Charter School Prospectus August 29, 2008

To be located in Southwest Marion County Charter School Prospectus August 29, 2008

Submitted to: The Honorable Mayor of Indianapolis Greg Ballard Office of the Mayor 2501 City-County Building 200 East Washington Street Indianapolis, Indiana 46204

Charter Applicant Information Sheet

Name of Proposed Charter School Indiana Architecture, Construction, and Engineering (ACE) Academy

Proposed School Address (if known) Not yet determined

School District in which Proposed School would be located Not yet determined

Legal Name of Group Applying for the Charter Indiana Architecture, Construction, and Engineering (ACE) Academy Inc.

Applicant's Designated Representative Pete Rimsans Address 1701 West 18th Street City Indianapolis State Indiana Zip Code 46202 Daytime Telephone 317-636-0806 Fax 317-638-0806 E-mail address [email protected] Website The proposed school will open in the fall of school year: 2009-10

Proposed Grade Levels & Total Student Enrollment Grade Levels Total Student Enrollment First Year 9 140 Second Year 9-10 230 Third Year 9-11 350 Fourth Year 9-12 440 Fifth Year 9-12 440 Sixth Year 9-12 440 Seventh Year 9-12 440 Maximum 9-12 440

Are you planning to work with an educational management organization (EMO)? Yes _____ No __X__ Have you submitted this application to another sponsor? Yes _____ No __X__

Do you plan to submit this application to another sponsor before the Mayor of Indianapolis makes a final determination on your application? Yes _____ No __X__

i EXECUTIVE SUMMARY

Mission The mission of The Indiana ACE Academy is to provide an experiential learning environment that prepares students for high skill, high wage jobs. This will be accomplished by providing our students the highest levels of instruction and achievement combined with exemplary character development that prepares them for the architecture, construction, and engineering industries. Students will be prepared for entrance into an apprenticeship and/or post-secondary institutions upon graduation from the Indiana ACE Academy.

Need The Indiana ACE Academy will be the first industry-linked charter school in Indiana, providing students with an early exposure to careers in the architecture, construction, and engineering (ACE) industries. It will service a niche that is currently not available in Indianapolis by featuring a curriculum aligned with post-secondary education programs, including building trades apprenticeship programs, building trades Associate’s degrees at Ivy Tech Community College, and four year Bachelor’s degrees in architecture, construction management, and engineering. It will draw students from throughout the Central Indiana region from a convenient location on the southwest side of Marion County.

Construction related careers interest students at a young age. In a survey of all Hoosier 9th grade students in Fall 2007 (with 63% of the total statewide enrollment responding), over 11,000 – nearly 20% – of students ranked “Architecture and Construction” their top three career choices. Yet the non-residential construction industry in Central Indiana is facing a skilled worker shortage starting in 2009, as not enough new journeymen are entering the professions. In Central Indiana alone, the Roundtable projected a shortage of 4,238 skilled workers starting in 2008 and continuing through 2011.

Goals • The Indiana ACE Academy will successfully motivate and appropriately prepare students to pursue professions and trades identified as targets by the Board. • The Indiana State Building & Construction Trades Council, building trades apprenticeship programs, contractors, businesses, public education partners, and community organizations will play a major role in the support, advocacy and sustainability of the Indiana ACE Academy. • By the fall of 2012, the Indiana ACE Academy will reach an enrollment goal of 440 students, with the students enrolled reflecting the Indiana ACE Academy target population identified in the mission statement. • After graduation from the Indiana ACE Academy, a minimum of 80% of graduates will enroll in post-secondary opportunities consistent with the schools mission statement, including building trades apprenticeships and/or 2 or 4 year degrees. • Student performance at the Indiana ACE Academy will meet or exceed Adequate Yearly Progress requirements of the No Child Left Behind Act each year.

ii • An aggressive recruitment plan will ensure that female and minority youth are fully represented in the school to increase their representation in the construction industry.

Educational Foundation The central pedagogical approach at the Indiana ACE Academy will be project-based learning. Project-based learning is defined as a "comprehensive instructional approach to engage students in sustained, cooperative investigation" (Bransford & Stein, 1993). This approach allows students to work together to make sense of the problem at hand. The project/problem based approach is the tradition in apprenticeship training as well as in Career and Technical Education courses.

Every student attending the Indiana ACE Academy will proceed through a single-track curriculum that will enable them to earn a Core 40 with Technical Honors Diploma (see the curriculum map on page 12). While there will be some coursework will focus on career-specific technical skills (e.g. drafting, electricity), graduates of the Indiana ACE Academy will not be expected to enter directly into low-skill jobs but rather will embark on further education necessary for high-skill careers.

Business Plan The unique nature of this school will require an aggressive upfront fund-raising campaign to obtain significant private funds to supplement governmental sources. We are committed to raising these funds, and have established a Development & Fundraising Committee headed by Hugh Baker of Schmidt Architects and Bob Bowen of Bowen Engineering. Both have significant fundraising experience and deep ties within the architecture, construction, and engineering industries. Hugh is a past President of the Association of Fundraising Professionals, Central Indiana Chapter and has raised significant funds for numerous organizations, including $2.7 million in 16 months for an Independent School in Boone County. Bob Bowen’s lengthy career in the Central Indiana construction industry and Board membership on the Greater Indianapolis Chamber of Commerce ensures that the Indiana ACE Academy will have direct access to industry leaders. The Committee has created an aggressive Strategic Fundraising Plan, included in Appendix 10.

