HERRON HIGH SCHOOL
TO BE LOCATED IN THE NEAR NORTHSIDE OF DOWNTOWN INDIANAPOLIS
Charter School Application
July 6, 2005
Presented to the Honorable Bart Peterson, Mayor of Indianapolis
By the Board of Directors of Herron High School
Indianapolis, Indiana 1 Herron High School
Executive Summary
1. A mission statement that indicates, in one or two sentences, what the school intends to do, for whom, and to what degree. Herron High School will partner with families and the community to provide a classical liberal arts education that integrates knowledge, inspires discipline, and values community service.
2. An explanation of how the proposed school will meet the needs of the community. The City of Indianapolis recently completed its Regional Center Plan for the year 2020. In it, the City established its goal to become a "world-class city" and identified the steps necessary to accomplish that goal. A common theme throughout the plan is the need to double the regional center’s population to 40,000 and that retail, housing, and education are key elements to attracting this growth.1 Since the 2000 Census, the downtown community has had much to celebrate. The regional center showed increases in owner occupied housing, housing production, and the percentage of households earning at or above the median income.2 And, since the enactment of the Mayor’s Cultural Development Initiative in 2001, there is a general feeling that downtown is alive with creativity, artistry, and innovation. While these trends, both tangible and intangible, are encouraging, downtown residents still struggle with the issue of public education. New numbers, just in from 2004, tell us that 30% of students who enter our center city high schools as freshmen graduate in four years.3 In a city priming itself to become world class, this is not acceptable.
"The City is betting on charter schools to solve the problem, says Maury Plambeck, Director of the Department of Metropolitan Development.”4 The charter school movement has brought hope and choice to Indianapolis. Charter schools currently offer widely varying academic models that appeal to different learning styles and populations. According to the Indiana Charter School Association, the movement is serving “significantly higher percentages of minority, disadvantaged, and underachieving students”.5 This was a surprise for most skeptics of the movement. However, to build the "diverse community needed to keep downtown vital long-term" the City also needs to keep and attract middle class families. "Currently, too many downtown families move to the suburbs when their kids reach school age, rather than settle for IPS or pay private school tuition."6 Charter schools in Indianapolis need to learn how to serve both populations.
Herron High School believes that its presence is needed to attract more families to the center of the city, while also serving the existing underserved population. Herron seeks to be a part of a movement in Indianapolis which will build a culture of cooperation and understanding, where rich and poor, artistic and analytical, and people of all color can work together and build something more beautiful than any could achieve individually. Not only will our students be inclusively reflective of our world, they will be harbingers of positive change. We will truly be a world-class city. We will not need to import the creative class—the best and brightest innovators—into our city, for we will raise them up from among us.
1 The Indianapolis Regional Plan is available for view online at www.bsu/cap/regionalplan.org 2 Indianapolis Regional Plan 2020, 107 3 “Frequently Asked Questions.” Indiana Department of Education. Charter School Association of Indiana, Inc. May 9, 2005
3. A brief description of the educational foundation, including curricular approach. Herron High School’s founding team researched numerous education models to find one that would produce “educated” graduates, regardless of at-risk status. Based on research and then site visits to the most compelling examples, we chose a classical liberal arts model which roots and integrates subjects across an art history/humanities timeline as the educational foundation for Herron High School. Locally, this approach has been used successfully at The Oaks Academy, a pre-kindergarten through eighth grade private school with a diverse (55% people of color, 45% Caucasian, and greater than 50% low income) student body population. Because many of The Oaks Academy teachers have taught at the college level and its academic content is rigorous, we believe our model is well suited for a university partnership. We are actively pursuing creative partnerships so that our students will have a seamless connection to college coursework.
Herron High School’s approach to teaching the liberal arts will integrate academic disciplines across a chronological timeline and emphasize classic art and literature of many cultures. The ninth grade will begin their high school career with the study of the earliest civilizations of ancient Asia and Africa. By the time they graduate, they will have journeyed through Ancient Greece and Rome, the Middle Ages, the Renaissance, the Age of Exploration, American History, and modern world history. Our students will understand the roots of knowledge7 and discover a universal heritage, one which will inspire students to aspire to the common good and give voice to what they have learned through civic engagement.
Not only will Herron’s approach fill a market niche of parents wanting a liberal arts education, but this focus will improve student achievement. Research has demonstrated that students in public schools with expanded arts, music, and humanities programs fared significantly better on their SAT scores than those in more traditional public schools.8 Research also demonstrates that students who have a strong liberal arts education are well prepared to be lifelong learners and to succeed in any professional field.9 They are steeped in the great thinking and profound beauty of many cultures of the ancient and modern world. They learn to analyze and evaluate ideas, cultures and expressions. They begin to think logically and express themselves with fluency and artistry. Herron High School will produce powerful, innovative leaders, who will also be gracious.
A new downtown high school, carefully crafted to serve a growing creative class community and the existing underserved will give students, who now are so divided, the chance to build bridges and not walls, to achieve their highest academic potential, and to be mentored by great and creative thinkers in this city. A rich liberal arts education, unique to Herron High School, can prepare all students, even currently low-achieving students, to become world-class leaders.
4. A brief description of your plan for meeting the proposed school’s educational goals. Our educational goals focus upon 1) Academic Success: Students will graduate from Herron High School as well-rounded learners, prepared to go to college, and 2) Academic Inclusion: Students will benefit from an inclusive learning environment where wide ranging skill levels and strengths work together and all make positive academic progress.
These goals will be met through our commitment to collect extensive amounts of data on individual student learning that will drive intellectual and curricular decision-making. We will continue to develop
7 Shulman, Lee S. “Aristotle Had it Right: On Knowledge and Pedagogy.” The Wisdom of Practice Ed. Suzanne M. Wilson. San Francisco, CA: Jossey-Bass, 2004. 407. 8 2004 Fordham Foundation Study of Ohio Schools 9 Veith, Gene Edward and Andrew Kern. Classical Education: The Movement Sweeping America. Capital Research Center, 2001. 3 Herron High School partnerships with local universities to provide much expertise in best practice teaching and learning research, staff development and curriculum development. A focus on differentiated instruction will allow all students to receive the necessary services for learning success.
5. A brief description of the business plan, including financial management capabilities, potential partners, and access to financial resources. Herron High School has been accepted into the Network of Effective Small Schools, managed by the Center of Excellence in Leadership of Learning (CELL)/University of Indianapolis. Through this relationship, the Bill and Melinda Gates Foundation has already awarded Herron High School $40,000 for its exploration phase and $100,000 for its start-up phase. Herron High School expects to receive an additional disbursement of Gates funds in the amount of $260,000 in 2006.10
We have also developed a significant relationship with the Sagamore Institute for Policy Research (SIPR) which enabled us to contract with an experienced CEO to lead the Herron High School project11. The Sagamore relationship is also providing administrative and research staff time for Herron High School’s start-up phase. The mutual intent is that this relationship will grow and strengthen over the years.
Our discussions with founders and observers of the charter school movement has indicated that more charter schools fail due to financial mismanagement, than for academic reasons. Because of this, we have prepared a very conservative budget, with understated revenues and overstated expenditures.
Even while understating potential sources of revenue for the school and aggressively overstating potential expenditures, our budget still forecasts a positive cash flow each year. This creates great flexibility for delivering the quality of education and educational facilities consistent with our mission of providing an outstanding classical liberal arts education for each Herron High School student.
6. A description of the founding team’s capacity to implement the educational plan and business plan. Our community partnerships, particularly with the organizations represented on our board, and relationships with local universities have given us a platform and the “connectivity” needed to build a significant partnership base. We are currently drafting a development plan to ensure that we have the ability to react effectively to the needs of our student body population.
Our governing board includes staff from neighboring non-profit organizations that relate to the unique mission of the school, including the Indiana Humanities Council (humanities and liberal arts), The Harrison Center for the Arts (visual arts), The Oaks Academy (classical liberal arts education/underserved populations), and Historic Landmarks Foundation of Indiana (historic preservation of architecture). In addition, we have drawn from the skill sets of area residents whose expertise in law, finance, education, administration, fund development, diversity and community-building are necessary to take this project through to fruition. Our board is grassroots, yet has been strategically positioned.
10 See letter of support from CELL/NESSI in Appendix A. 11 See letter of support from the Sagamore Institute in Appendix A. 4 Herron High School
Table of Contents
Executive Summary
Full Narrative:
I. Our Vision 1 A. Mission 1 B. Need 2 C. Goals 5 i. Academic Performance 5 ii. Organizational Viability 5 iii. School-Specific Objectives 6
II. Who We Are 7 A. Description of Founding Group 7 B. Community Partnerships 10
III. Educational Services Provided 12 A. Educational Philosophy 12 B. Academic Standards 15 C. Curriculum 16 D. Assessment 25 E. Support for Learning 27 F. Special Student Populations 28 G. School Characteristics 29 i. HHS 2006-2007 Calendar 30 ii. HHS Daily Schedule 30 iii. A Day in the Life of a HHS Student 31
IV. Organizational Viability and Effectiveness 33 A. Enrollment/Demand 33 i. Recruitment and Enrollment 33 ii. Enrollment Process 34 B. Human Resources 34 i. School CEO 34 ii. Curriculum Director/Data Analyst 35 iii. Teachers 36 iv. Compensation 37 v. Professional Development 37 vi. Day in the Life of a HHS Teacher 38 C. Governance and Management 38 i. Board Composition 39 ii. Board Development 39 iii. Committees 39 iv. School CEO Oversight & Selection 39
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D. Financial Management 40 i. Payroll and Cash Management 41 ii. Consultants and Contracts 41 iii. Annual Budget Development Process 41 iv. Fundraising 41 v. HHS Five-Year Fundraising Plan 41 E. Budget 42 i. Key Revenue Assumptions 42 ii. Key Expense Assumptions 43 F. Facilities 43 G. Transportation 45 H. Risk Management 45 I. Timeline 45
V. Summary of Strengths 46
VI. Attachments
A. Letters of Support B. IndyGo Route System Map C. Lesson Plans in Full D. Budget E. Map showing the proximity of schools in the area F. Assurances Form G. Background Check and Authorizations, Memorandums and Resumes H. Evidence of IRS Filing I. SmartDESKTOP® J. Timeline K. Rex Bolinger resume L. Articles of Incorporation M. Bylaws N. Organizational Chart O. Insurance Estimate
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Full Narrative
I. Our Vision
Herron High School will equip students with educated minds, passionate hearts, and influential voices which will transform Indianapolis and the world at large.
The vision for Herron High School is rooted in Mayor Bart Peterson’s Cultural Development Initiative. Enacted in June 2001, Peterson’s initiatives ignited a movement in the Indianapolis community and empowered arts leaders to engage in economic development, neighborhood revitalization, and community building. Encouraged by a new political landscape, new educational options, and “creative class”12 thinking, urban residents are collaborating under the leadership of the Harrison Center for the Arts to create a charter high school that would spur the continued revitalization of their culturally oriented community. Research, travel, and community conversations, funded by the University of Indianapolis’ Center of Excellence in Leadership of Learning (CELL), resulted in designing a school with a community vision of world class education - Herron High School.
A. Mission
Herron High School will partner with families and the community to provide a classical liberal arts education that integrates knowledge, inspires discipline, and values community service.
Herron High School’s mission begins with partnerships. We partner first with families because we believe they are the primary educators of their children; they must trust the minds of their children to highly qualified educators who will expose them to great thinking. We partner secondly with members of the wider community who mentor students to prepare them for active and reflective roles in city leadership. Education at Herron High School is the united focus of parents, community, and the school.
Herron High School’s mission continues with a liberal arts curriculum which emphasizes the roots to knowledge through the study of classic works of art and literature from many cultures. Herron High School’s curriculum will also be distinctive, offering classical subjects such as Latin, logic, and rhetoric. 13
One beauty of the classical liberal arts curriculum is that it naturally feeds into our mission priority of inspiring discipline. Rather than relying on isolated “character curriculum”, classroom discussions of literature such as the Japanese modern classic “Kagemusha” will make character relevant without distracting from Herron High School’s academic goals. “Kagemusha” speaks to us with particular power in a time when all energies seem to be devoted to self-preservation and bodily comfort. It uncovers the innate nobility of the soul as a driving force of noble unselfish action.14
We also believe our school culture will create an environment supportive of discussions of personal and ethical standards, with an emphasis on maturity as modeled by administrators, teachers, parents, community leaders, and students. As students develop meaningful relationships with mature adults (such as their advisors, mentors, and teachers), they will be inspired to set high personal goals. As they
12 Florida, Richard. “The Creative Class.” The Rise of the Creative Class. Frucht, Bill. New York, NY: Basic Books, 2002. 67-82. Florida coined the phrase “creative class” in this 2002 book, and sparked a national conversation on how cities could position themselves to recruit this innovative and productive demographic. 13 Please see section III for an explanation of the classical liberal arts approach. 14 Cowan, Louise. “The Necessity of the Classics.” The Intercollegiate Review Fall 2001. 1-2 7 Herron High School succeed, students will learn to accept personal responsibility for respect and achievement. They will be challenged to bring themselves to a higher standard of personal integrity and of compassion and care for people around them. At Herron High School, this is character development.
The final priority of our mission is to instill a sense of civic responsibility in students. Herron High School will require community service to aid our students’ growth in knowledge of the world and concern for those around them; community service will also develop their desire to have influential voices in the city. We have designed a structure15 to grow civic engagement, which will be modeled by teachers and community leaders. Through community service projects, students will have the opportunity to be personally involved with local leaders and to actively participate in the work of local businesses and non- profit organizations. Students can thereby be prepared to serve as youth delegates to local, state, and national organizations and to lead social recognition of the causes students espouse. As this happens, students will be more likely to become active and responsible citizens, ultimately bringing about real change in society. Simply put, “student voice” will be nurtured and valued.
B. Need The City of Indianapolis recently completed its Regional Center Plan for the year 2020. In it, the City established its goal to become a "world-class city" and identified the steps necessary to accomplish that goal. A common theme throughout the plan is the need to double the regional center’s population to 40,000 and that retail, housing, culture and education are key elements to attracting this growth.16 The plan noted that the 2000 Census has given the downtown community some reason to celebrate. The regional center showed increases in owner occupied housing, housing production, and the percentage of households earning at or above the median income.17 These successes were tempered with the realization that whatever population increases were achieved in the 1990s were due to non tax producing group home and social service situations.
More changes came in 2000 with the City securing a four million dollar Home Ownership Zone grant for the development of Fall Creek Place, a neighborhood formerly known to locals as “dodge city”, a prime example of urban blight. This development of approximately 322 new homeownership opportunities was designed to mix market rate and low-to-moderate income residents and be phased in over three years. City officials were thrilled (and overwhelmed) when Fall Creek was sold out within six months, but disappointed that the new housing development had not attracted more families with children. Apparently, new housing is not attraction enough.
In 2002, more City policies spurred cultural development with the creation of the Indianapolis Cultural Development Commission. By 2005, the Mayor had already declared, “The City’s cultural complexion has blossomed…the results are tangible and impressive.”18 And indeed, the current general feeling among residents is that downtown Indianapolis is alive with creativity, artistry, and innovation. Historic homes are being remodeled, old neighborhoods are being revitalized and new art and music are being created.
While these trends, both tangible and intangible, are encouraging, downtown residents still struggle with Indianapolis’ public education. "Currently, too many downtown families move to the suburbs when their kids reach school age, rather than settle for IPS or pay private school tuition."19 And while City leaders dream that students of today will become the engineers, artists, government officials, public servants,
15 See Attachment B for HHS’ community partner chart. 16 “Introduction.” Building a World-Class Downtown. 5 April 2005
However, also in 2002, the charter movement brought new hope and choice to Indianapolis’ parents and students. Charter schools seem to be offering widely varying academic models that appeal to different learning styles and populations. Parents can select from education models self-described as “technology- based”, “traditional”, “morals-based”, “arts-infused”, “accelerated learning”, “expeditionary learning”, “big picture”, “core knowledge”, and “results-driven”, all of which serve their children’s unique interests.21 According to the Indiana Charter School Association, these schools presently serve a high percentage of “minority, disadvantaged, and under-achieving students”.22 The founders of Herron High School applaud the missions of these schools.
