trends. Forms an essential component of the school day: Teachers, administrators, and support staff see meetings (team, content-area, and faculty) as an important source of professional development and they engage in the following activities: Looking at student and teacher work (LASW and LATW), LAB classrooms (peer observations), data-based decision-making to drive instruction, curriculum mapping, inquiry groups and lesson/unit planning. Promotes reflective practice: Teachers, administrators, and support staff engage in the reading of professional articles/books and identify ways to implement new learning in classrooms. They engage in writing as a way to reflect upon their teaching practice and experience in the classroom Connects to community partnerships and higher education: Through the advisory board staff will be connected to members of the Lynn community who can provide guidance in student project work. We will also tap the resources of local areas colleges and universities to provide targeted professional development. We will have a schedule of formal opportunities for staff professional development. Staff roundtable on Fridays, 3:30 to 4:45 pm, will also be a structured time where staff can receive targeted professional development.

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

Professional Learning Plan: Teachers will identify two or three goals related to how they will improve their teaching practice. These goals will be aligned to school-wide instructional priorities. In the plan teachers specify measures for success and the strategies to realize their goals.

Fenix Charter School / Prospectus page 27

Professional Learning Portfolio: Teachers will compile an annual portfolio that provides evidence that they are effectively implementing their professional learning plans. The portfolio has three components: (1) A two-page written reflection on how they have progressed in achieving their goals; (2) Lesson plans or student work that documents progress in achieving goals; (3) Written feedback by colleagues. Learning Walks: The Academic Leadership Team will conduct quarterly learning walks (15 to 30 minutes) to assess teacher growth. Informal and formal observation: The principal will conduct one informal observation at mid-year and a formal observation in the spring.

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

C. PERFORMANCE, PROMOTION, AND GRADUATION REQUIRMENTS

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

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

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

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

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

GRADE 5 PROJECT-BASED PERFORMANCE STANDARDS LEARNING CORE EDUCATIONAL VALUES FOCUS AREA CREATIVITY INNOVATION COLLABORATION SOCIAL RESPONSIBILITY Makes connections Uses measurement and Practices creating Uses Algebraic and between/among mathematical Algebraic expression Geometric expressions Algebraic expressions expressions (fractions) to (fractions) and charting to chart demographic MATH (fractions). analyze a problem Geometrical design with data related to peers and offers/receives community issues.

Fenix Charter School / Prospectus page 28

INTEGRATION I Can express Can chart possible constructive feedback. Geometrical thinking solutions on graphs to Displays analysis and (two-dimensional solve problem(s) in the Works with peers to charts to field experts objects) in diverse community. chart possible solutions and members of the ways (art, music, to community problems. community. performing arts)

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

Fenix Charter School / Prospectus page 29

LANGUAGE ARTS compare/contrast. the problem. information texts). INTEGRATION I Presents analysis, Can express ideas Produces a variety of Works with peers to findings, and proposed using diverse texts: texts (narrative, poems, generate writing that solutions to field stories, plays, poems, dramas, informational) promotes possible experts and community and informational that proposes possible solutions. members in diverse texts. solutions ways.

Grade-level Promotion Standards Fenix Charter School is committed to preparing each student for higher education and full participation in a global economy. The chart below describes what students are expected to achieve at each grade-level.

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

As previously described, Fenix Charter School uses a tiered intervention model that addresses both the academic and social/emotional needs of students. Students who are struggling in their project work will be assigned to intensive tutoring during the Extended Learning program.

Graduation Promotion Standards Fenix Charter School believes in the genius of each student. The promotion standards described below reflects a collective commitment to excellence.

MIDDLE AND HIGH SCHOOL GRADUATION STANDARDS: GRADES 8 AND 12 8 semesters of integrated coursework in Math, ELA, Social Studies, and Science Performing Level 2 (evolving) or above in each integrated course Completing and presenting a graduation portfolio that is assessed at level 2 (evolving) or above Passing PARCC (Partnership for Assessment of Readiness for College and Careers) A Higher Education Plan that documents college/university enrollment and a financial aid plan 8 semesters of a Wellness program in the Extended Learning Program 4 semesters of Liberal Arts (World Languages/Art/Music) in the Extended Learning Program 4 semesters of higher education/career exploration (internship/college class) or social service

D. ASSESSMENT SYSTEM

Holistic Assessment System Fenix Charter School will use a holistic assessment system to track student progress and to guide improvements in the school’s programming. The principal and Integrated Learning Directors will be responsible for the overseeing the implementation of the assessment system. The assessment system consists of four categories:

Fenix Charter School / Prospectus page 30

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

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

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

Inquiry groups: Teachers will meet weekly to participate in inquiry groups where they will identify a problem related to student performance, hypothesize possible solutions, test these solutions, and make any appropriate adjustments.

Fenix Charter School / Prospectus page 31

Staff roundtable: Every Friday afternoon, 3:30 to 4:45 pm, staff have the opportunity to meet as a whole group to reflect upon the week and plan for the following week. Analysis of relevant data will be an essential part of staff conversations about how to improve student learning and performance. Tiered Instructional and Social/Emotional Interventions: Fenix staff will use a universal screening protocol to determine levels of interventions that a student may need. Staff will analyze data slices (PARCC, formative assessments, attendance, referrals) at each quarter to determine the appropriate interventions for students. Project and portfolio review panels: These are public ways where students demonstrate their learning to peers, families, community partners, and field specialists. Fenix staff will identify trends to determine levels of instructional support that students need. Fenix Leadership Team (FLT): The FLT is a democratic body of staff, parents, students, board members, and community partners that convenes monthly to review the school’s progress in realizing its mission and vision. These meetings will involve a regular review of relevant review and analysis of student performance data that will lead to recommendations for improvements. Board of Trustees: The Chief Executive Officer will regularly share performance data with the board of trustees and this data will determine how the school is progressing in relation to the Accountability Plan. This data will also guide strategic planning and policy making. Family and community satisfaction focus groups and surveys: Successful businesses are relentless in collecting data about customer satisfaction, and we will adopt this approach in collecting important data about student, parent, and community partner satisfaction. This data will be analyzed at the school and board levels to ensure that our education program is addressing the needs of the Lynn community.

E. SCHOOL CHARACTERISTICS

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

SAMPLE STUDENT SCHEDULE Day & Time Monday Tuesday Wednesday Thursday Friday 8:30—9:00 AM Morning Circle Morning Circle Morning Circle Morning Circle Morning Circle 30 minutes 9:00—10:15 AM Math Math Math Math Math 75 minutes Integration I Integration I Integration I Integration I Integration I 10:30—11:45 PM ELA ELA ELA ELA ELA 75 minutes Integration I Integration I Integration I Integration I Integration I 11:45—12:45 PM COMMUNITY LUNCH 60 minutes 12:45—2:00 PM Science Science Science Science Science 75 minutes Integration I Integration I Integration I Integration I Integration I 2:15—3:30 PM Social Studies Social Studies Social Studies Social Studies Social Studies 75 minutes Integration I Integration I Integration I Integration I Integration I 3:30—4:45 PM Dance Tutoring / Dance Tutoring / 75 minutes HW Help HW Help

Fenix Charter School / Prospectus page 32

4:45—6:00 PM Spanish Film/Media Spanish Film/Media 75 minutes

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

Morning Circle. At the beginning of each day, a group of 6 to 8 students connect with a Fenix staff member. Morning circle has three goals: (1) Provide a safe space where students can share their thoughts and feelings; (2) Help students to focus on their academic and personal goals; and (3) Provide training in strategies to support social/emotional development (i.e. resiliency training). Core Integrated Subjects. Students receive 75 minutes in each of their core academic subjects. The extended learning time allows students to engage and interact with concepts and questions in meaningful ways and provides the space to engage in project-based inquiry. Arts and Technology Integration. The word “elective” will never be seen on a student schedule. Arts and Technology are essential and have equal value to the core academic subjects. Rather than having a separate class for the arts, it is integrated into the core academic subjects. Art and technology teachers will have the opportunity to co-teach lessons. For example, in Science Integration classes, students may demonstrate their understanding of biological systems by creating a play. In Social Studies Integration, students may do a community art project exhibited in Lynn that reflects Latin American history themes. In Math Integration, students may do architectural designs to redevelop Lynn center to demonstrate their understanding of geometry. Breaks and Transitions. Students have two 15 minutes breaks between core integrated classes: one in the morning and one in the afternoon. The 75 minute academic periods allow for fewer transitions and the breaks allow students to go to the bathroom and briefly socialize with peers. Community Lunch. Schools in Latin America, Europe, and Asia allow one to two hours for lunch. They realize that lunch is an essential way of teaching students how to develop healthy eating habits. Eating lunch together also has a critical role in creating a sense of community and giving students the space for healthy social and emotional development. Community lunch is also a time where staff and students are celebrated for their accomplishments. Extended Learning Program (ELP). The Extended Learning Program offers students structured activities to support their personal, social, and academic development. There is a clear link between participation in after-school programs and students’ improved academic, social, and emotional development (Durlak, Weissberg 2007). ELP includes targeted tutoring and homework help, social service projects, liberal arts workshops (world languages, music, dance, art, film/media), wellness activities, and higher education and career exploration (job shadowing, paid internships, mentoring activities offered by professionals and field trips to colleges/universities). World languages is offered within this period because learning a language is a form of exploration into the way peoples and cultures think, feel, and act.

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

SAMPLE TEACHER SCHEDULE Day & Time Monday Tuesday Wednesday Thursday Friday 8:00—8:30 AM Arrival / Arrival / Arrival / Arrival / Arrival / 30 minutes Check-In Check-In Check-In Check-In Check-In 8:30—9:00 AM Morning Circle Morning Circle Morning Circle Morning Circle Morning Circle 30 minutes 9:00—10:15 AM Math Math Math Math Math 75 minutes Integration I Integration I Integration I Integration I Integration I

Fenix Charter School / Prospectus page 33

10:30—11:45 PM Math Math Math Math Math 75 minutes Integration I Integration I Integration I Integration I Integration I 11:45—12:45 PM COMMUNITY LUNCH 60 minutes 12:45—2:00 PM Team Team Team Team Team 75 minutes Planning Planning Planning Planning Planning 2:15—3:30 PM Math Math Math Math Math 75 minutes Integration I Integration I Integration I Integration I Integration I 3:30—4:45 PM Tutoring / Tutoring / Staff 75 minutes HW Help HW Help Roundtable

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

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

Fenix Charter School / Prospectus page 34

Typical Student Day Marta is in the 5th grade and when she arrives at school she is welcomed with smiles and hugs. In her morning circle, she pulls out her iPad to review the homework/project work that she was responsible for completing. The circle then shifts to a conversation about resiliency and how they are using the strategies from resiliency training to address issues/problems in their lives. Marta is eating a breakfast snack (granola bars and an apple) as she participates in morning circle. She then goes to her Math Integration I class where she is designing a geometrical computer model that depicts the downtown buildings in Lynn and her ideas to develop the area. In the process she is learning about geometrical design and graphing. She has a 15 minute break where she goes to the bathroom and then chats with friends. Marta then goes to her ELA Integration I class where she is reviewing her interview notes with Lynn residents who shared how the downtown area has changed over the past 30 years. She is responsible for writing a brief report that highlights themes and concerns. Marta then goes to lunch and is proud to see that her friend, Sobeida, is receiving an award from the Lynn Chamber of Commerce for her idea about how to develop green spaces in Lynn. She then goes to her Science Integration I class where she is learning about how local industries are affecting the environment and she begins brainstorming with her project team ideas to improve the environmental quality of Lynn. Marta has a 15 minute break before she goes to her Social Studies Integration I class where she is learning about how to become a community advocate. Her study of the philosophical underpinnings of the American Revolution helps Marta to understand why community advocacy is essential. Marta then goes to her first liberal arts club activity in the Extended Learning Program, a Latin dance class. After sweating to salsa and meringue, she finishes the day with a Spanish for Spanish Speakers workshop.

Typical Teacher Day Jonathan arrives at 8:00 am to the smiles and hugs of staff and checks his iPad for any school announcements. He learns that one of his students, Jaime, had a violent episode at home and he makes note to check in with him at Morning Circle. Jonathan asks Jaime about the episode and asks whether he was able to use any strategies from his resiliency training to manage the incident. Jonathan shoots a quick message to a resiliency counselor about his morning session with Jaime. Jonathan is excited about the community art project that he is doing with his 5th grade students in Social Studies Integration I. His students have just studied the Latin American art forms that emerged when Spanish European settlers mixed with native societies. Jonathan is working with Marina, the arts integration teacher, to create a portfolio of student work that will be exhibited at the Lynn Community Arts Center. During the team planning period, Jonathan meets with ELA Integration I teacher to discuss ways to improve the quality of student writing. Jonathan brings a sample writing assignment from a struggling student and they conduct a Looking at Student Work protocol. Jonathan is looking forward to implementing the proposed writing strategies in his classroom. At the end of the day, he provides tutoring and homework help to students who are struggling with their project-based inquiry assignment focused upon the environmental impact of industries in Lynn.

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

Fenix Charter School / Prospectus page 35 no teacher desks. Teachers and students share the same work space, and assignments have been transmitted electronically.

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

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

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

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

Creating and sustaining this school culture requires that Fenix Charter School stand against punitive approaches to discipline that demean students and staff. Neither will the school rely upon an obedience model of “do this because I say so.” We will also not use suspension or expulsion as modes of punishment because we believe that students need to be in school to address problematic behaviors that undermine their personal and academic success. Our tiered intervention system (described on p. 37) will serve as a proactive approach to build and sustain a positive school culture. In instances where a student or staff member does not honor our community commitments, we will use a restorative justice program where the focus is helping the individual to understand the negative impact of his/her action through peer review and coming to consensus on the next steps to make things right.

School Admission and Retention Fenix Charter School is committed to serving a diverse student population because we believe that the unique power of public education is that no student is turned away. While we are committed to serving all students, we are particularly invested in serving struggling students. Our plan is to collaborate with the Lynn Public School district to identify students who are not experiencing success within district educational programs. We believe that our curriculum model and instructional practices are uniquely designed to serve the needs of diverse learners. A major debate within education circles is the claim by some that charter schools “skim the highest performing students” from districts. While the research does not support this notion (Zimmer, Gill, Booker, Lavertu, Witte 2009), the perception still persists. Our hope is that our commitment to serve all students will help bridge the economic and political divide between charter schools and districts. The following is a brief review of our admission and retention policy:

Fenix Charter School / Prospectus page 36

Grades for Admission: We will have a maximum enrollment of 75 students per grade level. Admission will begin in grade 5 and continue until grade 12. We believe that if there is an open seat because a student has transferred or a family has moved from Lynn, this open seat should be offered to other Lynn students and their families. A lottery system will be instituted when enrollment exceeds available seats. Family Admission: Students with younger siblings will be given first priority for available seats. Residence Admission: Staff who reside in Lynn will be given the option of sending their children to the school if seats are available. Retention Plan: We will utilize a Tiered Instructional and Social/Emotional Intervention System for struggling students. This approach is outlined on p. 37.

Family Partnerships and Outreach In our mission statement we express a commitment to partner families in their child’s education. We believe that this partnership is one of the primary levers to ensure that students experience personal and academic success. We will use the following practices to support and cultivate partnerships with families:

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

F. SPECIAL STUDENT POPULATIONS AND STUDENT SERVICES

English Language Learners Anticipating that a significant percentage of our students will be English Language Learners (ELL), we chose diverse instructional practices for the general education classroom that are consistent

Fenix Charter School / Prospectus page 37 with best instructional practices for ELL students (Echevarria, Vogt, Short 2008). The goal is that ELL students have full access to the general education curriculum and experience full membership within the school community. We will use a modified Sheltered English Immersion Model (SEI) that emphasizes integration into the general education classroom. Our ELL education model has the following features:

Universal Screening Process. During year one, the principal and a full-time ELL Director (1 FTE) will be responsible for coordinating an intake assessment. This intake will involve use of the World- Class Instructional Design and Assessment (WIDA), the newly adopted state assessment that has replaced the Massachusetts English Proficiency Assessment System (MEPA). We are excited about this new assessment since it measures the four domains of language (listening/comprehension, speaking, reading, and writing) in relation to the content standards in the four core subject areas (not only English Language Arts). This intake will determine the types of ELL services that students require in compliance with 603 CMR 14.02. The ELL Director will participate in available WIDA trainings offered through ESE. The ELL Director will also be responsible for updating school staff about current ESE policy and practices regarding ELL education and reporting requirements. ELL Learning Plan. The ELL Director will work with core content teachers and the families of ELL students to develop an ELL Learning Plan that outlines the academic program and supports for ELL students. This plan will be updated quarterly to ensure that services are timely and relevant. ELL Programming. The goal of our ELL programming is to minimize separating students from their peers because the general education program utilizes best practices in ELL instruction. Students in Levels 1 and 2 will participate in 75% of the general education programming and receive 75 minutes of daily ESL instruction during the ELA Integration periods. An ESL specialist will work closely with the ELA Integration teacher to ensure that core aspects of the project-based inquiry curriculum are part of the ESL curriculum. Level 1 and 2 students will also receive an additional 75 minutes of ESL instruction, four times per week, during the Extended Learning program. The ELL and ESL specialists will provide additional in class support when students attend their integrated studies in Math, Social Studies, and Science. This will involve a co-teaching model to ensure that ELL students have access to the core curriculum. Students in levels 3 and 4 will participate in 100% of the general education curriculum and receive in class support from either the ELL or ESL specialists. They will also continue to receive an additional 75 minutes of ESL instruction, four times per week, during the Extended Learning program. ELL Staffing. Based upon student demographics in the Lynn Public School system, we are projecting that we will need one full-time ELL Director (1 FTE) and one full-time ESL specialist (1 FTE) during year one. During year 2 we will hire an additional ELL specialist (1 FTE) and one additional full- time ESL specialist (1 FTE). Additional staffing in subsequent years will depend on ELL enrollment numbers. ELL Program Evaluation. Analyzing trends in the WIDA scores will be the primary measure for program effectiveness. The ELL Director along with the principal will be responsible for the annual assessment of the program. Adjustments will be made based upon ELL student performance data.

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

Fenix Charter School / Prospectus page 38

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

Tiered Intervention System We anticipate a wide range of student learning and social/emotional needs and we will use a three- tiered intervention system to support students who are identified as at-risk. We will use a universal screening process to determine the level of intervention that students require. The intervention level is based upon real time analysis of student performance measures (Attendance, MCAS, formative assessments). A student support team comprised of the school principal, learning specialist, ELL specialist, resiliency counselor, and a core integration teacher will be responsible for analyzing the data on a quarterly interval. The following is a brief review of each tier:

Tier I will focus on instructional practices that best serve diverse learners (see p. 26 - 27 for full description). Tier II will provide additional support for students performing below grade level in ELA or Math. Struggling students will have the opportunity to participate in targeted tutoring and homework help for 75 minute sessions twice per week during the Extended Learning Program. In Tier III, students can receive additional tutoring and homework help in the Extended Learning Program, 75 minute sessions, four times per week.

In addition to tiered instructional supports, the student support team will coordinate tiered social/emotional interventions. The three tiers of social/emotional interventions are the following:

Tier I- students will have morning circle where they connect with a Fenix staff member about personal or academic issues and receive explicit training about resiliency strategies. Tier II- students can receive individual or group counseling. Tier III- students would have access to clinical support services.

Fenix Charter School / Prospectus page 39

We anticipate taking advantage of the health and human service sector in Lynn to provide optimal support for students and their families.

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

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

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

Fenix Charter School / Prospectus page 40

PART III HOW WILL THE SCHOOL DEMONSTRATE ORGANIZATIONAL VIABILITY?

A. CAPACITY

Design Team / Founding Group: Our Story of Coming Together Frank DeVito, the design team leader, convened the team in May of 2012. For over twenty years he has been committed to systemic educational reform as a teacher, school leader, and education consultant. He had a dream to create a school that could serve as a catalyst to help transform public education. He recruited individuals who were involved in innovative professional projects that span education, art, technology, science, health/human services, media/communications, and business/finance. Members accepted Frank’s invitation because they wanted to engage in a life- altering project to change the educational system and expand opportunities in struggling urban areas like Lynn. The goal was that the populations that primarily cleaned bathrooms and served meals would eventually serve as CEOs, presidents, researchers, artists, educators, and leaders within their communities.

The design team collectively agreed that education is the most powerful vehicle to change the world. They developed the mission and vision for Fenix Charter School with the idea that the school had to model the core values that ensured student success in the 21st century and beyond: creativity, innovation, collaboration, and social responsibility. The team also wanted to create a school design that operated like an Apple computer: simple, sleek, innovative, fun, and user- friendly. The team has been meeting one evening per month for 90 minutes to develop and refine the school’s model. Gordon College in Lynn graciously offered their conference space for our meetings because they are committed to grassroots community projects. The team contracted the pro bono services of Charles McCrea of McCrea and Associates to help plan and facilitate the design team meetings. Charles is a gifted consultant who has extensive experience in the corporate, educational, and social sectors.

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

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

Member Profiles and Proposed Roles Expanded biographies and statements of commitment of each design team member can be found in the appendix. The following is a brief review of member profiles and proposed roles:

Frank DeVito, proposed role: Chief Executive Officer. Frank is a second generation Honduran and Italian American and a Lynn resident since 2005. He serves as the Chief Executive Officer of the Fenix Center for Innovative Schools, an education consulting agency committed to designing and sustaining innovative school programs. Previously, he served as the Director of Turning Points, a national middle school reform program located at the Center for Collaborative Education in Boston.

Fenix Charter School / Prospectus page 41

Irene Porro, proposed role: Principal . Irene is from Italy and is the Outreach Programs Officer at the MIT Office of Engineering Outreach Programs that provides underserved and underrepresented youth with multiple entry points to academic and professional careers in the science, technology, engineering, and mathematics (STEM) disciplines. Previously, she served as the Director of the Education and Outreach Group of the MIT Kavli Institute for Astrophysics and Space Research. In all her educational projects, she implements an interdisciplinary approach to learning that includes science, math, technology, the performing arts and history. Lorena Lopera, proposed role: Higher Education and Development Advisor. Lorena is from Columbia and is a Development and Graduate Support Associate for the Epiphany School in Dorchester. Previously she served as the High School Program Director for La Vida, Inc in Lynn, a youth and adult education center that provides programming to improve the college and career readiness of Latino students. Lorena values education and has a passion for working with inner city youth and families so that they may reach their potential. Harry Schnur, proposed role: Community Learning Director. Harry is originally from the Cleveland, Ohio area. He worked for four years in a youth development and community organizing role with the Lynn Community Health Center. His time in Lynn culminated with his role managing the successful and historic campaign of Hong Net, who became the city’s first Cambodian-American elected official on a platform of community engagement and inclusion. Joanna Gallagher, proposed role: Social Studies Teacher. Originally from California, Joanna graduated from Gordon College in Wenham, MA with a B.A. in History in 2012. During her undergraduate career, she volunteered at an after-school tutoring program in Lynn, and learned an assets-based approach to community development during a Lynn-based internship for Gordon’s Office of Community Engagement. Mohamed Adam, proposed role: ESL Specialist. Mohamed is from Somalia and is an independent school development consultant. Mohamed is currently involved in creating two technical schools in East-Africa: Hargeisa Technical Academy and Mogadishu Polytechnic Institute. Previously, he served for ten years as an ELL teacher within the Chelsea and Boston Public School systems. Guarionex Rodriguez, proposed role: ELL Learning Specialist in the Extended Learning Program. Guarionex (Guario) is from the Dominican Republic where he worked as an Electrical-Mechanical engineer. He moved to Lynn in the 1980s and has deep connections to Lynn students and their families. Since 1991, Guario has served as a bilingual special education teacher at Marshall Middle School for Lynn Public Schools. Francisco Grullon, proposed role: Math and Science Specialist in the Extended Learning Program. Francisco is from the Dominican Republic where he worked as a chemical engineer and university professor. Francisco is a long-time Lynn resident and is very active in the community. For over thirty years, he has served in a variety of teaching and leadership capacities in the Lynn, Lawrence, and Waltham Public Schools systems. Michael Fitzgerald, proposed role: Health Science Specialist in the Extended Learning Program. Michael is a Lynn resident. He serves as an Assistant Professor of Medicine at Harvard Medical School and leads a laboratory group at Massachusetts General Hospital. His research centers on cardiovascular disease and lipid metabolism. Michael has published over 30 primary peer reviewed scholarly articles in leading scientific journals. Cindy Rodríguez, proposed role: Community Engagement Consultant. Cindy grew up in Harlem, New York City, the daughter of a Puerto Rican mother and Cuban father. She is an award-winning journalist, instructor, blogger, social media strategist, and web content creator whose career spans 20 years. Cindy has taught journalism at New York University, Boston University, and currently serves as a Journalist-in-Residence at Emerson College in Boston. Vianna Alcantara, proposed role: Higher Education / Education for Social Activism Advisor. Vianna is from the Dominican Republic and has worked in youth development and empowerment programs. She serves as the Alumni Coordinator for the Lawrence Family Development Charter School.

Fenix Charter School / Prospectus page 42

Previously, she served as the Middle School Program Director for La Vida, Inc in Lynn, a youth and adult education center that provides programming to improve the college and career readiness of Latino students. Moises Park, proposed role: World Languages and Media Advisor. Moises is the son of Korean parents but grew up in Chile, Brazil, and Bolivia. He is an Assistant Professor of Spanish at Gordon College. Moises’ main research projects include contemporary Southern Cone literature and films, poetry, Orientalism, Critical Theory (specifically psychoanalysis, socio-materialist theory and biopolitics) and Cultural Studies. Celeste Rivera, proposed role: Student Support Advisor. Celeste is a clinical psychologist and executive coach in private practice in New York City. She is on the Clinical Faculty with the NYU School of Medicine and writes a monthly column for the Huffington Post on the subject of confidence. Celeste has worked in public healthcare as well as in the private sector specializing in diversity issues, mind-body approaches to health and cultural competence training. Michael Fahey, proposed role: School Architectural Designer. Mike Fahey is originally from Omaha, Nebraska and works as a designer at Paul Lukez Architecture. Recent education and professional opportunities have allowed Mike to spend two of the last three years living abroad, with stops in Austria, Germany and China. It was during these experiences that Mike developed a passion for humanitarian design and international practice. Paul Lukez, proposed role: School Architect. Paul is an architect in Somerville, Massachusetts. Over the last twenty years, Paul has been engaged in teaching, research, and practice. He is the recipient of numerous academic and professional honors, and his work has been recognized by editors of local, regional and (inter)national publications. Paul Lukez taught most recently as a (visiting) professor at the Rhode Island School of Design, MIT and Washington University. Kim Webster, proposed role: Student Support Advisor. Kim is from Philadelphia and worked as a Program Director for Playworks, where she helped lead the Boston chapter in its growth from a small, grassroots operation to a high‐functioning local institution and model for school‐based programming success. She managed partnerships with over 40 schools in Boston Public Schools and the surrounding district. She also learned how to strategically build a positive school climate, and just how much that matters to children’s success in the classroom. Adria Smith, proposed role: Arts Integration Advisor. Adria is from Madison, Wisconsin. She has been involved in charter school education for over eleven years. She has helped to build a variety of core and supplemental programs and is currently the head of the arts department at Marblehead Charter Community Public School. She holds certification in music education and is currently attending graduate school at University of Massachusetts Lowell. She has received numerous awards for her musical compositions and the Founding Faculty award at MCCPS. Mark Kampert, proposed role: Youth Development Advisor. Mark is originally from Pittsburgh and serves as the Executive Director of Youth Development Organization, Inc. (YDO), a nonprofit in Lawrence, MA. He has previously worked with Youth CITIES and Edvance Foundation, both education-related startup organizations. Mark graduated from Bucknell University with bachelor’s degrees in Mathematics and Classics. In 2010, he was awarded a Peace Corps Fellowship to pursue an MBA at Duquesne University, where faculty honored him with the Donahue Graduate School of Business Living Our Values.