Founding Group In spring 2005 the Indiana State Building and Construction Trades Council was approached by representatives of then Indianapolis Mayor Bart Peterson about the possibility of opening a Building Trades Charter School. Starting in Fall 2005 a planning committee was formed with representatives of the Indiana State Building Trades Council, M.S.D. of Decatur Township, the Central Indiana Building Trades Apprenticeship Coordinators, and Area 31 Career Center. By Fall 2007, the planning committee had expanded to include a variety of partners including Indiana Construction Association, Ivy Tech Community College of Indiana, Greater Indianapolis Chamber of Commerce, and The Mind Trust.

iii INDIANA ACE ACADEMY PROSPECTUS TABLE OF CONTENTS

Information Sheet ...... i

Executive Summary...... ii

Table of Contents ...... iv

I. Vision ...... 1 A. Mission ...... 1 B. Need ...... 1 C. Goals...... 2

II. Who We Are...... 3 A. Founding Group...... 3 B. Board of Directors...... 5 C. School Leader ...... 8

III. Educational Services Provided ...... 9 A. Education Philosophy ...... 9 B. Curriculum ...... 10 C. Assessment ...... 14 D. Special Student Populations...... 17

IV. Organizational Viability and Effectiveness...... 18 A. Enrollment/Demand...... 18 B. Governance and Management ...... 19 C. Budget and Financial Matters ...... 20 D. Transportation ...... 21

Appendix 1 Leadership Information: Founding Group and Board of Directors, Executive Director ……………………………………………..………………..21 Appendix 2 5-Year Budget, Cash Flow, Org Charts, and Assurances……………………….79 Appendix 3 Articles of Incorporation and Bylaws……………………………………………90 Appendix 4 Curriculum/State Standards, Lesson Plans, Curriculum Handbook excerpt, Curriculum Fact Sheet …………………………………………………………103 Appendix 5 Student Handbook draft – excerpt ……………………………………………. 109 Appendix 6 501(c)(3) Application Acknowledgement Letter ………………………………117 Appendix 7 Financial Commitment Letters ………………………………………………...118 Appendix 8 Letters of Support ……………………………………………………………...120 Appendix 9 Insurance Coverage …………………………………………………………….123 Appendix 10 Strategic Fundraising Plan ………………………………………………...... 124

iv INDIANA ACE ACADEMY PROSPECTUS

I. Vision

A. Mission

The mission of the Indiana ACE Academy is to provide an experiential learning environment that prepares students for high-skill, high-wage jobs. This will be accomplished by providing our students the highest levels of instruction and achievement combined with exemplary character development that prepares them for the construction, engineering, and architectural industries. Students will be prepared for entrance into an apprenticeship and/or post-secondary institution upon graduation from ACE.

B. Need

The Indiana ACE Academy will be the first industry-linked charter school in Indiana, providing students with an early exposure to careers in the architecture, construction, and engineering (ACE) industries. It will service a niche that is currently not available in Indianapolis by featuring a curriculum aligned with post-secondary education programs, including building trades apprenticeship programs, building trades Associate’s degrees at Ivy Tech Community College, and four year Bachelor’s degrees in architecture, construction management, and engineering. It will draw students from throughout the Central Indiana region from a convenient location on the southwest side of Marion County.

Part of the labor shortage is caused by a rising average age of skilled laborers, now at 48 according to the Bureau of Labor Statistics. Most Central Indiana apprenticeship programs accept apprentices starting at age 18, yet few applicants enroll right out of high school. Becoming a journeyman at a young age can provide young tradesmen with greater career opportunities, with the potential to move into construction management or firm ownership after a few years. Among DWD’s “Hoosier Hot 50 Jobs” for Central Indiana in 2014, based on employment growth and wages are two building trades (carpenters and

1 Indiana Department of Workforce Development, Hoosiers by the Numbers, available online at: http://www.hoosierdata.in.gov/.

1 plumbers/pipefitters/steamfitters) as well as supervisors/managers of construction trades and construction managers.2

At the same time, specially trained workforces who understand green technologies and design are increasingly in demand. The Indianapolis Star recently profiled a number of Central Indiana homes being built to the U.S. Green Building Council’s Leadership in Energy and Environmental Design (LEED) standards.3 These houses need architects, engineers, and tradesmen who understand the tradeoffs in choosing building materials and features. As the infrastructure of the country is being redesigned and updated, adequately skilled workers are a necessary part of the transition. All of these careers paths – construction management, building trades, architecture, and construction-related engineering – share a need for workforce that has the content skills, hands-on abilities, and the 21st Century Skills of learning and innovation and information, media and technology skills.4

Of the 9,094 students who began high school in 2003 at public schools in Marion County, 2,871 (31.6%) did not receive a diploma in 2007. While some of these are students who repeated a grade, received a GED, or could not be located, it’s clear that there is a need for high schools that engage students through hands-on projects and a curriculum that is relevant to their specific career interests.

The marketing and recruitment committees will ensure that minorities and women are well represented in the student body into the workforce. The early exposure to the industry will provide the motivation for minorities and women to become more interested in seeking careers in architecture, construction, and engineering.

C. Goals

• The Indiana ACE Academy will successfully motivate and appropriately prepare students to pursue professions and trades identified as targets by the Board.

• The Indiana State Building & Construction Trades Council, building trades apprenticeship programs, contractors, businesses, public education partners, and community organizations will play a major role in the support, advocacy and sustainability of the Indiana ACE Academy.