However, as partners in the revitalization of downtown Indianapolis, the founders well understand that Indianapolis needs to keep and attract middle class families to the City in order to build the "diverse community needed to keep downtown vital long-term". "The City is betting on charter schools to solve the problem, says Maury Plambeck, Director of the Department of Metropolitan Development.”23 If Indianapolis wants to win its bet, our charter schools need to learn how to serve the middle class population, too.
The concept of Herron High School stands out from its charter peers in that this school hopes to serve a neighborhood and region made up of both “minority student populations”24 and non-minority student populations to model the equity and integration that Indianapolis seeks to encourage. This is a natural goal as the immediate neighborhood in which Herron High School hopes to locate is 50.2% white and 49.8% non-white, according to the 2000 Census. This is also a neighborhood in which the current average sale price for a single-family home is over $250,000.25 This neighborhood sits side-by-side with historic districts boasting even more “gentrified” statistics (Old Northside, Lockerbie Square, Chatham Arch, etc.) and blighted neighborhoods (Regan Park, Martindale Brightwood, and King Park, etc.), all sharing the King Park Community Development Corporation umbrella.26 In this broader community, the non-white population is much larger, at 83.3%, primarily African American. Hispanics make up 1.4% of the population and Asians, less than 1%. This broad area is symbolic of the fact that Center Township remains host to some of the most impoverished areas in Marion County, which also has a higher poverty rate for children than the surrounding suburbs. About 38% of students in Center Township are at or below the poverty level, much higher than the 17% of students in Marion County and surrounding suburban areas. Of those enrolled in IPS, 55.5% of students live in single-parent households and 77.2% of students receive free lunches. 27
20 “Frequently Asked Questions.” Indiana Department of Education. Charter School Association of Indiana, Inc. May 9, 2005
Herron founders sit in the middle of these demographics and feel compelled to develop a school to serve both populations. We believe Herron High School can be a tool to effectively create a partnership between both populations, rather than exacerbate disenfranchisement. For this reason, Herron has chosen to offer a rich liberal arts curriculum, which educators like Marva Collins and Christopher Kopff consider the best possible education for most students.28
Our particular vision of using an integrated liberal arts curriculum with a racially and socio-economically diverse population is modeled in Indianapolis at The Oaks Academy, a pre-kindergarten through eighth grade private school with a diverse (50% African-American, 45% Caucasian, and 5% other, and greater than 50% low income) student body.29 (Many of the founders of Herron High School have volunteered with, worked for, or have in some way been influenced by The Oaks Academy.) We have also been influenced by the Codman Academy in Dorchester, Massachusetts which provides a humanities-rich academic education to a population of 99% people of color and 1% Caucasian. Another inspiration, and provider of evidence that “it is not too late” is Earl Shorris and his work with teaching college level humanities courses to low income, homeless, and ex-con neighbors in New York’s lower East side.30 Like these educational liberators, Herron High School believes that all people, given the advantage of a high quality liberal arts education, can become innovative, reflective, and influential citizens.
This combination of academically rigorous influences (all grassroots driven models) meshes beautifully with the data driven approach and stress on university partnerships brought to us by our new CEO, Rex Bolinger. As The Oaks Academy is our primary model, we will replicate 1) a classical liberal arts curriculum made accessible to underserved populations, 2) a timeline approach to teaching an integrated curriculum, 3) an emphasis on civic responsibility and community service, and 4) teacher training in classical teaching methodology. We believe our relationship with The Oaks will support our success through access to their 1) grassroots connections to diverse populations, 2) networks for attracting bi- lingual, well traveled, and educated teachers interested in innovative approaches to education, 3) training in classroom techniques that enable teachers to address a wide range of learners in one classroom, and 4) experience creating successful financial and volunteer service partnerships.
While Herron High School intends to locate in the 16th and Delaware area, and has been designed to serve its downtown constituents31, we recognize that we will draw students from across the region. Herron High School believes that its presence will attract more families to the center of the city, enhance the image of downtown Indianapolis, and build a desperately needed tax base. Herron High School seeks to be a part of a movement in Indianapolis which will build a culture of cooperation and understanding, where rich and poor, artistic and analytical, and people of all color can work together and build something more beautiful than any could achieve individually. Not only will our students be inclusively reflective of our world, they will be harbingers of positive change. We will truly be a world-class city. We will not need to import the creative class—the best and brightest innovators—into our city, for we will raise them up from among us.
28 See Marva Collins’ Way and The Devil Knows Latin, by these two authors, respectively. 29 See Section III for an explanation of a liberal arts education. 30 Earl Shorris, in his writing On Poverty in America, researched the effect of teaching humanities college level courses to low-income, homeless, and ex-con neighbors in New York’s lower East side. His thesis was that the study of the humanities was the road out of poverty. “The poor did not need anyone to release them, an escape route existed. But to open this avenue to reflection and politics a major distinction between the preparations for the life the rich and the life of the poor had to be eliminated.” HHS hopes to eliminate that distinction.
31 Our design has been formulated over a period of one and a half years and has been tested through a period of seven months through community surveys. Our board members have set up booths at community events and neighborhood festivals to collect information, presented at neighborhood and service club meetings, and conducted telephone and email/internet surveys. 10 Herron High School
C. Goals i. Academic Performance Academic Success: 100% of students who enter Herron High School as freshman will graduate in four years, well-rounded and ready for college.
Measurement: • GQE, ISTEP, SAT, Graduation Portfolio, IUPUI freshman placement exams, locally developed assessments linked to state standards, and the Advisory Assessment. • 90% of students who enter HHS working one grade below their current grade level in literacy and math skills will reach grade level proficiency by the end of the first year. • 90% of students who enter HHS working more than one grade below their current grade level in literacy and math skills will reach grade level proficiency within two years. • 100% of students who enter HHS working more than one grade level below their current grade level in literacy and math skills will reach grade level proficiency within three years. • Achievement of grade level work will be measured by proficiency on teacher developed assessments in core subjects, locally developed assessments linked to the state standards, NWEA proficiency scores and by ISTEP scores. • 100% of HHS tenth graders will pass the GQE (or receive a waiver) prior to graduation. • 100% will be admitted to college prior to graduation. Applying to college is a school requirement for all Herron High School students. • All students will demonstrate annual gains in reading and math (based on the NWEA test), and will have a decrease in the size of the achievement gap for students who pretest below grade level. HHS will use entering freshmen’s test scores as the beginning benchmark for future years’ levels of improvement.
Academic Inclusion: HHS affirms the benefits of meeting all students’ academic needs in an inclusive learning environment where students of wide-ranging skill levels and strengths work together and all make positive academic progress. The school will use research-based methods and strategies both to differentiate instruction and to individualize students’ educational programs. In 9th and 10th grades, HHS will adopt strategies and approaches that have been successful with similar student populations.
Measurement: We will periodically review student participation in regular classroom instruction to assess whether all students are accessing the primary educational programs of the school and to quantify the amount of time students requiring special services spend, on average, receiving instruction in the regular classroom setting. In addition, test scores (NWEA, I-STEP) will be disaggregated on several dimensions to compare academic progress of different student groups within the school, including those students receiving special services, to ensure that all students are making academic progress. ii. Organizational Viability Sound Financial Resources: The Board affirms the need to develop and follow procedures that ensure long-term fiscal viability. HHS will follow generally accepted accounting practices and will comply with all laws and regulations governing charter schools. Additionally, the CEO will work with the finance committee to develop and manage a budget that meets the school’s financial commitments. HHS will engage a fully qualified school accountant or accounting firm as the school accountant. Audits will be conducted by an independent accounting firm.
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Measurement: This will be measured by review of fiscal policies, the implementation of standardized internal control systems, and demonstration of adherence to generally accepted accounting principles and the Indiana State Board of Accounts. A clean annual audit, Certificate of Good Standing, and clear chart of accounts will document the attainment of this goal. HHS has developed a conservative budget and will build relationships with private foundations and individuals to seek grants to supplement public funding. HHS has set a fundraising target of $230,000 for its exploration/start up phase. Herron High School already received grants of $40,000 and $100,000 from the University of Indianapolis’ Center of Excellence in Leadership of Learning (CELL) as part of the Network of Effective Small Schools in Indianapolis (NESSI) initiative.
Highly Skilled Staff: An excellent school depends upon an excellent staff, and HHS has developed networks through the exploration stage to recruit and develop a staff that can successfully teach an integrated liberal arts curriculum with a diverse student population. We will draw heavily from The Oaks Academy’s networks. We will conduct a broad search for teachers and will provide those hired with the support and resources to be successful, including professional development through in-service training and professional conferences. Each teacher will have two full planning days each month.32 We will seek to retain at least 80% of our teaching staff over the first five years working to build a strong and collaborative faculty that will know and serve students well. We will survey teachers regarding job satisfaction and use those reports to implement improvements. Surveys will inform personnel policy and reinforce the collaborative environment. Along with a content-rich curriculum, the staff of HHS will be the greatest contributor to students’ academic successes. HHS will have a committee that will assist the CEO in finding and hiring the very best candidates.
Teachers will be evaluated through 1) formal and informal observation, 2) written feedback, 3) conferences with supervisors focusing on self-evaluation and personal learning goals, and 4) submitted lesson plans.
Teachers will receive professional development by peer coaches with expertise, the curriculum director and the CEO. In addition, we plan to partner with other liberal arts schools, universities, and other organizations to help our teachers develop both depth of subject knowledge and classical teaching methodology. HHS teachers will also participate in ongoing professional development, beyond that which is required by the state of Indiana.
Measurement: We will hire only teachers with successful classroom experience and demonstrated knowledge and proficiency in the liberal arts. We will provide training in multiple pedagogies. Our goal is to retain at least 80% of our teachers beyond five years and will maintain, during any five-year period, a staff continuity that exceeds 80%. iii. School-Specific Objectives Community and Cultural Development: HHS plans to be housed in a downtown building, conveniently located near our community partners, which would be recognizable and established as well as safe and spacious for high school students. We have put considerable time and energy into pursuing the Herron School of Art campus. The historic Herron School of Art campus was vacated in June 2005 after many years of anchoring the near north side of downtown. The City of Indianapolis will take ownership of the property and has issued a Request for Proposal (RFP) for a new use of that site. Herron High School is partnering with developers to answer that RFP with a well thought out proposal and is currently
32 The Codman Academy in Dorchester, Massachussettes has provided a model for us in the area of creative scheduling of teacher planning days. Our new CEO is familiar with other models which we will consider as well. 12 Herron High School networking with our cities’ philanthropic leadership to help us make a financially viable case. We have several backup plans should our proposal not be accepted.
HHS desires to further contribute to the cultural renaissance of downtown Indianapolis through its rich liberal arts emphasis. We believe this will attract other investment in the downtown community and will contribute to building a stronger tax base, while serving the very real needs of residents.
Measurement: HHS will work with the local community development corporation to obtain a building and location which would further the revitalization goals of the neighborhood.
Community Support Networks: Over the past year, HHS has established grassroots community networks for long-term partnerships. This commenced with the recruitment and formation of HHS’s Board of Directors, a group of strong community leaders and professionals. The effectiveness and success of HHS over time will depend upon staying true to the school’s mission to “partner with families and the community” in a school culture that “values community service”. HHS will require a continued commitment to shared decision-making and an ongoing effort to place committed community members and parents/family representatives on the board and on committees overseeing all school initiatives. Furthermore, along with families and neighborhoods, local non-profits and corporations will become stakeholders in the life and health of HHS. These entities can provide support systems for Herron High School students, such as after-school study venues, mentors, summer jobs, service projects, and learning projects. We are currently pursuing the establishment of such a network with our downtown neighbors.
Measurement: We will maintain records of participation and membership of the Board of Directors and school committees that are involved in programmatic decisions for the school. The effectiveness of the Board and its members will be measured through self-evaluations and school assessment. Our advisory board, governing board, and mentorship program, will be comprised of 60% neighborhood representation from the non-profits, community corporations, and neighborhood groups.33 Community engagement will be evaluated on an annual basis.
II. Who We Are
A. Description of Founding Group Heading the initiative for Herron High School is a diverse team of qualified leaders, the majority being residents of the immediate neighborhoods of 16th Street and Delaware. The governing board also includes representatives of key non-profit organizations that relate to the unique mission of the school, including the Indiana Humanities Council (humanities), The Harrison Center for the Arts (visual arts), The Oaks Academy (liberal arts education/underserved populations) and the Historic Landmarks Foundation of Indiana (historic preservation of architecture).
Joanna Taft, Board President: Taft’s professional history has revolved around using her entrepreneurial skills to build community in diverse settings such as government, corporate, non-profit, and grassroots community-based organizations. With a B.S. in Business Administration, and a solid organizational background as a Management Analyst with a presidentially appointed Board in Washington, DC, Taft relocated to Indiana (Muncie, Richmond, and Indianapolis) with her Hoosier husband. In Muncie, she continued her business career as a consultant working with start up companies. In Richmond, she discovered community development and found that it was a good match for her personal interest in historic neighborhoods, urban areas, and her entrepreneurial abilities. She worked for Historic Landmarks Foundation of Indiana, served on several community boards, was appointed by the
33 See community partner chart on p. 12. 13 Herron High School
Mayor to the Richmond Area Planning Commission, and became skilled at community building and consensus planning. Moving to Indianapolis in 1991, she enjoyed private real estate development in historic neighborhoods and became active in community volunteering (particularly at The Oaks Academy as one of the original families). After ten years of self-employment, she took the position in 2001 of Executive Director of the Harrison Center for the Arts. She serves on the boards of The Oaks Academy, the Indianapolis Downtown Artists and Dealers Association, and the Board of Zoning and Appeals. She enjoys living, working, and playing in downtown Indianapolis with her husband, Bill, and three children who “love to go to school” at The Oaks Academy.