Fenix Charter School / Prospectus page 43

B. SCHOOL GOVERNANCE

Board of Trustees FENIX CHARTER SCHOOL ORGANIZATIONAL CHART

Chief Executive Officer

Higher Comunications & Finance & MS & HS Education Development Operations Principals Director Director Director Integrated Student Learning ELL Directors Support Community Directors Directors Learning Directors

Core ELL & ESL Learning Integration Specialists Specialists & Adult Teachers Resiliency Education Counselors Teachers Apprentice Teachers

Governance: Roles and Responsibilities Fenix Charter School will have a deep commitment to shared-leadership where every staff member, student, parent, and community partner has a voice to ensure that the school is honoring its mission and vision. In relation to formal governance, the school will have the following administrative structure: the Board of Trustees, the Chief Executive Officer, and the Executive Leadership Team consisting of the Middle and High School Principals, Finance and Operations Director, Communications and Development Director, and the Higher Education Director.

The board of trustees serves as the primary vision-keepers for the school and exercise educational, fiscal, and legal oversight to ensure that the school is accountable to its charter. The board has the following responsibilities:

Selection, support, and evaluation of the Chief Executive Officer. The board establishes clear criteria and protocols for the hiring and annual evaluation of the Chief Executive Officer. Compensation is set annually based upon mutual agreement of performance-based measures. The board also ensures that the Chief Executive Officer has the proper supports to execute her/his responsibilities. Strategic planning and policy development. The board works with the Chief Executive Officer to monitor student performance trends and to establish the strategic direction to ensure that the school is functioning effectively in relation to its stated goals. The board also regularly updates school policies to ensure that the school is effectively fulfilling its mission and vision over time. Financial and legal management. The board ensures the fiscal health of the school through the review, approval, and monitoring of the annual budget. Members are expected to actively participate in fundraising efforts to improve and sustain the quality of the school’s program. The

Fenix Charter School / Prospectus page 44 board also monitors whether the school is doing the proper filing of all legal and regulatory documents. Ambassadors to the public. The board is expected to actively promote the mission and vision of the school to the local and global communities. Members are expected to cultivate relationships with stakeholders and to respond openly to questions or concerns.

Board members were and will be recruited based upon the following criteria: (1) Diversity, members reflect student demographics; (2) Complementary professional expertise that ensures a high functioning board; and (3) A passion for urban education. The board will participate in an annual training and board retreat to ensure that members are clear about their roles and responsibilities.

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

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

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

Middle and High School Principals: Oversee all aspects of the educational program and is responsible for the hiring, support, and evaluation of school staff. Finance and Operations Director: Oversees all fiscal, human resource, infrastructure, and data systems. Communications and Development Director: Oversees all external communication and efforts to find new funding streams to improve or sustain the quality of school programming.

Fenix Charter School / Prospectus page 45

Higher Education Director: Oversees all strategies to engage families and students in higher education exploration and planning, responsible for the alumni network and the tracking of longitudinal data about the impact of the school’s program on students’ lives over time.

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

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

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

Fenix Charter School / Prospectus page 46 proficiency and have a reading proficiency above 84% and 89% respectively. Moreover, both schools have above a 98% college acceptance rate.

The Fenix Charter School Design Team approached Big Picture Learning in April of 2013 to explore a proven provider partnership. A draft of the charter prospectus was submitted to BPL’s new school development team and there was mutual agreement that a partnership could yield a powerful synergy. Members of the design team visited Big Picture’s flagship school, the MET, in Rhode Island and attended the Senior Thesis Conference where students presented their culminating projects for graduation. The most impressive quality of BPL is that they do not believe in a cookie-cutter approach to new school development. They take great lengths to understand the unique features of a community and provide customized support.

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

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

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

Fenix Charter School / Prospectus page 47

PART IV REQUIRED ATTACHMENTS

A. Founding Group: Bios, Statements of Commitment, and Resumes p. 49 – 120 B. Curriculum (Grades 5 to 12) p. 121 – 124 C. Proven Provider Information Sheet and Attachments p. 125 – 218 Big Picture Learning Resumes p. 133 – 150 BPL Organizational Chart p. 151 IRS Determination Letter p. 152 – 153 iZone 360 Recommendation Letter p. 154 iZone 360 Principal Survey Data p. 155 – 159 By Laws p. 160 – 174 Article of Incorporation p. 175 – 176 Big Picture Company Audit p. 177 – 190 Big Picture Learning – High School Alumni Report p. 191 – 218 D. Research References p. 219 – 220

Fenix Charter School / Prospectus page 48

BIOS AND STATEMENTS OF COMMITMENT

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

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

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

Statement of Commitment: I’ve had two passions in my life: education and spirituality. As I began the project of helping to design a charter school for the 21st century and beyond, my two passions were merging into this project. As early as I can remember, one question has haunted me my entire life: Why do we do the things we do? Even as an elementary school student I could see that education didn’t seem to have any connection to life outside the classroom. School was a strange parallel universe for me and the rules and procedures seemed arbitrary. The questions I cared about were rarely covered in class, with a few exceptions. I was always treated as a “smart student” because I generally would follow the rules—even if they didn’t make any sense. My classmates who were rebels without a cause were dubbed “low-level” learners because they didn’t follow the rules. The most brilliant student in math who was in a low-level Math class helped me with my math homework for my honors level math class. He is now making a ridiculous amount of money as a stockbroker. His name is Anthony and he laughs about his experience in school, and I laugh with him but as the years go by, his story becomes less funny. Anthony was a math genius and I was the only one in the school who seemed to recognize this.

The problem with education is two-fold: First, we are preparing students for a world that does not exist beyond school; and second, we are blind to the genius within every student and we are quick to label and categorize them as “low-level thinkers.” Anthony’s story reminded me that he

Fenix Charter School / Prospectus page 49 succeeded in spite of school, but imagine a school that recognized and nurtured his gifts? Imagine a school that really, really, really believed that every student was a genius? I believe in Fenix Charter School because it was designed to address these two problems: connect student learning to the world beyond the classroom and nurture the genius within every child. When we do this, creativity and innovation will explode out of students and they will truly believe that they can change the world because they first changed themselves.

I believe that I am in the position to serve effectively as the Chief Executive Officer because I understand what needs to happen at the molecular level in a school to provide the kind of educational program we are proposing. I’ve studied hundreds of school programs and I’ve visited and coached hundreds of teachers, administrators, and support staff. Anyone can write a great proposal but a great leader makes the proposal a reality. With the risk of looking like an egomaniac, I want to do for education what Steve Jobs did for personal computers. Steve Jobs commented in multiple interviews that the key to his success was pulling together the best team, and I have followed the same strategy in my own leadership experiences and most recently when I organized the Fenix design team. My personal and professional strength is providing the conditions for each team member to do their best work and to be their best selves. I don’t do this through coercion or fear but by demonstrating a relentless belief in the gifts and talents of each team member and putting them in positions to be successful.

I am also committed to using Fenix Charter School as a vehicle to help support the transformation of public education. My one concern with the charter school movement is that individual schools and networks are operating like islands. With a few exceptions, I rarely see a charter school or network making a real and sustained contribution to improving district systems and practices. This was not the vision of the Massachusetts Education Reform Act of 1993 where charter school were expected to provide expanded educational opportunities for students and their families and create catalysts for systemic changes within school districts. The spirit of the Education Reform Act is written into our vision statement, and I am committed to working with Lynn Public Schools and charter schools that serve Greater Lynn to make this vision a reality.

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

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

Fenix Charter School / Prospectus page 50 her programs served with the creative and extremely diverse employment market where STEM skills are required.

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

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

Statement of Commitment: I am writing to voice my strong support for our proposal to the Massachusetts Department of Elementary and Secondary Education to open a new school: Fenix Charter School.

I find the vision and the core educational values of the proposed school to reflect what is needed to improve the wellness of some of the most underserved communities in our state. The project’s vision and educational values also deeply resonate with the educational approach I have promoted during my career. I devoted the last 13 years of my professional and personal life to foster integrated science learning as an effective way to support the development of employable skills and to promote overall positive youth development among urban teenage youth and their communities. In this context, I worked with middle and high-school science teachers (from Cambridge and Lynn Public Schools) to create teacher professional development initiatives for formal and informal science educators. The summer institutes we created were characterized by an interdisciplinary approach to science learning and by a focus on the integration of core concepts and practices across different fields of science. The interdisciplinary character of these institutes also included language and communication. Scientific inquiry and argumentation require that learners develop and practice analytical thinking, logic and good communication skills in both English and the mathematical language. I have been building on this experience to design new professional development initiatives to introduce teachers to the Next Generation Science Standards that focus on integrated science and on the connection with the Mathematics and English Language Arts Common Core State Standards.

I have also focused on the issue of the transition from high-school to college and overall on the STEM college experience of undergraduate students, and on how it relates to the STEM workforce shortage in the U.S. While this is an issue for students of all backgrounds, it is especially acute for students from underserved communities and from underrepresented minorities. Teenage youth from underserved communities are unlikely to be exposed to specialized STEM work environments and to interact with STEM professionals who can guide them in personal and academic choices. For underserved youth, lack of social capital and status is a critical factor that often prevents them from receiving both the exposure and the long-term support to follow a STEM career pathway. This is why an important objective of my current evaluation work, at the MIT Office of Engineering Outreach Programs, is to help program instructors to effectively engage female and underrepresented students, and all those students who show strong technical proficiency but may not be interested in traditional educational paths. To understand how to engage and support the

Fenix Charter School / Prospectus page 51 interest of underrepresented minorities and non-college bound teens is fundamental to the future of K-16 education and to any effort to diversify and develop the US workforce. My focus is to use data driven assessment to encourage instructors to reflect on their own practice. My goal is to introduce them to important new findings from education research and to help them identify areas of improvement in their pedagogical approach and ability to effectively engage all their students.

I am excited for the opportunity to further advance a model of integrated learning, that encompasses both math and science and the humanities, in the context of the Fenix Charter School and I am looking forward to contributing my expertise in the role of Principal of the school.

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

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

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

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

I have worked closely with students, graduates, volunteers, community residents, leaders and community based organizations. The relationships I create and foster provide me with many insights and best practices into what it takes to create and support successful youth and family

Fenix Charter School / Prospectus page 52 programs. I believe that patience, flexibility, cooperation, hard work and a passion to provide quality education for youth and families helps to build strong communities and future opportunities.

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

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

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

Design Team Member: Joanna Gallagher Proposed Role: Social Studies Teacher Bio: Originally from California, Joanna graduated from Gordon College in Wenham, MA with a B.A. in History in 2012. During her undergraduate career, she volunteered at an after-school tutoring program in Lynn, and learned an assets-based approach to community development during a Lynn- based internship for Gordon’s Office of Community Engagement. Building on this, she witnessed the power of adventure education and social-entrepreneurial-education to cultivate agency and social capital among youth, during a study-abroad internship experience in Romania. Over the past

Fenix Charter School / Prospectus page 53 year, living in Lynn and working both as a substitute teacher and as project coordinator of The Family Dinner Project’s Lynn Initiative, Joanna has come to know and love the Lynn community more deeply as she interfaced with families and children at Lynn public schools and social services organizations. Now pursuing a MEd in Elementary Education and a state teaching certificate at Antioch University of New England, Joanna plans to continue working with the Fenix team as a social studies teacher.

Statement of Commitment: Living in Lynn, I have learned that one does not have to get on an airplane to see the world. Lynn’s diversity comes with many challenges, but it also bears tremendous assets. I believe that a project- based and community-oriented school model such as that of Fenix Charter School is precisely what the Lynn community needs to recognize and develop its own intrinsic assets, to build social capital, and to enable its youth to achieve at high levels. Serving as a social studies teacher would be an honor.

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

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

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

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

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

Fenix Charter School / Prospectus page 54

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

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

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

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

Fenix Charter School / Prospectus page 55 am looking forward to being a part of this revolution by serving as a Math and Science specialist within the Extended Learning program.

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

Statement of Commitment: As a faculty member of the Harvard School of Medicine and a member of the MGH I am judged not only by my teaching and service commitments to these institutions, but also by my service to the wider community in advancing the public’s knowledge of health and science related issues. It is in this capacity that I serve as a team member of Fenix Charter School. Specifically I am helping design aspects of the Science curricula along with other health, nutrition and physical activity programs that will be part of the school’s program. Moreover, I will serve on the school’s public grant and private philanthropy committee where my extensive grant writing skills will be employed to raise funds for the school.

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

Her managerial experience includes being Youth Editor at The Syracuse Newspapers, overseeing a professional staff of three and a staff of 50 high school correspondents. She has also run journalism bootcamp programs. Cindy has taught journalism at New York University, Boston University, and several other universities and for three years ran the S.I. Newhouse Minority High School Journalism Program in Syracuse, NY. She has been a board member of Unity, Inc.: Journalists of Color. For four years, Cindy sat on the board of The National Association of Hispanic Journalists (NAHJ), the last two as Vice President of Print. She has won numerous accolades, including First Place Award for Best Serious Columnist from the Colorado Press Association, and won a New York State AP Award for column writing. She also won a national award from NABJ for her work on a series about the 40th anniversary of the 1967 riots in Detroit. She is a 2000 National Press Foundation Fellow and a 2010 Ford Foundation International Reporting Fellow through a program administered by the International Center For Journalists.

Fenix Charter School / Prospectus page 56

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

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

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

Design Team Member: Vianna Alcantara Proposed role: Higher Education / Education for Social Awareness Advisor Bio: Vianna is a revolutionary. She loves children and she believes that children are our most precious resource. Vianna embraces the core belief that the transformation of our nation cannot and will not happen without our children. Thus, the way we educate our children is not inconsequential. Our education processes must engage children in critical thinking, teamwork, technology, consciousness of self in relation to their local and global community and provide the tools of praxis- reflective action to transform historical systems of oppression. Vianna’s greatest joy comes from seeing children grow, think, create, analyze, question, and challenge themselves and others. Vianna is originally from the Dominican Republic and she models these beliefs to her students and their families. She earned her BA in International Studies and Women’s Studies at Denison University. She has worked in youth development and empowerment programs. She served as the Middle School Program Director for La Vida, Inc in Lynn, a youth and adult education center that provided programming to improve the college and career readiness of Latino students. Vianna presently serves as the Alumni Coordinator for the Lawrence Family Development Charter School.

Statement of Commitment: In our society today there seems to be brewing a deep discontent fueled by frustration and disillusionment that spans from the very young to the old. We have arrived at a period in our history in which hope is bleak, talk is cheap and action is not worth the energy. There is a lack of trust in all forms of institutions. Everything and everyone has failed us; the banks, the church, and our government. We have even lost faith in the American dream? Our students become dissatisfied early on because they see very little to aspire to. I support the Fenix Charter School because instead of wallowing in the darkness of despair and desperation it is seeking to change the systems, practices and believes that have lead us to this point. This application itself is an act of the courageous love that drives social entrepreneurship. The model of the school, its vision and mission are innovative, creative and seek to create social change. I am inspired by the school’s ability to practice what they preach from the onset. I feel that this school will provide much more than an education to the students of Lynn. It will provide an environment in which one can dream, hope and create. It has the potential to transform the lives of students and their families who will in turn

Fenix Charter School / Prospectus page 57 transform our communities. We need an education like the one Fenix will provide to channel and direct the restless energy that is growing in urban communities such as Lynn. Fenix can be the focal point in restoring that which makes humanity great: innovation, creativity and empathy.

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

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

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

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

Fenix Charter School / Prospectus page 58

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

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

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

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

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

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

Fenix Charter School / Prospectus page 59

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

Statement of Commitment: Our firm enthusiastically supports the goals and aspirations embodied in the Fenix School’s unique vision. We have a long-standing commitment to create places that are transformative, i.e. creating environments that support and engage people with one another and their communities, enhancing the quality of life for both the community and its members. Our quest for creating transformative forms of community is based in part on an iterative process. The search for identifying solutions that Fit well defined Problems is guided by a multi-disciplinary research process, fine-tuned by over twenty years of academic and architectural research. In that way, we believe the underlying motivations and processes of our firm’s design charter supports the Fenix School’s ambitious goal for transforming educational models. We are honored and pleased to help the Fenix School realize its vision.

Design Team Member: Kim Webster Proposed role: Student Support Advisor Bio: Kim first realized that her passion for youth development while working in a New York City Public High School leading an after school enrichment program. She recognized the gap between the opportunities and supports her public school in the Philadelphia suburbs had provided for her and those provided to public school students in most urban school districts. Simultaneously, she saw the immense possibilities of urban education in the thriving cultural and racial diversity, commerce and entrepreneurship, and arts and creative enterprises that characterize urban communities. Since then, she has worked with urban schools in New York and Boston to ensure all children have the opportunity to attend a school that reflects the life, strength, and diversity of their community. During a summer she spent working at a camp for students from New York City public middle schools, she recognized that many adolescents need social and emotional supports that their schools and families were not providing.

In line with this, Kim then took a job at Playworks, where she helped lead the Boston chapter of Playworks in its growth from a small, grassroots operation to a high‐functioning local institution and model for school‐based programming success. She managed partnerships with over 40 schools in Boston Public Schools and surrounding district. She also learned how to strategically build a

Fenix Charter School / Prospectus page 60 positive school climate, and just how much that matters to children’s success in the classroom. This led her to Harvard Graduate School of Education, where she recently completed her Master’s of Education in School Leadership. In conjunction with her studies at Harvard, she completed a practicum at Phoenix Charter Academy in Chelsea, MA, working closely with the principal as a school leadership intern. Kim learned how to translate her passion for supporting the social and emotional development of children into real-life interventions with disengaged high school students from Chelsea, Lynn, Revere, Boston, and Everett. This experience has shaped her career path, and she plans to continue to work with Boston area students and their schools in building social and emotional skills, and strength of character, to become positive contributors to their communities and the world.

Statement of Commitment: I am committed to building schools that graduate students who are engaged and active community members. I firmly believe that charter schools must innovate and collaborate with district schools in order to fulfill their purpose. I also know firsthand from my work at Phoenix Charter Academy the needs and obstacles, both economic and social, which many families in Lynn face. For these reasons, I am very excited to be a part of Fenix Charter School. The potential to offer a unique school for Lynn children and families is an incredible honor, and I would be thrilled to be able to help bring it into action. My experience in building strong teams and developing a positive school climate in which all children feel supported, loved, and connected will help to build the culture and community at Fenix. My background in starting up a non-profit will support the technical side of developing systems, generating funds, and establishing high program quality. I hope to work to ensure that social and emotional needs of children at Fenix are met so that they can focus on the experience of learning and exploring their passions at school.

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

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

Fenix Charter School / Prospectus page 61

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

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

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

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

Statement of Commitment: Nearly all of my experience in education has been in economically troubled or resource-constrained environments. Time and again, I have found that the problem solving and entrepreneurial thinking required by project-based learning are essential to developing critical skills for the 21st century. The Fenix School’s mission to incorporate social responsibility in a project-based curriculum goes one step further and is, in my opinion, directly in line with momentum in the entrepreneurial ecosystem today. I am happy to be a part of the design team for Fenix. I believe in our efforts, and I look forward to the challenge of building a charter school that works in concert with the local public school system instead of against it.

Fenix Charter School / Prospectus page 62

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

EDUCATION

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

BOSTON COLLEGE Chestnut Hill, MA 1989 - 1991 Masters Studies in Philosophy

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

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

PROFESSIONAL EXPERIENCE

FENIX CENTER FOR INNOVATIVE SCHOOLS Lynn, MA 2007- Present Founder / CEO / School Innovation Coach

 Founded a non-profit education agency committed to collaborating with families, educators, and community partners to design and sustain innovative and high performing Pre-K to 12 schools and community-based youth and adult education programs  Provide school-based coaching and professional development to urban public and private schools in the following areas: district/network/school improvement planning, school redesign projects, leadership development, family/community partnerships, backward design and unit/lesson planning, curriculum mapping, differentiated instruction, best practices for English Language Learners, accelerated literacy and math instruction, and teaming practices (looking at student and teacher work)  Conduct district and school reviews in collaboration with the Massachusetts Department of Elementary and Secondary Education to support comprehensive or targeted improvements and to create a data warehouse of best instructional and leadership practices  Provide national and international networking support to schools to share best practices or problem-solve issues around student learning and achievement  Support new school design projects (public charter schools): drafting charter application, design team and board recruitment and training, curriculum development, leadership recruitment and training, and budget and facilities management

Fenix Charter School / Prospectus page 63

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

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

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

 Collaborated with school staffs in New England, New York, and Los Angeles to implement whole- school reform based upon the principles and practices of Turning Points (a research model for effective middle schooling and the Pilot School model (an education model that advances autonomy in governance, budgeting, curriculum, and teaching)  Directed development and implementation of best math and literacy models for the middle grades  Provided coaching and professional development in the areas of educational equity, school leadership, teaming, literacy, curriculum mapping, second-language learning, effective partnerships with parents/communities, and best teaching practices  Worked with district and school administrators to develop and implement school improvement plans

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

 Co founded Bridge School, first "school within a school" in Chelsea that combined a project based curriculum with integrated courses  Facilitated staff meetings dealing with curricular planning, student support services, and school policy  Developed and taught interdisciplinary courses in American Studies and Humanities that integrated Language Arts and Social Sciences  Piloted and co taught an Environmental Studies course that combined Biology, Chemistry, and Social Science

Fenix Charter School / Prospectus page 64

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

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

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

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

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

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

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

PATHWAY SUMMER PROGRAM, CHELSEA HIGH SCHOOL Chelsea, MA, Summer 1992 Teacher / Advisor Directed Exploring Our National Parks program combining hiking expeditions to national parks with study of nature conservation

Fenix Charter School / Prospectus page 65

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

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

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

PUBLICATIONS / PRESENTATIONS

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

SPECIAL SKILLS

 Proficient in Spanish, Italian, and Brazilian Portuguese  Education coaching and professional development in effective leadership and management, best teaching and assessment practices, targeted interventions, and family and community partnerships  Strategic/Business Planning  Grant writing

Fenix Charter School / Prospectus page 66

IRENE L. PORRO

PROFESSIONAL PREPARATION

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

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

PROFESSIONAL APPOINTMENTS

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

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

2000 – 2007 Massachusetts Institute of Technology Cambridge, Massachusetts Kavli Institute for Astrophysics and Space Research Education and Public Outreach Scientist Designer and coordinator of teacher professional development programs and outreach initiatives in collaboration with the Boston Museum of Science, associated with NASA missions: Chandra X-Ray Observatory, and High Energy Transient Explorer

Fenix Charter School / Prospectus page 67

Responsible for the Education and Public Outreach program of the IOTA project at the Smithsonian Astrophysical Observatory Instructor in the facilitation of science and math activities for after-school professionals Supervisor of 1 full time staff and up to 2 part-time interns Grant proposal writer Presenter at professional conferences in formal and informal science education, astronomy Guest science lecturer for non-science majors courses

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

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

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

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

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

GRANTS AWARDED

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

ADDITIONAL INFORMATION

Science for the Public: Member of the Board of Directors, since 2009 Catalyst Collaborative @ MIT: Member of the Advisory Board, since 2008 American Association for the Advancement of Science: Member, since 2008

Fenix Charter School / Prospectus page 68

MIT School of Science’s Infinite Mile Awards: Award recipient in 2009 Radcliffe Institute for Advanced Study at Harvard University: Bunting Fellow 1999-2000 Smithsonian Astrophysical Observatory: Predoctoral Fellow, 1994-1997 International Space University: Alumna (Japan 1992, United States 1993)

SYNERGISTIC ACTIVITIES

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

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

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

2006 - 2011 PI, Designer and Director for the Youth Astronomy Apprenticeship program (YAA) YAA is an out-of-school time initiative that uses an apprenticeship model to promote science learning among urban teenage students and their communities. One of the primary goals of YAA is to broaden the awareness of science education as an effective way to promote overall youth development and to lead to competitive professional opportunities. The program includes 3-month training for YAA instructors and professional development sessions for after-school instructors and professional astronomers focused on the implementation of inquiry-based skills, strategies for student-driven learning, foundations of positive youth development, astronomy and physics content, the use of software tool for digital imaging, and interpretation of scientific data. Program developed in collaboration with science educators at the Smithsonian Astrophysical Observatory and the Timothy Smith Network, a network of 40 plus community-based technology centers in Boston. Funded by National Science Foundation, Informal Science Education program.

2006 - 2011 Co-Director and Curriculum Designer for Kids Capture their Universe (KCU) KCU is an astronomy project for middle-school students. The program was developed in collaboration with the Smithsonian Astrophysical Observatory and Citizen Schools (a nation-wide after-school initiatives with headquarters in Boston). In KCU children develop a portfolio of astronomical images they

Fenix Charter School / Prospectus page 69 have taken and processed with the MicroObservatory online telescopes and then organize the processed images into a public astrophotography exhibit. The program includes professional development sessions for after-school instructors and professional astronomers focused on the implementation of inquiry-based skills, strategies for student-driven learning, the use of software tool for digital imaging, and interpretation of scientific data. Project funded by NASA Space Science EPO program, Chandra X-ray Observatory mission.