• By the fall of 2012, the Indiana ACE Academy will reach an enrollment goal of 440 students, with the students enrolled reflecting the Indiana ACE Academy target population identified in the mission statement.

2 Indiana Department of Workforce Development, Hoosier Hot 50 Jobs, Economic Growth Region 5, available online at: http://www.hoosierdata.in.gov/. 3 The Indianapolis Star, New growth industry: green home building , Mon Aug 25, 2008 . 4 Partnership for 21st Century Skills

2 • After graduation from the Indiana ACE Academy, a minimum of 80% of graduates will enroll in post-secondary opportunities consistent with the schools mission statement, including building trades apprenticeships and/or 2 or 4 year degrees.

• Student performance at the Indiana ACE Academy will meet or exceed Adequate Yearly Progress requirements of the No Child Left Behind Act each year.

• An aggressive recruitment plan will ensure that female and minority youth are fully represented in the school to increase their representation in the construction industry.

II. Who We Are

A. Founding Group

Background of Founding Group In spring 2005 the Indiana State Building and Construction Trades Council was approached by representatives of then Indianapolis Mayor Bart Peterson about the possibility of opening a Building Trades Charter School. The Mayor’s Office learned of such a school in St. Louis and wanted to explore the feasibility of developing a similar school to Indianapolis. Representatives of the Building Trades made a visit to the Construction Career Center in St. Louis. During the visit, building trades representatives learned that the local building trades entities had difficulty managing the requirements to operate a K-12 public school, such as education standards, transportation, and food service.

Recognizing the obstacles observed by the Building Trades representatives, the Mayor’s Office approached M.S.D. of Decatur Township to gauge their interest in the model. After an initial meeting, representatives of Decatur Township and the Building Trades conducted a study visit to the Construction Career Academy, a Rhode Island charter school. Operated under a joint partnership between the Cranston Public Schools and New England Laborers, it appeared to be a viable governance model for a partnership that could work in Indianapolis. Starting in Fall 2005 a planning committee was formed with representatives of the Indiana State Building Trades Council, M.S.D. of Decatur Township, the Central Indiana Building Trades Apprenticeship Coordinators, and Area 31 Career Center. The committee received a $40,000 Small School Exploration grant from the Bill and Melinda Gates Foundation via the Center of Excellence in Leadership of Learning (CELL) at the University of Indianapolis in June 2006, which funded study visits to model schools. Subsequent visits construction charter schools in San Diego, Chicago and St. Louis led to a broader vision to include Ivy Tech Community College and construction contractors in the partnership, as well as to expand the industry focus to include architecture and engineering.

By Fall 2007, the planning committee had expanded to include a variety of partners including Indiana Construction Association, Ivy Tech Community College of Indiana, Greater Indianapolis Chamber of Commerce, and The Mind Trust. Decatur Superintendent Don Stinson briefed leaders of a number of area school districts, many of whom expressed interest in the concept and attended meetings to learn more, including representatives of Indianapolis Public Schools, Clark-

3 Pleasant, Mooresville, Brownsburg, Avon, Mill Creek, Monrovia, Danville and Plainfield. In October the group agreed to move forward to pursue a charter from the Mayor’s office to open a school in Fall 2009, established a Planning Board to focus the efforts and hired a consultant to shepherd the planning process, Roberta Jackson of Jackson-Amick Resources. Jackson previously served as the Director of the J. Everett Light Career Center in Washington Township and the Kokomo Area Career Center, Superintendent of Edinburgh Community Schools and two school districts in Michigan, as well as Vice-Provost for Career Programs at Macomb Community College in Michigan.

The Planning Board established five committees to further its work, including: Finance, Curriculum, Facilities, Development & Fundraising, and Marketing. After demonstrating progress towards opening the charter school, the Planning Board received a $100,000 Design and Preparation grant from CELL in April 2008. After Articles of Incorporation for the Indiana ACE Academy Inc. were filed on May 2, 2008, the Planning Board formally appointed the founding Board of Directors.

Founding Group - Planning Board Participants The following individuals have participated in the Planning Board over the last year, and remain engaged in the work of the Indiana ACE Academy through Board of Directors membership or as committee volunteers. Individuals marked with an asterisk serve on the Indiana ACE Academy Board of Directors. Leadership information for the Planning Board is included in Appendix 1.

Elementary and Secondary Education Jeff Baer, Assistant Superintendent for Business, M.S.D. of Decatur Township J.T. Coopman*, Superintendent, Clark-Pleasant Community School Corporation Ron Hoke, Director of Area 31 Career Center Roberta Jackson, Co-owner, Jackson-Amick Resources Don Stinson, Superintendent, M.S.D. of Decatur Township Debbie Sullivan*, Assistant Superintendent for Reinvention, M.S.D. of Decatur Township Doug Williams, Director of Education Initiatives, The Mind Trust

Higher Education Kathy Lee*, Dean of Academic Affairs, Ivy Tech Community College–Central Indiana Adam Lowe, Start-up Schools Coach, Center of Excellence in Leadership (CELL) of Learning, University of Indianapolis Mary Montgomery, Apprenticeship Enrollment Manager, Ivy Tech Community College– Central Indiana

Building Trades Representatives and Apprenticeship Directors Bubba Johnson*, Director of Training, Plumbers, Steamfitters and HVACR Technicians Local 440 Mike Patrick*, State Apprentice Coordinator for the Sheet Metal Workers Dax Ramsey, Director of Workforce Development, Top Notch Pete Rimsans*, Associate Director of the Indiana State Building and Construction Trades Council