John R. Hammond III, HHS Member: Hammond is a partner of Ice Miller, Indianapolis’ largest law firm. He serves as Co-Chair of Ice Miller's Public Affairs group. As a veteran of Indiana’s state government, he has helped shape a wide variety of public policy, from tax policy to environmental management, education to tort reform, transportation to insurance and economic development. He was awarded his Bachelor of Arts from DePauw University in 1976, and a Juris Doctorate from the Indiana University School of Law in 1991. He is admitted to practice law in the State of Indiana. Hammond is a resident of the Old Northside Neighborhood. Hammond serves on the board of the Old Northside Foundation, the Old Centrum, and is one of the neighborhood’s first urban pioneers. He and his wife have 2 sons who are benefiting from a liberal arts education at St. Richard’s School. Andrew Hart, Vice President: Hart is presently the Head of School at The Oaks Academy in Indianapolis. After receiving his Bachelor of Arts from Washington & Lee University and his Master of Business Administration from the University of North Carolina, Chapel Hill, he worked as a legislative assistant in Washington, DC for Rep. Frank R. Wolf. Prior to The Oaks Academy, Hart was a visiting instructor at the University of Bucharest, Romania, served as a consultant for Price Waterhouse, and was a business development manager for Eli Lilly. He currently is a member of the Independent School Association of Central States and is a member of Tabernacle Presbyterian Church. Hart is also a member of the Head of School Forum, Independent Schools Association of Central States (ISACS). Hart brings administrative, networking, and fund development expertise to our board. Hart and his wife Peyton have two toddler daughters and live on the near north side of downtown. Kevin Hern, Treasurer and Chair of Finance Committee: Hern works as a Senior Financial Analyst for Eli Lilly in Indianapolis. He graduated from Miami (of Ohio) University with a Bachelor of Science in Education with minors in History, Economics, and Political Science. Upon graduating, Hern taught advanced placement American History and Economics while serving as the men’s varsity soccer coach for two years at a high school in Cincinnati, Ohio. During this time he also served as the Director for the school’s nationally recognized Community Service Program. Hern moved to Tampa, FL and joined the Murray Financial Group of UBS PaineWebber, working as a financial advisor for several years. He left UBS to return to business school in the fall of 2002. In the summer of 2004, Hern received his Master of Business Administration from the University of Chicago Graduate School of Business. He resides in Herron-Morton Place with his wife, Amy, and their two sons, Jackson and Luke. He is currently a member of the Herron-Morton Place Neighborhood Association, served as Chairman of the Board for Standing Firm Ministries, and volunteers for the Miami University Alumni Admission Recruitment Network. The son of a public school superintendent, Hern’s teaching background and MBA provide added depth to our financial planning. Vicenta C. “Vicky” Andrade, HHS Member: Vicky Andrade is the Latino Outreach Director for the Neighborhood Christian Legal Clinic. In this position, she supervises Latino outreach services that include educational programs, translation, interpretation, and public relations; collaboration with community groups and agencies to address Latino issues; assisting legal staff; and coordinating Spanish- speaking volunteers for legal representation and educational programs. Prior to joining the clinic, Vicky was the director of the translations department at Kiwanis International for 22 years. Her interpreting and convention assignments took her to many countries, particularly in Latin America. When Kiwanis
14 Herron High School transferred the World Headquarters to Indianapolis in 1982, Vicky was invited to move. Andrade received a Baccalaureate Degree in Business Administration in Cuenca, Ecuador, from an American School, Bilingüe Interamericano, and an Advance Certificate in English language from a Bi-National Cultural and Language Institute, Centro Cultural Ecuatoriano-Norteamericano Abraham Lincoln. She also has a BS degree in Management from Indiana Wesleyan University. Vicky is part of a large, international family which resides both in the U.S. and South America. She is the sixth of 8 children, and as a good Latina, she remains committed to being a supportive family member, especially for her widowed mother. Theresa Patrick, HHS Member: Patrick has lived in Herron-Morton Place since age four. Patrick began her education in IPS, but transferred to Sycamore and later graduated from Brebeuf Jesuit. She graduated from Butler University with degrees in Voice and Theatre Performance. She is a local actress and vocalist and has served as theatre instructor for the Indianapolis Symphonic Choir “Voices United” camp since 2002. Patrick is an aspiring law student and mental health advocate and has lived in London, Washington D.C., and San Francisco. Patrick offers Herron High School a youthful perspective and passion to make a liberal arts education more accessible to the children of her neighborhood.
Gautam Rao, HHS Member: Rao is Assistant Professor of Media Arts at Butler University and is the first visual artist on the faculty there. His previous teaching experiences were at Maryland College of Art and Design and at Northern Virginia Community College. He earned his BFA from Boston University in 1999 and his MFA from the University of Pennsylvania in 2002. His work is widely exhibited and has received national and international attention with a solo show at the Federal Reserve in Washington D.C., and a group show in Seoul, South Korea. His numerous distinctions include a Susan Coslett Cromwell Traveling Fellowship, and awards from the Marie Walsh Sharpe Foundation and the National Foundation for Advancement in the Arts. Rao’s community involvement includes membership in the Indianapolis Art Center, the India Association of Indianapolis, and Young Indian Professionals of Indiana (YIPI). Rao’s heart for special education and art education drew him to our project. His graphic design skills and organizational abilities have brought practical value.
Todd Ravesloot, Co-Chair of Facilities Committee: Ravesloot brings formal training, experience, and a keen interest in the successful rehabilitation of historic buildings to the HHS board. He currently works for Historic Landmarks Foundation of Indiana in their Indianapolis office and staffs Historic Urban Neighborhoods of Indianapolis, representing 20 neighborhoods in the older communities of Indianapolis. He also manages the Fund for Landmark Indianapolis Properties. After graduating from Purdue University, Ravesloot earned his Masters in Historic Preservation of Architecture from Ball State’s College of Architecture and Planning. Ravesloot is an active volunteer at the Harrison Center for the Arts and a resident of the historic Irvington neighborhood, where he lives with his wife, Holly.
Kenneth Rohrer, Chair of Curriculum Committee: Rohrer brings a wealth of experience in education. He has worked as a teacher, education director, technology coordinator, school principal, web designer and web master. Currently he is the Education Coordinator at the Indiana Humanities Council. In addition, he is an adjunct faculty member for the University of Phoenix, teaching courses on school administration and educational technology. He also designs and maintains web sites for several clients. Rohrer has been a consultant for Knowledge Adventure, an educational software company. He has presented at national conferences for the Art Educators Association of Indiana (AEAI) and Indiana Computer Educators (ICE) and has been a visiting scholar for Indiana State University. He received his Bachelor of Science in Art Education from Ball State University and his Master of Science in Elementary School Administration and Supervision at Indiana University. Rohrer has received numerous educational awards: the Golden Apple Award for educational technology, the Golden Web Award for the design of several school websites from the International Association of Web Masters and Designers, and was
15 Herron High School elected as 1994’s Indiana Elementary Art Educator of the Year by the Art Educators Association of Indiana.
John Turner, HHS Member: Turner received a Ph.D. in Art History from Brown University and is to date the sole African American to have done so. He has been the recipient of a Fulbright Fellowship (1993-94) as well as Ford and Mellon Fellowships held concurrently at the Metropolitan Museum of Art (1999-2000). Turner is the foremost authority on the Florentine High Renaissance sculptor, Baccio da Montelupo, and has contributed to Sculpture Journal. He is currently Assistant Professor of Art History (Media Arts Department) at Butler University in Indianapolis, Indiana. He is a member of the College Art Association and the Renaissance Society of America. He is also an advisory board member of ARTINCONTEXT.COM. Turner is what we would call “a renaissance man”. Educated, well spoken, and well read. He brings depth and scholarship to our board.
Doug Wilson, Secretary and Co-Chair of Facilities Committee: Wilson is a Senior Peoplesoft Business Analyst working in Information Technology for Covance Inc. Prior to joining Covance, Wilson worked for The Heritage Group. His work assignments included managing TQM and process improvement projects, strategic planning, and work on a major software development project. He earned his B.S. in Finance at Ball State University in Muncie, Indiana in 1992 with a concentration in Institutional Finance. He is married to Amy, and together they have two sons, Brant and Samuel. The Wilsons played a key role in establishing The Oaks Academy’s Fund Development program, were founding members of Redeemer Presbyterian Church, and enjoy building community with their neighbors in Herron-Morton Place. Wilson’s attention to detail and project management skills help keep our project on track.
We will continue to mature our board to balance the needs of “wealth, web, and wisdom” while keeping our grassroots connections. We plan to add three more members to our board by the fall of 2005, after hiring our CEO (who will begin work with us on July 1, 2005). Our strategy for continuing to build the board after hiring our CEO has been influenced by wanting our school leader to feel supported and have the opportunity to balance the board. We plan to hire an individual to serve under Rex Bolinger as a Curriculum Director/Data Analyst as well as hire teachers by the second quarter of 2006.
B. Community Partnerships We believe that the success of Herron High School and its students is impossible without the interest and involvement of community organizations and neighbors. For this reason, we are confident that HHS students will benefit from mentors and tutors as well as short-term instructional services, after-school homework venues, and opportunities for community service.
We are hoping to locate the school in the 16th and Delaware area and have therefore sought connections with non-profit organizations and corporations located nearby. The following is a list of our sources for volunteers, mentors, and advisors and their areas of interest. “Governing Board” refers to members of Herron High School’s current board while the “Advisory Board” will be formed after HHS’s charter approval and will be composed of community leaders who are stakeholders in HHS and their community at large. “Status” refers to whether or not we have a letter of support on file, “Letter pending” refers to a verbal agreement that has not yet been put in writing, “Agreement Pending” indicates that we are in positive, but inconclusive conversation, and blank field indicates that we have not yet contacted that organization (but will).
Source Represented on Inkind Support/Area of Status
16 Herron High School
Interest Harrison Center for Governing Board PR/Marketing/Coordination Letter of support the Arts of artist mentoring program Indiana Humanities Governing Board Assessment and evaluation Letter of support Council support. Training of teachers in smartDESKTOP® technology Nature Conservancy Advisory Board Environmental science Agreement pending support VSA Arts of Indiana Advisory Board Special needs support Letter of support Primary Colours Advisory Board Art education support Letter of support Indianapolis Governing Board Mentoring Letter of support Downtown Artists and program/Networking Dealers Association Joy of All Who Advisory Board Lunch program Sorrow Redeemer Governing Board Use of auditorium for school Letter of support Presbyterian Church assemblies; coordination of community tutor program The Propylaeum Advisory Board Reading club and manners Letter of support instruction The Local Initiative Recoverable loan for building Grant approved Support Corporation acquisition Letter of support Historic Landmarks Governing Board Facilities Letter of support Foundation of Indiana Clarian Health Advisory Board Transportation/fitness Letter pending Partners Old Northside Governing Board Mentors/tutors Letter of support Neighborhood Association Herron Morton Place Governing Board Letter of support Neighborhood Association Herron Morton Place Advisory Board Letter of support Foundation Christopher & Taylor Advisory Board Letter of support (law firm) Kroger McDonalds Corporation Ice Miller Governing Board Legal advising Letter of support Covance Governing Board Information technology Letter pending University Club The Villa Advisory Board The Oaks Academy Governing Board Curriculum assistance Letter of support Butler University Governing Board Curriculum assistance Letter pending National Federation of Music Clubs Mental Health Advisory Board Counseling
17 Herron High School
Association Benjamin Harrison Advisory Board Local history/Community Letter of support Home service opportunities Ivy Tech Collaboration with new fine arts program IUPUI Governing Board Curriculum Development, Letter pending staff development, educational research, college credits offered to students. YMCA of Greater Advisory Board Community and Youth Indianapolis Development Programs Herron School of Art Financial Letter pending Alumni Association
Sagamore Institute for Memorandum of Policy Research agreement and (SIPR) Letter of support
Indianapolis Letter of support Downtown, Inc.
Center of Excellence Letter of support in Leadership of Learning (CELL)
King Park Community Real estate development and Letter of support Development Corp. acquisition assistance The Remnant Trust Original source documents Letter of support
Recovery High School Fairbanks Substance Letter of support at Fairbanks Impacted Children education program
III. Educational Services Provided
A. Educational Philosophy34 The liberal arts approach to education finds its roots in the Latin word “libera”, meaning “freedom”. The Greeks and Romans practiced two kinds of education for two kinds of people. A strictly vocational, job- related training was reserved for slaves. Their sole purpose was to serve the economy and obey their masters. Free citizens, on the other hand, needed an education that would equip them to be active participants in the Athenian democracy, and the Roman republic, one that would help them develop their full intellectual and human potential. Thus began the tradition of preparing well-rounded, truly educated citizens.
34 Veith, Gene Edward and Andrew Kern. Classical Education: The Movement Sweeping America. Capital Research Center, 2001. 18 Herron High School
The liberal arts were systematized in the Middle Ages as the trivium, a three-pronged educational strategy focusing on the study of grammar, logic, and rhetoric. The genius of this approach, and why it applies as pedagogy for Herron High School, is because it is a comprehensive and universal paradigm for learning. Just as every academic discipline requires the “High Order Thinking Skills”, every discipline requires mastery of its trivium. Every subject has its grammar (basic facts), logic (analysis, synthesis, and “dialectical” discussion), and rhetoric (original expression presented in a manner which is creative, effective, and persuasive). For example, the grammar of science includes the foundational facts (tables, formulae, inventions, and models), as well as basic skills such as how to use a microscope and how to read the periodic table of elements. The logic of science involves mastery of the scientific method, innovative development of scientific questions and design of appropriate studies and experiments, and analysis of data and comprehension of its larger significance. The rhetoric of science includes carrying out original research to address new problems and developing skills in both oral and written academic presentation of results.
The stages of the trivium traditionally correspond to stages of child development and attempt to educate the child in the best way at a particular age:
Grammar, the First Stage – In elementary school, when young children love to memorize, they focus on learning addition and multiplication, basic historical facts, spelling, and vocabulary. This knowledge serves as the basis for all further learning and for higher order thinking skills. Although it is usually intended for younger children, this stage of learning deserves special attention at Herron High School as we expect many students to enter unprepared for our academic program. We have therefore designed our 9th grade to allow students who have not learned the foundations of their subjects both extended time on tasks and opportunities to practice basic skills in every subject. We firmly believe that our students need to acquire the basic facts and fundamentals before they proceed to the logic and rhetoric stages.
Logic, the Second Stage – As students enter junior high, they naturally become more argumentative. This impertinence and rebellion is a sign that their minds are ready for the next phase of learning, the questioning and probing of reality. Teaching methods at this level focus on instructing students in the art of formal logic and on teaching them how to question, analyze, and reason well. They take the facts they have learned, and then learn how to make proper deductions and connections. Our 9th and 10th grades will focus on this stage.
Rhetoric, the Third Stage – High school students, both self-absorbed and anxious to reach out to their peers, struggle with feelings, identity issues, and romantic idealisms. They are developing their own sense of identity and will yearn to be understood. Herron High School will give them the means and opportunity to express themselves. In this stage (11th and 12th grade), instructors will teach students how to express what they know and what they are learning with grace and clarity through writing, speech, and debate.
The trivium was the standard system of education for generations. The grassroots revival of this classical education strategy by small private and charter schools was fueled by a rediscovery of English writer Dorothy Sayers’ 1947 essay entitled “The Lost Tools of Learning”. Expressing her concern about the effectiveness of modern educational methods, Sayers wrote, "Although we often succeed in teaching our pupils ‘subjects,’ we fail lamentably on the whole in teaching them how to think. They learn everything except the art of learning.” She suggested returning to this method of education based on the three stages of the medieval trivium.35 Some movement between stages is based on age. However, when students learn “the art of learning,” they approach all subjects by first memorizing the grammar of the subject, then
35 Sayers, Dorothy L. (1947). “The Lost Tools of Learning.” National Review. New York, NY. 10016 19 Herron High School analyzing and forming conclusions about the material while fitting it into their previous knowledge base, and finally, articulately entering into discussion about it.
The classical trivium correlates with the findings of contemporary educational psychology, including Bloom’s taxonomy and studies of the High Order Thinking Skills and provides clear educational goals and educational methods for every developmental stage and academic subject:
Trivium Grammar Logic Rhetoric Bloom’s Taxonomy Data Accumulation Analysis/Decision Decision Making/ Making Communication Educator’s role Coach Midwife Tutor Educational need Basic Knowledge Thinking, Questioning Self Expression and Probing Educational methods Drilling and practicing Give and take Independent study under a teacher who discussion between supported by directs, motivates, and teacher and students supervision and inspires (Socratic Dialogue) feedback
The trivium can be used effectively with students at grade level, above grade level, or below grade level because it is a comprehensive approach to the art of learning. In fact, although the liberal arts approach has long been used by the elite and privileged, it works especially well for minority and disadvantaged children. A whole network of these schools has sprung up to work with underserved populations. The Oaks Academy and Zion Lutheran (Fort Wayne) are Indiana examples. We will seek to hire teachers who understand best practices, which correlate with the approach of the trivium.
A classical, liberal arts education is reflected in both content and pedagogy.36 Shulman maintains that while discussions about the liberal arts have been mired down in arguments over the “canon” of what every educated citizen needs to know, liberal education is as much about “how it is organized, taught, and evaluated”. At Herron High School, instead of learning isolated bits of information, students will study the liberal arts as a cohesive unit within the framework of the historical timeline. According to Shulman, “the liberally educated person understands human activity and that there are roots, beginnings, and an evolution to ideas and does not believe that knowledge is simply created anew in a given generation.”37 Herron High School will help students find the roots of knowledge (our common history) across cultures including Greek, Roman, Middle Eastern, African, Asian, European, and the Americas.