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

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

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

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

Fenix Charter School / Prospectus page 70

PUBLICATIONS (SELECTED)

Porro I., “Youth Astronomy Apprenticeship: Addressing STEM Underrepresentation as a Human Capability Realization Issue” Spectrum, Newsletter of the American Astronomical Society, 2011. Porro I., “Insights on Engaging Older Youth in STEM Learning Experiences,” white paper for ITEST Conference Event – Defining an Afterschool Research Agenda, St. Paul, June 9-11 2010.

Porro I., “Making the Case for Quality Science Programming for Older Youth in Out-of-School Time,” ASP Conference Series, Science Education and Outreach: Forging a Path to the Future, 2009. Porro I., Dussault M., Reinfeld E., “After-School Astronomy: From the Basement to the Roof Top!,” ASP Conference Series, “Science Education and Outreach: Forging a Path to the Future,” 2009. Foutz S., Hall M., Porro I., Wenger A., “Youth as Science Consumers and Facilitators: Continuums of Participation,” Panel Session, ASTC Conference, 2009. Sakimoto P. J., Luckey V., Landsberg R.H., Hawkins L., Porro I. “Building an IYA Legacy for Underserved Communities,” ASP Conference Series, p. 68, Vol. 400, 2008. Porro I., Dini V., Prol T., "Youth Astronomy Apprenticeship (YAA): An Initiative to Promote Science Learning Among Urban Youth and Their Communities,” ASP, Conference Series, p. 187, Vol. 389, 2007. Krishnamurthi, A., Porro, I., “Astronomy After-School Programs: Effective Pathways to Success.” ASP Conference Series, Vol. 389, “EPO and a Changing World: Creating Linkages and Expanding Partnerships,” 2007. Traub W.A., Porro I.L., “True Learning Is All About Making The Connections - An Astrobiology Course For Secondary School Teachers,” ASP’s 117th Annual Meeting, 2005. Porro, I., “Enlarging the STEM pipeline working with youth-serving organizations,” Bulletin of the American Astronomical Society, Vol. 37, p.1416, 2005. Monnier, J. D., Millan-Gabet, R., Tuthill, P. G., Traub, W. A., Carleton, N. P., Coudé du Foresto, V., Danchi, W. C., Lacasse, M. G., Morel, S., Perrin, G., Porro, I. L., Schloerb, F. P., Townes, C.H., “High- Resolution Imaging of Dust Shells by Using Keck Aperture Masking and the IOTA Interferometer,” Astrophysical Journal, Vol. 605, pp. 436-461, 2004. Monnier, J. D., Traub, W. A., Schloerb, F. P., Millan-Gabet, R., Berger, J.-P., Pedretti, E., Carleton, N. P., Kraus, S., Lacasse, M. G., Brewer, M., Ragland, S., Ahearn, A., Coldwell, C., Haguenauer, P., Kern, P., Labeye, P., Lagny, L., Malbet, F., Malin, D., Maymounkov, P., Morel, S., Papaliolios, C., Perraut, K., Pearlman, M., Porro, I. L., Schanen, I., Souccar, K., Torres, G., Wallace, G., “First Results with the IOTA3 Imaging Interferometer: The Spectroscopic Binaries λ Virginis and WR 140,” Astrophysical Journal, Vol. 602, pp. L57-L60, 2004. Porro I.L., Berkefeld Th., Leinert Ch., “Simulation of the effects of atmospheric turbulence on mid- infrared visibility measurements with MIDI-VLTI,” Applied Optics, Vol. 39 No. 10, 2000. Porro I.L., Traub W.A., Carleton N.P., “Effect of telescope alignment on a stellar interferometer”, Applied Optics, Vol. 38 No. 28, 1999. Traub W.A., Carleton N.P., Porro I.L., “A search technique for planets in nearby binary stars using a ground-based interferometer,” Journal of Geophysical Research, 101, E4, 1996.

Fenix Charter School / Prospectus page 71

Bernacca, P. L., Lattanzi, M. G., Porro, I., Neuhaeuser, R., Bucciarelli, B., “Hubble Space Telescope astrometric observations of pre-main sequence stars from the HIPPARCOS Program. II,” Astronomy and Astrophysics, 299, 933-939, 1995. Astronomy and Astrophysics, 275, 563-572, 1993.

Fenix Charter School / Prospectus page 72

HARRY D. SCHNUR 15 Standish St., Cambridge MA 02138 (216) 650-2873 [email protected]

LEADERSHIP AND MANAGEMENT

4.0 Schools, New Orleans, LA Jun. 2013 – Aug. 2013 Education Pioneers Graduate School Fellow

Support operations and community engagement for education startup that brings diverse community talent into local schools as substitute teachers

Lynn Community Health Center, Lynn, MA Aug. 2008 – Aug. 2012 Kaya Youth Program Coordinator

 Designed, administrated and facilitated culturally relevant after-school program for Cambodian- American youth, oversaw enrollment increase from 1 to over 100 youth over two-year period  Raised $100,000 in grants to fund 3-year program; built and sustained relationships with partners organizations  Represented program with external constituents, partners, funder and community members  Coordinated youth – driven city – wide cultural and health events drawing over 2500 people annually  Provided case management for youth and patients with social service needs  Appointed to the Shannon Community Safety Initiative Steering committee on violence prevention  Gave presentations on community organizing, promotions bi-cultural identity among Cambodian-American teens

Committee to Elect Hong Net, Lynn, MA May 2011 – Nov. 2011 Campaign Manager

 Co-managed Hong Net’s successful and historic bid for city Councilor-At-Large  Devised campaign strategy and written materials for city-wide race  Coordinated voter registration and turnout efforts among first-time and non-English speaking voters  Managed and trained a diverse staff of over fifty volunteers coMMotion fresh food, Cambridge, MA Oct. 2012 – present Founder

 Lead research and planning for a youth development and community building food truck  Coordinate and facilitate team meetings, write business plan  Team became Harvard iLab residents in February 2013

Khmer Cultural Planning Committee, Lynn MA Sept. 2008 – present Project Coordinator and Secretary

 Organized large community cultural events and conducted meetings  Coordinated project committee for More Than a Number: Stories from Lynn, an intergenerational multi-media museum exhibit featuring the translated oral histories of Lynn- Based Cambodian genocide survivors

RESEARCH AND SUPPORT

Lynn Community Helath Center, Lynn MA. Aug. 2012-Present Consultant Advise and provide support to Youth Program Director

Harvard Graduate School of Education, Cambridge, MA Sept. 2012-Present Research Assistant

Fenix Charter School / Prospectus page 73

Code transcripts and analyze findings for Dr. Nacy Hill’s study on effective parenting strategies during middle school Conduct research project on the peer experiences of diverse middle school students

Neary Khmer Organization, Siem Reap Cambodia, Jun. 2007 – Aug. 2007 Capacity –Building Intern

Assisted with report-writing, promotion and fundraising in nutritional health organization serving 1400 rural households.

Wat Samaki Cambodian Buddhist Temple, Buxton, ME Oct. 2007 – May 2008 Advocate

Provided explanatory documents to inform and educate Planning Board during public hearings in controversial zoning dispute over the allowed use of a Buddhist temple. Letter to the editor was published in the state’s largest newspaper

HONORS AND AWARDS

Community Ally Award (2013), Lynn Khmer Cultural Planning Committee Intellectual Contribution / Faculty Tribute Award (2013), Harvard Graduate School of Education Leadership in Education Fellowship (2012), Harvard Graduate School of Education Public Health Award (2012) Lynn Community Health Center Laura Speranza Hope Award for Youth Development (2011), Lynn Communities That Card Coalition Highest Honors (2008), Bowdoin College Religion Department

EDUCATION AND TRAINING

Harvard Graduate School of Education, Cambridge MA Master of Education, Prevention Science and Practice Courses in family engagement, leadership and performance management, school-to-career connections

Bowdoin College, Brunswick, ME Bachelor of Arts, Religion Magna cum Laude, Summa cum Laude in Religion

University of Wisconsin, Madison, WI Southeast Asian Studies Summer Institute

BEST Initiative, Boston, MA Youth Worker Certificate Youth Development Approach to Violence Prevention

LANGUAGES AND OTHER SKILLS

Khmer (proficient), Spanish (intermediate), Office, Photoshop, Illustrator, Stata, Social Media Sites, Drums

Fenix Charter School / Prospectus page 74

LORENA MARIA LOPERA 38 Dix St. # 2. Boston, MA 02122 · [email protected] · 772-342-5974

EDUCATION

Boston College Chestnut Hill, MA Applicant for Masters in Social Work

Boston College Chestnut Hill, MA Bachelor of Arts in Hispanic Studies, minor in International Studies, May 2008. Coursework included: Hispanic Literature, Intro to Business Law, Ethics, Globalization, Comparative Social Movements

WORK EXPERIENCE

Epiphany School Dorchester, MA Development Associate/ Graduate Support Associate Jan. 2012- Present  Administrative duties include but not limited to: Keet accurate records, organize materials, schedule meetings and provide information to the public  Development duties include but not limited to: Identify, cultivate and directly solicit foundation and  corporate funding prospects, develop detailed and competitive written proposals and project budgets, ensure accurate grant reporting to foundation and corporate supporters.  Write press releases and manage communications with media outlets.  Create and release monthly e-newsletters regarding noteworthy events around the school  Assist with updating social media and website  Create marketing materials—photo books, brochures, coffee mugs, etc.  Researching and establishing relationships with trade schools and other employment-related education and training/apprenticeship programs for Epiphany's older graduates.  Identifying and building partnerships with colleges and post-secondary academic programs that have a proven track record of providing an excellent education at an affordable price.  Assisting with outreach to Epiphany’s graduates in colleges, including school visits and assessments of needs and academic and career goals.  Creating and developing a Graduate Support playbook aimed at outlining resources available to Epiphany’s older graduates. This would be a living document and would be organized according to the categories of services we provide.  Reaching out to local and other graduate support professionals in order to identify some of the best practices that other organizations are employing in support of their older graduates.

La Vida, Inc Director of High School Program Nov. 2010-June 2011  Administrative duties included but not limited to: Kept accurate records, organized materials, scheduled meetings and guest speakers, provided information to the public  Development duties included but not limited to: Completed funder reports, facilitated site visits, wrote press releases and provided support for funding events  Organized and prepared monthly parent meetings providing information on college life and accessibility

Fenix Charter School / Prospectus page 75

 Developed curriculum for parent workshops relating to family role in student’s education  Recruited, interviewed and assessed students and families for participation in program  Guided a group of 47 students and families through the college admissions process, including preparation for SATs, FAFSA, college applications, scholarship searches and college visits.

Boston International High School Dorchester, MA Internship Coordinator Jan. 2010- June 2010  Scheduled and planned weekly meetings with group  Worked with recently immigrated high school students coordinating internship opportunities throughout Boston to provide hands on work experience  Guided and mentored students through internship process, providing workshops, leading meetings and conducting one on one check ins.

Boston College, Learning to Learn McNair (TRiO) Program Chestnut Hill, MA McNair Graduate Assistant Oct. 2009- May 2010  Organized and conducted workshops regarding how to succeed in college, applying to fellowships and monthly lunch meetings  Recruited and interviewed undergraduate students for participation in the McNair Scholars and MEP Programs.  Assisted in faculty recruitment for mentoring positions  Worked with undergraduate students in exploring post-graduate education options  Conducted one on one meetings with program participants

Sociedad Latina Roxbury, MA Community Organizer/ Youth Program Coordinator Aug. 2008- July 2009  Administrative duties included but not limited to: Created monthly calendars, mailed monthly newsletters, answered phone and provided information to the public

 Scheduled and organized meetings and events with community and civic leaders, including City

Councilors, State Representatives, and Boston Public School Committee members  Planned and organized community events around various topics, including anti-tobacco, green living and quality education for Boston Public Schools  Recruited, interviewed, hired and trained 15 Youth Community Organizers on job readiness, youth development, leadership and organizing skills to take on initiatives concerning their communities  Supervised work study students, volunteers and youth  Guided youth and families through understanding government processes so that they could shape and impact local policy  Collaborated with other youth serving organizations in the area to ensure youth voice was represented in the community

SKILLS Computer: Microsoft Word, Excel, PowerPoint, Outlook, Filemaker Pro, Adobe Photoshop CS2, Macintosh OS Language: Fluent in Spanish

Fenix Charter School / Prospectus page 76

JOANNA DAWN GALLAGHER 170 Oxford Street, Unit 401 | Lynn, MA 01901 | 209.277.6074 | [email protected]

EDUCATION

B.A. in History, Minors in Spanish and Bible May 2012 Gordon College, Wenham, MA

A.J. Gordon Honors Program—four year scholarship awarded for academics and leadership Alpha Mu Gamma—national foreign language honor society for students who maintain a GPA of 3.5 and have received no grade below a B in foreign language

EMPLOYMENT

Substitute Teacher March 2013-Present Lynn Public Schools, Lynn, MA

Substitute teach for Kindergarten through 5th grade classes

Project Coordinator July 2012-Present The Family Dinner Project, Watertown, MA

Coordinate volunteers from Gordon College in weekly lunch mentoring programs in 3 Elementary schools in Lynn Create and develop curriculum for lunch mentoring programs that cultivate children’s social language skills as well as their desire and capacity for family-style meals Schedule and facilitate Community Dinner Series and Parent Workshops with Lynn families

Teacher’s Assistant Academic Years 2009-2010, 2010-2011 Spanish Department, Gordon College, Wenham, MA

Craft Counselor July-August 2010 Hawthorne Valley Farm, Ghent, NY

Developed and taught Waldorf-inspired craft projects to children ranging in age from 7 to 11

TRAVEL

Colegio Moriah, San Pedro De Macorís, D.R. March 2011, 2012

Co-led team of Gordon College students for 2 service-learning trips to the Dominican Republic

Additional travel in Argentina, Uruguay, Spain, Mexico, Russia, Romania, Israel/Palestine, Austria, England, Ethiopia, and Swaziland for study, vacation, or service

References available upon request

Fenix Charter School / Prospectus page 77

MOHAMED ADAM 10 Codman Street Boston, Ma 02124 617-913-2948 Email: [email protected] Focus Areas: Education, And Youth Empowerment

EXPERIENCE

6/2010 -Present African School Project Independent School Development Consultant Creating two technical schools in East-Africa: Hargeisa Technical Academy and Mogadishu Polytechnic Institute.

8/2009 -5/2010 Somaliland Youth Association Hargeisa, Somaliland Youth Development, Director Organized complex academic development issues for local youth education organizations. Created after school programs, Managed and coordinated diverse community and neighborhood services. Coordinated youth employment programs. Created youth civic program for National Election Project.

9/2008 – 6/2009 Curley K-8 School Middle School Jamaica Plain, MA Math and Science – ELL Teacher Developed and implemented student centered lessons in all subject areas for a diverse group of sixth, seventh, and eight graders. Adopted lessons to meet individual needs by reviewing student’s backgrounds and learning needs through IEP’s. Participated and completed Pathway Special Education Seminars. Participated in grade level curriculum and team meetings, parent’s conferences, and IEP meetings.

1998–2006 Chelsea High School Chelsea, MA ESL/ELL and Bilingual Teacher, Grades 9-12

Math and Science Teacher Skills and Accomplishments Challenged and motivate students in a multicultural setting. Promoted effective involvement of parents regarding Chelsea Public Schools curriculum and standards. Observed, Assessed and Collected data from ESL/ELL students for BU ESL graduate program. Incorporated MCAS math preparation in the curriculum. Developed and presented several Professional Development activities (BU Cultural around Us Series) about Somalis and East African cultural awareness for the Chelsea Public Schools faculty and administration. Advised Multicultural Club in Chelsea High School Co-ordinate the yearly International Festival at Chelsea High School. Supported students that struggled academically in the Safety Net after School Program.. Mentor for Chelsea Institute for New Teachers (CINT). Served as a cooperative teacher to student teachers from Boston University, and Lesley University.

1989-1995 IFTIN Magazine New York, N.Y Co-Publisher/Editor Researched issues related to Somalis in the North America, and Horn of African Communities.

Fenix Charter School / Prospectus page 78

Co-sponsored and Assisted the International Congress of Somali Studies Conference at Holy Cross College, MA.

1993-1997 Global Athletics Agency Koln, Germany Manager/Owner Represented, assisted, and promoted 14 World Class Runners and track Teams from Africa, Asia, and West Indies. Scheduled seasonal activities, managed travelling and Visa applications

EDUCATION

M.A in Applied Linguistics with ESL Concentration University of Massachusetts, Boston, 2004 GPA: 3.70

B.A in Education/English and Biology Somali National University, College of Education. 1985

VOLUNTEER United Nations General Assembly 10/1986, New York. N.Y. Delegate Assistant

UNESCO World Cultures Conference 1997, New York. N.Y Tour Guide

LANGUAGES English, Somali, plus understanding of Italian, Spanish, and Arabic

Fenix Charter School / Prospectus page 79

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

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

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

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

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

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

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

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

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

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

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

Fenix Charter School / Prospectus page 80

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

EDUCATION:

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

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

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

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

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

MASSACHUSETTS CERTIFICATIONS:

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

LANGUAGES:

Fluent in English, Spanish, and Russian.

EXPERIENCE:

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

Fenix Charter School / Prospectus page 81

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

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

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

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

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

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

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

Fenix Charter School / Prospectus page 82

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

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

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

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

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

PROFESSIONAL ORGANIZATIONS:

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

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

Massachusetts Hispanic-American Association.

REFFERENCES:

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

Fenix Charter School / Prospectus page 83

MICHAEL LEO FITZGERALD

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

FACULTY APPOINTMENTS:

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

POSTDOCTORAL TRAINING:

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

EDUCATION:

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

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

Fenix Charter School / Prospectus page 84

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

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

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

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

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

Fenix Charter School / Prospectus page 85

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

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

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

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

Fenix Charter School / Prospectus page 86 lung phosphatidylglycerol. J Lipid Res. 2007, Properties of APOA-I Mutants Suggest Direct 48:621-632. Association between APOA-I Helices and ABCA1. Biochemistry 2004 Feb 24;43(7):2126- 21) Huang ZH, Fitzgerald ML, Mazzone T. 39. Distinct Cellular Loci for the ABCA1-Dependent and ABCA1-Independent Lipid Efflux Mediated 14) Fitzgerald ML, Morris AL, Chorni A, Mendez by Endogenous Apolipoprotein E Expression. AJ, Zannis VI, Freeman MW. ABCA1 and Arterioscler Thromb Vasc Biol. 2006 Jan; amphipathic apolipoproteins form high affinity 26(1):157-62 molecular complexes required for cholesterol efflux. J Lipid Res, 2004 Feb; 45(2):287-94. Epub 20) Okuhira KI*, Fitzgerald ML*, Sarracino DA, 2003 Manning JJ, Bell SA, Goss JL, Freeman MW. Purification of ABCA1 and associated 13) Fukumoto H, Deng A, Irizarry MC, Fitzgerald binding proteins reveals the importance of beta ML, Rebeck GW. Induction of the cholesterol 1-syntrophin in cholesterol efflux. J Biol Chem. transporter ABCA1 in central nervous system 2005 Nov 25;280(47):39653-64. cells by liver X receptor agonists increases secreted Abeta levels. J Biol Chem. 2002; 19) Kim WS*, Fitzgerald ML*, Kang K, Okuhira 277(50):48508-13. KI, Bell SA, Manning JJ, Koehn SL, Lu N, Moore KJ, Freeman MW. Abca7 null mice retain normal 12) Fitzgerald ML, Morris AL, Rhee JS, macrophage phosphatidylcholine and Andersson LP, MendezAJ, Freeman MW. cholesterol efflux activity despite alterations in Naturally Occurring Mutations in the Largest adipose mass and serum cholesterol levels. J Extracellular Loops of ABCA1 Can Disrupt Its Biol Chem. 2005 Feb 4; 280(5):3989-95. *co- Direct Interaction with Apolipoprotein A-I. J Biol first authors Chem 2002;277(36):33178-87

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

Fenix Charter School / Prospectus page 87

8) Fitzgerald ML, Reed GL. Rab6 is 2) Fitzgerald ML, Vora A, Grandgenett D. phosphorylated in thrombin-activated platelets Development of an acid-soluble assay for by a protein kinase C-dependent mechanism: measuring retrovirus integrase 3'-OH terminal effects on GTP/GDP binding and cellular nuclease activity. Anal Biochem. 1991;196:19- distribution. Biochem J. 1999;342:353-60. 23.

7) Reed GL, Houng A, Fitzgerald ML. Platelet 1) Vora A, Fitzgerald ML, Grandgenett D. secretory protein, a human unc-18c homologue Removal of 3'-OH-terminal nucleotides from that interacts with syntaxin 4 and is blunt-ended long terminal repeat termini by the phosphorylated in activated cells: implication avian retrovirus integration protein. J Virol. for triggered secretion in platelets. Blood 1999; 1990;64:5656-59. 93:2617-26.

6) Vora A, McCord M, Fitzgerald ML, Inman R, Grandgenett D. Efficient concerted integration Reviews: (4) of retrovirus-like DNA in vitro by avian 4) Fitzgerald ML, Mujawar Z, Tamehiro N. ABC myeloblastosis virus integrase. Nucleic Acids transporters, Atherosclerosis and Inflammation. Res. 1994; 22:4454-61. Invited review for the journal Atherosclerosis, 2010 Aug;211(2):361-70. 5) Fitzgerald ML, Grandgenett D. Retroviral integration: in vitro host site selection by avian 3) Fitzgerald ML, Moore KJ, Freeman MW. myeloblastosis virus integrase. J Virol., Nuclear hormone receptors and cholesterol 1994;68:4314-21. trafficking: the orphans find a new home. J Mol Med 2002;80:271-81. 4) Grandgenett D, Inman R, Vora A, Fitzgerald ML. Comparison of DNA binding and integration 2) Moore KJ, Fitzgerald ML, Freeman, MW. half-site selection by avian myeloblastosis virus Peroxisome proliferator-activated receptors in integrase. J Virol. 1993; 67:2628-36. macrophage biology: anti-inflammatory modulators? Curr Opin Lipidol 2001;12:519-27. 3) Fitzgerald ML, Vora A, Zeh B, Grandgenett, D. Concerted integration of viral DNA termini by 1) Reed GL, Fitzgerald ML., Polgar, J. Molecular purified avian myeloblastosis virus integrase. J mechanisms of platelet exocytosis: insights into Virol. 1992; 66:6257-63. the "secrete" life of thrombocytes. Blood 2000;96:3334-42.

Fenix Charter School / Prospectus page 88

CINDY E. RODRÍGUEZ www.cindyerodriguez.com | [email protected] 6 Washington Avenue, Cambridge, MA 02140 | 212-810-1100

EXPERIENCE

Emerson College Journalist-in-Residence. 8/2011 to present Teach classes in journalism to undergraduate and graduate students, incorporating traditional methods and digital technologies.

International Center for Journalists International Reporting Fellow, 2/2011 to 8/2011 Won a fellowship to travel to Jerusalem to do reporting on the crisis that exists among gay Orthodox men. My video and text stories were published on Time.com.

ABCNews.com Permalance Producer/Reporter, 10/2010 to present Produce several stories on the biggest issues each day, from entertainment news to international politics. Research, file, and post news stories and related sidebars utilizing SEO best practices.

The New York Times, The Huffington Post, Columbia Magazine Freelance writer, 11/2007 to present Wrote pieces on the intersection of immigration policy and culture for the New York Times At the invitation of Arianna Huffington, I blog about issues of the day for The Huffington Post. Wrote several 3,000-word profiles on scientists and theorists for Columbia Magazine.

The Detroit News Race Relations and Cultural Affairs Reporter, 5/2003 to 4/2007 Was the chief reporter for an award-winning series on the 40th anniversary of the 1967 Detroit riots. Developed multimedia pieces including audio slideshows and video packages.

The Denver Post Staff Columnist and Blogger, 5/2003 to 4/2007 Wrote an award-winning column on lifestyle, political and social issues that ran in newspapers across the country. Updated my blog daily, keeping a conversation going with readers.

The Boston Globe Immigration and Demographics Reporter, 5/2000 to 5/2003 Traveled throughout the country, covering issues relating to trends and issues shaping American life Humanized and explained the impact of U.S. immigration policy. Beat the New York Times and The Washington Post, my larger competitors, regularly. Covered the 9/11 terrorist attacks and continued to cover the aftermath for several months. General-Assignment Reporter, 9/1997 to 5/2000 Covered breaking news throughout Boston, New England and across the nation.

Fenix Charter School / Prospectus page 89

The Syracuse Post-Standard Youth Editor, 5/1994 to 8/1997 Planned, organized, and designed the pages of weekly teen magazine, hj. Oversaw and edited the work of a staff writer, two interns, and a team of 50 teen correspondents. Columnist and Urban Affairs Reporter, 4/1991 to 5/1994 Wrote an award-winning column on urban affairs issues while covering issues in the city Night General-Assignment Reporter, 6/1990 to 4/1991 During my time on the beat, I had more front-page stories than anyone else in the newsroom.

ACADEMIC POSITIONS

9/2010 to present Fordham University, New York, NY Adjunct Professor of Journalism, http://lincolnsquarenews.org is the hyperlocal website I created for the class.

1/2008 to 5/2009 New York University, New York, NY Adjunct Professor of Journalism Taught Journalistic Inquiry, infusing the curriculum with a multimedia approach

Fall 2008 Hunter College (CUNY), New York, NY Adjunct Lecturer, Film & Media Studies Taught Basic Reporting. My students all kept news blogs.

Spring 2005 Metropolitan State College of Denver, Denver, CO Adjunct Professor of Journalism Taught Introduction to Journalism and Mass Media

Fall 2002 Boston University, Boston, MA Adjunct Professor of Journalism Taught Newswriting and Reporting I

Fall 2001 Northeastern University, Boston, MA Adjunct Professor of Journalism Taught News Reporting and Writing

9/1993-9/1997 S.I. Newhouse Minority High School Journalism Program Director Syracuse Newspapers Syracuse, NY

OTHER TEACHING EXPERIENCE

Essay Writing Coach, NAACP ACT-SO, 1994-1997 Assignment Editor, The ASNE Reporter, 1993 and 2003 Editor, The Latino Reporter (NAHJ), 2000-2004

Fenix Charter School / Prospectus page 90

Co-editor of The Unity News, the conference newspapers of UNITY, 2004 and 2008 Mentor to dozens of aspiring journalists over the past two decades

EDUCATION

August 2010 Columbia University Graduate School of Journalism Master of Science in Journalism Digital Media Concentration

Summer 2008 Fordham University Graduate School of Education Post-Baccalaureate Coursework: Cognitive Psychology, Developmental Curriculum, Youth Literacy

May 1990 The City College of New York (CUNY) B.A. in English, graduated cum laude

FREELANCE WORK

Articles have appeared in dozens of newspapers and websites, including The Chicago Tribune, The Miami Herald, The Village Voice, Working Mother Magazine, The New York Times, Latina magazine, Vista magazine, and Neiman Reports, the magazine of the Neiman Foundation for Journalism at Harvard University.