Construction Contractors Bob Bowen*, Founder/Owner of Bowen Engineering Tammie Jones, Vice President, Business Advocacy, Greater Indianapolis Chamber of Commerce George Sheraw*, Director of Contractor Relations, Indiana Construction Association

Architects Hugh Baker, Business Development, Schmidt Associates Anna Marie Burrell, Principal, Schmidt Associates Raun Love*, Associate, K-12 Studio, CSO Architects Rosemary Rehak, Director of Business Development, K-12 Studio, CSO Architects

B. Board of Directors

The Board will include representatives from: the building trades unions (3 members); construction and engineering contractors (2 members); architects (1 member); public education (3 members); and parents (1 member). The parent representative will be appointed once the school begins operations. Resumes, background waivers, and memoranda for all members of the Board of Directors are included in Appendix 1. The current Board of Directors is comprised of:

President Pete Rimsans Associate Director, Indiana State Building & Construction Trades Council The ISBCTC (a.k.a. The Building Trades) represents working men and women in 15 building trades unions throughout Indiana. In his capacity as associate director of the ISBCTC, A. Peter Rimsans is a tireless advocate for the over 75,000 union construction workers in Indiana. Mr. Rimsans’ focus is government relations and lobbying efforts concentrated on economic development, education and training, labor law, and workplace safety and health issues. Prior to joining the ISBCTC, Mr. Rimsans worked for Indiana Department of Labor for eight years, serving in the capacities of field auditor, policy director, and deputy commissioner. In his five years as deputy commissioner, Mr. Rimsans served as Indiana’s chief enforcement official for wage and hour laws, overseeing the state’s Common Construction Wage Statute, wage payment statutes, Minimum Wage and Overtime Law, child labor laws, and union certification elections for public entities. He was also the agency’s liaison to the Indiana General Assembly. Pete holds a Bachelor of Arts in political science from Iowa State University of Science and Technology.

Vice-President Debbie Sullivan Assistant Superintendent for Reinvention, MSD of Decatur Township Dr. Debbie Sullivan has been an educator for 28 years and has in-depth experience in professional development. She has been a teacher, building-level administrator, and a staff development consultant. Debbie led the project of beginning an early childhood center and saw it to completion. She received her Bachelor of Science and Masters degrees from Indiana State University. She received her certification in administration from Butler University and her Doctoral degree in Educational Leadership from Indiana University. Debbie has chaired

5 numerous committees and programs including the University of Indianapolis Partnership Steering Committee, Intern Mentor Program, textbook adoption, assessment and portfolio, curriculum writing committees, as well as Title I and school improvement committees, to mention a few. She is certified in Teacher Expectations for Student Achievement (TESA) and is a trainer for Cooperative Learning, Discipline with Dignity, and Instructional Strategies for Improving the Instructional Process, Advanced Strategies, and Clinical Supervision. Debbie also was instrumental in opening the Decatur Discovery Academy Mayor-Sponsored Charter School in 2005.

Secretary George Sheraw Director of Contractor Relations, Indiana Construction Association George Sheraw graduated from York College of Pennsylvania with a BS in Engineering Management. His career spans over 25 years. Most recently (since 2001) at the association, he is actively involved in a variety of areas including labor, labor union negotiations, university and student chapter liaison, scholarship programs for helping Indiana residents seeking a degree in a construction oriented curriculum, safety training for contractors, educational programs for contractors on new and emerging technology and construction, substance abuse testing, the City of Indianapolis Department of Public Works, and so on. Prior to working at the association, George managed 18 propane plants for Ferrellgas and managed the operation of landfills, including waste disposal, government reporting, and the construction of new disposal cells and monitoring of environmental controls and an onsite water treatment plant for Waste Management. George started his working career selling and marketing large engineered HVAC equipment internationally for York International and also sold and managed the marketing and sales of construction oriented equipment for JLG Industries.

Treasurer J.T. Coopman Superintendent, Clark-Pleasant Community School Corporation Dr. John T. Coopman is a graduate of Purdue University with a B.S. in Education, Indiana University with an M. S. and Ed. S. in School Administration, and Ball State University with an Ed. D. in Educational Leadership. He serves as adjunct faculty for Ball State. He has been a teacher, assistant superintendent at Eastbrook and Delaware Community School Corporation and superintendent of schools at Clinton-Prairie School Corporation and Clark-Pleasant. His positions have provided many experiences in school construction and he currently serves as a board member of the Indiana Construction Roundtable. J. T. is an advocate for leading-edge career and technical education. Dr. Coopman currently serves as Vice-President of the Indiana Association of Public School Superintendents and was named the District V Superintendent of the year in 2007. Other professional affiliations include the Indiana Association of School Business Officials and Phi Delta Kappa. He is a graduate of Tomorrow’s Leaders and Hallmarks of Excellence in Leadership. J. T.’s community activities include serving as scholarship chair for Rotary International and Johnson County United Way. He also serves as a mentor to new principals.

Bob Bowen Founder, Chairman & CEO, Bowen Engineering Corporation Dr. Robert L. Bowen, P.E. is the founder and owner of Bowen Engineering Corporation, a multi- market company specializing in water and wastewater treatment plants and energy utility construction. He attended Purdue University, receiving his bachelor’s degree in civil

6 engineering in 1962. In 1994 he completed the Harvard Business School Owner/President Management Program. In May, 2007, Bob was bestowed with an honorary Doctor of Engineering degree from Purdue University. In 1967 he founded Bowen Engineering, which has received five AGC Build America Awards (the Oscar of the construction industry), including one for the $57 million Lafayette Wastewater Treatment Plant Addition in 2004. He is a founder and instructor of the Associated General Contractors Project Manager Institute.