Herron High School is founded on the belief that a classical liberal arts education, where students are steeped in great historical thought and production, is the very best preparation for future influence. We will emphasize the integration of academic subjects; the teaching of great works of literature through original source documents; formal instruction in Latin, logic, and rhetoric; and appreciation for the greatest works of visual, musical, and dramatic art. Students will be inspired by the great truths and beauty of our common roots.
B. Academic Standards
36 Shulman, Lee S. “Aristotle Had it Right: On Knowledge and Pedagogy.” The Wisdom of Practice Ed. Suzanne M. Wilson. San Francisco, CA: Jossey-Bass, 2004 p. 400 37 Ibid. p. 401 20 Herron High School
The curriculum for Herron High School will meet (or in some cases, exceed) the Indiana Academic Standards. The state standards will be used as minimum benchmarks at each grade level for all subjects. The Indiana Academic Standards will be used as exit and graduation requirements.
Students will be promoted to the next grade in one of two ways:
• The student meets or exceeds all state standards in all subjects; OR • The student is promoted provisionally, meaning that he or she will need remediation in subjects in which the standards have not been met. This remediation can take place through tutoring or through a HHS summer program. The student will be retested until the standard has been met. This remediation allows for students to graduate in four years, thus keeping HHS in compliance with the No Child Left Behind regulations.
In order to receive credit for any course, students must attain a grade of 70 which is equivalent to a C-. Any grade lower than a C- will be marked as No Credit (NC). Any students not achieving a 70 or above on the final exam must complete a mandatory summer session with core academic teachers. Academic subjects are the only courses offered for a letter grade. Saturday elective courses are offered as Pass/No Credit.
Graduation Requirement "Answers in the Tool Box,”38 a report by the U.S. Department of Education notes that particularly for African American and Latino students, a strong academic curriculum is the most significant predictor of success in college. A strong academic curriculum is more significant than class rank, test scores, grade point average, or socio-economic status. Based on the research findings, we intend to require our students to fulfill the following requirements or their equivalent (one credit issued per semester of work as per Indiana guidelines):
• 8 credits in Humanities (History, Grammar and Literature) • 8 credits in Mathematics (must include pre-calculus) • 4 credits in Logic • 4 credits in Rhetoric • 6 credits in Laboratory Science (must include physics) • 8 credits in Latin (Or 4 + 4 credits in another world language) • 4 credits in combined health and physical education • 4 credits in Studio Art • 2 summer enrichment programs requiring approval • 30 hours of Service Learning and/or Internship • Completion of Graduation Portfolio consisting of examples of written and oral work along with a juried presentation
38 [1] A Strong Academic Curriculum Defined • More than one Advanced Placement course • More than three years of English • More than three years of Math (including Math beyond Algebra 2) • A minimum of two years of laboratory science • A minimum of two years of foreign languages • A minimum of two years of history • No remedial Math or English courses Adelman, C. 1999 Answers in the Tool Box: Academic Intensity, Attendance Patterns, and Bachelor’s Degree Attainment. Washington, DC; US Department of Education. 21 Herron High School
• Completion of a college application with acceptance to at least one institution of higher education
Teacher advisors will help students prepare for these experiences. The portfolio will show the student's best work and his or her progress over four years in writing and speaking abilities. All HHS students must complete these core academic requirements by demonstrating their mastery of content through portfolios, exhibitions and passing the graduation qualifying exam for the State of Indiana.
The requirements above exceed the Indiana standards of 42 credits for high school graduation and they exceed Indiana’s requirements in the core academic subjects. Herron High School will require 46 credits for graduation in highly prescriptive, rigorous coursework. Students will have few electives except in world languages and in the dual credit college course options offered in partnership with IUPUI. Requiring students to be constantly engaged in mathematics, science, humanities, world languages, and other rigorous courses will create the foundation for college success and the workforce. The additional requirements in service learning and the portfolio will extend Herron’s graduation requirements well beyond those of Indiana’s other public schools. Time will remain available to students in their seminars to receive focused attention on academic needs and other necessary study skills. There is little room for curricular “fluff” in the Herron High School academic experience.
C. Curriculum39 Herron High School’s liberal arts curriculum will follow an art history/humanities timeline. Each grade level will study a different historical time period. During humanities class, students will delve into the literature, the thinking (philosophical, political, and scientific), art, music, and drama of that era, as well as the geography of the countries being studied. The timeline approach will lend added organization to the study of these important and core subjects. As a visual aid, it helps all students to see connections between events occurring in different places; to see facts from their reading integrated into the big picture; and to see the influence of the people and events of an era on world political movements and culture. Striving for a deep understanding and comprehension of human knowledge, students will read primary sources. In this way, students’ thinking will be shaped and challenged by some of humanity’s greatest minds. Our curriculum of thinkers will be highly inclusive, from Aristotle to Christine de Pisan, from Miguel de Cervantes to Frederick Douglass, from Dante to Elie Wiesel.
The principal objective of the Herron High School curriculum is to provide students with a well-rounded, college preparatory education. The core subjects at Herron High School will be Latin, mathematics (algebra through calculus), science (biology, chemistry, physics), and the humanities (history, geography, literature). Planned non-academic course offerings will also relate to the timeline and will be determined according to enrollment needs and demands. They may include fencing40, classical ballet and dance, and tennis.
In pursuit of our college preparatory goals, HHS students will receive formal training in logic and rhetoric, as separate subjects in the curriculum and as applied skills throughout the curriculum. Students’ logical thinking skills will be honed as they enter into the arguments that have shaped the world. They will sharpen their rhetorical skills by analyzing and imitating the writings that they study and by creatively producing essays, prose, fictional tales and poetry of their own. This will carry over into math and sciences as students analyze problems, present ideas, debate theories, and investigate the natural world. Students will learn in all subjects to listen attentively, speak lucidly, read perceptively, write effectively, calculate accurately, and think critically.
39 Veritas Press http://www.veritaspress.com/store/AboutUs.asp 40 We have had preliminary conversations with Indy Sabre which offers fencing classes through IUPUI and Butler University. 22 Herron High School
These skills will be delivered across the curriculum because reading, writing, math, and logic cannot be relegated to a single class. We plan to create a culture where Math teachers understand their responsibility to integrate reading and writing into their lesson plans, and Art teachers integrate math, reading, and writing. This innovative teaching culture will be supported through strong professional development and the use of grade level meetings based on Phillip Schlechty's Working on the Work. In addition, we will use frequent internal assessments to monitor student progress, the 6 + 1 Trait Reading Model and the 6 Trait Reading Model (both developed by the Northwest Regional Education Research Lab).
Herron High School will integrate technology in ways that enhance learning. The Indiana Humanities Council’s smartDESKTOP® program will make HHS a leader in the use of technology with a humanities-rich approach. Our approach to the use of education technologies recognizes them as a means rather than an end. Over time, we will develop all students’ technical skills to the point where the decision to use or not use technology in the learning process can be made solely on pedagogical grounds: Will the use of technology significantly improve learning and teaching in this instance, or not?
Herron High School is considering licensing curriculum already in use at a variety of liberal arts schools and then adapting it for use with a diverse population, as modeled by The Oaks Academy. In so doing, we will work with a rigorous, integrated curriculum that exceeds Indiana state standards and has proven successful with diverse student populations in Indiana and other parts of the United States. We are also continuing to research other options, including partnering with a local university to develop curriculum, or hiring Paul Kortepeter, who wrote The Oaks Academy’s curriculum.
Skills by grade and subject:
Latin In Latin, students will gain an extensive vocabulary and translation skills. All students will study Latin as its structure is a training ground for the study of other subjects. It influences modern romance languages, the vocabularies of science, medicine, and law, as well as our colloquial English (more than 50% of English words have Latin roots). Across the nation, studies have shown Latin to be effective in improving SAT scores. Studies conducted by the Educational Testing Service show that Latin students consistently outperform all other students on the verbal portion of the Scholastic Assessment Test (SAT).41
1997 1998 1999 2000 2001 2002 2003 2004 Latin 647 651 662 665 665 666 672 674 All Students 505 505 505 505 506 504 507 508 French 623 627 632 636 633 637 638 642 German 624 617 623 621 625 622 626 627 Spanish 581 583 590 589 583 581 575 575 Hebrew 629 634 636 623 628 629 628 630
• 9th grade – Students will be able to correctly pronounce Latin words, form and parse all indicative verbs, all 1st, 2nd, and 3rd declension nouns, all pronouns (personal, relative, and demonstrative), all adjectives, adverbs and prepositions, and translate simple sentences. • 10th grade – Students will continue in their mastery of pronunciation, grammatical forms (including other verb forms and participles), and begin to work on translating simple texts.
41 The Latin Advantage by (unknown author but published by Bolchazy-Carducci Publishers, Inc.),
• 11th grade – Students will begin to understand selections from Caesar and other classical texts when read, develop an extensive Latin vocabulary being able to translate over 1,500 words and recognize their corresponding derivatives, and develop a substantial understanding of Latin grammar. • 12th grade – By 12th grade, students will be able to read Latin and discuss the religious, political and moral implications of the text, translate sentences and passages from original Roman texts into English and vice versa, and focus on texts as literature and not simply as a translation exercise.
Logic and Rhetoric Formal logic teaches students to study basic facts and then to properly connect and interpret them. Formal rhetoric is the study of the principles of effective speech and writing. It involves the use of logic and the rules of argumentation and develops the mind’s ability to use the tools of persuasion. Rhetoric also includes the study of political philosophy, ethics, and traditional psychology. The student of rhetoric learns, for instance, not only the elements of a political speech but also the elements of character and the reasons for people’s actions.42
• 9th grade (Logic) – Students will understand statements and their relationships, syllogisms, informal fallacies, the various types of arguments in normal English, and the use of truth tables to check the validity of prepositional arguments. • 10th grade (Logic) – Students will be able to argue validly and soundly, analyze arguments and discover the fallacies that they or others have made, take increasingly complex arguments in normal English and turn them into syllogisms and propositions, judge the validity and soundness of the syllogisms or propositions of an argument once it has been translated from normal English into symbolic form, and write a competent argumentative essay. • 11th grade (Rhetoric) – Students will be able to argue persuasively and winsomely, speak clearly and articulately, expound on and explain a written document, and create speeches that obey the rules of rhetoric and follow classical divisions. They will use technology to enhance both their research and their presentation. • 12th grade (Applied rhetoric) – Students will master the skills of both oral and written rhetoric creating a major thesis and defending it orally before a selected group of faculty members and experts. They will gain facility in their use of advanced technology.
Math In Math, students will understand ordered relationships as represented by numbers and mathematical relationships; they will develop mastery of the skills of higher level mathematics.
• 9th grade (Algebra I) – Students will solve numeric equations with variables and fundamental operations. They will master functions and graphs, equations with one and two variables, exponents, polynomials, square roots and quadratic equations. • 10th grade (Geometry) – Students will draw, analyze and manipulate geometric shapes in two and three dimensions and apply the tools of logic toward formal geometric proofs, learning to apply algebra in new ways. They will have mastery of the nature of deductive reasoning, points, lines,
planes, rays, angles, circles, transformations, similarity, the concurrence theorems, and both coordinate and non-Euclidean geometries. • 11th grade (Algebra II) -- The student will have a mastery of functions and relations including linear functions, rational and irrational algebraic functions, quadratic relations and systems, higher-degree
42 J. Cothran, Martin. Classical Rhetoric with Aristotle: Traditional Principles of Speaking and Writing. Louisville, KY. Martin Cothran 2003.1997-2004 24 Herron High School
functions and complex numbers, sequences and series. They will work competently with probability, data analysis, and functions of a random variable. • 12th grade (Pre-Calculus) – Students will understand the properties of trigonometric, analytical geometry, circular functions, and triangle problems in preparation for Calculus.
Calculus (for students who completed Algebra I in 8th grade and have worked a year above grade level in Math) —Students will master limits and their properties, differentiation, integration, infinite series and vectors.
Science In science, students will categorize and interpret the physical world according to the laws of biology, chemistry and physics. Students will master information, tables, and formulas, perform experiments, complete dissections, evaluate data, and draw conclusions.
• 9th grade (Biology) – Students will accumulate and classify facts to formulate general laws concerning biology, explain the structure of cells, recount the characteristics of different forms of life and explain life processes. • 10th grade (Anatomy and Physiology) – Students will study the human body in-depth, focusing on health and nutrition, body systems and processes, and historical developments in medicine, from Hippocrates to the present. • 11th grade (Chemistry) – Students will be able to explain the structures of, bonds between, and laws governing atoms and molecules, solve chemical and atomic equations, demonstrate an understanding of inductive thought, articulate Greek influences upon the development of science, and apply basic mathematical formulas to solve scientific problems. • 12th grade (Physics) – Students will have a deep knowledge of forces and motions, articulate an understanding of waves, electricity and magnetism, and understand the history which surrounded the lives of famous scientists and the movements they started.
Humanities In Humanities, students will read through the works of history and literature. The historical periods will be chronologically ordered and primary texts will be used whenever possible. Students will read biographies and historical fiction. They will be expected to read, write, and speak about each period. Throughout the curriculum, students will develop a mental framework for knowledge they will accumulate throughout their lifetimes.
• 9th grade – Students will begin with the study of Ancient World Cultures. They will master world geography and study Ancient African, Nubian, Egyptian, Aztec and Hebrew societies, focusing on their early contributions to mathematics, science, and art. • 10th grade – Master Ancient Greece and Rome. Students will be able to explain the basic structure of the governments of Classical Athens and the Roman Republic and show how these models have contributed to the development of our modern liberal democracy (government), identify the major artistic works in sculpture, architecture and music of Ancient Greece and Rome (art), act out some important scenes from the Oresteia trilogy and the Theban trilogy (drama), write a Homeric simile (composition), identify on a map the major geographic and architectural features of the cities of Athens and Rome (geography), explain the history and movements of pre-Socratic philosophy (history – The Last Days of Socrates), and explain Virgil’s purpose in writing The Aeneid (literature – The Aeneid). Students will also compare Rome, as the first multicultural city, to our own society today. In studying the expansion of the Roman empire, students will follow the developments of African and Middle Eastern society. • 11th grade – Master the Medieval period. Students will be able to describe the advances made under 25 Herron High School
the rule of Charlemagne (history – The Song of Roland), explain the reasons for the English Civil War (government– The Governor of England), explain the importance of Beowulf in English literature (literature – Beowulf), compare and contrast Milton’s Epic with those of Homer, Vergil and Dante (Paradise Lost). They will look at Native American, African, and South American history before the arrival of the colonizers and discuss the climate leading to the colonial movement. • 12th grade – Master the Age of Exploration and modern world history. Students will recognize the works of the most famous artists of the 18th –20th centuries (art, music, drama), write an Elizabethan sonnet (composition), argue for either the Federalist or Anti-Federalist position (debate), explain what Rousseau means by the Social Contract, Sovereignty, Government, and the General Will (government – The Social Contract), know the major events of the French Revolution (history – Reflections on the Revolution in France), and demonstrate an understanding of the major characteristics of a novel of manners (literature – Pride and Prejudice). They will also be able to explain the importance of Marxist thought (The Communist Manifesto), describe life in America in the 1920s (The Great Gatsby), compare and contrast Orwell and Huxley’s prophecies concerning the future and make a judgment about who saw the future more clearly (Brave New World and 1984), and explain how modern political movements are contrasted by the different governments in Watership Down (Watership Down). They will study the life and works of influential leaders of the last centuries, including Hitler, Ghandi, Castro, Martin Luther King, and Mandela.
Art Visual arts studies will be included as a critical element in the understanding of world cultures and the evolution of ideas of truth and beauty, enhancing other academic pursuits by honing concentration and observation skills and encouraging creativity, innovation, and invention.