BROADCAST APPEARANCES

Television appearances include “Inside Boston,” and occasional segments on “Boston Globe Reports.” Was a guest twice on “Visión,” a bilingual talk show broadcast in Massachusetts. Was a regular guest of “Revista Hispana,” all broadcasted on local channels in Boston, MA. Interviewed on several radio programs including “The Al Franken Show” on Air America.

SPEECHES/LECTURES

Guest lecturer, College Media Association, New York City, March 2011 Our Day on the Hill, February 2009, Topeka, KS Mistress of Ceremonies, ACE Tuition Program Fundraiser, Denver, CO Keynote speaker, Women’s Leadership Conference, Denver, CO Keynote speaker, Youth Mentoring Collaborative, Denver, CO Speaker, Get Out the Vote campaign, Denver, CO Keynote speaker, Media Diversity Day, University of Colorado at Boulder Keynote speaker, University of Arkansas high school journalism program Have given dozens of other presentations and speeches at colleges and high schools across the country.

VOLUNTEER WORK

Board Member and Coach, NAACP ACT-SO, 1994-1997 Girl Scout Troop Leader, Syracuse, NY, 1994-1997

Fenix Charter School / Prospectus page 91

Mentor to dozens of aspiring journalists over the past two decades

AFFILIATIONS

Committee Member, the James Aronson Award for Social Justice Journalism, 2008 to present Vice President-Print, National Association of Hispanic Journalists, 2006-2008 At-Large Officer, National Association of Hispanic Journalists, 2004-2006 Board Member, UNITY: Journalists of Color, Inc., 2007-2008 Lifetime Member, National Association of Latino Journalists Member, Online News Association Member, Society of Professional Journalists Member, National Association of Black Journalists

AWARDS

Salute to Excellence Award, NABJ for “Detroit's Racial Divide,” 2008 First Place Award, Best Serious Columnist 2005, Colorado Press Association National Press Foundation fellow, 2000 New York State AP Award for column writing, 1996

RELATED SKILLS

Adept at using Photoshop, Final Cut Pro, Audacity, SoundSlides, and several other multimedia applications; able to produce video and audio web content; knowledge of HTML, CSS, web design, and various content management systems; working knowledge of Flash CS4. Fluent in Spanish.

Fenix Charter School / Prospectus page 92

VIANNA ALCANTARA 1 Lindner Court Lawrence, MA 01841/ [email protected]/ 978- 902-4176

EDUCATION

Denison University, Granville, OH Bachelor of Arts in International Studies and Women’s Studies, May 2009 Awarded Posse Foundation Scholarship, 2005-2009

PROFESSIONAL AND MANAGERIAL EXPERIENCE

Lawrence Family Development Charter School Lawrence, MA June 2012- Present Alumni Coordinator Provide support to students transitioning to high school Maintain student database to determine long-term impact of school programming

Product and Clinical Education Intern Hologic, Inc, Bedford. MA July 2011- June 2012 Responsible for maintaining organizational databases Provide training confirmation to clients. Maintain organizational history of completed technical trainings on medical technologies. Compile resources for use by multi-site corporation. Manage correspondence, data entry and information for nationwide grant applications from women’s health non-profit organizations. Edit workshop and training materials targeting different areas in the medical field Research and merge supplemental material to aid in keeping the company up to date on cutting-edge research

Leadership Academy Middle School Director LA VIDA INC, Lynn, MA, June 2010-June 2011 Responsible for coordinating the implementation and development of middle school after school program. Developed curriculum Managed daily operations of program Coordinated Supplemental Education Services programming Developed and maintain a network of resources to enhance programing Conducted program tracking and evaluation Actively participate in team development Program Coordinator, Promoted after 2 months Responsible for coordinating the implementation and development of the after school program Supervised forty students (6th-8th grade) attending program Managed volunteers and four staff members. Identify local partners and resources to enhance coordination and program delivery. Maintained accurate student records of the program. Developed policies and procedures for effective operation of after school program Generated detailed written and oral reports for Executive Director and state contracts

Executive Assistant Provided overall support to Executive Director and programs staff, as needed. Promoted after 3 months.

Summer Director (2009) / Summer Assistant Director 2008-2009

Fenix Charter School / Prospectus page 93

LET’S GET READY, Lawrence, MA Overall coordination of summer SAT and college prep program including fundraising efforts, volunteer training and six college campus visits. Coordinated College Choice workshops Recruitedt: 60 Latino high school student participants, 10 college volunteers Monitored and tracked SAT test scores and college application materials for 55 high school students.

Bilingual Customer Service Representative MOORE STAFFING, Methuen, MA, 2008-2010 ALICARE MEDICAL MANAGEMENT, Salem, NH

Administrative Assistant GREATER LAWRENCE FAMILY HEALTH CENTER, Lawrence, MA

HONORS, AWARDS & RECOGNITIONS

Studied abroad School for International Training, Development Program, Kampala, Uganda, Fall 2007 Posse Foundation leadership development programs and opportunities, 2005-2009 Presenter: Innovation in the Service of Human Dignity Conference, at the University Of Notre Dame, 2008 Selected for: Denison Young Scholar Program, ten week funded research project on Militarization, Sexual violence and the continuum of Violence in Eastern Congo, 2007 Selected for: Denison Women’s Studies Fellow: Academic and Leadership Honor 2007-2009 Selected for: Nan Novik Award for Activism: Leadership, activism, and social justice award 2007

COMPUTER SKILLS: MicrosoftWord; MicrosoftOffice, Macintosh OS, PowerPoint LANGUAGES: Fluent in Spanish and English

REFERENCES Frank DeVito Toni C. King, Associate Provost Chief Executive Officer Denison University Fenix Charter School & Center for Innovative Schools phone: 740.587.8660 phone: 617.818.4939 email: [email protected] email:[email protected] Alethea Raybeck John Jackson, Director (Former) Site Director The Center for Black Studies Posse Foundation of Boston Denison University phone: 734.709.4844 phone: 740.587.6560 email: [email protected] Brenda Franks Academic Administrative Assistant Department of Education Denison University phone: 740.587.6250 email: [email protected]

Fenix Charter School / Prospectus page 94

MOISÉS PARK

Department of Languages and Linguistics 255 Grapevin Wenham, MA 01984 [email protected] Rd. Office Phone: (978) 867-4397 Cell Phone: (530) 220-2712

CURRENT VOCATIONAL AFFILIATION

Assistant Professor in Spanish (Tenure Track) August, 2010-now Department of Languages and Linguistics Gordon College, MA

EDUCATION

University of California, Davis Ph.D., Latin American Literature and Cultures June, 2010 Designated Emphasis: Critical Theory Dissertation Title: Figuraciones del deseo y coyunturas generacionales en la literatura y el cine post- dictatorial (Desire and Generational Conflicts in Post-dictatorial Literature and Film) Director: Dr. Michael Lazzara (Spanish) Committee members: Dr. Robert Irwin (Cultural Studies), Dr. Neil Larsen (Critical Theory)

University of Michigan, Ann Arbor Bachelor of Science, Spanish Literature, Minor in Biology May, 2003 Emphasis on creative writing, literary theory and psychology Recipient of University Honors for superior scholastic achievement

ACADEMIC INTERESTS 19th-21st Century Latin American literature (dictatorships and transitions), Critical Theory, Film Studies, Comparative Literature, Poetry, Cultural Studies, Trans-pacific Interactions, Orientalism, Korean diaspora in Latin America

CURRENT BOOK PROJECTS Ni Che, Ni Pinochet: Hacia el entendimiento político de la conciencia anárquica de la indiferencia (Towards a Political Understanding of Conscious Anarchic Indifference)

De América a Corea: Narrativas del papel latinoamericano en la Guerra de Corea (From América to Korea: Narratives of the Latin American Role in the Korean War)

TEACHING EXPERIENCE

Assistant Professor, Department of Languages and Literatures, Gordon College, Fall 2010-present

Fenix Charter School / Prospectus page 95

SPANISH 101, 102 – Beginning Spanish SPANISH 202 – Intermediate Spanish SPANISH 315 – Advanced Spanish Conversation: Cinema and Conversation SPANISH 371 – Latin American Cinema of the 21st Century SPANISH 371 – Latino literature SPANISH 493 – Coming of Age in Latin American Literature SPANISH 494 – Macondo and McOndo Literature SPANISH 494 – Chilean Poetry and Politics

Guest Cinema Lecturer, Department of Spanish, College of the Holy Cross, May, 2012

“Iniciación sexual y política en Machuca (2004)”

Associate Instructor / Literature Lecturer, Department of Spanish and Portuguese, UC Davis, 2009

Upper Division. SPANISH 151N – Contemporary Latin American Literature and Culture. Three 25-student classes. Led weekly discussions on texts by Juan Rulfo, Horacio Quiroga, José Pacheco, Jorge Luis Borges, Juan Rulfo, Juan José Saer, José María Arguedas, Gabriela Mistral and others. (Supervisor: Dr. Michael Lazzara)

Upper Division. SPANISH 151N – Introduction to Latin American Culture: Culture as a Resource. Weekly discussions on lecture. Led weekly discussions on literature and cultural studies by works by Oswaldo de Andrade, Menchú, Corky Gonzalez, Darío, Rodó, Asturias, José Vasconcelos, Martí, Mariátegui, Storni, Quiroga, Guillén, and other, as well as Latin American cinema, music and visual arts. (Supervisor: Dr. Robert Irwin)

Upper Division. SPANISH 173 – El cine latinoamericano. Guest lectured on contemporary Latin American film and graded papers. (Supervisor: Dr. Robert Irwin)

Associate Instructor / Lecturer, Department of Asian American Studies, UC Davis, 2010

ASA 001 – Introduction to Asian American Studies. Two 25-student classes. Weekly discussions on lecture. Survey on Asian American literature and representation of Asian Americans. Graded assignments, exams and papers. (Supervisor: Dr. Richard Kim)

ASA 002 – Contemporary Issues of Asian Americans. Two 25-student classes. Weekly discussions on lecture. Survey on Asian American literature and contemporary representation of Asian Americans. Guest lecture on Edward Said’s Orientalism, Asian American film and graded assignments, exams and papers. (Supervisor: Dr. Kieuh Lihn)

Guest Literature Lecturer, Department of Spanish and Portuguese, UC Davis, 2005-2009

“Indigenismo, inca cosmology and ‘Warma Kuyay (Amor de niño)’ by José María Arguedas”. 80-student class. Upper Division. SPANISH 151N – Contemporary Latin American Literature and Culture. Designed course syllabus, corrected assignments and lectured. (Supervisor: Dr. Michael Lazzara)

“Realismo Mágico, el boom y Jorge Luis Borges”. 75-student class. Upper Division. SPANISH 170 – Introduction to Latin American Culture: Culture as a Resource. (Supervisor: Dr. Robert Irwin)

Fenix Charter School / Prospectus page 96

“Indigenismo and in José María Arguedas”. 50-student class. Upper Division. SPANISH 159 – Latin American Identities: Utopias and Dystopias. (Supervisor: Dr. Michael Lazzara)

“Conflictos urbanos: Cine Latinoamericano contemporáneo”. 75-student class. Upper Division. SPANISH 173N – Latin American Films. (Supervisor: Dr. Robert Irwin)

“Central do Brasil: Urban and Rural Brazil”. 75-student class. Upper Division. SPANISH 173 – Latin American Films. Held office hours. (Supervisor: Dr. Robert Irwin)

Associate Instructor: Language Lecturer, Department of Spanish and Portuguese, UC Davis, 2005-2009.

Lower Division. Elementary Spanish Language: [First year - SPANISH 1, 2, 3]. Communicative approach. Lectured, wrote and evaluated examinations. (Supervisor: Norma López-Burton)

Lower Division. Intermediate Spanish Language: [Second year - SPANISH 21, 22]. Lectured, wrote and evaluated examinations. Prepared students for Upper Division courses in language, literature and culture. (Supervisor: Dr. Travis Bradley)

Lower Division. Advanced Spanish Language and composition: [Third year - SPANISH 23, 24]. Lectured, wrote and evaluated examinations. Prepare students for Upper Division courses in language, literature and culture with emphasis on composition, reading and film comprehension. Prepare students for literary analysis and criticism in Spanish. Analysis of novels La casa en Mango Street and Como agua para chocolate. Analysis of films Como agua para chocolate, El hijo de la novia, Ramo de fuego, Machuca and El norte (Supervisor: Dr. Celicia Colombi)

PUBLICATIONS

Books: Desire and Coming of Age in Contemporary Chilean Narrative and Cinema, Peter Lang Publishers: New York, 2012 (under review) Articles:

“Initiation to Limited Racial Atonement: Coming of Age in ‘Warma Kuyay’ (Child’s Love) by José María Arguedas”. Accepted. Forthcoming, 2012.

“Postmortem (2010): San Salvador Allende y la autopsia histórica”. Accepted. Forthcoming, 2012.

“Sexualization on the Oriental Ruins: Moreno-Durán’s Mambrú, the Colombian Battalion, the Korean War, Picasso and the (Marilyn) Monroe Doctrine” East Reads West; West Reads East. Cambridge Scholars: Cambridge, 2011.

“Postmortem. Chile. Dr. Pablo Larraín”, Chasqui, May 2011.

“Second Hand Orientalism: Kiltro, a Chilean-Korean-Palestinean Martial Arts Film ”. One World Periphery Reads the Other: Knowing the Oriental in the Americas and the Iberian Peninsula. Volume 2. Cambridge Scholars Press, 2009.

Fenix Charter School / Prospectus page 97

“Mambrú, novela sobre el Batallón Colombia en la Guerra de Corea: Memoria, erotismo y olvido en La doctrina Marilyn Monroe”, Brújula. 6.1 (2008)

RECENT PRESENTATIONS SCOLAS (Southwest Council of Latin American Studies) March 10-12, 2011 San Juan, Puerto Rico “Ni Che, ni Pinochet: Tony Manero de Chile (2010)”

3rd Conference on Orientalisms and the Asian and Arab Diasporas April 22-23, 2011 University of California, Merced “Sexualizing Oriental Ruins: Moreno-Durán’s Mambrú, Colombia, Korean War, Picasso and (Marilyn) Monroe Doctrine”

National Conference on Christianity and Literature – Ecology and Christianity October 22, 2011 Regis College, Weston, MA “Initiation to Limited Racial Atonement: Coming of Age in ‘Warma Kuyay’ (Child’s Love) by José María Arguedas”

NECLAS November 5, 2011 Dartmouth University, Hanover, NH “Machuca and Tony Manero: Chilean melodrama and psychological-crime-thriller as pedagogical filmic materials on the Chilean repression” (Novembre 12, 2011)

XVIII Biennial Louisiana Conference on Hispanic Languages and Linguistics February 16-18, 2012 Louisiana State University, Baton Rouge, LA “Postmortem (2010): San Salvador Allende y la autopsia histórica”

East Winds: East Asian Cinema and Cultural Crossovers March 2-4, 2012 Coventry University, UK “A Korean-Palestinean Martial Arts Confrontation in Santiago, Chile: 'Second Degree' Orientalism in Kiltro (2006), the First Chilean Martial Arts Film”

SCOLAS (Southwest Council of Latin American Studies) March 8-10, 2012 Miami, FL “Tres años para nacer, el testimonio de los niños como verdad vedada”

ACLA (American Comparative Literature Association) conference March 29-April 1, 2012 Brown University, Providence, RI “Dog Day Afternoon in Santiago, Chile, 1990: Sexual and Political Initiation in Johnny cien pesos”

Fenix Charter School / Prospectus page 98

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

EDUCATION

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

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

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

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

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

LANGUAGES

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

INTERNSHIP

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

POSTDOCTORAL TRAINING

Fenix Charter School / Prospectus page 99

Research Fellowship Depressive disorders and parental bonding. Supervisors: Dr. C. Vázquez/Prof. Dr. H. Lizardi Bellevue Hospital/Lehman College collaboration, New York 2004- 2005 LICENSURE

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

Licensed psychologist (New York State) License #017161 2007-present

CERTIFICATIONS

Board Certified Coach 2012-present

SHRM Essentials of Human Resource Management June 2012-present

HOSPITAL AND FACULTY APPOINTMENTS

Clinical Instructor New York University School of Medicine, Langone Medical Center, New York 2009-present

Psychologist Department of Psychiatry, NYU/Bellevue Hospital Center, New York 2005-present

Psychology Intern NYU/Bellevue Hospital Clinical Psychology Intern, New York 2003-2004

CLINICAL EXPERIENCE

Clinical Psychologist, Private practice, 2008-present Individual therapy for patients with diverse mental health needs including affective disorders, alcohol abuse, PTSD and relational issues Couples therapy Family therapy Mind-Body approaches for wellness

Fenix Charter School / Prospectus page 100

Clinical Psychologist/Consultant, RG Psychological Services, New York. 2009-present Psychological evaluations and individual therapy in Spanish, English, and French at long term care facilities

Staff Psychologist, Bilingual Treatment Program Clinic (BTP), Director: Yvette Caro, Ph.D., Bellevue, Hospital, New York, 2005-2008 Worked at a multicultural outpatient mental health clinic conducting psychological evaluations and psychotherapy in English and Spanish for patients of diverse cultural and socio-economic backgrounds Provided individual, group, couples, and family therapy Provided clinical supervision to undergraduate, graduate, doctoral, and postdoctoral students in training

Staff Psychologist, World Trade Center Healthcare Program, Director: Joan Reibman, M.D., Bellevue Hospital, New York, 2005-2008 Worked at a specialty clinic providing services to people affected by the events of September 11, 2001 (rescue and recovery workers, residents, volunteers, and day laborers who worked in the clean-up effort) Provided individual, group, couples, and family therapy Provided clinical supervision of master’s level and doctoral students in training Psychological evaluations to determine need for mental health services and substance abuse treatment Individual and group treatment for trauma, affective disorders, and substance abuse

Clinical Interviewer, World Trade Center Medical Monitoring Program, Director: Denis Harrison, M.D. NYU Medical Center, New York, 2004-2006 Worked at a specialty clinic evaluating rescue and recovery workers, volunteers, and day laborers who worked in the clean-up effort Psychological evaluations to determine need for mental health services and substance abuse treatment

Group Therapist (Art therapy group for female adolescents) Women 2 Be group Senior Therapist: Julie Duffy, M.A. Raw Art Works, Lynn, Massachusetts 2002-2003 Worked at a non-for-profit community based organization providing art therapy group treatment for a group of adolescents Worked on the coordination and organization of art exhibits

Head Therapist and Program Coordinator– Applied Behavioral Analysis (ABA) Home-based treatment program for children with autism spectrum disorders San Juan, Puerto Rico

Consultant/Supervisor: Samantha Marks, Behavior Analyst, 2000-2002 Worked as coordinator of the program and consultant to parents of children with autism spectrum disorders Hired and supervised staff that provided therapy to children Worked as a liaison between school, parents, doctors, and the treatment program

Therapist -Applied Behavioral Analysis (ABA)

Fenix Charter School / Prospectus page 101

Home-based treatment program for children with autism spectrum disorders San Juan, Puerto Rico Program Coordinator/Supervisor: Samantha Marks, Behavior Analyst 1999-2000 Provided one-on one treatment to children with autism spectrum disorders

CONSULTING AND COACHING EXPERIENCE

Coach IDOLOGY, New York CEO: Caroline McHugh New York Office Director: Hal Strickland 2009-present Worked providing executive coaching and professional training to employees of Goldman Sachs and Credit Suisse

Coach Michael Baldwin, Inc., New York 2011 CEO: Michael Baldwin Worked providing executive coaching and professional training to employees of Ralph Lauren

Columnist/Coach Huffington Post, Voces May 2012-present Write monthly column for Huffington Post website

Columnist/Coach AOL Latino November 2011-April 2012 Write monthly column for AOL Latino Salud website

Consultant/Coach Transdiaspora Network, New York April 2012-present Cultural health consultant

SPEAKING ENGAGEMENTS

Speaker/Trainer American Psychological Association and YMCA Partnership for Healthy Lifestyles Lecture series for 2011 developed by Dr. Celeste Rivera and Dr. Bornali Basu: One step closer to creating the Life you want: Goal setting for the New Year Say what you mean and mean what you say: Communication skills for improved relationships Meditations for relaxation Improve your health through the practice of positivity Sleep better

Fenix Charter School / Prospectus page 102

The art and science of self - love : learning how to give to yourself

TEACHING EXPERIENCE

Clinical Supervisor NYU-Bellevue Hospital Psychology Internship Program Supervision of undergraduate, graduate, doctoral, and post-doctoral students on their individual, group, couples, and family psychotherapy cases , 2005-present

Lecturer NYU/Bellevue Hospital Intern Didactic Seminar Lecture entitled “Treating Diverse Populations: Issues in Treatment with Latinos/as”, 2005-present

Director of the BTP Family Therapy Team/Seminar NYU/Bellevue Hospital Weekly seminar and one-way mirror live supervision of psychology interns, psychology externs and psychiatry fellows, 2006-2011

RESEARCH EXPERIENCE

Research Fellowship Depressive disorders and parental bonding Bellevue Hospital/Lehman College collaboration, New York Supervisors: Dr. C. Vázquez/Prof. Dr. H. Lizardi, 2004- 2005

Research Assistant Spiritually-informed group intervention for patients with social anxiety Danielsen Institute at Boston University, Boston, Massachusetts Research seminar conducted by Kenneth Pargament, Ph.D., Carrie Doehring, Ph.D., and Nancy Devor, Ph.D., 2002-2003

Research Assistant HIV-AIDS Latino/a Research Training Program (PAIVS) PI: Irma Serrano-García, Ph.D. and José Toro-Alfonso, Ph.D. University Center for Psychological Services and Research University of Puerto Rico, Río Piedras, 1999

Research Assistant VOCES, research project on HIV prevention with heterosexual women PI: Irma Serrano-García, Ph.D. University Center for Psychological Services and Research University of Puerto Rico, Río Piedras, 1998

Research Assistant Research Project on the Corse Immigration to Puerto Rico in the 19th century PI: Nydia Lucca, Ph.D. Servicios Científicos y Profesionales, San Juan, Puerto Rico, 1997-98

Fenix Charter School / Prospectus page 103

MAJOR COMMITTEE ASSINGMENTS

Intern Selection Committee NYU/Bellevue Clinical Psychology Internship Program, New York, 2005-2008

Latino Mental Health Conference Organizing Committee NYU Medical Center, New York, 2007

AWARDS AND HONORS

Graduate Honors Scholarship, University of Puerto Rico, 1999-2005

Dean’s Award as Most Distinguished Psychology Student of the Class of 1998, University of Puerto Rico 1998

Summa Cum Laude – B.A. University of Puerto Rico, 1998

Nomination and invitation to join the Golden Key National Honor Society, 1997

National Dean’s List, 1997

Undergraduate Honors Scholarship, University of Puerto Rico, 1995-97

Tufts University Dean’s List, 1993-94

PROFESSIONAL AFFILIATIONS AND LEADERSHIP ROLES

Institute of Coaching Professional Association (ICPA) Affiliate 2010-present

Association of Hispanic Mental Health Professionals (AHMHP) Board of Directors, Secretary 2007-2009 Member 2005-present

American Psychological Association (APA) Member 2001-present

Asociación de Psicología de Puerto Rico (APPR) Member 1996-present

American Psychological Association of Graduate Students (APAGS) Member 2001-2005

Asociación de Estudiantes de Psicología, University of Puerto Rico Board of Directors, Senior Vocal 1997-98

Fenix Charter School / Prospectus page 104

ADDITIONAL TRAINING EXPERIENCE

Coaching in Medicine & Leadership Mental Health Association of New York City, September 2009, September 2010, October New York 2011 October 2003 Harvard Medical School, Boston Advanced Rorschach: Scoring and Psychodrama Training Group Interpretation Psychodrama Training Institute of New York Rorschach Workshops, Comprehensive System, 2004-present Boston, MA June, 2003 WAIS-IV Training Seminar October 2008 Rorschach Tutorial Bellevue Hospital, New York Rorschach Workshops, Comprehensive System, Ashville, NC Intensive Short-Term Dynamic Psychotherapy June, 2002 Training Program (ISTDP) Bellevue Hospital Center Psychodrama Introductory Seminar 2003-2010 San Juan, Puerto Rico 2002 Structured Clinical Interview for DSM-IV- TR Axis I Disorders (SCID I) and Structured Clinical Dealing with Religious and Spiritual Issues in Interview for DSM-IV- TR Axis II Disorders (SCID Psychotherapy Workshop II) APA 109th Annual Convention, San September 2004, New York Francisco, CA August, 2001 WISC-IV Training Seminar November 2003 Critical Incident Stress Magement (CISM) Bellevue Hospital, New York Seminar San Juan, Puerto Rico Traumatic Grief Seminar December, 2001

PROFESSIONAL PRESENTATIONS

Rodríguez, M.A., Rivera-Toro, E. C., Matte, L, & DeSollar, A. (2008). A Culturally Competent Approach to a Mind and Body Intervention in Group Psychotherapy for Latinos. Poster presentation at the Second Annual Latino Mental Health Conference. NYU Langone Medical Center, New York.

DeSollar, A., Rivera-Toro, E. C., Matte, L., & Rodríguez, M.A. (2008). Group Psychotherapy Mind/Body Intervention for Spanish-speaking Population: Lessons Learned. Poster presentation at the American Psychological Association 116th Annual Convention. Boston, Massachusetts.

Rivera-Toro, E. C., & Reyes, M. (2006). Overview of World Trade Center (WTC)-associated social and mental health problems. Oral presentation at the symposium of the WTC Health Impacts Treatment Program, Bellevue Hospital Center.

Fenix Charter School / Prospectus page 105

Rivera-Toro, E.C., Lizardi, H., & Scharrón del Río, M.R. (2006). Childhood experiences, Early Maladaptive Schemas, and Depression in Latina Students. Poster presentation at the 114th Annual Convention of the American Psychological Association at New Orleans, Louisiana, August 2006.

Rivera-Toro, E. C., & Scharrón del Río, M. R. (2002). El Mito de la Bruja: Imágenes, Historias y Subjetividades. Oral presentation at the forum Psicología en Otro Medio, at the II Feria de Tecnologías y Educación, Facultad de Educación, University of Puerto Rico, Río Piedras.