Bob, along with his wife, Terry, established the Bowen Foundation 13 years ago to provide scholarships to minority students in Indianapolis to help them pursue an education past high school. About 300 students have received more than $750,000 in scholarships through this foundation. The Bowens, along with Purdue President Martin Jischke, founded Science Bound, a Purdue program initiated in 2002. The program mentors students from Indianapolis Public Schools starting in eighth grade through high school and encourages them to pursue careers in science and technical fields. Bob currently serves on the Indiana Commission on Higher Education, the Board of the Greater Indianapolis Chamber of Commerce, and is Chairman of the Board of the Center for Leadership Development.

Bubba Johnson Director of Training, Plumbers, Steamfitters and HVACR Technicians Local 440 James “Bubba” Johnson has been a member of Local 440 for 24 years. He served a four year apprenticeship and attained journeyman status in 1988 as a building trades steamfitter. His field experience has included the installation and maintenance of piping and control systems on projects such as schools, hospitals, water treatment facilities and power generation facilities. James began teaching as an apprentice instructor for Local 440 in 1996, attended Washtenaw Community College and received the title of Certified Instructor from The United Association and Michigan State University. As Director of Training he is responsible for the administration of Local 440’s apprentice and journeyman training programs and all employment of apprentices. His professional affiliations include Building Trades Vocational Advisory Committee, Building Trades Directors Association of Indiana, Indiana State Pipe Trades Directors Association and Skills USA. His commitment to providing career opportunities in the piping profession can be illustrated by his involvement in elementary and high school career days, the Indiana School Counselors Association annual conference and VICA plumbing and welding competitions.

Kathy Lee Dean of Academic Affairs, Ivy Tech Community College–Central Indiana Kathleen Lee, Ed.D, a 20+ year Ivy Tech Community College-Central Indiana employee, is currently serving the college as Dean of Academic Affairs. Dr. Lee earned her doctoral degree in adult and community education from Ball State University. She has a Bachelor of Science Degree in Biology from Muskingum College in Ohio. Kathleen also has a Master’s Degree in Adult Education and an Associates Degree in Respiratory Care from Indiana University. She is a registered respiratory therapist who continues to participate in the American Association for Respiratory Care. She is also a member of the American Association of Community Colleges.

Dr. Lee has previously served Ivy Tech State College in the capacity of professor, program chair for respiratory care, and later as division chair for Health Science and Public Services. She has served on numerous college committee and task forces at both the state and regional level.

7 Raun Love Associate, K-12 Studio CSO Architects Raun Love has just entered his third year at CSO Architects working as a project Architect. His involvement with one of Indiana’s largest architecture firms dates back to his sophomore year in high school. Having been an Indianapolis Public Schools student since elementary school and graduating in 1998 from Arlington high school, he was given an award of excellence by the district in 2000. Since his graduation from Ball State University’s College of Architecture and Planning in 2005, Raun has continued his community involvement with Indianapolis Public Schools system. Through the ACE Mentoring program, he served as a mentor for ACE for the past three years and was awarded the 2008 Mentor of the Year. Professionally, Raun has established himself as one of the leaders of the firm and in 2007 was named the youngest person to be promoted to the position of Associate. Having achieved his accreditation for LEED, Raun is now working to accomplish his goal of becoming a licensed Architect within the next few years.

Mike Patrick State Apprentice Coordinator for the Sheet Metal Workers Michael Patrick attended IUPUI and served in the Sheet Metal Workers #20 Apprentice program. Mike was elected Business Representative in 1989 served in that capacity until October 2005. He also attended the George Meany Center for Labor Studies in Silver Spring, Maryland. From 2003-2005, Mike was Chairman of the Board at the Indiana Union Construction Resource Center -- overseeing a multi-craft state wide drug testing program.

Mr. Patrick was also on the Sheet Metal Workers State Apprenticeship Trust as a Trustee 1994- 2005, the Indianapolis Area Joint Apprenticeship Committee- Chairman 2001-2005, the Indianapolis Area Labor-Management-Cooperative Committee- Chairman 2001-2005, and the Indianapolis Area Pension Fund- Trustee 2001-2005. He is currently the Sheet Metal Workers Federal Credit Union- Supervisory Chairman. He also served as Top Notch Labor Management Organization- Board of Directors 2001-2005, South-Central Indiana Building Trades- Secretary/Treasurer 1993-2005, Region 8 School-To-Work Consortium- Labor Representative/member and the Indianapolis Area School-To-Work Coordinator.

C. School Leader The founding Executive Director of the Indiana ACE Academy is Jerry Dunn. Jerry holds a Bachelors of Arts degree from Franklin College, and Masters of Science and Educational Specialist degrees from Indiana University (see Appendix 1 for a resume, background waiver, and memorandum). In 1970 he started as a teacher in Center Grove Schools, rising to Assistant Principal and then Principal of Center Grove High School. From 1990-2004 he was the Business Manager/Assistant Superintendent of Center Grove Schools. While still working as an Assistant Superintendent, he used his business and construction skills and helped start Brickyard Homes, a custom home building and remodeling business. After retiring from education, he continued on as a consultant to Center Grove Schools on their construction projects and as a custom homebuilder. Currently, he is a consultant for the Central 9 Career Center overseeing a $5 million construction and remodeling project. Jerry will work part-time as Executive Director during the planning year, and will begin full-time responsibilities the summer prior to opening.