• 9th Grade – Students will study early societies’ contributions to the arts, focusing on the basics of pottery and painting. • 10th Grade – Students will focus on drawing. Emphasizing the Greek studies of the human body, students will develop skills in portraiture and perspective. While studying Roman and architectural development, students will develop drafting skills both by hand and by computer. • 11th Grade – As students study the explosion of art in the Renaissance, they will imitate the masters (Michelangelo, Raphael, etc.) in a variety of genres, including portraiture, landscape, sculpture, illuminated text, and stained glass. • 12th Grade – The focus of this year will be modern art movements including impressionism, baroque art, surrealism, expressionism, cubism, photography, textiles, and graphic arts. Students will be encouraged to find their own voice in creative expression.
Music Practical instruction of music, integrated with the humanities curriculum, will be part of the core curriculum for all students.
• 9th Grade – Ninth grade students will study the basics of music theory and appreciation. They will focus on Hebrew songs of ascent, primitive African rhythms, and the early development of stringed instruments, studying their continued use throughout the Middle East and Africa. They will study Verdi’s Aida during their study of Ancient Egypt. • 10th Grade – In studying Greek drama, students will focus on the role of the chorus, studying early vocal and instrumental developments. They will continue their grounding in
musicianship and basic music theory to prepare them for appreciation of the wealth of musical innovation they will study in the next two years. • 11th Grade – Beginning with Florentine renaissance music and Gregorian chant, students will focus 26 Herron High School
on choral music and development of the voice and melodic lines. They will study the greats of Baroque music (Handel and Bach) and study the often political nature of their works. • 12th Grade – This year will focus on the development of classical music, opera (Mozart) and ballet (Stravinsky), and trace musical developments through the 20th century, particularly focusing on Asian and African contributions to modern theater and dance.
Sample Lesson Plans
Chemistry 11th Grade Lesson – John Dalton’s Contributions to Gas Laws Indiana’s Academic Standards: Chemistry • Standard C.2.3 Explain that John Dalton’s modernization of the Ancient Greek ideas of element, atom, compound, and molecule strengthened the new chemistry by providing physical explanations for reactions that could be expressed in quantitative terms. • Standard C.1.30 Perform calculations that demonstrate an understanding of the gas laws. Apply the gas laws to relations between pressure, temperature, and volume of any amount of an ideal gas or any mixture of ideal gases. Plan Objectives: Students will be able to: 1. Contrast our modern understanding of elements and that of the Ancient Greeks. 2. Chart our understanding of chemistry over time (Greeks to present). 3. Explain the influence of John Dalton on our understanding of chemistry. 4. State Dalton’s Law. 5. Balance pressure equations stimulating Dalton’s Law. 6. Describe a practical application of Dalton’s Law.
Plan Outline: 1. Inquiry questions – 1) Why did the Greeks believe in only four elements? 2) What is the most important advancement in modern chemistry? 2. Observation and the Real World: Scuba Diving – video clip of deep sea diver, journal reflection (air tank, pressure, chemical results) 3. Group Narrative – share journal entries and address issues of air flow, pressure, and air composition 4. History of John Dalton – examine a brief biography of Dalton, emphasizing his theories of atomic structure and properties of gases 5. Dalton’s Law: Description – table calculations of the compressed air’s pressure Excerpts from Lesson: After inquiry questions, do the following: 1. Observation & The Real World: Scuba Diving Show a three minute video clip of a deep sea diver either going underwater or coming up. Teacher says, "Now that you have observed how the divers take air with them underwater, and how they come slowly to the surface, I would like for you to use your science journal to write what is happening, chemically, in the air tank. Focus on pressure, knowing that as you go deeper under water, there is more pressure coming down on you, including in your lungs. You may not have the right answer, but do your best to explain what is happening. I want to read a scientific narrative telling what is happening. 2. Group Narrative (as time allows) 27 Herron High School
One student reads his/her narrative. Other students add and/or subtract scientific facts to explain such components as the composition of the air in the tank, the use of a regulator to maintain air flow, the creation of bubbles, the increasing pressure of the water, the (relatively) stable pressure of the air above the water, and the pressure changing inside the body (especially the lungs), to maintain pressure. Students with English as a Second Language (ESL): ESL students will be provided with essential vocabulary (pressure, air flow, and so forth) with visual descriptions in a small tutoring group before the lesson. The repetition of narratives in the classroom small group setting will help ESL students use the vocabulary in context. They will be able to construct their own narratives as simply as they constructively require, but will still be able to contribute to the class analysis. The tactile experimentation and recording will be simple for them and their final evaluation will therefore be at the same level as native speakers.
Students with Special Needs: Science lessons very naturally appeal to a broad range of learners. There are visual, auditory, and tactile elements in every lesson. In this lesson, the amount of repetition will allow a student with special needs to understand the essential knowledge – Dalton’s Law – by hearing it, seeing a practical example of it, and physically measuring it. A student without special needs will connect more of the deeper lessons (the influence of Greek thinking and a more critical evaluation of the table calculations).
Students Entering HHS below Grade Level: Repetition of information in a variety of forms will help a lower level student to access the information.
Full Lesson Plan Available in Attachment C
Humanities 10th Grade Lesson - Design Your Own Castle Indiana’s Academic Standards: World Civilizations
Standard 5: MEDIEVAL EUROPE AND THE RISE OF WESTERN CIVILIZATION: 500 to 1500
WH.5.5 Define feudalism and the manorial system, and explain their impact upon European civilization. (Economics; Civics and Government; Individuals, Society, and Culture)
WH.5.9 Explain the causes of the Crusades and their consequences for Europe and Southwest Asia, including the growth in power of the monarchies in Europe. (Civics and Government; Individuals, Society, and Culture)
WH.5.11 Interpret maps and timelines depicting major events in medieval Europe, which were related to the rise of Western Civilization. (History; Geography)
Standard 11: HISTORICAL RESEARCH
WH.11.1 Locate and analyze primary and secondary sources presenting differing perspectives on events and issues of the past.
Indiana’s Academic Standards: Visual Arts
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Standard 1: RESPONDING TO ART: History
H.1.2 Identify function and how it relates to the history, aesthetics, and culture of the work.
Standard 7: CREATING ART: Production
H.7.3 Identify the origin, function, and meaning of symbols used in their work. Standard 13 INTEGRATED STUDIES
H.13.2 Demonstrate ability to create works (such as artwork, debates, critiques or journals) that communicate in-depth knowledge gained through the power of integrated study. Plan Objective: Students will integrate history and visual art into the creation and design of a castle. Plan Outline: 1. Overview of siege warfare – As offensive (siege) technology improved so did castle defenses and vice versa. 2. Castle terminology – Tour a hypothetical castle from the living quarters to the parapets. Every chamber, every entry, had a function. 3. Magnificent examples – Using posters, blueprints, miniatures and other visuals, show students prime examples of castle technology. (e.g. Krak de chevaliers, Ajloun, Beaumaris, Chateau Chinon, and Alcazar) 4. Design – Using blue pencils on poster-sized paper, students can sketch out the building and floor plan of their own concentric castles. As a follow-up to this assignment, students can create three-dimensional models of their castle plans. 5. Assessment – Complete castle design and, using three well-developed paragraphs and a thesis statement, describe the characteristics of the medieval state and how it was a predecessor to the modern state. Include what you learned about castles and warfare. Excerpts from Lesson:
After “Overview of siege warfare”, teach castle terminology by doing the following:
Tour of a Castle – Divide students into small groups. Give them pictures, blueprints and miniatures of several famous castles as well as a list of the following terms and definitions. Have them look for the following elements in each picture.
• Rampart – An embankment of earth, usually surmounted by a parapet. • Parapet – A wall placed along a rampart. • Moat – A water-filled ditch surrounding the walls. • Outer gatehouse – Most castles had only one entrance. To get through the gatehouse, an enemy had to go over a wooden drawbridge and open the portcullis. Sometimes there were two portcullises to trap the enemy inside the gatehouse. Boiling water and oil were poured on enemies through Murder Holes in the floor of the gatehouse. • Sentry – A soldier who guarded the gate or bridge. • Drawbridge – A bridge that could be swung up in times of danger so that no one could cross the ditch. • Portcullis – An iron gate to block entrance when the drawbridge failed. It slid down grooves in the stone walls and its points stuck into holes in the stone below. • Barbican – A walled area that protected the inner gatehouse, often between two towers. If an enemy got into the inner gate, he would be shot at from many sides. • Bailey – The courtyard between the walls, used for drilling the troops, keeping 29 Herron High School
horses, holding fairs and so forth. Some castles had several outer and inner baileys and several walls. • Battlements – The top of the parapets; battlements had solid parts to help shelter the defenders and gaps for firing missiles. • Merlon – The raised wall between two crenels that gave cover to an archer. • Crenel – The gaps between merlons. • Hourds – Movable wooden lean-tos built on top of battlements to protect soldiers. Gaps in the floor allowed soldiers to drop missiles onto the heads of anyone below. • Machicolations – Permanent hourds built of stone. • The Keep or Donjon – A defensive stone tower in the center of a castle, the place of last resort for defenders. Often the keep stored weapons and had basements full of food and wine and a dungeon for prisoners of war. • A concentric castle – It relied on a system of rings of walls to repel attackers. Lower walls in front and higher walls in back, so that the archers above could fire over the heads of archers below. • Loopholes – Holes in the walls of castles used for firing missiles. • Spiral staircases – Within towers, staircases turned in a clockwise direction, winding to the right, which made it difficult for attackers to use their right arms coming up the stairs, but not for the defenders coming down the stairs.
Students with English as a Second Language (ESL): This lesson is very visual. All of the complex vocabulary will be new to all students, not just ESL students. Because the terms are connected to concrete objects, understanding will be greatly enhanced. All students will have a written list of terms which they will study later. This makes the ESL student more comfortable. The application of this lesson is artistic (although it requires understanding of geometry, architecture, drafting, and the lesson’s terminology). Students with limited English ability will be able to interact with this lesson at nearly the same level as native speakers.
Students with Special Needs: The fact that the humanities curriculum is taught in historical sequence makes it more accessible for all students. Classical teachers also rely less on formal lecture and more on Socratic dialogue to help students evaluate and express ideas. This enables students with special needs and students without special needs to interact with the subject at the level they feel comfortable, while pushing both to make more and more complex connections with the material. In addition to making modifications according to each IEP, a teacher is easily able to adapt his/her questions to the level of the student. Multiple styles of teaching and evaluation, clearly seen in this lesson, will connect the material to auditory, visual, and tactile learning.
Students Entering HHS below Grade Level: Teachers can question lower level students at the level they are comfortable. Students will be engaged by the wide variety of multi-sensory stimuli. Through Socratic dialogue, teachers will be able to monitor students’ understanding of the information. The writing component allows the opportunity for all students, including those below grade level to improve their written skills.
Full Unit Plan Available in Attachment C
D. Assessment
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Students at Herron High School will be able to demonstrate what they know and what they can do with what they know. Real relationships supported by a system of accountability and innovative educational techniques will enable a continual assessment of student performance. Collaborative student-teacher contacts will help students assume responsibility for their own success. In addition to regular measures of performance (state academic standards, standardized tests, portfolios, assessments, high school graduation, and college enrollment), Herron High School’s classical distinctives will include scored debates and oral presentations and papers defended in front of peer/teacher/parent/community panels. Regular presentations of individual and group projects will be used to assess mastery of integrated subject areas. Criteria for graduation will be clearly communicated (with timelines) to address performance issues. Both attainment (graduation/college enrollment) and achievement (grades) will be used to measure performance.
Accountability is important to the success of a school, but no single assessment form is adequate. To measure and report progress in meaningful ways, we will aim for what Shulman calls a “union of insufficiencies”43so that deficiencies can be addressed by teachers and administrators: Five key tools will be used in Herron High School’s assessment program: 1. Indiana Statewide Testing for Educational Progress Program (ISTEP), 2. Northwest Evaluation Association (NWEA) and Measures of Academic Progress (MAP), 3. Indiana Humanities Council’s smartDESKTOP®, 4. Graduation Portfolio, and 5. Advisory Evaluation.
1. The ISTEP results each year will tell us how our students are achieving in comparison with students in other Indiana public schools. Because most students have been taking the ISTEP at regular intervals, this will be our best assessment of individual progress.
2. The NWEA program is unique in that it adapts to the student's ability, accurately measuring what a child knows and needs to learn. The MAP tests align with Indiana standards and can help diagnose instructional needs, monitor academic growth over time, make data driven decisions at the classroom and school level, and place new students into appropriate instructional programs.
43 Shulman, Lee S. “Introduction.” The Wisdom of Practice. Suzanne M. Wilson. San Francisco, CA: Jossey- Bass, 2004. 11. 31 Herron High School
3. Because results from testing are not immediate and teachers cannot make immediate adjustments to their instruction, Herron High School will use the Indiana Humanities Council smartDESKTOP® to record teacher judgments of student proficiency in the state standards. The IHC smartDESKTOP® is a web-based suite of tools for teachers with three components that form the core of the Desktop. These components are: 1) the Resource Connection—Indiana’s Learning Resource Clearinghouse, 2) the SmartPlanner—A plan book for easy and powerful instructional planning, 3) and an Assessment Module—Tools for developing a full picture of student learning. The Assessment Module allows tracking of student achievement and progress on the Indiana Academic standards according to classroom- based, teacher-created assessments. 44
4. The Graduation Portfolio will contain every subject’s final exam from every year, one formal humanities essay from each year, two pieces of original art work from each year, the student’s 11th grade science fair project and their senior thesis. It will also include a video tape of the final oral presentation given each year, including the oral defense of the senior thesis. Students may also include the best distinguishing work of their choice (for example, an original poem, a video tape of a recital or play, or particularly remarkable science drawing) from each year as well.
Not only does this form of assessment prepare students for work-related experiences and solving real- world problems, it also ups graduation rates. Joseph B. Goho, the principal of North Providence High, said that before his school started requiring its nearly 250 seniors to complete projects in 2000, as may as two-dozen seniors dropped out most years. Now, the number leaving school without graduating is in the single digits. “It has allowed us to leave fewer children behind,” Mr. Goho said. “It’s engaging our less motivated kids. It’s also curing senioritis for our high-achieving kids.”45
5. Finally, all Herron High School students will be involved in real relationships with teachers, advisors, and adult mentors from the community. The consistent, day-to-day assessment and evaluation of these individuals will provide the most accurate picture of the student’s development both academically and personally.
E. Support for Learning Supportive school culture Herron High School will have a culture that, above all, supports rigorous academics. The culture will do this through small classes, continual dialogue between teacher and students, regular and planned remediation, teacher advisors, and tutoring. Everything in the school culture will serve the goal of consistently high student achievement.
School’s discipline policy/Code of Conduct Our discipline policy will be proactive and prevention-oriented. Our focus will be on building strong relationships with students and their families and nurturing and maintaining open and honest communication, including thoughtful feedback. We believe if we attend to this mission, then our discipline issues will be greatly reduced. We will have structures in place to monitor students daily, checking in with their morning advisor, meeting with them as needed, and no large classes to cut. No student will be able to say, “No one knows or cares about me here.”
We intend to develop a discipline policy or code of conduct based on a review of best practices developed by charter, independent and small urban district high schools. We expect to include a mechanism for student participation in disciplinary review.
44 Additional information on the smartDESKTOP® technology is in Attachment I. 45 “R.I. Downplays Tests as Route to Diplomas” by Jeff Archer, April 13, 2005 32 Herron High School
Our code of conduct will be signed by all stakeholders from the school and posted at the entrance. The plan is to accomplish this task during the summer teacher training so that the code of conduct is ready for the beginning of school. Regular meetings will be held and called as needed to reinforce, clarify and discuss procedures and issues affecting everyone. The expectation of respect, responsibility, personal best, and caring and concern for all will be the norm at all times.