ONLINE PUBLICATIONS

Rivera, E.C. (2012). Cómo fortalecer la confianza en ti mismo. Online monthly column. Huffington Post, http://voces.huffingtonpost.com Rivera, E.C. (2011). Cómo fortalecer la confianza en ti mismo. Online monthly column. AOL Latino Salud, http://salud.aollatino.com

PUBLICATIONS

Basu, B. & Rivera, E.C. (2009). Mind Body Approaches for Healthy Weight Management: Psychological Interventions that Promote Success. NYSPA Notebook, November/December 2001, 21 (6), 14-15.

Diaz, N., Lizardi, H., & Rivera, E.C. (2008). The Relationship Between Parental Bonding and a Lifetime History of Major Depressive Disorder in Latino College Students. Journal of Ethnic & Cultural Diversity in Social Work, 17 (1), 21-36.

ABSTRACTS

Rivera-Toro, E. C., & Trujillo, M. (2008). Latinos at the World Trade Center site: Psychological symptoms 7 years after the September 11th attacks. Accepted abstract for the Critical Research Issues In Latino Mental Health Treatment of Latinos with Mental Disorders: Conceptual and Empirical Approaches. Santa Fe, New Mexico.

DeSollar, A., Rivera-Toro, E. C., Matte, L., & Rodríguez, M.A. (2008). Group Psychotherapy Mind/Body Intervention for Spanish-speaking Population: Lessons Learned. Accepted abstract for the American Psychological Association 116th Annual Convention. Boston, Massachusetts.

Rodríguez, M.A., Rivera-Toro, E. C., Matte, L, & DeSollar, A. (2008). A Culturally Competent Approach to a Mind and Body Intervention in Group Psychotherapy for Latinos. Accepted abstract for the Second Annual Latino Mental Health Conference. NYU Langone Medical Center, New York.

PODCASTS

Rivera-Toro, E. C., & Basu, B. (2011). Mindfulness and Weight Management New York State Psychological Association (NYSPA) ”Psychology and You” Public Education Program.

REFERENCES

Fenix Charter School / Prospectus page 106

Manuel Trujillo, M.D., Director of the Public and Global Psychiatry Program, NYU School of Medicine, 550 First Avenue, Psychiatry Floor 3, Room HN317 Milhauser Labs, New York, NY 10016 Email: [email protected] Phone: (212) 758-3153

Yvette Caro, Ph.D., Director of Queens College Psychological Center, Department of Psychology, Queens College CUNY, New York11367,

Email: [email protected] Phone: (718) 570-0359

Fenix Charter School / Prospectus page 107

MICHAEL P. FAHEY 224 Hanover St. Apt. 14 Boston, Massachusetts 02113 Home: (402) 697-9085 Mobile: (402) 881-1339 [email protected]

OBJECTIVE My objective is to obtain a valuable experience by working with talented professionals in a comprehensive design environment. I will passionately contribute skills learned from my education and previous work opportunities as a member of a design team.

SKILLS Rhinoceros Autodesk Revit Architecture Autodesk AutoCAD Google SketchUp Adobe Design Suite CNC Routing Machine Operation Laser Cutter Operation Proficient at Reading, Writing, and Speaking German

EDUCATION University of Kansas School of Architecture, Design and Planning Fall 2007 – Spring 2013 Master of Architecture German Minor Member of the American Institute of Architecture Students Member of the National Society of Collegiate Scholars Member of the Order of Omega Honors Society Global Awareness Program Certification with Distinction

University of Stuttgart School of Architecture and Urban Planning Stuttgart, Germany Fall 2010 - Summer 2011

International Cultural Institute Vienna Vienna, Austria Summer 2010

WORK HISTORY Paul Lukez Architecture Designer Somerville, Massachusetts January 2013 - Present Project Manager for residential projects in the Boston area, responsible for all phases of design and construction administration. Member of the design team for small-scale commercial projects.

Fenix Charter School / Prospectus page 108

Architecture-Studio Intern Architect Beijing, China Office September 2012 - December 2012 Participated in schematic design, design development and marketing for museums and large-scale, mixed-use developments, including international competitions and local design projects.

HDR Architecture, Inc. Intern Architect Omaha, Nebraska Office Summer 2012 Worked primarily on schematic design, design development and marketing for healthcare related projects. Volunteered as a member of a design/build team, constructing a dining pavilion, which was featured at a local fundraising festival.

Fabrication Shop Supervisor Lawrence, Kansas Summer 2011 - Spring 2012 Operator and lab technician in the woodshop, CNC routing and laser cutting facilities for the University of Kansas School of Architecture, Design and Planning

Revelations Architects/Builders Corporation Intern Architect Steven’s Point, Wisconsin Summer 2009 Member of the design/build team, involved in design, construction, and marketing. Our prototype for the Experimental Dwelling for a Greener Environment (The E.D.G.E.) received an AIA Small Building Award and has been widely published.

Blackstone Lawn, Landscape, and Design Omaha, Nebraska Summer 2009 In-house Landscape designer/drafter for residential and small commercial projects

Midlands Development, Inc. Omaha, Nebraska Summer 2008 Worked in a variety of rolls including in-house design/drafting, light construction, light mechanical repair and real estate management and renovation. Designed the John Deere of Bennington, Nebraska regional sales building.

VOLUNTEER Freedom By Design - Design Team Captain ACTIVITIES Worked on the design and fabrication of projects improving the accessibility of homes for handicapped members of the local community.

Fenix Charter School / Prospectus page 109

Swim Team Coach Spring 2007 Volunteered as a swim team coach and classroom assistant at the Madonna School for Disabled Children. Accompanied the swim team as they competed in the Special Olympics.

Operation Others For the past 14 years, participated in preparing and delivering food to needy families in the Omaha, Nebraska area during the Christmas season.

ACHIEVEMENTS 2012 -Recipient of the Global Awareness Program Certification with Distinction, awarded to students who have demonstrated a heightened degree of global engagement through their academic coursework, experiences abroad and co- curricular involvement - Recipient of a Center for International Programs Scholarship - Recipient of a University of Kansas Foreign Study Scholarship

2011 -Two-time recipient of the Baden-Württemberg-Stipendium, awarded to students who want to extend their academic and intercultural competence through a study and research period in Baden-Württemberg, Germany -Recipient of the Larry D. and Donna Manning Horner Study Abroad Scholarship from the University of Kansas Office of Study Abroad -Recipient of the Donald P. Ewart Memorial Traveling Scholarship from the University of Kansas School of Architecture and Urban Planning

2010 -Inducted into the Order of Omega honor society

2009 -Recipient of the Athina Kambouri Barr-Kumar Award for exceptional promise in architectural graphics and design

2008 -Inducted into the National Society of Collegiate Scholars

2007 -James Canfield Scholar certificate of recognition - University of Nebraska, Lincoln -Omaha Education Association Scholarship, awarded to a student who has made outstanding achievements as a student in high school and who shows promise of the qualities, traits, and attitudes, which are basic to success in becoming an active and contributing member of society. -Recipient of a Magis Award for pursuit of excellence in becoming a man committed to helping others, Creighton Preparatory High School

Fenix Charter School / Prospectus page 110

-Architecture Computer Graphic Design, Southwest Iowa Eastern Nebraska Juried Competition Winner -Outstanding Senior in Architecture: Architectural Design and Special Service Project, Creighton Preparatory High School -Outstanding Achievement in Architecture, Creighton Preparatory High School -Outstanding Achievement in Computer Graphics, Creighton Preparatory High School

2006 -Eagle Scout – Eagle project involved renovating an inner-city school gymnasium

INTERESTS Humanitarian Design Solutions, Globalized Practice, Materials Research

Fenix Charter School / Prospectus page 111

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

EDUCATION

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

Miami University, Oxford, OH Bachelor of Environmental Design

WORK EXPERIENCE

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

TEACHING EXPERIENCE

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

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

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

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

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

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

Fenix Charter School / Prospectus page 112

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

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

Fenix Charter School / Prospectus page 113

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

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

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

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

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

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

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

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

Fenix Charter School / Prospectus page 114

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

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

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

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

Fenix Charter School / Prospectus page 115

KIM WEBSTER

20 Ashley Street, #1 Jamaica Plain, MA 02130 917-520-5312 [email protected]

PROFESSIONAL EXPERIENCE

Playworks, Boston, MA, 7/09-7/12 Program Director

Directed school-based youth development program for 14,000 low-income elementary students Increased school contracts by 45% in three years Recruited, hired and supervised staff of 37 trainers, program managers, and program coordinators Managed $800,000 in annual contracts Guided strategic planning process Conducted 100+ professional development workshops at schools and community organizations

Program Manager, 2/06-6/09

Launched local branch of national program in collaboration with executive director Managed nine full-time program coordinators Administered a National Direct AmeriCorps grant

Center for the Urban Environment Brooklyn, NY, 2/05-5/06 Manager, Development & Public Affairs

Targeted public and private funding sources aligned with program goals Spearheaded several funding proposals, securing $850,000 for environmental education initiatives Created marketing materials and reports for funders

Union Square Partnership at Washington Irving High School New York, NY, 8/04-2/05 In-School Program Manager

Directed all aspects of a school-based mentoring program serving 400 urban high school students Recruited and coordinated 150 volunteers for math tutoring and mentoring programs Managed college access program for seniors in partnership with Cleary Gottlieb law firm

Program Associate, 8/03-8/04

Assisted in coordinating all aspects of a 21st Century Community Learning Center program Designed and piloted two academic enrichment summer programs for 120 high school students

SCHOOL LEADERSHIP HIGHLIGHTS

Designed a plan for a community service themed middle school; worked with 50 principals on strategies for school climate and wellness; led professional development workshops for high school educators; wrote an interim assessment handbook; conducted formal classroom observations using the Massachusetts educator evaluation framework; wrote a family engagement action plan; coached a first-year teacher.

Fenix Charter School / Prospectus page 116

EDUCATION Harvard Graduate School of Education Cambridge, MA Master of Education, School Leadership Program 8/12-5/13

Boston University, School of Management Boston, MA Certificate in Nonprofit Management and Leadership 10/11-5/12

Cornell University / Ithaca, NY / Bachelor of Arts in Anthropology 1/99-1/03

Fenix Charter School / Prospectus page 117

ADRIA MURRELLE SMITH Aborn st #1-102 | Peabody, MA 01960 Phone: 978-587-5250 | E-mail: [email protected]

EDUCATION

University of Massachuetts Lowell, 2012 – Present Lowell, MA Currently 13 credits toward Master of Music Education / GPA 3.9

Berklee College of Music, 2001 Boston, MA Bachelor of Music Arrangement and Composition

University of Madison Wisconsin, 1997 Madison, WI Bachelor of Science

PROFESSIONAL EXPERIENCE

Marblehead Community Charter School, January 2012 - present Marblehead, MA

Arts and Music Director Teach concert, jazz band, choir, within integrated arts curriculum connected to core academic subjects Coordinate integration of arts curriculum within core academic subjects Develop project-based curriculum that integrates arts with academic subjects.

Marblehead School Of Music, Summer 2007 Marblehead, Massachusetts

Music Instructor Provided lessons in piano, voice, and clarinet

References Upon Request

Fenix Charter School / Prospectus page 118

MARK S. KAMPERT 76 Fifth Street #1, Cambridge, MA 02141 724.570.2109 | [email protected]

PROFESSIONAL EXPERIENCE Youth Development Org., Inc., Lawrence, MA Jun 2013 – present Executive Director

Youth CITIES, Andover, MA Nov 2012 – May 2013 Project Director

Edvance Foundation, Boston, MA Jan 2012 – Oct 2012 Assistant Project Director

U.S. Peace Corps in Namibia Nat. Institute for Ed. Development (NIED) Jan 2009 – Jan 2010 Education Officer

Computers for Kavango Dec 2007 – Jan 2010 Founder and Director

Andara Combined School Jan 2007 – Dec 2008 Teacher/Project Manager

EDUCATION

MITx, May 2013 Certificate, Challenges of Global Poverty edX Online Courses

Duquesne University - Pittsburgh, PA, July 2011 MBA, Concentration in Sustainability, cum laude International study trips to Germany and Scandinavia

Bucknell University - Lewisburg, PA, May 2006 B.S. Mathematics; B.A. Classics, cum laude Study abroad semester in Rome, Italy

AWARDS & RECOGNITION Student Graduation Speaker Selected by classmates for MBA Sustainability Class of 2011

Peace Corps Fellowship Established after-school group for youth interested in technology and green jobs

Living Our Values Award Selected by Duquesne faculty for academic excellence and service to others

Fenix Charter School / Prospectus page 119

JFK Award, Peace Corps Namibia Peer-elected for service exemplifying President Kennedy’s vision

OTHER HIGHLIGHTS • Member, Advisory Council for Bicycles Against Poverty • Contributor, Cambridge Innovation Center’s weekly Venture Cafe • TEFL/TESOL-Certified teacher, Interlingue School of Languages in Rome, Italy • Eagle Scout, Boy Scouts of America

Fenix Charter School / Prospectus page 120

CURRICULUM SCOPE AND SEQUENCE FOR GRADES 5 TO 12

Fenix Charter School / Prospectus page 121

Grade 7 MATH INTEGRATION III SCIENCE INTEGRATION III SOCIAL STUDIES ENGLISH LANGUAGE ARTS Theme: Patterns Theme: Patterns INTEGRATION III INTEGRATION III Key Standards/Skills: Key Standards/Skills: Theme: Patterns Theme: Patterns Ratios and Proportional Physical Sciences: Visible Key Standards/Skills: Key Standards/Skills: relationships: Analysis of vs. non-visible particles Power & Authority: Types Reading: Analyze, proportional relationships (atoms), types of simple of governing bodies in interaction of individuals, Expressions and Equations: chemical reactions, force, Ancient civilizations and events, and ideas Algebraic expressions and energy, Medieval/Renaissance Texts: equations Life Sciences: Organism periods Writing: Summaries and Geometrical thinking: development (life cycle), Philosophy & Beliefs: observations, explanatory Three-dimensionality simple ecosystems, Greek, Roman, Middle texts with topic, relevant Statistics and Probability: heredity Eastern, and Asian facts, arguments, and Evaluate probability models Earth/Space Sciences: philosophies; Rediscovery domain specific vocabulary Explain models for of humanist ideals during development of stars and Renaissance planets, orbits, earth Culture & Language: Art, systems (ecology) architecture, and music Engineering/Technology: Interaction People & Designing models and Environments: Impact of testing empires on communities Economies: Emergence of global trading and commerce Technology & Innovation: How architecture reflect core values Grade 8 MATH INTEGRATION IV SCIENCE INTEGRATION IV SOCIAL STUDIES ENGLISH LANGUAGE ARTS Theme: Systems Theme: Systems INTEGRATION IV INTEGRATION IV Key Standards/Skills: Key Standards/Skills: Theme: Systems Theme: Systems Expressions and Equations: Physical Sciences: Key Standards/Skills: Key Standards/Skills: Radicals, and linear Identify atoms and pure Power & Authority: Reading: Determine equations substances, types of Emergence of U.S. as important ideas, cite Geometrical thinking: chemical reactions, laws global power textual evidence and draw Pythagorean theorem, of force, energy Philosophy & Beliefs: inferences cylinders, cones, spheres Life Sciences: Organism Manifest destiny, John Texts: Statistics and Probability: development (life cycle), Winthrop’s “City on a Hill” Writing: Research reports, Analyze patterns of simple ecosystems, Culture & Language: explanatory texts with bivariate data heredity Interaction People & topic, relevant facts, Earth/Space Sciences: Environments: Impact of arguments, and domain Explain models for globalization specific vocabulary development of stars and Economies: Rise of planets, orbits, earth banking, stock market, systems (ecology) capitalism, communism, Engineering/Technology: and socialism Designing models and Technology & Innovation: testing Industrial inventions

Fenix Charter School / Prospectus page 122

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

Fenix Charter School / Prospectus page 123

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

Fenix Charter School / Prospectus page 124

PROVEN PROVIDER INFORMATION SHEET REQUIRED SUBMISSION WITH PROSPECTUS

This form is required for applicants applying as proven providers in districts that have performed on the Massachusetts Comprehensive Assessment System (MCAS) in the lowest 10 percent statewide for two consecutive previous years and where the 9 percent net school spending cap has been or is expected to be raised. Applicants, or a provider with which the applicant group proposes to contract, must meet the definition and qualifications of proven provider as outlined in 603 CMR 1.00.

The applicant must submit evidence satisfactory to the Commissioner to demonstrate a significant management or leadership role at a school or similar program that is an academic success, a viable organization, and relevant to the proposed charter. The Commissioner will make this proven provider determination after the conclusion of the prospectus stage and prior to the due date of the final applications. The timing for this determination will be based on the availability of current year MCAS testing data.

Please check the category of proven provider that best reflects the applicant group:

Category 1: Two or more persons who had primary or significant responsibility serving, for at least five years, in a leadership role in a public school or similar program that has a record of academic success and organizational viability.

Category 2:  A non-profit education management organization, in operation for at least five years, that has a record of academic success and organizational viability; or  A non-profit charter management organization, in operation for at least five years, that has a record of academic success and organizational viability.

Category 3:  The board of trustees of an existing charter school that has a record of academic success and organizational viability.

Category 4: If the applicant proposes to contract with a proven provider with a record of academic success and organizational viability, check one of the following:  An education management organization;  A charter management organization; or  A school support organization.

Name of Person(s) or Organization: THE BIG PICTURE COMPANY dba: BIG PICTURE LEARNING

Primary Contact Person: M.R. BREZLER, COO/CFO

Address: 325 PUBLIC STREET

City: PROVIDENCE State: RI Zip: 02905

Fenix Charter School / Prospectus page 125

Daytime Tel: (401) 447-5062 Fax: (919) 573-0787

Email: [email protected]

Qualifications to Achieve Proven Provider Status

All proven provider applicants must submit evidence satisfactory to the Commissioner that demonstrates that the proven provider has significant management or leadership experience with a school or similar program that is an academic success, a viable organization, and relevant to the proposed charter. For applicants with a current or previous relationship to a Massachusetts public school, the Commissioner may consider all information related to such school’s performance, including evaluations in connection with each renewal of its charter.

The criteria listed below define the basis on which proven provider status will be assessed. All applicable criteria must be addressed in alignment with at least one category chosen above.

Category 1 ONLY: A. Describe in detail, the individuals' roles and responsibilities at the successful school(s) or program(s). Please attach resumes and any additional documents that provide evidence to support the individual’s roles and responsibilities at the successful school(s) or program(s). Include evidence to link the proposed proven provider’s roles and responsibilities to the success of the school or program. Information may include resumes of individuals or documentation to support organizational success.

Categories 2, 3, and 4: A. Provide evidence of the qualifications of the proposed proven provider, including the proposed proven provider’s roles and responsibilities in the successful school(s) or program(s) or the school support organization’s role in successful schools or programs. Include evidence to link the proposed proven provider’s roles and responsibilities to the success of the school or program. Information may include resumes of individuals or documentation to support organizational success. Fenix Charter School’s proposed design components correlate to Big Picture Learning’s (“BPL”) three foundational design principles: relevance, relationships, and rigor. Learning is based on the interests and goals of each student; curriculum must have real-world application; and abilities are authentically measured by the quality of work. BPL configures these components in a highly innovative school structure and culture focused on a personalized program of study that addresses each student's academic and career interests. An independent evaluation conducted for the Gates Foundation by the American Institutes for Research in 20061 identified the BPL design as one of three highly successful school designs based on student performance and on its ability and capacity to scale. All but three2 of the 60 schools started by BPL are still operating and are part of the BPL School Network. The William and Flora Hewlett Foundation selected BPL because of its deeper learning pedagogy, which has been credited for exemplary achievement in comparison to local district averages. For example, BPL attendance averages nationwide are well above 90% and graduate rates nationwide are higher than 92%. Specific examples

1 American Institutes for Research (2006, August). Evaluation of the Bill & Melinda Gates Foundation's high school grants initiative: 2001-2005 final report. Retrieved from http://www.gatesfoundation.org/learning/Documents/Year4EvaluationAIRSRI.pdf 2 None of the three schools were closed because of poor academic performance. Fenix Charter School / Prospectus page 126 of success include the MET East in Camden, NJ and the MET in Providence, RI, both of which perform 50% higher than the respective districts in math proficiency and have a reading proficiency above 84% and 89% respectively. Moreover, both schools have above a 98% college acceptance rate.

Among the most compelling demonstrations of BPL’s long-term success is the percentage of students who graduate high school, achieve college acceptance, attend postsecondary, and move successfully toward college graduation. In a recent survey of BPL’s MET school in Providence, since 2000, 95% of graduates have been accepted into college programs (98% as of 2010) and of those students, 75% attend college and 78% either graduate or are still attending college. Most students are the first in their family to attend college, demonstrating that BPL performs well above the national average of college graduation rates for first-time college goers of 54.1%.3

An evaluation of BPL’s 7 California schools4 indicates that BPL dropout rates were substantially lower, graduation rates were higher, and academic performance was better than comparable high schools in the respective districts. A recent study (December 2012) conducted by MPR Associates on the graduates of three BPL schools in California found that the college attendance, college persistence (from freshman to sophomore year), and college graduation rates exceeded those of the general population of similar students (i.e. those with a minority population exceeding 50%) and in some cases rates exceeded the national average for all populations, a major accomplishment given the additional challenges faced by low-income and IEP students. For example, the persistence rate at the three BPL schools surveyed averaged 6 points higher than the national average among all populations.5

All BPL schools share key design components that will serve as the core of Fenix Charter School. The proposed school will use the BPL design adaptations employed by the San Diego Met because of its exceptional performance meeting California’s state standards both in absolute terms and in comparison to similar demographic populations of students. The San Diego Met has won numerous commendations, is a Blue Ribbon school and is one of California’s best high schools. The San Diego Met’s first graduating class (2008) had a 100% pass rate on the CAHSEE, 98% completion of the state’s A-G requirements and 98% of its first graduates attending a two or four year college or university. The school also matched or surpassed its API/AYP targets every year since 2004 and in 2008 received the California Distinguished School Award. While emulating the Big Picture San Diego MET, The Academy will also include the STEAM focus, elements of which can be found at other NYC BPL schools like the Bronx Guild High School. BPL has become a nationally recognized pioneer of STEAM-focused learning.

Key Design Components for Learning: A consensus is emerging among leading researchers and practitioners on the essential elements necessary to close the achievement gap. These elements— BPL’s core design features—are most frequently cited for materially contributing to enhanced achievement and long-term success:

Personalized Curriculum Design will customize a learning program for each student that fulfills the Common Core State Standards (CCSS), meets Massachusetts’ academic and graduation requirements and the requirements for a STEM-distinguished diploma. Such customized learning housed in a small school environment amounts to a “career academy” for each student. (Dweck, 2006; Erikson, 1968; Gustavson, 2007; Levine, 2002; Pink, 2009; Sarason, 2006).

3 National Student Clearinghouse Research Center. 4 Day, N. (2010, July). Big Picture Schools in California: An analysis of outcomes using California Department of Education “Data Quest” information retrieval service. University of Melbourne. 5 MPR Associates (December 2012). Big Picture Learning: High School Alumni Report. Berkeley, CA. Fenix Charter School / Prospectus page 127

Advisory Structure will be employed by Fenix Charter School ensuring every student is part of small advisory groups of approximately 18 students that progress as a cohort with the same advisor for four years, during which time peer critique and support are constantly modeled and expected. Through small advisories, students will get to know one adult well who will guide the personal learning plans for each student and four-year development (Van Ryzin, 2009). Applied Learning will challenge students to apply their academic skills and understandings to real- world problems through individual and small group projects (Berryman, 1993; Brown & Vaughan, 2009; Coyle, 2009; Gustavson, 2007; Sennett, 2008). Project-based Learning will be focused on each student's interests providing a context and structure for integrating academic, technical, and career skills into holistic learning opportunities (R. Berger, 2003; Boss & Krauss, 2007; Levine, 2002; Trilling & Fadel, 2009). Learning Through Internships (LTIs) will provide students opportunities to learn outside of the school, in settings where they can observe and work with adults addressing real-world problems and challenges. (Bailey, Hughes, & Moore, 2004; Blustein, 2006; Christensen, Horn, & Johnson, 2008; Halpern, 2009; Pink, 2009; Resnick & Wirt, 1996). Integrated (Embedded) Academics will ensure academic achievement with deep emphasis on literacy and numeracy skills. Students will work in classes, small groups, and in one-on-one tutoring sessions including online learning. (Jacobs, 2010; Lesgold, 2009). Performance Based Assessments, in addition to traditional assessments, will be employed to measure progress and ensure data-driven instruction. Such assessments include exhibits of work and learning on individual and group projects, service learning, college classes, and internships (American Educational Research Association [AERA], 2000; Baker, 2007; R. Berger, 2003; Lesgold, 2009; Linn, 1994; Silva, 2008). Parental Involvement in a student's education is required through quarterly meetings to ensure parental engagement in their child’s personal learning plan and parental review of student exhibitions of learning and work (R. Berger, 2003; Epstein, 2009; Gustavson, 2007). College-and-Career Readiness, Transition Support and Longitudinal Tracking are an integral part of the entire K-12 experience (Arnold, Fleming, DeAnda, Castleman, & Wartman, 2009; Bloom, 2007; Conley, 2003; Kahlenberg, 2004; Sedlacek, 2004). Business Engagement is an essential ingredient for success. Fenix Charter School will change the nature of business and school partnerships from a pure funding model to a partnership that includes collaborative programs, curriculum design, mentoring and instructional support, and program assessment (Blustein, Juntunen, & Worthington, 2000).

How Big Picture’s Core Components Help Advance Achievement: BPL’s 17 years of operating history have demonstrated that the best form of “no excuses” learning comes from deep and frequent one-to- one interactions and accountability. At BPL schools, each student has at least numerous levels of accountability in their learning journey. First, the advisor/teacher works with a small class to find what interests and motivates each student. Second, a mentor guides each student’s internship. Thirdly, the family is actively enrolled as a resource to the school and vice versa. Finally, students support each other’s career interests. The result is a community of learners where no one is left out, and all are motivated by each other. Moreover, the students are rigorously and frequently assessed including assessments of knowledge and skills mastery, and of social-emotional growth. *Attachments: Resumes for BPL Team of Directors and Regional School Coaches. Recommendations from NYC Department of Education for effective Model Design work with over 11 schools. 2012-13 survey results from NYC DOE Model Design partner work.