III. Educational Services Provided

A. Educational Philosophy

The central pedagogical approach at the Indiana ACE Academy will be project-based learning. Project-based learning is defined as a "comprehensive instructional approach to engage students in sustained, cooperative investigation" (Bransford & Stein, 1993). This approach allows students to work together to make sense of the problem at hand. The project/problem based approach is the tradition in apprenticeship training as well as in Career and Technical Education courses.

The emphasis of project-based learning, unlike inquiry-based education, is the emphasis on cooperative learning. In project learning, students work in teams to explore real-world problems and create presentations to share what they have learned. Compared with learning solely from textbooks, this approach has many benefits for students, including: deeper knowledge of subject matter, increased self-direction and motivation, improved research and problem-solving skills and understanding how academics connect to jobs and careers.

Students at Indiana ACE Academy will conduct standards-based projects incorporating Indiana academic standards subject content in mathematics, English/language arts, science, history/social science, all connected to construction industry themes. Projects will be designed based on the architecture, construction, and engineering career pathways and skills, and tailored to student interested. Projects from the building trades industry certification curricula, architecture schools, and engineering programs will be incorporated into core high school subject courses. This approach will engage students through real-world applied learning.

Particular benefits of project-based instruction include:

Preparing students for the workplace.

Increasing motivation.

Connecting learning at school with reality.

Providing collaborative opportunities to construct knowledge.

Increasing social and communication skills.

Increasing problem-solving skills.

Enabling students to make and see connections between disciplines.

Providing opportunities to contribute to their school or community.

Increasing self-esteem.

9 Allowing students to use their individual learning strengths and diverse approaches to learning.

Providing a practical, real-world way to learn to use technology.5

Project based learning is not a new approach but one that is well suited to the purpose and mission of this charter school. Project-based learning will allow students who are interested in exploring a career in architecture, engineering or construction to gain real world experience. Group projects, hands on training and exposure to the building trades through projects will allow students to make appropriate decisions about their future pathways. Teachers will receive professional development specific to project-based learning in the high school. Project-based learning professional development will likely be contracted through M.S.D. of Decatur Township, which operates two high schools utilizing project-based learning approaches: Decatur Discovery Academy and New Technology School of IDEAS.

B. Curriculum

Every student attending the Indiana ACE Academy will proceed through a curriculum that will enable them to earn a Core 40 with Technical Honors Diploma (see the curriculum map on page 12). The course requirements were selected by aligning the curriculum with post-secondary education programs, including building trades apprenticeship programs, building trades Associate’s degrees at Ivy Tech Community College, and four year Bachelor’s degrees in architecture, construction management, and engineering.

While there will be some coursework will focus on career-specific technical skills (e.g. drafting, electricity), graduates of the Indiana ACE Academy will not be expected to enter directly into low-skill jobs but rather will embark on further education necessary for high-skill careers. The intent of the alignment is to provide students with enough experience and coursework in high school that will enable those who directly enter apprenticeship programs and/or Associate’s degree programs at Ivy Tech to enter with advanced standing and reduce their time to completion by one year. For students pursuing four year degrees at other higher education institutions, we intend for them to earn a minimum of 9 credit hours of transferable credit.

Students will be expected to take seven courses for high school credit each semester in the 9th and 10th grades. The modified block schedule will allow time for an eighth, a noncredit Leadership Seminar. The Leadership Seminar will be similar to advisories, where a teacher will be assigned to a group of 15-20 students and remain with them for their four years at Indiana ACE Academy. During the Leadership Seminar, teachers and students will build personal relationships through team leadership challenges and community-service projects.

The 9th grade Principles of Architecture, Construction and Engineering will be a survey course akin to the Project Lead the Way course Principles of Engineering, but with a broader industry perspective. It will orient students to the fields of architecture, construction, and engineering and

5 Northwest Regional Education Laboratory, Benefits of Project-based Instruction, available online at: http://www.nwrel.org/request/2002aug/benefits.html

10 career pathways. Students will embark on mini-projects in each career path to develop problem- solving skills and gain exposure to the styles of work in different careers. Visits will be made to a variety of construction job sites, trades training facilities, and industry professionals will be invited into the school to give seminars on topics of interest to students. In 10th and 11th grade, students will begin taking college-level technical courses through Ivy Tech Community College. Most of these will be taught by certified building trades instructors who have Adjunct Faculty credentials at Ivy Tech. Most of these classes will be taught in the building trades training facilities. In the upper grades, students will have the opportunity to take some required and elective classes on campus at Ivy Tech alongside other Ivy Tech students. The Indiana ACE Academy intends to offer all college credit courses to students tuition free and will pursue donations to establish need-based scholarships for students who need assistance paying for college fees, materials, and textbooks.

Students who enter the Indiana ACE Academy with math and reading skills below grade level will be required to participate in a computer-assisted credit recovery program such as PLATO as a part of a Skills Lab assignment. The Skills Lab will occur every Wednesday afternoon with college student tutors available to help students work on individual skills based upon an assessment of their current achievement level. The Skills Lab will be open to all students who need tutoring assistance, particularly for students who are taking college-level elective classes on the Ivy Tech campus.

Examples of Curriculum aligned to Standards and Lesson/Project Plans are found in Appendix 4.