Herron High School will also support a proactive approach to discipline through its mentoring program. Meg Campbell, founder of the Codman Academy writes: “ A mentoring program is another proven way to positively impact student behavior as well as a way to involve the community in the life of the school.”46 A mentoring program will be established and mentors will be actively recruited.
Safe and orderly environment A safe and orderly environment conducive to serious academics is built on high and unwavering expectations of respect for all and self-discipline on the part of students. Our written code of conduct will be posted and distributed to families before the beginning of school. Staff will be expected to reinforce it within their realms in ways that are firm, fair, and consistent. Continual disrespect for teachers or established policies will be referred to the head of school for further action; which can include in school or out of school suspension or expulsion.
Effective communication with parents Effective communication with parents is essential to building a successful school for students. HHS will disseminate information to parents through parent/student orientation, emailed newsletters, and parent- teacher conferences. Informal talks between teachers, administrators, and parents during drop-off and pick up times, PTO meetings, and school functions that include parents and encourage their participation and leadership will stimulate dialogue between families and the school. We will also have a written, signed agreement between the school, teachers, and families emphasizing goals and expectations for this partnership. We expect that several of our teachers will be bilingual and able to support effective communication with the Latino community. In addition, parents of Herron High School students will be recruited as assistant teachers, lunchroom supervisors, carpooling assistants, and so forth, according to individual talents.
Engaging community partners Herron High School has already established many successful partnerships. Previous pages not only list these partnerships, but also provide concrete examples of how our partners will play a central role at Herron High School. HHS seeks to partner with neighbors, with all its student families, and with corporate entities and individuals in downtown Indianapolis. Through these partnerships, HHS will work to build a program which arranges for businesses and other organizations to “lend” employees for an hour during the workday to be tutors for students. With its downtown location, HHS will be able to build many such relationships.
F. Special Student Populations HHS, with its commitment to teacher advisors, community mentors, and small class sizes, will welcome flexible learning rates and styles. Skilled teachers employing a wide variety of differentiated instructional and assessment methods will approach each student as one with special gifts and various ways to contribute to the learning environment. Through an emphasis on teacher advisors and mentors, relationships will be built that will support layering to adapt all students’ pursuit of the content-rich
46“Charter Application”. Codman Academy Charter Public School, 2003. Codman Academy.
We believe most children can be successfully served in the general education classroom if time is allocated in the schedule to allow for collaboration, if support systems like coordinated volunteers are in place, teachers are properly trained, appropriate teaching strategies are employed, and appropriate classroom materials are utilized. Classical methodology – with its emphasis on cohesion, structure, repetition and dialogue – is very accessible to most students who will thrive in this learning environment. However, success cannot be measured by the skills of the highest achieving students. These students are often successful within any educational structure. Success is more accurately measured by the growth of students who are “school dependent.” Fortunately, there is research to support the contention that strategies that positively affect the growth of both student populations can also increase the achievement of special needs students at greater rates, helping to close the “achievement gap. ”47
HHS will develop a culture where “staff members believe and demonstrate that all students can attain mastery of the essential school skill, and that the staff members also believe they have the capability to help all students achieve such mastery.”48 This will be accomplished not only because teachers are given the tools and support to help all children succeed, but also because general educators will begin to include strategies that are effective in both the general and special education setting. This will be accomplished not only because teachers are given the tools and support to help all children succeed, but also because general educators will begin to include strategies that are effective in both the general and special education setting. HHS will be a school that utilizes the best of general and special education in the general education classroom to the greatest extent appropriate, helping to limit the amount of specialized instruction required in a more costly setting.
Students with Limited English Proficiency (LEP) The population of foreign-language speakers in Indianapolis is growing rapidly, and we anticipate that a portion of the HHS student body will have a limited knowledge of English. Since math, science, and language classes are generally more accessible to LEP students, we will employ one humanities teacher with ESL certification or a masters in Applied Linguistics (Teaching English as a Second Language). One ESL humanities class can be created in every grade, as needed. Since our curriculum is humanities driven, this teacher will be able to make the core accessible to ESL students, while supporting the other subjects in an advisory position.
Students with special needs All Herron High School students will be considered students with special needs. All students will be tested to identify their strengths and weaknesses, and all students will have an Individual Education Plan. The needs of exceptional learners will be met through traditional and creative means. HHS plans to access the resources of the Special Education Cooperative and will have a licensed special education professional as a member of the staff. This individual will provide remediation and building-level support. We will also have an Academic Success team that is responsible for pre-referral intervention activities once the grade level team’s efforts at modifying and adapting the curriculum have been exhausted. The Academic Success team will consist of a special education teacher and two instructors.
47 Several examples of the ability of intervention and remedial approaches to close achievement gaps are documented in, “Sensory-Cognitive Factors in the Controversy over Reading Instruction” by Patricia Lindamood, Nanci Bell, and Phyllis Lindamood. The Journal of Developmental and Learning Disorders, Vol. 1, No. 2; 1997 48 As outlined in the Correlates of Effective Schools: The First and Second Generation by Lawrence W. Lezotte. 34 Herron High School
The instructors who are a part of this team will rotate so that a spirit of shared responsibility and collaboration is further fostered at HHS. After pre-referral activities have been completed and a need for additional resources established, HHS will work with the charter school special education cooperative to see that an appropriate diagnosis and educational plan are developed in compliance with Article 7. The teacher of record will be responsible for ensuring that the plan is implemented and that its level of success is documented. Progress for all students will be monitored through regular assessments. As data on the students change, instruction will be differentiated.
Student needs will be considered first and foremost. Therefore, a continuum of placement options will be available from placement in the general education classroom, to provision of instructional aids, to instruction in a pullout setting. The school will comply with all federal and state requirements in relation to special education and will provide every student identified with a disability an Individual Education Plan (IEP), specifying goals, levels of placement, ancillary services and least restrictive placement. The goal will always be to meet students’ needs and to include them in the classroom to the greatest extent appropriate.
While special education can be costly, the overall design of HHS has been focused on successfully and efficiently meeting the needs of exceptional learners. Early identification and remediation structures are in place to help catch struggling students before they fail.
G. School Characteristics Our school day will be Monday-Friday 9:00am-4:00pm. Recent research on adolescents and their learning traits indicates that high schools should not start before 9:00am. We are also considering offering electives on Saturdays from 9am-noon.49
The number of instructional days (180) will meet the minimum required by Indiana state law. Our school year will be August – June with two summers of required approved enrichment programs offered off- campus. These two summers must be documented in order to graduate. Herron High School will work with students and their families to find the most appropriate placement, which may include a work internship, wilderness course, summer courses, camp or foreign study. We will establish partnerships with selected programs to ensure scholarship access for our students each year. Note that dates in the HHS calendar below may be changed, if necessary, to schedule makeup days for those lost due to inclement weather or unforeseen emergencies.
School tutoring will be a regular feature, through staff and parents as well as community volunteers and partners. HHS also seeks to hold a summer remediation and enrichment program each July, beginning in 2006 or 2007, depending on what funding allows.
Another feature of HHS will be a faculty planning time two full days per month for each core academic teacher. Additionally, teachers will teach five of the seven daily class periods, using the other two periods for research and preparation. They will be able to share their special areas of interest or expertise in leading after school clubs or enrichment seminars. i. Herron High School 2006-2007 Calendar
First Semester August 1-4; 7-11 Start-up teacher professional development August 14-18 Teacher workdays
49 The Codman Academy and The Oaks Academy offer differing and valuable approaches to “Saturday School”. 35 Herron High School
August 21 First day of school for students September 4 Labor Day (school holiday) October 19-20 Fall Break (school holiday) October 26 Parent-teacher conferences (school holiday for students) November 23-24 Thanksgiving Break (school holiday) December 21-January 2 Winter Break (school holiday)
Second Semester January 15 Martin Luther King, Jr. Day (school holiday) February 19 Presidents’ Day (school holiday) March 8 Parent-teacher conferences (school holiday for students) March 24-April 1 Spring Break (school holiday) May 31 Last day of school for students June 4-6 Teacher workdays or professional development ii. Herron High School Daily Schedule This daily schedule is currently based on the assumption of a seven period day with an average of 20 students per class. However, with preliminary input from our new CEO and a pending partnership with a local university, a more flexible student-learning schedule may be developed. It would include longer periods of time for certain subjects and different student learning needs along with an allowance for connectivity to a university schedule. Regardless, all students will take Math (most will be in Algebra I, although some will need pre-Algebra and others will be ready for Algebra II), Biology, Latin, and a double period of Humanities (History, Literature and Writing). On a quarterly basis, students will rotate between logic and PE and between art and music as separate classes, but these subjects will be integrated throughout the curriculum on a regular basis. Our schedule gives HHS core teachers (Algebra, Biology, Latin, and Humanities) six teaching periods and one prep period each day. The PE teacher will teach three periods in the morning. Art and music teachers will teach three in the afternoon. Again, the fundamentals of these scheduling aspects will evolve based on the learning needs of our students and partnerships.
Math Science Humanities/ESL Humanities Latin PE Art Music/Drama 1 Algebra II Biology Humanities A Humanities Logic PE 2 Algebra I Logic Humanities A Humanities Latin II PE 3 Logic Biology Humanities B Humanities Latin I PE
4 Algebra I Biology Humanities B Humanities Latin I PE Lunch Lunch Lunch Lunch Lunch Lunch
5 Pre-Algebra Biology Prep Prep Latin I Art Music/Drama
6 Prep Biology Humanities Humanities B Latin I Art Music/Drama 7 Algebra I Prep Humanities Humanities B Prep Art Music/Drama
iii. A Day in the Life of a Herron High School Student
36 Herron High School
Arrival – Taylor arrives early. 50 She wants to have hot chocolate with her classmates in her advisor group. The teacher takes advantage of the school culture that has been established that has students competing to arrive early. She turns this informal time into a daily briefing, to supplement the time she spends with them at lunch throughout the week. Until the bell rings, the teacher themes this informal time around the time period the students are studying (this quarter, it is Ancient Greece). Individual teachers have e-mailed or sent a copy of their daily summations and recitations from each subject to every teacher advisor. The advisor asks each student to recite one of thirty key people and events in order of the timeline of Ancient Greece. The teacher advisor then writes a Latin verb on the board (provided from the Latin teacher) and the students respond in unison with the declensions. A category (today, the names of the planets in order) is written on the board for the students to recite. This informal time ranges in length, but helps students to keep accumulated knowledge fresh. Students who have had trouble with the material in class have a regular review and the benefit of frequent auditory stimulus. The bell rings for first period.
Biology – Taylor arrives in biology a few minutes early to check on the progress of her experiment. She had been interested in the effects of certain pollutants on vegetation growth since her mom was unable to put in a community garden because of high lead content in her soil. She worked with her biology teacher and a volunteer from the Irvington garden club to collect soil from different areas around the city and test them for heavy metal content. She has planted seedlings in each pot and they are growing under greenhouse lamps in the back of the classroom where several other experiments are in process. She records the changes she sees since last week and takes her seat. Class begins with a discussion of Aristotle’s plant classification (Ancient Greeks gave us the first system of plant classification), looking at the Latin names for the plants and categories. Taylor finds it interesting that she knows or can figure out some of the words now. The teacher breaks the students into groups and gives each group a stack of forty cards with pictures of different flowering plants, with detailed drawings by Lewis and Clark of seeds, leaves, petals and other identifying characteristics. The students are to attempt to sort the plants into five groups, explaining to the rest of the class how and why they divided them as they did.
Latin – Although most 9th grade students are just beginning Latin, Taylor has studied previously and is therefore in the Advanced Latin class. When she arrives, there is a quote on the board “Nihil peccat nisi quod nihil peccat” Pliny the Younger, Epistulae, IX, 26. Taylor sits down at her desk and tries to figure it out. Any students who can correctly translate the quote within the first 5 minutes of class get an extra 5 points for the day. Their teacher arrives and greets them, “Salvete omnes” to which they respond “Salve magister,” but all students are rushing to finish their translation. Taylor needs her root dictionary for just one word and manages to complete the translation just in time (“His only fault was having none.”). The lesson is on the imperfect tense, introduced in the quote. After going over a text they are familiar with in the present tense, the students work in pairs to convert it to the imperfect. Just for review, the teacher asks them to read their translations out loud. Some students are asked to orally convert the text to the first person plural or the second person singular. Taylor is asked for synonyms of some of the nouns. After they finish, Taylor and her classmates have time to work on their group translations of their paragraphs from Caesar’s Gallic Wars which they will be reading in Humanities when they get to Ancient Rome.
Logic – Taylor picks up her books and heads to Logic class. She has learned how to categorize arguments and identify fallacies. Today the class has printed copies of one of the mayor’s speeches concerning the need for a new stadium for the Colts. Small groups of students are outlining the different arguments, judging the validity and soundness of the syllogisms. They are also looking for fallacies and will eventually decide whether each argument is sound.
50 Both The Oaks Academy and the Codman Academy have a “problem” with students wanting to arrive early. Both schools provide “morning work” or structured active learning to take advantage of this effect. 37 Herron High School
Algebra 1 – Taylor picks up her books at her locker and heads to algebra class. Because her algebra teacher knows that his students are currently studying Ancient Greece, he begins by giving bonus points to students who can correctly identify Ancient Greek contributions to mathematics. Taylor remembers Archimedes (oops . . . that was science) and then comes up with Pythagorus, and after discussing his theorem, gets her bonus points. The class is beginning the study of equations with two variables and the teacher makes note of the relationship between formal logic and mathematical rules.
Lunch – On Wednesdays, the students are assigned to a table with five other classmates for lunch. Tables are numbered and the assignments are sent home in a flyer and posted outside the door of the cafeteria. These groups of students sit together once a week for a month. Students are categorized using a different system each month and it is up to the students to figure out how they were categorized. Once they were divided by address numbers, a second time in order by birthdays, and finally alphabetically by middle names. Taylor has been in this group of six for three weeks now, and she has enjoyed getting to know people she wouldn’t normally hang out with. They have not figured out the system for this sorting yet, although it gives them something to talk about as they try.
Drama/Music – Today Taylor has drama. She is working with a small group on a scene from Antigone which the class read while studying Greek drama in Humanities. Taylor feels she has a deeper understanding of why playwrights wrote in Ancient Greece and what they were trying to explore because of her Humanities class; she sees how this informs her approach to the play. Developing her character and thinking more about the setting, props and costumes in drama has made her study the culture of Ancient Greece from a different angle. Her teacher has brought in art cards of pictures of carved and painted Ancient Greek vases and bowls from different museums around the world. Taylor and her group look through them to help them design their costumes.
Humanities – A double period today, the students are going on a field trip. The class is studying Ancient Greece and has just finished their study of the Greek ideals of balance and moderation. The idea of “the golden mean” has been applied to the individual and society and now the teacher is explaining how this ideal influenced Greek architecture, particularly the Parthenon, which strived for perfect balance in its construction. A local architect is giving the class a walking tour around the American Legion mall to point out buildings with Greek influences. Tonight, the students will begin reading from The Histories by Herodotus.
After school, Taylor goes over to the Harrison Center for the Arts to look at the art show hanging in the gallery. She has to write a review of this show for her art class next week, analyzing the artist’s conception of the human body and comparing it to the figures they have studied from Ancient Greece. She will have to spend time this weekend finishing up her own figure drawing.
IV. Organizational Viability and Effectiveness
A. Enrollment/Demand HHS grew directly out of the cultural community downtown. Over a one-year period, Herron High School founders presented their vision to community groups, collected written feedback from stakeholders, and engaged neighborhood residents in discussions and partnership through use of neighborhood e-mail list serves. The result is a community demand for a high quality, classical liberal arts school. This support base alone promises high sustainability and participation rates that other charter schools have to work hard to establish.
Below is the enrollment plan for each year. HHS’s intention is to open in the fall of 2006.