Fenix Charter School / Prospectus page 128

BPL High School Alumni Report conducted by MPR

All Categories (1, 2, 3, and 4): B. Include comparison data that demonstrates the success of school(s) or program(s) in student academic performance including but not limited to: proficiency levels on the MCAS or equivalent assessments (as compared to statewide averages in English language arts and mathematics in comparable grades over at least a three year period of for all students and for one or more targeted subgroups as defined in M.G.L. c.71, § 89(i)(3); student performance on other standardized tests, if available; attendance, retention, and attrition data; and Graduation and dropout data, if applicable.

BPL schools consistently achieve significant gains in attendance and performance on state and district academic assessments in essential skill areas, as well as dramatically reducing dropout and suspension/expulsion rates, increasing graduation rates, and increasing college acceptance, matriculation, and persistence in comparison to similar populations in other similar schools. The tables below present outcome data on BPL schools selected based on the availability of comparison school data (i.e., based on poverty, race/ethnicity, and grade levels). Table 1 presents data on the percentage of students in BPL's California schools who passed the California High School Exit Exam (CAHSEE). Table 2 provides similar data for the BPL school in Camden, NJ. Table 3 presents data from the BPL University Prep K-8 School in Detroit. For 31 BPL schools across 18 districts with graduating classes in 2008-09 and for which comparison data was available, the graduate rate at BPL schools (92%) dramatically exceeded the district rate (74%) and the national rate for similar populations (52%).

Table 1

Percent of Students Passing CAHSEE (California High School Exit Exam) in 2008-09

Test San Diego Met Comparison School San Diego District (Garfield HS) Math 100% 26% 81% ELA 98% 47% 79%

Test Met West Comparison School Oakland District Oakland, CA (Rudsdale HS) Math 58% 24% 64% ELA 77% 29% 60%

Test Sacramento Met Comparison School Sacramento District (George Carver) Math 78% 56% 77% ELA 78% 71% 73%

Fenix Charter School / Prospectus page 129

Test Freda Kahlo BPL Comparison School Los Angeles District Los Angeles, CA (Romona) Math 56% 33% 70% ELA 65% 62% 71%

Source: California Dept of Ed DataQuest: http://dq.cde.ca.gov/dataquest/cahsee/dataquest.asp

Table 2

Data from BPL School in Camden, NJ

Test Met East Comparison School Camden District (Camden HS) Math 65% 11% 35% ELA 85% 30% 13%

Source: http://www.state.nj.us/education/schools/achievement/index.html

About 95% of BPL’s students were accepted into college (compared to 45% nationally). About 78% of BPL's students enroll in college (two-year, four-year, or technical school/program); over 60% of those students have attended or are still enrolled in postsecondary learning.

Table 3 Percent of BPL UPrep Grade 6 & 8 Students Passing Detroit Tests, 2008-09

Test UPrep - Grade 6 Detroit District Math 66% 54% ELA 71% 55%

Test UPrep - Grade 8 Detroit District Math 51% 47% ELA 79% 55%

Source: Detroit Public School District Profile: www.detroit.k12.mi.us/data/rea

______

BPL Longitudinal Tracking System Karen Arnold of Boston College, in collaboration with BPL and with funding from the Lumina and Irvine Foundations (2005-2008), is conducting a longitudinal study that tracks the lives of students from high school until age 30 in order to document their postsecondary outcomes, understand the conditions for successful transitions to college and careers, inform school improvement, and support the continued personal and professional development of alumni. BPL employs an annual cycle of web-based surveys to

Fenix Charter School / Prospectus page 130 assess long-term economic self-sufficiency, family and social relationships, and community involvement of alumni. The longitudinal study is based in part on examining the non-cognitive indicators described by Sedlacek (2004) and used by the Gates Foundation in selecting its Millennium Scholars (Washor, Arnold, & Mojkowski, 2009). The most recent survey data reveal that the majority (65%) of alumni reported that they would be the first in their families to go to college; two-thirds (67%) of students indicated that attending a BPL school influenced their decision to go to college. Nearly two-thirds (63%) of BPL students enrolled in college courses while in high school with the majority completing at least one course. About 60% credited the early college exposure with preparing them for postsecondary success. Almost 80% of BPL students plan to begin college immediately after graduation and aspire to attain a BA or advanced degree. The longitudinal study has also shown that about 15% of BPL graduates plan to defer their college acceptances for 1-2 years due to affordability and other concerns (Arnold et al., 2008). A relatively large percentage (20%) of graduates who were accepted to college did not enroll in the fall after their high school graduation. In response, BPL has intensified its efforts to support a meaningful post-graduation pathway for every student. Other Research Support An independent evaluation conducted for the Gates Foundation by the American Institutes for Research in 2006 identified the BPL design as one of three highly successful school designs based on student performance and on its ability and capacity to scale (American Institutes for Research, 2006). BPL was able to accomplish this replication using the per-pupil funding available and to exceed by 30% the projected number of schools. All but three of the 73 schools started by BPL are still operating and are part of the BPL School Network. None of the three schools were closed because of poor academic performance.

C. Provide evidence that the school(s) or program(s) for which the proposed proven provider was responsible serves a student population similar to the population to be served by the proposed charter, and that the program to be offered at the proposed charter school is similar to, or represents a reasonable modification of, the successful school or program. If grade span served by the school(s) or program(s) differs from the proposed charter school, please explain the applicant group’s capacity to serve the proposed grade span.

At the core of Big Picture Learning’s mission is a commitment to equity for all students, especially underserved urban students, and the expectation that these students can achieve success. BPL’s schools serve students, most of whom are members of the U.S. demographic groups least likely to complete high school, enroll in college, or attain postsecondary degrees (85% of BPL schools receive Title I funding; 66% of students are eligible for free/reduced lunch).

For 17 years BPL has remained a leading pioneer of real-world learning, personalized learning, and project-based learning, all of which are proved to support to the needs of under-achieving, at-risk youth. Our legacy includes 60 schools in 16 states serving 7,000 students, and another 35 schools and 5,000 students internationally, for a total of 26,000 graduates to date. BPL has demonstrated that success for our core population, in particular in careers and lives, is attainable. BPL’s educational values center on the belief that hands-on projects, internships, and experiential learning allows students to advance knowledge and skill development in a manner best suited to individual learning styles. As a BPL-affiliated school, Fenix Charter School will benefit from BPL’s national network of support and professional development capacity to ensure that the school succeeds in delivering a better solution for learning to the Lynn community families. Fenix Charter School / Prospectus page 131

D. All applicants must provide evidence of the organizational viability of the school(s) or program(s) for which the proven provider was responsible. This should include, but not be limited to, evidence of effective governance, organizational management, financial management, and compliance with applicable laws and regulations. The following documents are attached. Big Picture Learning Organization Chart Audit for Fiscal Year 2012 By-Laws IRS Determination Letter Articles of Incorporation

Fenix Charter School / Prospectus page 132

ELLIOT WASHOR / BIG PICTURE LEARNING Big Picture Learning 10930 Viacha Ct San Diego, CA 92124 401-374-4664 [email protected]

EDUCATION

Johnson & Wales University Ed.D., 2001

Harvard Graduate School of Education, Literacy/Reading Development M.A., 1977

State University of New York at Stony Brook B.A., Education, 1974

PROFESSIONAL EXPERIENCE

Big Picture Learning Co-Director 1996-present The mission of Big Picture Learning is to be a catalyst and a support for a fundamental redesign of secondary schools and schooling across the nation and the world

Metropolitan Regional Career and Technical Center (The Met) Co-Director 1996-2003 An innovative state high school which treats each student as an Individual. Each student has a learning plan that is developed andmonitored in collaboration with parents, teachers, and community mentors. The vision of the Met is to develop a model for a secondary school that combines the best of academics, the workplace, and community-based learning. The Met is pursuing this mission through research and development work with secondary schools throughout Rhode Island and the nation.

Breaking Ranks in the Ocean State Executive Director 1997-2000 Responsibilities include directing the statewide secondary reform effort in Rhode Island (including a Principal’s Leadership Center, high school clusters, telecommunications, and statewide conferences and workshops) and interfacing with all state department and university officials around secondary reform.

Northeast Regional Laboratory Fellow 1998-present Responsibilities include disseminating the best practices of The Met and Breaking Ranks in the Ocean State to the Northeast and the nation.

Senior Associate, Annenberg Institute for School Reform Brown University – Co-Director, Fenix Charter School / Prospectus page 133

The Rhode Island Project 1994-1996 Outcomes of the Annenberg Institute sponsored Rhode Island Project include a statewide systemic reform effort involving all high schools and vocational schools in Rhode Island. Responsibilities in this role included: Co-director of both the programmatic and physical design of a new high school, The Met; the development of a statewide infrastructure in telecommunications including educational public engagement pieces, professional development workshops, and the new conceptual designs for the world wide web. This effort involves ongoing work with the Rhode Island Department of Education, state legislature, community, businesses, and teachers' unions toward policy and legislative changes to realize these goals.

Educator’s Guild (e.g.) Director 1994-1996 Executive producer of the e.g. television series on school reform issues. Included work on heterogeneous grouping, charter schools, assessment, school quality reviews, interdisciplinary curriculum, and new physical designs of schools.

School Change and Technology – Louisville, KY San Diego, CA Chicago, IL Portland, OR State of New Hampshire Consultant 1993-present

Thayer Jr./Sr. High School, Winchester, NH Assistant Principal 1991-1994 Director of Technology/Project Director, “Here, Thayer & Everywhere” Responsible for development and production of monthly live interactive televised workshop transmitted to over 500 schools nationally on school reform incorporating many forms of telecommunications. Other duties included developing school-wide portfolio assessment, coordinating curriculum development, grant writing and administering grants from the Melville Corporation, American, Honda, IBM, Lilly, Ford, and Panasonic foundations. Also responsible for staff development in integrating technology into curriculum and development a computer network.

School Administrative Unite 29 Distance Learning Projects Project Manager 1988-1991 Responsibilities included planning, grant writing, designing, budgeting, development, evaluation, and teacher development on two-way interactive video network systems in Keene, Marlboro, Chesterfield, and Westmorland, New Hampshire. The system was designed to eliminate tracking issues from the districts.

School Administrative Unit 29 Computer Teacher 1986-1991 Taught design and programming, wrote computer curriculum scope and sequence for NHSAU 29

Keene Critical Skills Institute Fenix Charter School / Prospectus page 134

Co-Director 1986-1987 Trained teachers in Keene and surrounding towns in the implementation of critical skills (thinking, writing etc.) in their classrooms

Upward Bound, Keene State College Reading Specialist and Program Consultant 1978-1980 Worked with at-risk students to increase their literacy skills and prepare them to succeed in college

Keene Middle School Reading Coordinator 1977-1991 Responsible for coordinating and training teachers of all subject areas to increase reading and writing skills in grades 6-8. Writing and organizing skills have been refined in such duties as curriculum design and development, preparation of evaluative reports, and the use of technology projects to develop literacy and thinking skills.

BOARDS

Henry Ford Learning Initiative Sweat Equity Enterprises Project Impact Kappan Advisory Board

HONORS AND AWARDS

Voted as one of the Daring Dozen in Education by the George Lucas Foundation Designshare School Design Merit Award Designshare Editor’s Choice Award – 2003 Ford Award for Innovation in State and Local Government for Here, Thayer and Everywhere Educator to Watch Award in 2002 State of Rhode Island Monthly Kennedy School of Government Award – semi-finalist for the Met School Innovative Technology Award 1999 – Converge Magazine

Fenix Charter School / Prospectus page 135

CARLOS R. MORENO / BIG PICTURE LEARNING Teaching & Learning / Educational Leadership / School Innovation & Redesign

57 Union Street | Montclair, NJ 07042 | (M) 401.378.8102 [email protected]

PROFESSIONAL EXPERIENCE

Big Picture Learning 2012 - present National Director, School Network Support & Innovation www.bigpicturelearning.org

Manage day-to-day programmatic elements of the Big Picture Learning National Network. Design and implement plan for principal leadership and development for Principals in the Big Picture Learning network Develop professional development opportunities for network principals including regional convening’s, Principals’ Conference and Big Bang Summer Conference and other network wide events. Provide on site and virtual coaching to principals on an individual basis Coordinate and organize annual Peer Reviews for Network Schools Provide guidance to stakeholders in new and existing schools for successful school operation

Big Picture Learning, Newark, NJ, 2010 - 2012 Director of School Innovation & Change – New York & New Jersey www.bigpicturelearning.org

Manage and oversee the Big Picture Learning work in New Jersey including 6 current schools in Newark, Camden, Paterson & Bloomfield. new districts and new work in already existing districts. Develop new state-level connections; manage existing state-level connections. Communicate consistently with all local partner organizations and foundations to keep them in the loop on current events. Liaison between New Jersey Schools, school districts, New Jersey Department of Education and Big Picture Learning to direct the implementation of BPL schools by working directly with stakeholders to provide guidance and support for successful school operation. Coordinate support of BPL schools including coaching of principals and staff in the Big Picture Learning design, philosophy and implementation; assistance with the recruitment and selection of staff; and assistance with implementation of district and state requirements within the BPL schools. Develop professional development opportunities for principals and staff including regional convening’s, retreats, and other opportunities as they arise.

The Met High School & School District, Providence, RI, 2009-2010 Interim Co-Director/Superintendent www.themetschool.org

Supervised seven district Directors whose programs provide indirect student services for all seven Met

Fenix Charter School / Prospectus page 136

School Campuses in Providence. Lead community outreach and exploration of new and existing opportunities for students including partnerships with the various state universities and private colleges. Worked with the Director of Community Engagement/After School Program to improve the district’s extended day program and develop national travel opportunities for Met students Met with co-founder and co-director Dennis Littky weekly to review the district calendar and address district issues. Collaborated with the Director of Curriculum and the Director of Organizational Development and Special Services regularly to plan, discuss, and evaluate staff development days, and overall health of district culture

The Met High School, & School District, Providence, RI, 2006 – 2010 Principal & Director of Principal Development & Training/Asst. Superintendent www.themetschool.org

Supported and coached school Principals and Building Leaders as they adjust to the many responsibilities and pressures of supervising a campus Planned and lead monthly principal meetings to review whole school goals and priorities Held weekly individual meetings with new principals to help personalize the supports needed for each individual school, principal, and set of staff and students Supported the school’s Co-Director with district mission, vision, and administrative decisions. Met regularly with the Co-Directors, Director of Curriculum and Innovation, and the Director of Special Services to plan, discuss, and evaluate staff development days, and overall health of district culture . Developed and maintain partnerships with community organizations including local businesses and non- profit organizations.

The Met High School - Unity, Providence, RI, 2002-2006 Teacher/Advisor 9th – 12th grade www.themetschool.org

Lead advisory class of 16 diverse urban students throughout their high school career. Worked with students, parents, mentors and staff to develop individualized learning plan for each student. Coordinated, supervised internship projects to reflect student’s unique interests, background, learning style. Developed close, long-term relationships with students and families Provided counseling, crisis and conflict management, referrals for social work.

Childreach/ PLAN International, Warwick, RI, 1997 – 2002 Donor Relations Executive www.childreach.org

Provided expert information to sponsors/donors on program countries Strengthened and developed relationships with PLAN through proactive contact with Country Directors and PLAN Management Utilize in-house information and interface with field offices, International Headquarters, and other Fenix Charter School / Prospectus page 137

National Offices to respond to inquiries through written and verbal communications Promoted a high level of communicative skills by speaking with major donors and accompanied sponsors to visit foster children and projects in Central and South America

EDUCATION & SPECIAL TRAINING

University of Phoenix, Phoenix, AZ, 2004 - 2007 M.Ed, Educational Administration and Leadership & Administrative Credential Action Research – Improving the retention of Black & Latino males in Providence Schools

Brown University, Providence, RI, 2002 - 2003 Teacher Certification – Secondary Education Coursework

Johnson & Wales University, Providence, RI, 1992 - 1996 Bachelors of Science – Marketing Major Associates in Science – Business Administration

Grace Dodge Academy, Bronx, NY, 1988 – 1992

ADDITIONAL EXPERIENCE

Team Providence - Board of Directors, Providence, RI, 2004 – present www.teamprovidence.org

Secretary of nonprofit organization that provides academic support, career exploration, college readiness and athletic opportunities for youth of middle to high school age in the greater Providence area and surrounding cities of Rhode Island.

Providence Basketball Club, Providence, RI, 2004 – 2010

Co-founded and coordinated an enrichment program for urban youth to learn the sport of basketball, and mentor them s that they recognized and fulfilled their academic and personal potential.

Alpha Phi Alpha – Providence Alumni, Providence, RI, 2004-2010 www.alphaphialpha.net President of the organization which is dedicated to scholarship, community service, and brotherhood

Intercultural Exchange, Colombia, South America, 1999 - 2000

Engaged in international travel experience in Bogota, Cartagena, Buenaventura and Cali to learn language, culture, educational and political systems, ecology, and other aspects of day-to-day life.

SKILLS

Fluent in written and spoken Spanish, computer-proficient, engaging public speaker and presenter. Previous certifications: Basic First Aid, CPR, Lifeguard, Licensed operator of school transit vehicles (RI).

Fenix Charter School / Prospectus page 138

INTERESTS

International travel, fishing, reading, boating, natural history, basketball, community service, attending church services

AWARDS AND HONORS

2009 Providence Business News ‘40 Under 40’ Award Recipient - recognizes young members of the state’s business and nonprofit communities for career success, community involvement and a commitment to making a difference. 2009 Arthur D. Wright Award of Excellence – Awarded for work with young people within the Rhode Island community by Alpha Phi Alpha, Fraternity Incorporated 1992 & 1994 Most Valuable Player – Johnson & Wales University Men’s Basketball Team 2006 National Pan-Hellenic Council Leadership Award – Awarded for ongoing mentorship of college students of color in Rhode Island

Fenix Charter School / Prospectus page 139

EUNICE Y. MITCHELL / BIG PICTURE LEARNING 415 Lawn Ridge Road · Orange, NJ 07050 [email protected] · (973) 900-0244

RANGE OF EXPERIENCE Over fifteen years of experience in providing educational and supportive services to diverse populations, including students with learning differences. Over six years of leadership experience in public education. Demonstrated strengths in problem solving, team-building and organizational skills.

EDUCATION Seton Hall University, South Orange, NJ Educational Specialist - Education Leadership, Management, and Policy; Principal Certification, May 2012 Supervisory Certification, March 2011

Montclair State University, Montclair, NJ New Jersey Consortium for Urban Education - Teacher of the Handicapped Certification, June 2003

Teachers College, Columbia University, New York, NY Master of Arts, Developmental Psychology, May 1998

Villanova University, Villanova, PA Bachelor of Arts, Psychology, Honors Program, May 1993

EDUCATIONAL EXPERIENCE Big Picture Learning Company, Providence, RI 2012- present Regional Director of Innovation and Network Support Manage and oversee the successful adoption and implementation of Big Picture philosophy and school design in network schools within the Northeast region of the USA. Develop and facilitate professional development opportunities for school personnel within the Big Picture Learning network. Consult with school districts, educational organizations, and foundations to promote innovation and educational reform within school environments. Support the planning and facilitation of large-scale conferences. Generate reports for the purpose of internal strategic planning, design efficacy, and proposing and satisfying terms of grants.

Big Picture Ironbound Academy - Newark Innovation Academy, Newark, NJ 2009 – 2012 School Leader/Coordinator Serve as the founding school leader of a community of educational professionals, students and families. Establish and implement vision and goals of an innovative, college preparatory high school within the auspices of the Newark Public Schools. Facilitate staff development through whole school workshops, weekly faculty meetings and individual staff sessions. Provide clinical supervision for teachers to support reflective pedagogy and improved student achievement. Hire and train new hires in Big Picture Fenix Charter School / Prospectus page 140

Learning distinguishers. Promote project-based, cooperative learning that is personalized for each student, incorporates multiple learning styles and utilizes community resources. Initiate partnerships with community agencies and businesses to provide real world learning opportunities for students. Facilitate positive school culture, academic integrity, and organizational sustainability to establish whole school accountability and promote learning. Maintain monthly record of enrollment, attrition, and disciplinary actions. Participate in interventions and referral services committee.

North Star Academy College Preparatory High School, Newark, NJ 2005 – 2009 Special Educator/High School Special Education Coordinator Taught mathematics, literacy and study skills to classified students using co-teaching and pull-out models in a nationally recognized urban college preparatory high school. Developed and facilitated professional development workshops to educate faculty about classifications, IDEA and ADA regulations, and best practice techniques of inclusion and differentiation. Observed and collaborated with teachers to improve content delivery and address student needs through differentiated lesson plans that match student learning style, interest and ability. Conducted informal inventories and assessments to measure student performance, ability and learning preferences. Served as co- chairperson of the I&RS committee within the high school setting. Implemented the Wilson Reading and Lindamood-Bell V/V programs to support struggling readers and improve literacy. Implemented positive behavioral system to promote self-awareness and motivation amongst students. Advocated for students in social service and transitional agency. Developed, conducted, and implemented individualized educational plans including appropriate modifications and accommodations to ensure academic progress of each student. Monitored student progress.

Morton Street School, Newark, NJ 2003-2005 Special Educator Taught mathematics and science to classified middle school students in a self-contained environment. Designed and implemented behavioral management system to provide students with specific and daily feedback and inspire learning. Participated in the development and implementation of individualized education programs. Provided appropriate modifications and accommodations using differentiated instruction to ensure academic progress of each student. Monitored student progress.

Suburban Learning Center, South Orange, NJ 2002 – 2003 Learning Specialist Provided individualized academic support to classified high school and college students in private tutorial sessions. Taught study skills and learning style strategies to improve overall academic achievement. Collaborated with teachers and families to coordinate academic action plans. Conducted informal inventories and assessments to measure student performance, ability and learning preferences.

Rutgers, The State University of New Jersey, Newark, NJ 2001 – 2002 Academic Advisor – Business School Provided academic and career counseling to a diverse college student body within Rutgers Business School (RBS). Managed and coordinated RBS orientation program for first-year and transfer students. Presented college preparatory workshops to high school students at university open house events and

Fenix Charter School / Prospectus page 141 off-campus recruiting events. Initiated and developed liaisons with regional high school guidance counselors to support and improve RBS recruitment. Advised student organizations.

Educational Opportunity Program – Seton Hall University, South Orange, NJ 2000 – 2001 Student Development Specialist Provided academic, personal, and career counseling to educationally and economically disadvantaged college students. Created and facilitated workshops to address student needs. Participated in the administration of summer preparatory program for incoming first-year students. Taught success- oriented skills course to first-year students. Monitored and assessed academic progress of students.

HONORS/AWARDS Ted Sizer Award – Big Picture Learning National Principals Award (2012) Kappa Delta Pi International Honor Society (2012) Omicron Delta Kappa National Leadership Honor Society (1993)

WORKSHOPS/PRESENTATIONS “Whole School Culture and the Use of Advisories,” Innovative Schools Conference, Dover, Delaware, March 2012 “Ten Distinguishers for Great Schools,” Asbury Park Schools Summer Sessions, Asbury Park, NJ, July 2011 “Personalizing Learning,” International Big Picture Learning Conference, Vaught, Netherlands, October 2011 “Building a Big Picture Learning Culture,” International Big Picture Learning Conference, Vaught, Netherlands, October 2011

Fenix Charter School / Prospectus page 142

DANA M. LURIA / BIG PICTURE LEARNING 1500 Lexington Avenue #5P New York, New York 10029 (248) 310-6072 [email protected]

EDUCATION New York University New York, 1/04-5/07 Masters in Social Work New York State Social Work License, August 2007

University of Michigan Ann Arbor, Michigan 9/98-12/02 Bachelors of Arts in English with a minor in Psychology

WORK EXPERIENCE

Big Picture Learning 8/08-present Providence, Rhode Island Consult for School Development Support school leaders and teachers with integrating Big Picture Learning design elements into their schools. Design and facilitate professional development for school staff around Big Picture Learning model. Lead Training Consultant for Learning Through Internship Coordinators Plan and lead workshops around communication, student challenges, and organization. Coordinate monthly conference calls for Internship Coordinators in the national network. Utilize tuning protocols to review call participants professional practice.

City Year New York New York, New York 12/08-present Social Worker Provide individual counseling for Corps Members (ages 17-24) to address issues such as anxiety, depression, stress management, HIV/AIDS, and suicide ideation. Organize mental health presentations. Act as a liaison between City Year staff and struggling Corp Members. Provide supervision for social work interns.

Bronx Guild High School, A Big Picture Company School 1/03-8/10 Bronx, New York

Social Worker 9/07-8/10 Develop and lead groups for students around special topics such as “Grief, Loss, and Bereavement” and “Teen Parenting.” Practice individual counseling with mandated students and students in crisis around topics such as depression, school, family, domestic violence, gang participation, and pregnancy. Facilitate individual and group supervision to provide feedback for social work interns. Plan and implement interactive workshops on sexual health, responsibilities, and choices. Collaborate with colleagues on crisis intervention. Support Special Education team with IEPs and related services.

Internship Coordinator 9/06-8/10

Fenix Charter School / Prospectus page 143

Match 300 high school students with mentors at internship sites focusing on the students’ passions and learning goals. Develop relationships with mentors at over 300 work sites.

Plan and execute celebratory events for mentors and other school partners. Teacher 2/03-6/06 Designed and implemented individualized learning plans for seventeen students. Arranged and managed mentor relationships for students at internship sites. Focus on the emotional and academic well-being of each student. Planned and put into practice a creative English and math curriculum.

Training and Certification

Supervision in Field Instruction (SIFI) Certification (Mercy College) 4/09

New York State Social Work License 8/07

NYC DOE HIV Trainers Training 12/05 NYC DOE Condom Availability/HIV training 11/04 New York State 7-12 English Teaching Certification and License 2/03

References available upon request

Fenix Charter School / Prospectus page 144

CHARLES GEORGE MOJKOWSKI / BIG PICTURE LEARNING 78 Foxglove Drive Cranston, Rhode Island (401) 952-7685 [email protected]

CAREER ORIENTATION

New knowledge and technologies require that people in diverse settings learn new skills and ways of thinking about their work. I enjoy transforming knowledge, experience, and new technologies into useful resources for individual and organizational growth and improvement.

EDUCATION Ed.D. Boston University (Secondary Education and Research and Evaluation), 1973 M.A.T. Rhode Island College (English), 1969 B.A. Rhode Island College (English), 1967

STRATEGIC PLANNING AND DEVELOPMENT

Summary of Capabilities

In both the public and the private sectors, I have planned and implemented new programs and services. These include an education information center, a statewide educational assessment program, a nationwide education information service, a new kind of high school, and an education marketing unit for a worldwide vendor of automated on-line databases. I served (1975-6) on the Dissemination Analysis Group for the Assistant Secretary of Education, in which I contributed to the development of national education policies and programs dealing with knowledge dissemination and use. I directed the formation of a leadership development academy for educational administrators in Rhode Island. In 1990, I served as principal consultant and writer for the development of a plan to restructure vocational education in Rhode Island. In 1991-92, I served as consultant and principal writer for the Rhode Island Governor's 21st Century Education Commission in developing a blueprint for educational reform in Rhode Island. In 1999-00, I served as the principal consultant to the Governor’s Task Force on Career and Technical Education and the Governor’s Task Force on Redesigning the Education Finance System. I have facilitated strategic planning for education organizations at all levels as well as in the private sector.