11 Curriculum Map for Indiana ACE Academy Core 40 with Technical Honors / Curriculum Area Grade 9 Grade 10 Grade 11 Grade 12 ACE Requirement English/Language Arts English Language & …integrate communication English 9 English 10 English 11 Composition 8 / 8 skills in every course ENGL 111 (3 cr) Path 1 College Algebra Trigonometry/ Geometry Mathematics Algebra I MATH 136 (3 cr) Pre-Calculus …integrate technical math in 6 / 8 every course Path 2 College Algebra Trigonometry/ Calculus I Geometry MATH 136 (3 cr) Pre-Calculus MATH 211 (4 cr) Science …integrate applied science Biology I Chemistry Physics I 6 / 6 skills in every course Government (1cr) History of Organized World Geography Social Studies U.S. History Labor (1 cr) 6 / 6 (1 cr) Economics (1 cr) AHSA 101 (3 cr) Health, Physical Education, P.E. (2 cr) Workplace Safety(1 cr) Spanish 3 / 6 and Foreign Language Health/Wellness (1 cr) INDT 106 (3 cr) Technical Graphics Welding Processes DESN 102 WELD 100 Half-day

Apprenticeship Blueprint Reading Principles of Electricity Program Internship CONT 106 Career Pathways Architecture, INDT 113 (6 high school cr)

…all one high school credit Construction, and 8 / 17 + Summer Processes and per course, and three college Engineering Interpersonal or internship (6 credits) Materials credits where title is included. Communications TECH 101 Computer Applications COMM 102 Other electives via

enrollment in college Career Planning & Summer internship credit classes Success Skills (6 high school cr) IVYT 101 (1 cr) 12 47 / 51 Total High School Credits 14 14 + Summer internship 11 + Summer internship (6 credits) (6 credits) 6 / 32 or 36, including Total Ivy Tech College 0 10 or 13 13 or 16 6 or 10 9 or 13 statewide Credit transfer credits

12 Ivy Tech courses for dual credit that all students will take include the following:

ENGL 111 -- English Language and Composition MATH 136 -- College Algebra AHSA 101 -- History of Organized Labor INDT 106 -- Introduction to the Workplace and Safety DESN 102 -- Technical Graphics WELD 100 -- Welding Processes TECH 101 -- Processes and Materials CONT 106 -- Construction Blueprint Reading INDT 113 -- Basic Electricity IVYT 101 -- First Year Seminar COMM 102 -- Introduction to Interpersonal Communication MATH 211 -- Calculus

Students will take the COMPASS assessment at the end of 9th grade to determine whether they are prepared for dual credit work. Students who do not earn sufficient scores on COMPASS will be given additional tutoring and opportunities to take the exam. If a student is unable to achieve a sufficient score on COMPASS, they will remain enrolled in the course but for high school credit only. They will be required to participate in tutoring at the Wednesday Skills Lab to ensure that they are supported in the college-level course.

The schedule is a modified block in order to enable project-based instruction. A sample week for a freshman student might look like the following example:

Sample Student Monday Tuesday Thursday Friday Schedule 8:00 – 9:45 English 9 Biology English 9 Biology 1 5 9:50 – 11:35 Computer Algebra I Computer Algebra I Applications 6 Applications 2 11:40 – 12:10 LUNCH LUNCH LUNCH LUNCH

12:15 – 2:00 Principals of Health Principals of Health ACE Careers 7 ACE Careers 3 2:05 - 3:50 Leadership Physical Leadership Physical Seminar Education Seminar Education 4 8

Student Wednesday Schedule Sample Teacher Wednesday Schedule Period 8:00 – 8:30 1 Can be blocked at the English 9 - red 8:35 – 9:05 2 discretion of the teacher team English 9 - yellow 9:10 - 9:40 3 English 9 - purple 9:45 – 10:15 4 Leadership Seminar 10:20 – 10:40 5 English 9 - blue 10:45 – 11:15 6 English 9 - green

11:20 - 11:45 7 English 9 - orange 11:50 – 12:20 8 Planning 1:00 to 4:00 *Skills Lab / Staff In-service *ACE Staff Development *Students working below grade level will be required to participate in an intensive, computer assisted program to assist them in developing the academic skills and knowledge they are lacking. This session will be from 1:00 to 4:00 p.m. every Wednesday.

A sample teacher (English) schedule might look like the following:

Monday Tuesday Thursday Friday 7:30 Team planning Team planning Team Staff meeting planning 8:00 – 9:45 English 9 English 9 English 9 English 9 red group blue group red group blue group 9:50 – 11:35 English 9 English 9 English 9 English 9 yellow group green group yellow group green group 11:40 – 12:10 LUNCH LUNCH LUNCH LUNCH 12:15 – 2:00 English 9 English 9 English 9 English 9 purple group orange group purple group orange group 2:05 - 3:50 Leadership Planning Leadership Planning Seminar Seminar 3:00 to 3:30 Conference/ Conference/ Conference/ Conference/ Collaboration/ Collaboration/ Collaboration/ Collaboration/ Planning Planning Planning Planning

Teachers will participate in professional development and collaborative activities from 1:00 to 3:30 p.m. each Wednesday.

C. Assessment

Aside from the state mandated assessment and test requirements of all public schools, the Indiana ACE Academy will utilize several assessments and benchmarks to assess student progress. Assessment practices in classrooms will drive instructional decisions and include students in the assessment process. Teachers will analyze student work and evidence of student thinking to understand learning and to shape instruction. Assessment practices help students understand, reflect on, and take responsibility for their own learning. Teachers and students will collaborate to develop standards-based criteria for good work, and students will learn to use explicit criteria to assess their progress and improvement.