38 Herron High School
YEAR Grade Levels Total Student Enrollment First Year 9th 100 Second Year 9-10th 200 Third Year 9-11th 300 Fourth Year 9-12th 400 Maximum 9th-12th 400
HHS will begin in the fall of 2006 with 100 students in 9th grade and add one grade annually, but will always remain committed to serving 400 or fewer students. HHS’s Board voted that the maximum student enrollment (400) would not exceed the Network of Effective Small Schools in Indianapolis (NESSI) definition (less than 400 in total), yet will be large enough to sustain operations. It is projected that HHS will have full enrollment and waiting lists. i. Recruitment and Enrollment HHS is well positioned with a solid network of support organizations poised and ready to recruit families in an effective and very personal manner.51 In addition, we have compiled a large mailing list, with 2,500 households, 3,500 e-mail addresses, and regular face-to-face contact with families through our interaction with The Oaks Academy and neighborhood groups. HHS’s network is wide, diverse and multicultural in scope and will ensure that all families have the opportunity to choose HHS as a possible option for their child. For example, the HCA and The Oaks Academy have committed to host neighborhood events that will attract families and then allow HHS representatives a time to explain the mission and vision of HHS. Volunteers will be on hand to help parents fill out applications. Other HHS volunteers have committed to meeting with their neighbors to encourage participation, foster greater understanding of what a charter school offers, and assist families in signing up. As we hope to serve a population similar to The Oaks Academy, the Urban Institute has assisted us by plotting their demographic data. We intend to follow The Oaks Academy’s marketing plan and expect to achieve similar results of a diverse population. This plan will utilize both formal (print and broadcast media) and informal (neighborhood associations, community gathering spots, churches, and businesses) strategies to reach families. Promotional materials will be created for low-level readers and will be accessible in languages other than English. In addition, once the charter is approved, we will build a website for easy community access to updated information. We will also communicate through other charter-related websites to ensure that all families with interest, even those outside of the area, will have equal opportunity to apply. HHS recognizes that it is important to recruit families from throughout Indianapolis to bring important variety and differing perspectives to the school. While the primary target will be the downtown community, which is naturally socio-economically diverse, the board is also committed to diversifying the applicant pool geographically to bring diversity in this way as well. ii. Enrollment Process The HHS Board of Directors and CEO will begin accepting applications for admission in December 2005. Exact dates for accepting applications will be determined by the newly hired CEO and will be set for the opening year and all future years to establish consistency. Should the number of applications exceed the capacity for the grade levels for the given school year a lottery will be held in early January of 2006 to determine admission. In future years, if a student is selected in the lottery, HHS will give enrollment preference to siblings in other grades so the family can all attend the same school if possible. Even as Herron High School has been customized to suit the needs of its downtown community, the school is open to any and all students who reside in Indiana and desire to enroll. HHS will not restrict admissions to any student or family on the basis of race, color, gender, sex, disability, religion, ancestry, or national
51 See community partnerships chart on p. 12. 39 Herron High School or ethnic origin. HHS admits students of any race, color, gender, sex, ancestry, and national or ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school, and does not and shall not discriminate on the basis of race, color, gender, sex, disability, religion, ancestry, or national or ethnic origin in the administration of its educational policies, admissions policies, scholarship and loan programs, and athletic or other school-administered programs.
B. Human Resources A CEO will lead Herron High School with support from a Curriculum Director/Data Analyst. These individuals will be chosen to complement one another in their abilities to lead the school and ensure student success. i. School Chief Executive Officer The school leader will report directly to the Board and will supervise HHS’s fiscal operation, organizational management, and employment matters. He/She will be responsible for: 1) Promoting and maintaining a productive, orderly, creative, and caring atmosphere in which students, parents, and staff can experience success; and 2) Securing and compiling data to determine if the vision, mission, goals, and outcome objectives are being met. In addition to these main tasks, the CEO will provide leadership on a daily basis in three broad areas:
1) The supervision of all instruction including curriculum, assessment, data management, and data analysis. 2) The management of school in such areas as scheduling, supplies, equipment, student code of conduct, teacher work schedules, personnel management, and many other managerial areas. 3) The coordination of public relations including communication and interactions with parents, businesses, financial contributors, and all community stakeholders.
While each of the above areas is important, without doubt the most critical task of the CEO will be the role of instructional leader. This role and the others listed above clearly delineate the responsibilities of the CEO and those of the Board members who will clearly deal with school policy issues. The CEO will be the day-to-day leader of the school who will direct, coordinate, and delegate tasks for the purpose of efficient student learning.
In addition to these main tasks, the CEO will specifically: • Impart the school's mission and vision to all stakeholders.
• Provide activities that facilitate the professional growth of the school staff and enhance the quality of the instructional program.
• Preside at all meetings of the Board of Directors.
• Report directly to the Board of Directors.
• Supervise HHS’s fiscal operation, organizational management, and employment matters.
• Promote and maintain a productive, orderly, creative and caring atmosphere in which students, parents, and staff can experience success.
40 Herron High School
• Secure and compile data to determine if the vision, mission, goals and outcome objectives are being met.
• Manage every aspect of the charter school operation and serve as the primary facilitator of the school’s success, quality, and character.
• Establish a school culture based on high expectations, concern, and support for all students enrolled, a culture that adapts to the needs of a diverse student body.
• Establish a school culture that displays caring, concern, trust and support for all staff.
• Ensure that the ideas, people, and processes needed to make the charter school a meaningful and effective educational experience are in place and operating at the highest possible level.
• Develop strong relationships with the media, community partners, business partners, volunteers, other administrators, funders, and the chartering authority.
• Report compliance and evaluation.
• Implement the accountability plan.
• Hire and evaluate all personnel, consultants, and vendors and oversee transportation arrangements.
• Oversee all day-to-day decisions, financial transactions, purchase orders, documentation, and information requests from the sponsor.
• Schedule personnel and benefits acquisition.
• Implement the development plan in partnership with the Board of Directors. ii. Curriculum Director/Data Analyst This administrator will assume the important task of managing the curriculum and coordinating student achievement data for informed decision-making with the school. This person will provide data on a regular basis (weekly) to teachers and administrators regarding locally developed assessments and standardized test scores. Having a central role in staff development and instructional strategies, this administrator will coordinate our classical liberal arts curriculum with the Indiana Standards to ensure every possibility of student success. This administrator will report to the CEO. He/She will manage the school whenever the CEO is away from the building. The Curriculum Director/Data Analyst will also: • Assist the CEO with developing a comprehensive plan for continued program improvement including program review, development, implementation, coordination, and evaluation in 9-12 instructional programs.
• Ensure that planned instructional programs are based on needs assessment, standardized testing results and input from all stakeholders.
• Research best practices, recent brain research, and successful educational philosophies and serve as a resource for staff.
• Secure substitute teachers.
41 Herron High School
• Keep the curriculum, instructional strategies, and student support programs in line with Herron’s mission and framework and report to the CEO/Administrator.
• Oversee Herron High School’s educational program.
• Assist in the continuing design, coordination, implementation, and evaluation of the HHS instructional program.
• Assist with teacher hiring, supervising, and evaluating.
• Oversee the professional development program.
• Support and coach teachers in using the curriculum.
• Order teaching materials.
• Develop a teacher-mentoring program to support teachers in their use of curriculum and in classroom management.
• Consult with the Education Committee on curriculum, instruction, and assessments and attend regional and state curriculum association meetings.
• Facilitate evaluation activities and prepare evaluation reports and presentations.
! Maintain, in partnership with the CEO/Administrator and the Board, information on state and federal education legislation and regulations.
• Research possible funding sources for educational programs.
• Disseminate funding proposal information to administration and write grant proposals as necessary.
• Provide regular and ongoing data analysis, including charts and graphs, on student achievement for the use of teachers and administrators in daily decision making. iii. Teachers Herron High School will hire five full-time and three part-time teachers for the 2006-2007 school year. Our teachers will not only be instructors, they will be models of what we want our students to become. They will be well educated in the liberal arts tradition with a love of knowledge and beauty. Many will be bilingual. They will be reflective, articulate and passionate communicators. And they will be public servants, engaged in their communities and working to transform them. These teachers will be responsible for:
• Implementing the liberal arts curriculum • Working closely with colleagues on the integration of the curriculum • Working closely with students who are diverse in ability and background • Using classical methodology, including Socratic questions/dialogue, group discussion, recitation, and narration • Coordinating with volunteer classroom assistants • Maintaining student progress information • Keeping accurate and concise records • Establishing effective classroom procedures • Maintaining relationships with parents 42 Herron High School
In order to realize its goal of a rigorous liberal arts curriculum within a school culture of diversity, HHS is looking for teachers who possess a love of learning and of adolescents. In addition, Herron High School will select staff based on the following criteria:
• Strong academic background • Indiana state certification, if required for the position • Interpersonal skills • Belief and experience in collaboration and teamwork • Knowledge of liberal arts curriculum and methods • Desire to work with a new school and a diverse student body • Commitment to work and identify with the Herron community • Personal demonstration of being life-long learners—love of good literature, art, and music
Projected Staff The following is a list of the anticipated staff for HHS’s first year of operations: Position Number CEO 1 Curriculum Director/Data Analyst 1 Full-time teachers: 5 1 Math 1 Science 1 Humanities (ESL) 1 Humanities 1 Latin Half-time teachers: 3 1 PE 1 Art 1 Music/Drama
Additional Staff: Special Education Instructor 1 Teacher’s Aide 1 Custodian 1 Clerical/Bookkeeper 1
TOTAL 14 iv. Compensation Compensation for teachers includes salary and benefits competitive with other local charter schools. Benefits available to eligible employees and their families will include: health plan, dental plan, short- term disability plan, long-term disability plan, life insurance plan, and flex benefit plan.
Teachers and staff will work 190 days/38 weeks with eight (8) days for workdays or professional development. Thirteen (13) weeks of vacation release time will be provided during scheduled breaks except for the first year of instruction, which will be heavy on professional development and preparation for instruction (12-15 days). Certified Staff will have five (5) paid sick days each year and two (2) paid personal days. Sick days not used will be carried over to the next year. v. Professional Development 43 Herron High School
The teacher’s school year will begin three weeks before students arrive. Teachers will be compensated with a stipend for the extended training associated with the school’s startup. Professional development during the first year will concentrate on the following areas:
• Liberal arts curriculum and methodology • Team building and collaboration • The academic and personal needs of HHS students • Classroom management skills • Effective use of volunteers • Effective communication with parents • SmartDESKTOP® technology52 • The use of data for instructional decision-making vi. Day in the Life of a Herron High School Teacher According to the proposed schedule, HHS teachers will begin their day at 8:00am with a collaborative planning time to encourage the integration of the curriculum. The instructional day will run from 9:00am to 4:00pm. All staff will be available by 8:30am and will encourage students to arrive early for informal advisory sessions. Formal advisory sessions will be scheduled during lunch. Staff members will be responsible for advising, mentoring, and listening to reviews and recitations for this small group of students. This is a way for teachers to help build a sense of community with the students, to get to know them informally, and to begin the process of leadership development with students by assessing and encouraging their abilities and strengths.
The day is currently composed of seven fifty-minute class periods (with possible revisions by the CEO prior to the school’s opening). For the first year, teachers will teach six class periods with one period for research and preparation. Beginning with the 2007/2008 school year, they may have two prep periods if the schedule allows for this addition. Teachers will have lunch with students each day, promoting a school culture of collaboration and understanding. In the future, teachers will participate in after school activities, leading workshops, tutoring, and running extra-curricular activities. During the first year, we expect them to focus on preparation and collaboration.
C. Governance and Management Herron High School is incorporated as a not-for-profit organization with the State of Indiana and is currently awaiting federal (501(c) 3) designation. (See Attachments L, M, N & O). The control and management of the business and affairs of HHS are vested in the Board of Directors. The Board and its individual members are charged with upholding and overseeing fulfillment of the mission and purpose of Herron High School. Board members commit to being involved strictly in policy matters regarding the school and for the betterment of student learning. They shall agree that their role is not in the matters of day-to-day school management. All Board members shall agree to forward such concerns to the CEO for resolution. The Board members, as the critical volunteer leadership of the organization, commit to:
• Ensure effective long-term business and organizational planning and resource management. • Monitor educational programs and services, ensuring alignment with overall goals and steady progression toward the school accountability plan. • Promote the school and its image among themselves and within the community, acting in the best interests of HHS at all times. • Determine and set larger policies and procedures. • Contribute to the financial support of HHS.
52 We are especially thankful for the Indiana Humanities Council’s donation of teacher training in this technology. 44 Herron High School
• Take initiative in networking with potential funders. • Provide candid feedback and evaluation of the organization. • Select, support, and evaluate the school CEO.
The Board of Directors will continuously evaluate the activities and performance of the school administrator and staff within the bounds of the established policy goals and objectives described above. The policies to be developed include those for: human resources, admissions, dress code, and student discipline. i. Board Composition The Board will be composed of a diverse group representing area corporations and nonprofits, educational institutions, and neighborhood residents. The number of directors shall be neither fewer than three (3) nor more than seventeen (17) at any time. The directors will hold office for a term of two years and qualified successors will be identified and elected. Consistent with the mission of HHS, at least one- half of the board members will be individuals who reside, work, or worship in one of the historic districts or adjacent neighborhoods.
HHS will continuously seek diverse board members in the following areas of expertise: business and nonprofit management, educational policy, fundraising, law, assessment, strategic planning, human resources, community development, neighborhood organization, curriculum and instruction, and professional development. Recruitment will be an ongoing process and will commence each year at least three months prior to the annual meeting at which board members are elected. Prospective nominees will provide a resume to the Governance Committee and will be interviewed. References will be confirmed and all elected board members will agree to criminal background checks as required by law. ii. Board Development HHS is working with CELL at the University of Indianapolis and is taking advantage of training provided to develop its board. These trainings include quarterly NESSI gatherings and professional development sessions. We also have access to free board development opportunities through such organizations as the Neighborhood Resource Center. We will hold an annual board retreat each year to orient new board members and to generate the annual business and strategic plans. Each year, HHS will also work with a facilitator or consultant who will train the board on issues of governance and resource development and will assist with the strategic plan and visioning. iii. Committees Herron High School committees will serve in an advisory capacity to the board regarding the business and activities of the school. Decisions requiring significant oversight, discussion, and research will first be reviewed and discussed in their respective committees before coming to the board for final action. Committees will consist of board members and additional volunteers who bring the necessary expertise to evaluate the issues. iv. School CEO Oversight and Selection The following requirements for the Herron High School CEO have received Board approval.
• Strong interest in educational reform and commitment to quality education • A predisposition toward community work and a personal commitment to helping students develop and sustain an improved quality of life • Vision: a conceptual and strategic thinker capable of developing and implementing short and long term plans that lead an organization into the future • The belief that all students can achieve 45 Herron High School
• Strong motivational and relational skills and the ability to work with individuals of diverse backgrounds • A belief in collaborative decision-making • A high level of energy and initiative
The applicant for this position should also be well-educated, possessing a Master’s degree and preferably with: • Experience managing a nonprofit organization or school • Direct experience with the Indianapolis downtown community • Fundraising or grants management experience • Strong organizational, communication, analytical, and writing skills • A record of personal engagement in community, educational, or civic initiatives • Minimum five years experience in program coordination, fiscal, and/or human capital management
The position was advertised nationally in April and May. After interviewing the best qualified candidates, the board hired Rex Bolinger, who we believe is uniquely equipped to effectively lead HHS to the full realization of its vision and mission. Dr. Bolinger begins employment with Herron High School in July 2005. His qualifications clearly exceeded our requirements. (See Attachment K.)
The Board will evaluate the CEO annually through the Governance Committee and will conduct interviews with staff, parents and community partners to inform the evaluation process. The committee will also take into consideration the results of all school surveys and may conduct surveys specifically for this task.