Leadership I served as co-chairperson of the National Dissemination Leadership Project for the Council of Chief State Officers 1974-76, and in 1976-78 directed a national study of dissemination and its impact on state education agencies. I also served as Chairman of the LEAD National Study Group on Developing Leaders for Restructuring Schools, 1989-91. I contributed to the design and development of the doctoral program in Educational Leadership at Johnson & Wales University.

Management For the Rhode Island Department of Education, I managed five operational program units with fifteen senior professionals. As a private contractor, I managed a nationwide technical assistance contract for the US Department of Education in which I provided services to thirty state education agencies. I also

Fenix Charter School / Prospectus page 145 established and managed a field office for market research and new product development for a vendor of on-line information services.

Research and Evaluation I have directed or contributed to research and evaluation studies for the US Department of Education, The National Institute of Education, the US Department of Agriculture, several regional and national educational laboratories and centers, many state, intermediate, and local education agencies, and several institutions of higher education. These studies have been in such diverse areas as education, health, and agriculture. I have developed and implemented several market research studies to guide new product development in the computer-based, on-line information services industry, particularly with respect to the use of new technologies in support of lifelong learning.

Training and Communications I have developed a broad range of materials, including training manuals, research and evaluation reports, competitive proposals, guidelines and tutorial manuals. I have written several publications dealing with technology applications in curriculum, program and school improvement. I have made keynote and other major presentations at several national and regional conferences, and have presented scores of workshops and seminars on a wide range of topics. I have designed and provided in- depth training in several areas, including curriculum development and evaluation, leadership and organizational development, change management, and technology applications for teaching, learning, and management.

EMPLOYMENT HISTORY

Independent Consultant, 1976-present

Providing services in research, planning, evaluation, technology applications planning and development, training and dissemination to federal, state, intermediate, and local education and social service agencies. Conducting needs assessments, feasibility studies, case studies, program performance validations, and multi- method evaluations. Developing training and tutorial materials for use by school-based educators. Selected clients: US Department of Education, US Department of Agriculture, Nebraska State Department of Education, New York State Education Department, New York City Public Schools, School District of Philadelphia, Rhode Island Department of Education, Education Development Center, Inc., Association for Supervision and Curriculum Development, CELTCorp, Workforce 2000 of Rhode Island, the RI Public Expenditure Council, the RI State Council on Vocational Education, the State University of New York, School of Education, Roger Williams University, Meeting Street Center, the Annenberg Institute for School Reform (Brown University), and the Regional Lab at Brown University.

Associate Professor, Johnson & Wales University, Providence, Rhode Island, 1996-2005

Assisted in the design and development of the Doctoral Program in Educational Leadership. Served as director of the program in 1998-1999. Taught the Research, Technology, and Leadership courses. Directed the Aspiring Principals Program, an alternative, field-based principal preparation and certification program in operation in selected exemplary schools throughout the country. Directing the Field-Based Strand of the Doctoral Program, a prototype for a one-student-at-a-time personalized program.

Fenix Charter School / Prospectus page 146

Senior Consultant, Merrimack Education Center, 1982-1997

Provided services in training and consultation in a wide range of technology-based instructional and management applications. Provided design, development and evaluation services on several curriculum and technology applications projects.

Executive Director, RI Educational Leadership Academy, 1984-1994

Provided training and support services to superintendents, principals and other school leaders in Rhode Island. Served as Director of the RI LEAD Center, a federally funded school leadership development program. Served as chairman of a national study group on developing leaders for restructuring schools. Represented the Academy Board of Directors on numerous committees for the RI Department of Education and the State of Rhode Island.

Executive Director, RI Association of School Principals, 1983-1993

Served as chief executive officer for the Association Board of Directors. Managed the Association office and coordinated membership, communications, and professional development activities. Represented the Association on numerous committees for the RI Department of Education and the State of Rhode Island.

Manager, Market Research and Product Development. Bibliographic Retrieval Services, 1980-1982.

Responsible for research, planning and new product development for a worldwide vendor of on-line information files. Contributed to the design of a nationwide electronic information and communication network for educators. Developed an educational software information clearinghouse. Conducted market research activities (literature review, survey research design and implementation, data analysis and reporting) to guide product development and enhancement. Managed field office.

Coordinator, Office of Support Services, Rhode Island Department of Education, 1974-1976.

Responsible for statewide testing, local district planning and assessment programs, operational planning, local service cooperatives, and all Department dissemination services.

Director, Education Information Center, Rhode Island Department of Education, 1973-1974.

Designed and implemented a state education agency dissemination system. Provided computer searches of education databases, prepared information products and services, and provided consultation and assistance in dissemination to all units in the state education agency.

Assistant Principal and Research Director, Henry Barnard School; Assistant Professor, Rhode Island College, 1972. Managed program development and research activities at the elementary school serving as a laboratory setting for teacher training at Rhode Island College. Coordinated and conducted studies involving school and college personnel. Coordinated student teaching experiences.

Fenix Charter School / Prospectus page 147

Consultant, Evaluation and Dissemination, Title III Office, Rhode Island Department of Education, 1970-1972. Responsible for monitoring the evaluation of a wide range of development projects. Coordinated dissemination activities of the dissemination unit and provided technical assistance in evaluation and dissemination to local Title III projects. Served as the state agency representative to the National Dissemination Leadership Project.

Teacher of English, 1968-1970. Taught eleventh and twelfth grade students at Hope High School, Providence and Cranston West High School, Cranston, Rhode Island.

PAPERS AND PUBLICATIONS

Preparing manufacturing’s next generation Standards and variation: Nonconforming our workforce through revitalized public- way to high quality. Education Week, private partnerships. MetalForming, July September 14, 2005. 2010. With Elliot Washor. With Elliot Washor.

At the core of the Apple Store: Images of next Schools as Centers of Innovation in and for generation learning. Phi Delta Kappan, October Their Communities. National Cities Weekly, 2009. With Elliot Washor and Loran Newsom. February 7, 2005. With Elliot Washor.

Living Literacy: A cycle of life to text and text to Designing and building new small high schools: life. Phi Delta Kappan, March 2009. With Elliot New skins for new wine. (2004). Educational Washor and Deborah Foster. Facility Planner, 38, 3, pp. 25-28. With Elliot Washor and Laura Westberg. Data beyond high school. Educational Leadership. December 2008. With Elliot Washor Accountability in small schools: Ensuring that and Karen Arnold. Seeding the edge of career no child is left unknown. Education Week, April and technical education. Techniques, October 9, 2003. With Elliot Washor. 2007. With Elliot Washor. Balancing life to text and text to life. EQ Australia, Spring 2007. With Project READY: The Bridge Between the Early Elliot Washor. Childhood Community and the Public Schools. Presentation at 2002 Annual Conference of the The College Juggernaut. Education Week, National Association for the Education of Young January 17, 2007. With Elliot Washor. Children. November 20, 2002.

What do you mean by rigor? Educational Preparing Principals in the Field: Lessons Leadership, December 2006-January 2007. Learned from an Innovative Pilot Program. With Elliot Washor. Paper presentation at the 2001 Annual Conference of the National Association of High schools as communities in communities. Secondary School Principals, March 10, 2001. The New Educator, Volume 2, Number 3 / July- September 2006. With Elliot Washor. Redesigning the Elementary and Secondary Education Finance System in Rhode Island: A Creating new steps: Innovating from the edge Report Presented to Governor Lincoln Almond. to the middle. Phi Delta Kappan, June 2006. August 2000. Served as facilitator and wrote the With Elliot Washor. report.

Fenix Charter School / Prospectus page 148

Developing Technology Applications for Restructuring Career and Technical Education in Transforming Curriculum and Instruction. In Rhode Island: A Report Presented to Governor Technology in Today's Schools. Alexandria, VA: Lincoln Almond. March 2000. Served as Association for Supervision and Curriculum principal consultant and wrote the report. Development, 1990.

The Essential Role of Principals in Monitoring The Global Education Model (GEM) and the Curriculum Implementation. NASSP Bulletin, New York State US/Soviet School Program. A February, 2000. District Information Technology paper presented at the International Plans and Planning: Monitoring Implementation Symposium on Telecommunications in and Assessing Impact. A Education, International Society for Technology paper presented at annual AERA meeting, in Education, Jerusalem, Israel, August 1989. Montreal, April 2000. With Christopher Morton, Mark Roland, and Peter Copen. Teachers and Standards: Sauce for the Goose . . . . Education Week, January 13, 1999. The Dialog Paradigm: A Model for Rethinking Schooling. A paper presented at annual AERA Creating a Districtwide Professional meeting, San Francisco, April 1989. With Development Continuum: Variations on a Christopher Morton. Theme. Northeast and Islands Regional Laboratory, May 1998. Transforming Curriculum and Instruction with Technology. A paper presented at annual AERA Systemic School Restructuring: Implications for meeting, San Francisco, April 1989. Helping Organizations, Journal of Staff Development, Spring 1995, Vol. 16, No. 2. Technology Planning for Improving Schools: Planning Guidebook. Technology Developing Leaders for Restructuring Schools: Applications Associates, November 1989. New Habits of Mind and Heart. The National LEADership Network: Study Group on Establishing a Comprehensive Curriculum Restructuring Schools. U.S. Department of Evaluation Plan. Illinois School Research and Education, Office of Educational Research and Development, 25, 2, Winter 1989. Improvement. Superintendent of Documents, U.S. Government Printing Office, 065-000- Curriculum Improvement: A Guidebook for 00444- 5, March 1991. Developing, Implementing and Evaluating Curriculum. Educational Consulting Services, The Place of Global Reality in Interdisciplinary October 1989. Settings: Using Modern Technology to Link Classrooms for Globalization. Paper presented School-Site Management: Concepts and at the Annual Conference of the Association for Approaches. Andover, MA: Regional Supervision and Curriculum Development, San Laboratory for the Educational Improvement Francisco, March 1991. With Christopher of the Northeast and Islands. 1988. With Morton. Douglas Fleming.

Restructuring Vocational Education in Rhode Using the New Technologies in the Curriculum, Island. Prepared for the Board of Regents for NASSP Bulletin, September 1987. Elementary and Secondary Education and the Workforce 2000 Council, November 1990.

Fenix Charter School / Prospectus page 149

Technology and the Curriculum: Will the Ten Essential Truths to Help You Plan for Promised Revolution Take Place? NASSP Technology Use, Tech Trends. October 1985. Bulletin. September 1986. Getting Started: Planning and Implementing The Principal and Technology: Beyond Computer Instruction in Schools. Prepared for Automation to Revitalization, Educational the Center for Learning Technologies, New York Leadership. March 1986. State Education Department, July 1983.

MEMBERSHIPS

American Educational Research Association American Evaluation Association Association of Educational Communications and Technology Association for Supervision and Curriculum Development International Society for Technology in Education

PERSONAL

Married to Corinne E. Mojkowski (Ricci) Children: Ellen (42) and Mark (40) Interests: tennis, running, kayaking, classic jazz

References available upon request

Fenix Charter School / Prospectus page 150

BIG PICTURE ORGANIZATIONAL CHART

Fenix Charter School / Prospectus page 151

Fenix Charter School / Prospectus page 152

Fenix Charter School / Prospectus page 153

Building schools around the needs, strengths and motivations of individual students

March 18, 2013

To whom it may concern:

It is a pleasure for us to write this letter in support of Big Picture Learning’s team of talented school development professionals. It gives us a chance to closely reflect on a most enjoyable and enriching partnership. iZone360 is a whole-school redesign program within the New York City Department of Education’s Division of Innovation. Our goal is to foster innovation in fifty New York City schools to personalize learning for students. We do this by providing schools with resources and partnerships to redesign their practices. Big Picture Learning began working with iZone360 in early 2012 as a partner to five middle and high schools whose Design Partner had withdrawn unexpectedly. The BPL team quickly established themselves as school-friendly and deployed to take over the work seamlessly and efficiently in each school. Within five months, BPL had earned a solid reputation in iZone360. They were able to work effectively with district- level innovation coaches, school leaders and teachers. When time to renew partnerships and/or establish new ones came, BPL had over twenty-five of our fifty schools requesting to work with them.

Currently BPL partners with nineteen of our schools. performing services as a Model Design Partner and Component Partner. In our program, a Model Design Partner serves to inspire school’s innovation, exposing school teams to new thinking and practices and helping those schools design and implement that school’s innovations. A Component Partner is one with special expertise in the area of personalization (Real World Learning, Project Based Learning, Internships, etc.) who serve to help schools implement innovations in their area(s) of expertise. The Big Picture Learning team has been particularly effective in the establishing of relationships with schools, assessing school need and providing the experiences that lead to school understanding of personalization and the generation of transformative practices. BPL does not provide cookie-cutter professional development, nor does it run the same workshops in each school. Instead the BPL team personalizes their work with schools in much the same way our program envisions personalized work with students.

As part of our feedback process, The Big Picture Team was evaluated by the principals of their partner schools. The vast majority of our schools rated BPL “Very Satisfied” or “Satisfied.” Some of the principal’s commentary paints the picture of Big Picture’s work with iZone360 schools: Highly professional, congenial and flexible staff who have effectively assessed particular school needs and adapted their approach to meet those needs.

BPL has given us an outside the box model to think about as well as tap into certain areas of expertise that we want to get better at. Wealth of ideas and the PD offered this past summer. They are philosophically aligned with our vision. Our most rewarding experiences have been the Office Hours and Lunch and Learn for my staff. Flexible. We are very pleased with Big Picture Learning’s work in support of innovation. Their work with iZone360 schools has been exemplary and we look forward to continued partnership with them.

Sincerely,

Megan Roberts, Ed.D. Al Sylvia Executive Director Deputy Executive Director Office of Innovation Office of Innovation NYC Department of Education NYC Department of Education

Fenix Charter School / Prospectus page 154

Fenix Charter School / Prospectus page 155

Fenix Charter School / Prospectus page 156

Fenix Charter School / Prospectus page 157

Fenix Charter School / Prospectus page 158

Fenix Charter School / Prospectus page 159

AMENDED AND RESTATED BYLAWS

OF The Big Picture Corporation

May, 2008

These Bylaws shall regulate the affairs of the The Big Picture Corporation, subject to the provisions of the Rhode Island Nonprofit Corporation Laws (R.I. Gen. Stat. Sec. 7-6-1 et. seq. (as amended, the “Act”)). Article I NAME The name of the organization shall be The Big Picture Corporation (hereafter, the “Corporation”).

Article II OFFICES

Section 1. Principal Office. The principal office of the Corporation shall be located at 325 Public Street, Providence, Rhode Island. The Corporation may have such other offices or places of business, either within or outside the State of Rhode Island, as the business of the Corporation may require and as the Board may from time to time establish.

Section 2. Registered Office. The registered office of the Corporation need not be identical to its principal office and shall be located at 325 Public Street, Providence, Rhode Island. The registered office may be changed from time to time by the Board in compliance with the provisions of applicable law.

Article III PURPOSE

Section 1. General Purpose. The purpose of the Corporation shall be to provide education, training, information, materials, consulting services and other assistance to school districts, schools, educators and parents to assist them in advancing public education and establishing innovative schools based upon The Big Picture Corporation philosophy and to conduct such additional activities as (a) the Board of the Corporation may determine are consistent with such purpose, and (b) any activities ancillary and related to such purpose and which fall under the non- profit guidelines of the Internal Revenue Service of the United States and of the State of Rhode Island. The Corporation shall obtain funds for its stated purpose through, without limitation, grants, donations, receipt of membership fees from participating schools and receipt of license income from license of its intellectual property.

Section 2. Non-profit Status. The Corporation is a non-profit corporation organized exclusively for charitable and educational purposes as described in Section 501C(3) of the Internal Revenue Code, as amended. In no event will any part of the assets of the Corporation be applied directly for the benefit of any member of the Corporation in any manner that is prohibited by or may jeopardize the exempt status of the Corporation under Section 501C(3) of

Fenix Charter School / Prospectus page 160

the Internal Revenue Code. And, any such improper action shall be void and ultra vires as to the Corporation, and the individual(s) responsible for such action shall be personally liable to the Corporation, for the full amount of the consequences of any acts contrary to the Bylaws of the Corporation including all costs and fees which would put the Corporation’s non-profit tax status in jeopardy.

Section 3. Net Earnings. No part of the net earnings of the Corporation shall inure to the benefit of, or be distributable to its members, trustees, officers or other private persons, except that the Corporation shall be authorized and empowered to pay reasonable compensation for services rendered and to make payments and distributions in furtherance of the purposes set forth in the purpose clause hereof. The Corporation shall not participate in, or intervene in (including the publishing or distribution of statements) any political campaign on behalf of any candidate for public office.

Section 4. No Unauthorized Activities. Notwithstanding any other provision of this document, the Corporation shall not carry on any other activities not permitted to be carried on (a) by an organization exempt from federal income tax under Section 501(c)(3) of the Internal Revenue Code, or corresponding section of any future federal tax code, or (b) by any organization, contributions to which are deductible under Section 170(c)(2) of the Internal Revenue Code, or corresponding section of any future federal tax code.

Section 5. Distribution Upon Dissolution. In the event of dissolution, the residual assets of the Corporation will be turned over to one or more organizations which themselves are exempt as organizations described in Sections 501(c)(3) and 170(c)(2) of the Internal Revenue Code of 1986 or corresponding sections of any prior or future Internal Revenue Code, or to the Federal, State or local government for exclusive public purpose.

Article IV MEMBERSHIP

Section 1. Membership in General. The corporation shall not have members. Any action provided by law to be taken by the members shall be taken by the Trustees of the Corporation (as defined below.) In the event that the corporation shall elect in the future to have members, Sections 2 – 8 of this Article IV will apply.

Section 2. Membership Application. Membership shall be available to individuals, families and organizations interested in the objectives of the Corporation, who are interested in the furtherance of the purposes of the Corporation and, who make application and who pay the required dues. Membership is subject to approval of application. All applications for membership shall be presented promptly for consideration and investigation to the Board or to the Admissions Committee, if an admissions committee has been appointed by the Board; and, if an admissions committee had been appointed, it shall report its recommendations promptly to the Board. A list st of applications for membership shall be posted on the 1 business day of every month at the principal office of the Corporation. The Board shall have the authority to determine and assess membership classifications. Membership may include the following types:

Fenix Charter School / Prospectus page 161

(a) Active - Individual. Members shall include persons who have applied for membership, have been granted membership, and have paid the specified annual dues. Active membership entitles a person to all the privileges of the Corporation, including the right to vote, to hold elected office, to serve on all committees and to receive Corporation mailings.

(b) Active - Family. Members shall include all individuals named on the application for membership and for whom the specified annual dues have been paid. Active Family membership entitles two (2) members of the family named as the primary applicants on the application to all the rights accorded to active individual members, including the right to vote, to hold elected office, to serve on all committees and to receive Corporation mailings.

(c) Active Institutional - Commercial. Members shall include organizations who wish to support the Corporation and have contributed a specified minimum to the Corporation during the dues-paying year. Institutional membership entitles an organization to have an authorized representative accorded all the rights of an active individual member, including the right to vote, to hold elected office, to serve on all committees and to receive Corporation mailings. The authorized representative will be named upon enrollment of the organization as a member and may elect at such time whether the membership is a voting or non-voting membership.

(d) Honorary. Members shall include persons whom the Corporation has acknowledged, by a two-thirds (2/3) approval, as having contributed exemplary efforts in support of the Corporation’s objectives. Such members are not expected to pay any dues and are entitled to attend all Corporation meetings and to receive Corporation mailings. Such members may not vote or hold elected office.

Section 3. Applications for Membership. Applications must be fully and properly completed and accompanied by all required supporting documentation. Any incomplete applications will be returned to the applicant. Memberships shall include persons or organizations whom the Corporation has acknowledged by a two-thirds (2/3) approval.

Section 4. Voting Rights of Members. Each member, with the exception of Honorary Members, shall have, and be entitled to, one (1) vote and shall have the same rights and obligations with respect to voting, dissolution, redemption, transfer and all other matters as all other members. Voting privileges shall be accorded to those active members whose dues are paid in full at the time of vote during the Annual Meeting. The Secretary shall prepare a list of active members qualified to vote and shall provide written notice of the list by regular US mail no later than one week before the date of the Annual Meeting.

Section 5. Termination of Membership. The Board, by affirmative vote of two-thirds (2/3) of all the Board, may suspend or expel a member with or without cause after an appropriate hearing, and may, by a majority vote of those present at any regularly constituted meeting, terminate the membership of any member who becomes ineligible for membership, or suspend or expel any member who shall fail to abide by the Bylaws of the Corporation or who shall be in

Fenix Charter School / Prospectus page 162

default in the payment of dues for the period of not less than thirty (30) days after written notice of nonpayment.

Section 6. Resignation. Any member may resign by filing a written resignation with the Board, but such resignation shall not relieve the member so resigning of the obligation to pay any dues, assessments, or other charges that have accrued and have not been paid.

Section 7. Reinstatment. Upon written request signed by a former member and filed with the Board may, by the affirmative vote of two-thirds of the members of the Board, reinstate such former member to membership upon such terms as the Board may deem appropriate.

Section 8. Transfer of Membership. Membership in the Corporation is not transferable or assignable.

Article V BOARD

Section 1. Powers and Duties. The affairs of the Corporation shall be managed by the Board of Trustees (hereafter, the “Board”), as authorized under the Act. It shall be the responsibility of the Board to manage the affairs of the Corporation by establishing policies governing the organization’s activities. The Board shall ensure the general management and control of the activities, properties and affairs of the Corporation. Each member of the Board shall be expected to serve as the chairperson or member of at least one of the Corporation’s standing or special committees.

Section 2. Composition. The Board shall consist of no less than six (6) and no more than Twenty Five (25) voting members (each, a “Trustee”) all elected at the Annual Meeting in accordance with the terms and conditions of these Bylaws.

Section 3. Terms of Office. At each Annual Meeting, the Trustees shall fix the number of Trustees and elect a Trustee to fill each such Trusteeship, by vote of a majority of the Trustees then in office. Each Trustee shall hold office until the next annual meeting of the Trustees and until such Trustee's successor is elected and qualified, or until such Trustee sooner dies, resigns, is removed or becomes disqualified.

Section 4. Vacancies. In the case of a vacancy on the Board, an affirmative vote of the majority of the remaining Trustees may elect a successor to fill the unexpired term at any regularly scheduled meeting of the Board, or at any special meeting called for said purpose. Candidates will be selected by the Nominating Committee, but nominees designated by members of the Board and the Membership will also be eligible for election. The candidates’ names must be submitted to the Nominating Committee in writing thirty (30) days prior to the election. The Nominating Committee shall present a list of potential candidates to the Board for ratification.

Section 5. Removal From Office. Any Trustee may be removed from office by a vote of not less than two-thirds (2/3) of the Board, with or without cause. Said Trustee shall be given

Fenix Charter School / Prospectus page 163

an opportunity to address the Board prior to a vote by the Board. At the request of any Board member, said vote may be conducted by secret ballot.

Section 6. Resignations. Any Trustee may resign from the Board at any time giving written notice to the Board or to the President. The resignation shall take effect at the time specified in the notice, and, unless otherwise specified, the acceptance of the resignation shall not be necessary to make it effective. The unexcused absence of a Trustee from three (3) meetings of the Board may, at the Board’s discretion, be considered equivalent to resignation from the Board.

Section 7. Annual Meeting. An annual meeting of the Board shall be held on the second Thursday of the month of September in each year or at such other time as the Board shall decide for the purpose of electing officers of the Corporation and transacting such other business as may properly come before it.

Section 8. Regular Meetings. Regular meetings of the Board shall be held at such time and place as the Board may designate. The Co-Directors or Secretary shall give written notice of each such meeting to each Trustee at least five (5) days in advance thereof. The Board may provide by resolution the time and place for the holding of additional regular meetings without notice other than such resolution. If mailed, such notice shall be deemed to be given when deposited in the United States mail, postage prepaid, addressed to the respective Trustees at the addresses listed on the records of the Corporation.

Section 9. Special Meetings. Special meetings of the Board may be called by or at the request of the Co-Director or any two (2) Trustees. The Co-Directors shall fix the manner and the place for holding any special meeting of the Board. Notice of any special meeting shall be given at least twenty-four (24) hours prior thereto by written notice delivered personally or mailed to each Trustee at the Trustee's address, or by facsimile, telegram or other electronic means, setting forth the purpose for such meeting. If mailed, such notice shall be deemed to be given when deposited in the United States mail, postage prepaid, addressed to the respective Trustees at the addresses listed in the records of the Corporation.

Section 10. Notice of Meetings. Written notice of the time and place of each meeting shall be given to each Board member, either personally or by mail prior to the date of the meeting. Notwithstanding the foregoing, notices of special meetings shall be given at least twenty-four (24) hours prior thereto by written notice, which notice shall include a statement of the reason for the meeting and shall indicate who called said meeting.

Section 11. Quorum. Fifty percent (50%) plus one (1) member of the Board, excluding non-voting members, shall constitute a quorum. The affirmative vote of not less than a simple majority of the members of the Board present, excluding the non-voting members, shall be necessary for any action taken by the Board, unless a greater number of affirmative votes is specifically required by law or elsewhere in these Bylaws. In any event that less than a majority of the Board is present at a meeting, the majority of the Trustees present may adjourn the meeting from time to time without further notice.

Fenix Charter School / Prospectus page 164

Section 12. Virtual Attendance. Unless prohibited by applicable law, meetings of Trustees may be held by means of a telephone or by teleconference and participation by telephone or teleconference shall constitute presence at such meeting.

Section 13. Action Without a Meeting. Any action that may be taken by the Board at a meeting may be taken without a meeting if a consent or consents in writing, setting forth the action so taken, shall be signed before or after such action by all of the Trustees. Such written consent or consents shall be filed with the minutes of the proceedings of the Board.