D. Financial Management Financial management will be provided by the Board of Directors working directly with the school CEO. Although the CEO will be ultimately responsible for the day-to-day management of the school’s finances and for ensuring that the school stays within the annual budget, the Board (particularly the Facilities and Finance Committee) will work with the CEO to construct a feasible annual budget and will approve the final budget and any modifications that may be requested throughout the year.
The Facilities and Finance Committee currently meets regularly and has the general responsibility of (1) reviewing the operating and capital budgets of HHS and recommending the same to the Board of Directors, (2) considering and issuing recommendations relating to the financial affairs of the corporation including, without limitation, books and accounts of the corporation, audits, insurance, investments, and the management of endowments and trusts, (3) reviewing the financial feasibility of projects, (4) overseeing the fundraising, and (5) overseeing the acquisition, development and maintenance of HHS’s property, assets, physical plan and facilities. The Board and the Facilities and Finance Committee will monitor monthly budget statements and will request additional financial information as often as necessary to ensure the school’s solvency. The Board will obtain a yearly independent audit through an outside CPA or firm, as well as through the State Board of Accounts as required.
The Harrison Center for the Arts (HCA), currently serves as the fiscal agent. We anticipate hiring an individual to handle bookkeeping and payroll, as well as clerical duties, in our first year of operation. Herron High School is utilizing the SENSE (Southeast Neighborhood School of Excellence) Accounting Manual and Procedures as a baseline for the creation of its own manual. The Board of Directors will be involved in making sure the internal control and safeguarding policies address compliance with all laws and the HHS by-laws, conflicts of interest, segregation of allowable and unallowable costs, signature of
46 Herron High School authorities, donor intent, timeliness of entries to ensure records and reports are current, government and public access to records, accounting procedures, budget development, and financial reporting.
HHS recognizes that a charter school, especially through its start-up phase, is both a nonprofit organization and a public school. HHS will fully comply with all laws and regulations governing public charter schools and will maintain a strong, healthy organization. The board will develop procedures that ensure long-term fiscal viability and will follow generally accepted accounting practices and comply with all laws and regulations governing charter schools. The HHS Board will play the primary role in overseeing financial strategic planning (including determining annual and long term fundraising needs), budgetary review, and fiscal oversight in order to assure the school leadership that the school has the money it needs and to assure the public that its dollars are spent responsibly. The Board treasurer will report regularly to the Board about current financial status and fiscal policy compliance. A clean annual audit, Certificate of Good Standing, and clear chart of accounts will serve to document the attainment of these goals. i. Payroll and Cash Management All checks, drafts, or orders for the payment of money, notes, or other evidence of indebtedness shall be signed by such officers or agents of the Corporation as outlined in the by-laws and determined by Board resolution. HHS shall keep correct and complete books and records of accounts and shall keep minutes of proceedings of the Board and Committees having Board authorization. There will be separate funds for restricted contributions and regular accounting reports will be sent to donors and the chartering authority. ii. Consultants and Contracts HHS has reviewed other contracts used by charter schools and will use a standard consulting agreement for all services. The CEO will negotiate the contracts that will specify an exact scope of work, timeline, and requirements to furnish the services. At least three bids will be reviewed before selection. iii. Annual Budget Development Process The annual budget development process will begin with the CEO gathering input from staff and the Curriculum Director/Data Analyst. In preparation of the annual budget, the CEO will also prepare a memorandum of guidance containing basic assumptions for the forthcoming fiscal period and current year-to-date financial data with projections of year-end totals. At the end of the budget development process, the CEO will present a proposed budget to the Finance Committee for review and deliberation. The Finance Committee will work with the CEO to address any issues of concern. Once the Finance Committee approves the proposed budget, it will be presented to the Board for approval. All annual budget plans will coordinate with the organizational strategic plan, also developed by the Board of Directors. iv. Fundraising Both the CEO and the Board of Directors will participate in the development process. Currently, our fundraising plan is very conservative and includes public sources, foundation grants, corporate sponsorships, an annual drive, and special events. During the start-up phase, this plan will be made more specific, and as needs are identified, may become more aggressive if we believe we have the base to support it. The Curriculum Director may also be involved with grants, allocations, and other funding when appropriate. v. Herron High School Five-Year Fundraising Plan
47 Herron High School
Source Start Up Year 1 Year 2 Year 3 Year 4 Year 5 Phase
Federal and $60,000 $120,000 $120,000 $0 $0 $0 State Grant Sources CELL $140,000 $260,000 $0 $0 $0 $0 Grants Private Funding $30,000 $40,000 $50,000 $40,000 $30,000 $20,000 Totals $230,000 $420,000 $170,000 $40,000 $30,000 $20,000
Note 1: This is fundraising supplementary to the State and Local Funds that come from the Department of Education as a result of the charter authorization and is not reflected in the budget. The HHS budget does not rely on this funding to operate, except in that great effort will be made to secure funding from the Fairbanks Foundation and the DOE for the start-up grants.
Note 2: HHS has already raised $40,000 for the exploration and $100,000 for capacity building funds from CELL. HHS has also benefited from significant in-kind services from several local partners, including staff time from the Sagamore Institute, the Harrison Center for the Arts, The Oaks Academy, Historic Landmarks Foundation, and The Humanities Council. Once we receive the charter, we will be able to broaden our financial and in-kind partnerships.
Note 3: For the start-up period and years one through three, prospects have been identified for grants based on thorough research of public and private funders of charter schools and educational reform initiatives. Prospects include both local and national funders. HHS has purchased development software to provide the prospect research. It is likely that we will exceed the fundraising goals outlined above. The HHS Board and CEO will work from this list.
E. Budget Attachment D shows our school maintaining financial health and liquidity over the six-year budget horizon. This budget is a conservative scenario, with revenue estimates understated and expenditures overstated. This six-year projected budget includes the summary of expected revenues and expenditures associated with the startup and first five years of operation of Herron High School. The time period assumes Herron High School will open in the fall of 2006 with a projected enrollment of 100 students and add 100 students per year through the fall of 2009. The greatest driver of revenue projections is the number of students served, which explains the increasing revenue projections over the first four years of operations. In addition, there will be variable expense calculations that will also correspond to the number of students enrolled. i. Key Revenue Assumptions • We have been accepted into the CELL Network of Effective Small Schools and have already received an Exploratory Grant for $40,000 and a Start-Up grant for $100,000. We expect to receive an Implementation Grant for $260,000 in 2006.53 • We will apply for a charter school planning grant, which could be awarded for as much as $75,000, though we budgeted for $60,000. • We will apply for two charter school implementation grants, which could be awarded for as much as $175,000, though we budgeted for $120,000. The average grant last year was $117,000.
53 See letter of support from CELL in Attachment A. 48 Herron High School
• We will apply for a cash flow loan from the state during our first year of operations for approximately $320,000 based upon projected initial enrollment. • We estimated the per pupil payment at the 2005 IPS estimated per pupil payment (from the DOE) and held the number flat throughout our budget horizon. • We will have a revolver and line of credit in order to bridge the gap during the first few years of operations between initial expenditures for pupils in the fall and the flow of local and state per pupil payments beginning in the following February. These dollars, titled “Loan in Anticipation of Receipt” are paid off within 36 months of drawing down the specific amount from the revolver. • We anticipate receiving categorical funding for Title I and special education. Based upon the demographics of the neighborhoods we expect to serve, and that of our model school, The Oaks Academy, we are conservatively estimating that 40% of our students will receive Title I funding. We estimate the funding at $400 per qualifying student and have assumed $3000 per 100 students for special education funding. • We anticipate generating grants and donations from foundations, individuals and corporations, but do not include any of those revenues in our projections. We estimate generating $30,000 per year at a minimum from these sources of revenues. • We assumed that 25% of the cost of textbooks would be recovered from the student in the form of textbook rentals each year. We assume all students will have either the ability to pay the rental or be covered by government funding which provides for the payment of textbook rentals up to 25% each year of the textbook value. • We assume food service is a zero sum operation, therefore our food service revenue line equals its correlating expense line item. ii. Key Expense Assumptions Salaries: • CEO - $85,000 • Curriculum Director/Data Analyst - $70,000 • Teachers - $37,000 • Special Education - $35,000 • Clerical - $20,000 • Custodial - $22,000
We arrived at the average teacher salary of $37,000 in the first year with the following hiring goals for our 5 teachers: 1 National Board Certified Teacher - $55,000 2 Experienced Teachers - $37,000 each 2 Teachers <2 years experience - $28,000
Benefits: • We estimated benefits at 21% of salaries • Payroll taxes were estimated at 7.65% of salaries • $1500 per teacher per year for professional development • Per our agreement with Sagamore Institute for Policy Research, with whom we contract for the services of our CEO, Rex Bolinger, HHS does not pay for the CEO’s payroll taxes or benefits. This agreement is for one year, which covers pre-opening. We are very excited about this relationship and hope and plan on continuing it after the year contract expires. However, we have conservatively adjusted the CEO salary with full benefits and payroll taxes for 2006 – 2010 independent of the contract with Sagamore for Dr. Bolinger’s services.
F. Facility 49 Herron High School
• We estimated 50 sq./ft. per student of leased space at $11 sq./ft. • Our initial utilities estimate is $20,000, which grows each year.
Materials/Supplies/Equipment: • Textbooks and Supplies: $400 per incremental student per year • Curriculum: $20,000 per year • Assessments: $50 per student per year • Library: $10,000 initial purchase, with follow up purchases in ensuing years • Postage and Shipping: $50 per student per year • Classroom Furniture: $150 per incremental student per year • Copying & Reproduction: $100 per incremental student per year • Instructional Software & Classroom Technology: $100 per incremental student per year
Additional Costs: • In general, students will be transported to the school by their parents, however the budget includes $20,000 for transportation, if necessary • Insurance estimated at $40,000 in first year of operations and increasing in ensuing years • Annual audit fee of $10,000 • We have also budgeted amounts for ancillary contracted or business services that arise, marketing expenses and field trips
Food service will be provided at cost to students, so the revenues and expenditures will cancel each other out in the budget.
A cash flow analysis is also provided for the first year of operation. (See Attachment D.) A line of credit/short-term revolver will be used to cover period expenses which are not matched by revenues due to the delay in per pupil payment revenues that lag student expenses each year until HHS reaches steady state enrollment. These are short term loans and are merely to bridge the initial startup costs for students that are not matched in timing by the state and local per pupil payments. Our budget has us paying off the initial drawdown we will need in March of 2007 by fall of 2009, and paying off the remaining drawdowns within similar 36 month windows.
These same loans are available to Herron High School should we experience a budget shortfall, low enrollment or other operational difficulties. We have attempted to keep our expenditures highly variable, which will provide flexibility should we encounter low student enrollment.
This budget will allow us to utilize in-kind donations, charitable contributions and grants for building an endowment that will enhance the financial viability of the school, provide for a stream of revenue outside of traditional operating revenue and develop the academic environment and educational experience at Herron High School.
As previously mentioned, HHS has put considerable time and energy into pursuing the soon to be vacated Herron School of Art campus, located at 1701 North Pennsylvania Street in Indianapolis, Indiana. We are currently partnering with other non-profits and developers in planning the use of the Herron facility and determining the facility’s usability from a start-up standpoint. While the Herron School of Art campus is our dream and would be enthusiastically supported by the community, it is not necessary to the success of this school. “Plan B” is to look at vacant office space in the same neighborhood. “Plan C” would be to use classroom space at the Harrison Center for the Arts. The Harrison Center for the Arts has 65,000 square feet, which includes classroom space, an auditorium, and a gymnasium. While the Harrison Center currently focuses on providing low-cost studio space to local artists and arts non-profits, there is 50 Herron High School flexibility in leases and floor plans to accommodate a school, temporarily or permanently, if necessary. In any event, Herron High School will ultimately seek a facility that 1) facilitates a good learning environment, 2) is located strategically within the community it will serve, and 3) can provide a stable and permanent home for the school. Each plan accommodates our need for classrooms and common areas for eating, assembly, and recreation.
G. Transportation Herron High School expects to locate in the 16th and Delaware area. As 16th Street is a proposed multi- modal transportation corridor54, we will be, perhaps, the most strategically positioned school in Indianapolis, currently accessible by foot, bike, car, bus, and people mover. Eventually, the light rail system station is proposed to intersect at this corridor. HHS anticipates that many of its students will come from the downtown Indianapolis neighborhoods and may, therefore, require little assistance with transportation except help in connecting with carpools. IndyGo has multiple bus stops near 16th and Delaware and runs throughout the day on the hour; Herron High School will also be conveniently located within walking distance of Clarian’s “People Mover”. This 1.5 mile dual-track elevated train runs through downtown, connecting Methodist Hospital to the Indiana University Medical Center (IU and Riley Hospital for Children). 55 A one-way trip lasts five minutes. This monorail system operates free of charge to the public. Students from the west side of town or those riding in with parents who work near the Clarian partners can take advantage of this transportation. As a fallback, we are prepared to contract with a transportation vendor. The budget reflects this flexibility with a transportation allowance of $20,000 per year.
As the school population matures, some students will want to drive themselves to the campus. HHS is already considering this as it makes facility decisions, both considering policies that would either encourage or discourage student cars on campus.
H. Risk Management Herron High School is committed to providing a safe environment for students, staff, faculty, and parents. To that end it will obtain the appropriate insurance coverage needed to protect the students as well as the short and long term viability of the school. HHS will also create or adopt a Risk Management Manual that will become a part of student, staff, and faculty orientation and be accessible to all involved in the HHS community. Below is a breakdown of Herron’s intended insurance coverage: • Comprehensive General Liability--$1,000,000 per occurrence • $2,000,000 aggregate (Comprehensive General Liability insurance covers corporal punishment liability and athletic participation medical coverage.) • Directors’ and Officers’ Liability--$5,000,000 per occurrence; Educators’ Legal Liability $5,000,000 aggregate; Employment Practices Liability Umbrella (Excess Liability) $9,000,000 per occurrence; $9,000,000 aggregate • Automobile Liability $1,000,000 combined single limit • Sexual Abuse Liability $1,000,000 • The required Workers Compensation Insurance with an A-Best rating
54 16th Street Enhancement Work Plan. December 2004. Focus, Fostering Commercial Urban Settings. May 10, 2005. www.focusindy.com 55 “Transporter eyed for wider use: People mover seen as transportation test model” by Anthony Schoettle, Indianapolis Business Journal, http://www.ibj.com/IBJsample.html 51 Herron High School
HHS will indemnify the City of Indianapolis Charter Schools Board, related entities and their respective officers, employees, and agents.
I. Timeline See Attachment J for a complete timeline on Herron High School for the start-up phase.
VI. Summary of Strengths Herron High School is one of those rare projects where grassroots energy meets data driven educational planning. The grassroots energy has brought “connectivity” (when you don’t know the answer, you know the person who does, when you don’t have the resource, you know the organization that does), the power of community, and strategic planning at the neighborhood level. These strengths have won the support of the Center of Excellence in Leadership of Learning at the University of Indianapolis and attracted our CEO, Rex Bolinger.
Herron High School is committed to keeping our grassroots connections, but has also welcomed the attention of those sharing our dream for community wide education reform. Our partnership with the Sagamore Institute for Policy Research has enabled us to bring Rex Bolinger to town early in the planning process, provide him with an attractive wage, and competitive benefits. Daily support of the Harrison Center for the Arts staff has been invaluable in preparing our charter application and in community organizing, as have the resources of The Oaks Academy and the other partners listed.
Our board members are involved, committed and have spent considerable time taking the pulse of the community. Over the last year, we have conducted surveys and presented at cultural events, neighborhood meetings, community clubs, school groups, and trade associations. We have strategically targeted not only the downtown community, but also specialized demographic groups within the downtown community—including those who work in the fields of art, law, architecture, history, community development, education, neighborhoods, higher education, sports, and social services. Our identification of a community need has evoked passion; our liberal arts solution has evoked partnerships. We expect both passion and partnerships to take us to the next level of school planning to ensure Herron High School’s success.
52 Herron High School