Section 14. Presumption of Assent. A Trustee of the Corporation who is present at a meeting of the Board at which action on any corporate matter is taken shall be presumed to have assented to the action taken unless the Trustee's dissent shall be entered in the minutes of the meeting or unless the Trustee shall file a written dissent to such action with the person acting as the Secretary of the meeting before the adjournment thereof or shall forward such dissent by certified mail to the Secretary of the Corporation within 48 hours after adjournment of the meeting. Such right to dissent shall not apply to a Trustee who voted in favor of such action.

Section 15. Prohibition of Compensation. Trustees may not be paid compensation for performance of their duties as Trustees, except that Trustees may be reimbursed for out-of- pocket expenses spent in performance of their duties as Trustees. No Trustee shall be precluded from serving the Corporation in any other capacity and receiving compensation therefor.

Article VI OFFICERS

Section 1. Officers of the Corporation. By majority vote, the Board shall elect officers of the Board at each Annual Meeting, consisting of a Chairperson, one or more Vice Chairs, a Secretary and a Treasurer. The Officers shall be elected from among the Board.

Section 2. Term of Office. The Officers of the Corporation may serve indefinite terms at the pleasure of the Board. The officers of the Board shall be elected for one year terms at the annual meeting of the Board. Each officer of the Board shall hold office until his or her successor shall have been duly elected and shall have qualified or until such officer's death or resignation or removal in the manner hereinafter provided.

Section 3. Chairperson. The Chairperson shall preside at all meetings of the Board and shall perform such other duties as may be assigned to the Chair by resolution of the Board. The Chairperson may appoint committees and shall be a member ex officio of all committees of the Corporation, other than the Nominating Committee.

Section 4. Vice Presidents. In the absence of the Co-Directors or in the event of the Co- Directors' inability or refusal to act, the Vice President (or in the event there is more than one Vice President, the Vice Presidents in the order designated at the time of their election or in the absence of any designation, then in the order of their election) shall perform the duties of the Co- Directors, and when so acting, shall have all the powers of and be subject to all the restrictions

Fenix Charter School / Prospectus page 165

upon the Co-Directors. The Vice President shall perform such other duties as from time to time may be assigned to him or her by the Co-Directors or by the Board.

Section 5. Secretary. The Secretary shall: (a) keep the minutes of the proceedings of the Board in one or more books provided for that purpose; (b) see that all notices are duly given in accordance with the provisions of these By-laws or as required by law; (c) be custodian of the corporate records and of the seal of the Corporation and see that the seal of the Corporation is affixed to all documents the execution of which on behalf of the Corporation under its seal is duly authorized; (d) keep a record of the post office address of each Trustee which shall be furnished to the Secretary by such Trustee; and (e) in general perform all duties incident to the office of Secretary and such other duties as from time to time may be assigned to the Secretary by the Co-Directors or by the Board. The Secretary may delegate the above duties, but not the responsibility, to a member of the Corporation’s staff.

Section 6. Treasurer. The Treasurer shall (a) be responsible for the safekeeping of all funds and assets of the Corporation; (b) oversee all recordkeeping of receipts and disbursements; (c) provide financial statements on a quarterly and annual basis to the Board; (d) file all tax and other financial reports as required by applicable law; and (e) perform such duties as may be assigned to him or her by the Board. If required by the Board, the Treasurer shall give a bond for the faithful discharge of his or her duties in such sum and with such surety or sureties as the Board shall determine. The Treasurer may delegate the above duties, but not the responsibility, to an Assistant Secretary Treasurer who will be a member of the Corporation’s staff.

Section 7. Removal. Any officer may be removed by the Trustees whenever in their judgment the best interests of the Corporation will be served thereby.

Section 8. Resignations. Any officer may resign at any time by giving written notice to the Co- Directors or Secretary. The resignation shall take effect at the time specified in the notice, and, unless otherwise specified in such notice, the acceptance of the resignation shall not be necessary to make it effective.

Section 9. Vacancies. A vacancy in any office because of death, resignation, removal, disqualification or otherwise, shall be filled by the Board in the manner prescribed in Article IV, Section 2 of these By-laws. In the case of a vacancy in any of the offices specifically designated in Article IV, Section 1, such vacancy shall be filled for the unexpired portion of the vacated term.

Article VII COMMITTEES

The Board may, in its discretion form any one or more of the following committees, as needed, and/or may form any such other committees as it shall deem reasonable in effecting the Corporation’s purpose or the management and organization of the Corporation.

Section 1. Executive Committee. The Chairperson, with the approval of the Board, may establish an Executive Committee which shall include the Officers of the Board and such

Fenix Charter School / Prospectus page 166

other Board members as the Chairperson deems appropriate. The Executive Committee shall have no fewer than three (3) members. A majority of the Executive Committee shall constitute a quorum. The Executive Committee shall have full power to act in the affairs and management of the Corporation between meetings of the Board and shall report its actions to the Board for approval and ratification. Changes in policy implied by action of the Executive Committee must be considered by the full Board at its next regularly scheduled meeting. The Executive Committee shall meet at the discretion of the Chairperson or at the request of a majority of the Executive Committee’s members. Notice of time and place of all Executive Committee meetings shall be given in writing or by telephone at least seven (7) days prior to the meeting. The Executive Committee shall annually review and present to the Board an evaluation of the performance of the Executive Director and/or Co-Directors.

Section 2. Strategic Planning Committee. The Strategic Planning Committee shall consist of no fewer than three (3) members and shall be responsible for developing the long- range goals and vision of the Corporation in accordance with the Corporation’s mission.

Section 3. Nominating Committee. The Nominating Committee shall be composed of no fewer than three (3) members of the Board and may include non-Board members of the Corporation. At least thirty (30) days prior to the Annual Meeting, the Nominating Committee shall present to the Board a slate of potential candidates for election at that meeting. The Nominating Committee shall also present names of potential candidates for election by the Board to fill vacancies during the year. A majority of the members of the Nominating Committee shall constitute a quorum, and in the absence of a quorum, a majority of the members in attendance at any meeting shall decide its action.

Section 4. Development Committee. The Development Committee shall consist of no fewer than three (3) members, one of whom shall be the Treasurer. It shall assist the growth of the organization through fundraising activities, including an annual appeal, membership drive, and special events; identify new sources of funding to expand or support current or future programming according to the mission of the Corporation, and recommend options to increase the organization’s long-term financial stability. The Development Committee shall review quarterly the status of the Corporation’s resources and fundraising efforts.

Article VIII PERSONNEL

Section 1. Co-Directors. The Board shall designate two Co-Directors of the Corporation. The Co- Directors shall be the chief executive officers and spokespersons of the Corporation and, subject to the direction and under the supervision of the Board, shall have general charge of the business, affairs, and property of the Corporation, and control over its officers, agents and employees. The Co-Directors shall supervise the business and affairs of the Corporation between meetings of the Board. The Co-Directors shall execute, on behalf of the Corporation, any deeds, mortgages, bonds, contracts, or other instruments which the Board has authorized to be executed except in cases where the signing and execution or delegation thereof shall be expressly delegated by the Board or by these By-laws to some other officer(s) or agent of the Corporation, or shall be required by law to be otherwise signed or executed. The Co-

Fenix Charter School / Prospectus page 167

Directors shall do and perform all duties incident to the office of Co-Directors and such other duties as may be assigned to the Co-Directors by these By-laws or by the Board.

The Co-Directors shall also execute the policies established by the Board for the administration of the organization, be members ex officio of all committees of the Corporation, other than the Nominating Committee, assist all committees in the development of their programs and activities, serve as the Board’s liaison to executive staff of the Corporation, hire, dismiss and direct the employed personnel in the performance of their duties and perform such other duties as the Board may from time to time assign to the Co-Directors.

Section 2. Other Personnel. The Co-Directors, with the approval of the Board, may employ technical experts and other officers and agents (including without limitation a vice president or vice presidents, secretary and treasurer), and fix their qualification, duties and compensation, as they deem necessary for the proper and efficient operation of the Corporation, and may employ such other employees, permanent, and/or temporary, as they shall deem necessary. The Board may delegate to one or more of the Corporation’s agents or employees such administrative duties as it may deem proper.

Article IX CONTRACTS, LOANS, CHECKS AND DEPOSITS

Section 1. Contracts. The Board may authorize any officer or officers or agent or agents, to enter into any contract or execute and deliver any instrument in the name of and on behalf of the Corporation, and such authority may be general or confined to specific instances.

Section 2. Loans. No loans shall be contracted on behalf of the Corporation and no evidences of indebtedness shall be issued in its name unless authorized by a resolution of the Board. Such authority shall be confined to specific instances. No loan shall be made by the Corporation to any Trustee.

Section 3. Checks, Drafts or other Similar Orders. All checks, drafts or other orders for the payment of money, notes or other evidences of indebtedness issued in the name of the Corporation, shall be signed by such officer or officers or agent or agents of the Corporation and in such manner as shall from time to time be determined by resolution of the Board.

Section 4. Deposits. All funds of the Corporation not otherwise employed shall be deposited from time to time to the credit of the Corporation in such banks, trust companies or other depositories as the Board may select.

Article X INDEMNIFICATION

Fenix Charter School / Prospectus page 168

Section 1. Indemnification of Trustees. A Trustee of the Corporation shall not be personally liable to the Corporation for monetary damages for breach of the Trustee’s duty as a Trustee, except for (i) liability for any breach of the Trustee’s duty of loyalty to the Corporation (ii) liability for acts or omissions not in good faith or which involve intentional misconduct or a knowing violation of law, or (iii) liability for any transaction (other than transactions approved in accordance with the Act) from which the Trustee derived an improper personal benefit. If the Act is amended to authorize corporate action further eliminating or limiting the personal liability of the Trustees, then the liability of a Trustee of the Corporation shall be eliminated or limited to the fullest extent so permitted. Any repeal or modification of this provision by the Corporation shall not adversely affect any right or protection or a Trustee of the Corporation existing prior to such repeal or modification.

Section 2. Definitions. These Bylaws shall be interpreted to indemnify each Trustee, officer, employee or other agent of the Corporation (each, an “Indemnified Person”), to the greatest extent permitted by the Act, including without limitation hereby, the following:

(a) Subject to the provisions of this Article, the Corporation shall on behalf of an Indemnified Person pay any Loss or Expenses arising from any claim or claims which are made against the Indemnified Person (whether individually or jointly with another Indemnified Person or Persons) by reason of any Covered Act of the Indemnified Person.

(b) For the purposes of this Article, when used herein:

(i) “Trustees” means any or all of the Trustees of the Corporation or those one or more officers, agents or other persons who are exercising any powers normally vested in the Board; (ii) “Loss” means any amount which an Indemnified Person is legally obligated to pay for any claim for Covered Acts and shall include, without being limited to, damages, settlements, fines, penalties or, with respect to employee benefit plans, excise taxes;

(iii) “Expenses” means any expenses incurred in connection with the defense against any claim for Covered Acts, including, without being limited to, legal, accounting or investigative fees and expenses or bonds necessary to pursue an appeal of an adverse judgment; and

(iv) “Covered Act” means any act or omission of an Indemnified Person in the Indemnified Person’s official capacity with the Corporation and while serving as such or while serving at the request of the Corporation as a member of the governing body, officer, employee or agent of another corporation, including but not limited to companies which are subsidiaries or affiliates of the Corporation, partnership, joint venture, trust, other enterprise or employee beefit plan.

Fenix Charter School / Prospectus page 169

(c) These Bylaws and the indemnification contemplated hereby expressly cover any Loss or Expenses arising from any claims made against a retired Indemnified Person, the estate, heirs or legal representative of a deceased Indemnified Person or the legal representative of an incompetent, insolvent or bankrupt Indemnified Person, where the Indemnified Person was an Indemnified Person at the time the Covered Act upon which such claims are based occurred.

(d) The Board may provide for the advancement of Expenses to an Indemnified Person prior to the final disposition of any action, suit or proceeding, or any appeal therefrom, involving such Indemnified Person and based on the alleged commission by such Indemnified Person of a Covered Act, subject to an undertaking by or on behalf of such Indemnified Person to repay the same to the Corporation if the Covered Act involves a claim for which indemnification is not permitted under clause (v), below, and the final disposition of such action, suit, proceeding or appeal results in an adjudication adverse to such Indemnified Person.

(e) The indemnification contemplated hereby shall not indemnify an Indemnified Person from and against any Loss, and the Corporation shall not reimburse for any Expenses, in connection with any claim or claims made against an Indemnified Person which the Corporation has determined to have resulted from (1) any breach of the Indemnified Person’s duty of loyalty to the Corporation; (2) acts and omissions not in good faith or which involve intentional misconduct or knowing violation of law; or (3) a transaction (other than a transaction approved in accordance with the Act) from which the person seeking indemnification derived an improper personal benefit.

Article XI

CONFLICT OF INTEREST POLICY

Section 1. Definitions.

(a) Interested Person. Any Trustee, principal officer, or member of a committee with governing board delegated powers, who has a direct or indirect financial interest, as defined below, is an interested person.

(b) Financial Interest. A person has a financial interest if the person has, directly or indirectly, through business, investment, or family:

(i) An ownership or investment interest in any entity with which the Organization has a transaction or arrangement;

(ii) A compensation arrangement with the Organization or with any entity or individual with which the Organization has a transaction or arrangement; or

(iii) A potential ownership or investment interest in, or compensation arrangement with, any entity or individual with which the Organization is negotiating a

Fenix Charter School / Prospectus page 170

transaction or arrangement. Compensation includes direct and indirect remuneration as well as gifts or favors that are not insubstantial. A financial interest is not necessarily a conflict of interest. A person who has a financial interest may have a conflict of interest only if the appropriate governing board or committee decides that a conflict of interest exists.

Section 2. Procedures.

(a) Duty to Disclose. In connection with any actual or possible conflict of interest, an interested person must disclose the existence of the financial interest and be given the opportunity to disclose all material facts to the Trustees and members of committees with governing board delegated powers considering the proposed transaction or arrangement.

(b) Determining Whether a Conflict of Interest Exists. After disclosure of the financial interest and all material facts, and after any discussion with the interested person, he/she shall leave the governing board or committee meeting while the determination of a conflict of interest is discussed and voted upon. The remaining board or committee members shall decide if a conflict of interest exists.

(i) An interested person may make a presentation at the governing board or committee meeting, but after the presentation, he/she shall leave the meeting during the discussion of, and the vote on, the transaction or arrangement involving the possible conflict of interest.

(ii) The chairperson of the governing board or committee shall, if appropriate, appoint a disinterested person or committee to investigate alternatives to the proposed transaction or arrangement.

(iii) After exercising due diligence, the governing board or committee shall determine whether the Corporation can obtain with reasonable efforts a more advantageous transaction or arrangement from a person or entity that would not give rise to a conflict of interest.

(iv) If a more advantageous transaction or arrangement is not reasonably possible under circumstances not producing a conflict of interest, the governing board or committee shall determine by a majority vote of the disinterested Trustees whether the transaction or arrangement is in the Corporation’s best interest, for its own benefit, and whether it is fair and reasonable. In conformity with the above determination it shall make its decision as to whether to enter into the transaction or arrangement.

(d) Violations of the Conflicts of Interest Policy.

Fenix Charter School / Prospectus page 171

(i) If the governing board or committee has reasonable cause to believe a member has failed to disclose actual or possible conflicts of interest, it shall inform the member of the basis for such belief and afford the member an opportunity to explain the alleged failure to disclose.

(ii) If, after hearing the member’s response and after making further investigation as warranted by the circumstances, the governing board or committee determines the member has failed to disclose an actual or possible conflict of interest, it shall take appropriate disciplinary and corrective action.

Section 3. Records of Proceedings. The minutes of the governing board and all committees with board delegated powers shall contain:

(a) The names of the persons who disclosed or otherwise were found to have a financial interest in connection with an actual or possible conflict of interest, the nature of the financial interest, any action taken to determine whether a conflict of interest was present, and the governing board’s or committee’s decision as to whether a conflict of interest in fact existed.

(b) The names of the persons who were present for discussions and votes relating to the transaction or arrangement, the content of the discussion, including any alternatives to the proposed transaction or arrangement, and a record of any votes taken in connection with the proceedings.

Section 4. Compensation.

(a) A voting member of the governing board who receives compensation, directly or indirectly, from the Organization for services is precluded from voting on matters pertaining to that member’s compensation.

(b) A voting member of any committee whose jurisdiction includes compensation matters and who receives compensation, directly or indirectly, from the Organization for services is precluded from voting on matters pertaining to that member’s compensation.

(c) No voting member of the Board or any committee whose jurisdiction includes compensation matters and who receives compensation, directly or indirectly, from the Organization, either individually or collectively, is prohibited from providing information to any committee regarding compensation.

Section 5. Annual Statements. Each Trustee, principal officer and member of a committee with governing board delegated powers shall annually sign a statement which affirms such person:

(a) Has received a copy of the conflicts of interest policy;

(b) Has read and understands the policy;

Fenix Charter School / Prospectus page 172

(d) Understands the Organization is charitable and in order to maintain its federal tax exemption it must engage primarily in activities which accomplish one or more of its tax-exempt purposes.

Section 6. Periodic Review. To ensure the Organization operates in a manner consistent with charitable purposes and does not engage in activities that could jeopardize its tax-exempt status, periodic reviews shall be conducted. The periodic reviews shall, at a minimum, include the following subjects:

(a) Whether compensation arrangements and benefits are reasonable, based on competent survey information, and the result of arm’s length bargaining.

(b) Whether partnerships, joint ventures, and arrangements with management organizations conform to the Organization’s written policies, are properly recorded, reflect reasonable investment or payments for goods and services, further charitable purposes and do not result in inurement, impermissible private benefit or in an excess benefit transaction.

Section 7. Use of Outside Experts. When conducting the periodic reviews as provided for in Article VIII, Section 6, the Organization may, but need not, use outside advisors. If outside experts are used, their use shall not relieve the governing board of its responsibility for ensuring periodic reviews are conducted.

Article XII GENERAL/MISCELLANEOUS PROVISIONS

Section 1. Fiscal Year. The fiscal year of the Corporation shall begin on the first day of July and end on the last day of June.

Section 2. Parliamentary Authority. The parliamentary authority shall be Robert's Rules of Order or rules and procedures adopted by the Board to the extent they are not inconsistent with these By- laws.

Section 3. Waiver of Notice. Whenever any notice is required to be given to any person under the provisions of these By-laws or under the provisions of the Articles of Incorporation or under the provisions of applicable law, a waiver thereof in writing signed by the person or persons entitled to such notice, whether before or after the time stated therein, shall be deemed equivalent to the giving of such notice. The attendance of a person at a meeting shall constitute a waiver of notice of such meeting, except when a person attends a meeting for the express purpose of objecting to the transaction of any business because the meeting is not lawfully called or convened. Neither the business to be transacted at, nor the purpose of, any regular or special meeting of the Board need be specified in any written waiver of notice of such meeting.

Fenix Charter School / Prospectus page 173

Section 4. Interpretation. Whenever the context of these By-laws so dictates, (i) the singular shall include the plural and the plural shall include the singular and (ii) the masculine, feminine and neuter shall be deemed to have been used interchangeably.

Section 5. Severability. If any provision of these By-laws is held to be invalid or unenforceable, all other provisions shall nevertheless be valid and remain in full force and effect.

Section 6. Books and Records. The Corporation shall keep correct and complete books and records at its principal office. Also, the Corporation shall keep at the principal office its three most recent annual IRS informational returns, along with a copy of any tax exemption application and IRS determination letter, such documents to be available for public inspection during regular business hours.

Article XIII AMENDMENTS

Except as otherwise provided by law, these Bylaws may be amended or repealed and new Bylaws may be adopted by the affirmative vote of two-thirds (2/3) majority of the members of the Board at any regular or special meeting of the Board; provided that notice in writing of such changes to be made to these Bylaws is mailed to each Board member and members of the Corporation at least thirty (30) days prior to such meeting.

Fenix Charter School / Prospectus page 174

Fenix Charter School / Prospectus page 175

Fenix Charter School / Prospectus page 176

Fenix Charter School / Prospectus page 177

Fenix Charter School / Prospectus page 178

Fenix Charter School / Prospectus page 179

Fenix Charter School / Prospectus page 180

Fenix Charter School / Prospectus page 181

Fenix Charter School / Prospectus page 182

Fenix Charter School / Prospectus page 183

Fenix Charter School / Prospectus page 184

Fenix Charter School / Prospectus page 185

Fenix Charter School / Prospectus page 186

Fenix Charter School / Prospectus page 187

Fenix Charter School / Prospectus page 188

Fenix Charter School / Prospectus page 189

Fenix Charter School / Prospectus page 190

Fenix Charter School / Prospectus page 191

Fenix Charter School / Prospectus page 192

Fenix Charter School / Prospectus page 193

Fenix Charter School / Prospectus page 194

Fenix Charter School / Prospectus page 195

Fenix Charter School / Prospectus page 196

Fenix Charter School / Prospectus page 197

Fenix Charter School / Prospectus page 198

Fenix Charter School / Prospectus page 199

Fenix Charter School / Prospectus page 200

Fenix Charter School / Prospectus page 201

Fenix Charter School / Prospectus page 202

Fenix Charter School / Prospectus page 203

Fenix Charter School / Prospectus page 204

Fenix Charter School / Prospectus page 205

Fenix Charter School / Prospectus page 206

Fenix Charter School / Prospectus page 207

Fenix Charter School / Prospectus page 208

Fenix Charter School / Prospectus page 209

Fenix Charter School / Prospectus page 210

Fenix Charter School / Prospectus page 211

Fenix Charter School / Prospectus page 212

Fenix Charter School / Prospectus page 213

Fenix Charter School / Prospectus page 214

Fenix Charter School / Prospectus page 215

Fenix Charter School / Prospectus page 216

Fenix Charter School / Prospectus page 217

Fenix Charter School / Prospectus page 218

RESEARCH REFERENCES

Ashoka Innovators for the Public. (2012). What is a social entrepreneur?. Retrieved from http://www.ashoka.org/social_entrepreneur

Austin, J., Stevenson, H. & Wei-Skillern, J. (2006), Social and commercial entrepreneurship: Same, different, or both?. Entrepreneurship Theory and Practice, 30: 1–22. doi: 10.1111/j.1540- 6520.2006.00107.x.

Barron, B. & Darling-Hammond, L. (2008). Teaching for meaningful learning: A review of research on inquiry-based and cooperative learning. In L. Darling-Hammond, B. Barron, D. Pearson, A. Schoenfeld, E. Stage, T. Zimmerman, G. Cervetti, & J. Tilson (Eds.), Powerful Learning : What We Know About Teaching for Understanding (pp 11-70). San Francisco: Jossey-Bass.

Berman, S., & La Farge, P. (1993). Promising practices in teaching social responsibility. New York: State University of New York Press.

Berman, S. (1997). Social consciousness and the development of social responsibility. Albany, NY: State University of New York Press.

Bowden, E.M., Jung-Beeman, M., Fleck, J., & Kounios, J. (2005). New approaches to demystifying insight. Trends in Cognitive Sciences, 9, 322-328.

Bornstein, D. (2004). How to change the world: social entrepreneurs and the power of new ideas. Oxford, Oxford University Press.

Bruner, J. (1960). The process of education. Cambridge, MA: Harvard University Press.

DeVito, F. (2006). Turning Points vision for effective classrooms: A synthesis of best practices for diverse adolescent learners. Boston: Center for Collaborative Education.

Dewey, John (1919). Democracy and education: An introduction to the philosophy of education. New York: Macmillan.

Dunbar, K. (1995). How scientists really reason: Scientific reasoning in real-world laboratories. In R. J. Sternberg & J. E. Davidson (Eds.), The Nature of Insight (pp. 365-395). Cambridge, MA: MIT Press.

Dunbar, K. (1999). The Scientist In Vivo: How scientists think and reason in the laboratory. In Magnani, L., Nersessian, N., & Thagard, P. Model-based reasoning in scientific discovery. Plenum Press.

Durlak, J. A., & Weissberg, R. P. (2007). The impact of after-school programs that promote personal and social skills. Retrieved from Collaborative for Academic, Social, and Emotional Learning Website: http://www.casel.org/downloads/ASP-Full.pdf.

Echevarria, J., & Graves, A. (2007). Sheltered content instruction: Teaching English language learners with diverse abilities, (3rd ed.). Boston: Allyn & Bacon.

Fenix Charter School / Prospectus page 219

Echevarria, J., Vogt, M., & Short, D. J., (2008). Making content comprehensible for English learners: The SIOP model, (3rd ed.). Boston: Allyn & Bacon.

Ferguson, R., Schwartz, R., & Symonds, W. (2011). Pathways to prosperity: Meeting the challenge of preparing young Americans for the 21st century. Cambridge, MA; Pathways to Prosperity Project. Harvard Graduate School of Education.

Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.

Gardner, H. (1983). Frames of mind. The theory of multiple intelligences. New York: Basic Books.

Krathwohl, D. R. (2002). A revision of bloom's taxonomy: An overview. Theory into Practice, 41 (4), 212-218.

Massachusetts Department of Housing and Community Development. Lynn Community Profile. Retrieved from http://www.mass.gov/hed/economic/eohed/dhcd/community-profiles.html

Massachusetts Historical Commission. History of Lynn. Retrieved from http://www.sec.state.ma.us/mhc/mhcidx.htm

McKeon, R. (Ed.). (1941). The basic works of Aristotle. New York: Random House.

Muro, M., Rothwell, J., & Saha, D. (2011). Sizing the economy: A national and regional green jobs assessment. Washington, DC; Brookings Institution Metropolitan Policy Program.

Nicholls, A. (2006). Social entrepreneurs: New models of sustainable change. New York: Oxford University Press.

Runco, M. (2004). Creativity. Annual review of psychology, 55, 657-687.

The Conference Board, Partnership for 21st Century Skills, Corporate Voices for Working Families, & The Society for Human Resource Management. (2006). Are they really ready to work?: Employers’ perspectives on the basic knowledge and applied skills of new entrants to the 21st Century U.S. workforce. Retrieved from http://www.conference-board.org/pdf_free/BED-06-Workforce.pdf

U.S. Census Bureau. (2010). 2010 Census demographics profiles. Retrieved from http://2010.census.gov/2010census/data/

U.S. Department of Education. (2012). The condition of education. Washington, DC: The National Center for Education Statistics.

Vygotsky, L.S. (1986). Thought and language. Cambridge, MA: MIT Press (original work published in 1934).

Wiggins, G. & McTighe, J.(2005). Understanding by design, Expanded 2nd Edition. Alexandria, VA: ASCD.

Zimmer, R., Gill, B., Booker, K., Lavertu, S., Sass, T.R., & Witte, J. (2009). Charter schools in eight states: Effects on achievement, attainment, integration, and competition. Santa Monica, CA: RAND Corporation.

Fenix Charter School / Prospectus page 220