The type of assessment utilized will match the purpose and function of the learning target. Multiple assessments will be utilized especially project assessment. The type of assessment utilized will match the purpose and function of the learning target. All students will be expected to complete projects, portfolios, presentations, and exhibitions that demonstrate their acquisition of specific content standards and skills in the Indiana Academic Standards. Other multiple assessment types which will be used to evaluate student projects will include rubric based performances, on-demand writing, essays for critical thinking about content, multiple-choice tests for facts, and demonstrations of the application of knowledge.

14 External/Standardized Testing Requirements Standardized testing, more specifically, the ISTEP+ including the Core 40 End of Course Assessments will be used to measure student progress. Teachers will provide support to students to analyze and practice the formats used on high-stakes tests such as writing to prompts, multiple choice, and showing thinking in mathematics and English.

The Northwest Evaluation Association’s (NWEA) Measures of Academic Progress will be used to establish baseline achievement data and to monitor student growth and achievement during the school year. MAP will provide staff formative information in grades 9 and 10 that will help guide the selection of instructional tasks to enhance student learning in the areas of reading, language arts, and mathematics. Utilizing an achievement level test of this kind will provide information on individual student’s growth to guide the creation and modification of individual learning plans. This assessment information will then be used to facilitate student goal setting.

The MAP will be given a minimum of twice yearly, generally in the early fall and late spring. It can also be used at the end of the first semester to re-assess students so modifications can be made to the individual learning plans. In this way, the NWEA allows for individual growth to be measured within a school year and to measure year-to-year growth as well.

Internal Assessment/College and Career Readiness To determine when students are ready to enroll in dual credit courses through Ivy Tech Community College, the school will administer ACT’s COMPASS computer-adaptive college placement test. COMPASS is the primary tool used by Ivy Tech to place students in appropriate courses, and includes reading, writing, and mathematics assessments. COMPASS also features diagnostic tests that enable students and teachers identify specific areas where they need further skill development. This will give students and teachers the information and opportunity to identify tutoring needs and modify individual learning plans. Students who do not achieve Ivy Tech’s cutoff scores on COMPASS for a specific class will still remain in the same class with their peers, however they will receive only high school credit, not college credit. They will be provided supplemental tutoring on Wednesday afternoons and given additional opportunities to re-take COMPASS so that they can earn college credit in future classes.

The school will also utilize career readiness assessments, such as the WorkKeys skill assessments developed by ACT and offered in Indiana through the Department of Workforce Development. WorkKeys Foundational Skills assessments measure students’ abilities in applied job skills such as applied mathematics, reading for information, business writing, locating information, and teamwork. These assessments align well with the school’s mission of applying learning in real-world job settings.

15 Internal Assessments/Performance Assessments Performance assessments will be an integral part of highlighting students’ successes in the applied skills aspect of their learning experience and also at the conclusion of each project. The assessment process of student performance will include not only the participation of staff, but also families, peers, and community members. The presentation of completed projects and performance assessments will be embedded as part of the regular practice and expectations of the school. Ongoing assessment will be an integral part of the daily expectations for students. Some examples of performance assessment opportunities include • Presentations to students; • A senior project; • Assessment of community service or work related experience through performance; • Exhibitions to showcase student work; • Display of student work in community locations as well as in school; and • Presentations of learning to peers, community, and staff.

Internal Assessments/Teacher Practices Multiple assessments and benchmarks will be utilized on a daily basis to guide learning and plan instruction. Teacher practices that will promote assessment include • Listening to evidence of student thinking and by posing probing questions; • Focusing on the thinking behind students’ answers and not only on the answers themselves; • Analyzing student work to assess understanding and to evaluate and refocus instruction; • Employing a variety of effort-based (performance assessments) and on-demand (writing to prompts) assessment strategies; • Matching the purpose and function of each assessment to learning targets; and • Keeping ongoing records to document student progress and guide instruction.

The staff will keep ongoing records of student learning for documentation of student progress. The strong school family component will assure regular communication between school and home so student progress is documented and shared on a regular basis. Student-led conferences and presentations of learning along with written progress reports will be major communication tools. Standardized scores will be analyzed and kept current to be shared among staff. Staff will continually work in their professional learning community to analyze formative and summative data to guide student learning.

Internal Assessments/Student Portfolios The Academy will establish a digital portfolio system as part of assessment. The portfolio will have content requirements that align with learning products and standards. The portfolio will show student growth over time and include rubrics for the major projects and assignments. Many opportunities will be provided in a variety of formats for the portfolio presentation. These sharing sessions will be scheduled for parents, advisory committee members, and representatives of the architecture, construction, and engineering career fields at the end of progress periods or at the conclusion of projects and will include student-led conferences and presentations of learning to formal and informal audiences.

Assessing Trades Skills By taking some of the technical trades skills classes such as drafting and electricity while in high school, students will have already completed some of the assignments covered in building trades 16 apprenticeship programs. Most apprenticeship programs require over 200 hours of classroom instruction each year for five years, where students must demonstrate their proficiency in certain skills. Students at Indiana ACE Academy who demonstrate proficiency in these skills in courses taught by certified building trades instructors will be able to reduce the amount of classroom instruction if they enter into a building trades apprenticeship after graduation.

D. Special Student Populations

The Indiana ACE Academy will recruit a student population that is currently disengaged in the traditional comprehensive high school setting but capable of high achievement when provided with real-world applied education. All students will be accepted at the Indiana ACE Academy regardless of their skill levels and abilities. Indiana ACE Academy will be fully inclusive, and individual learning plans will be established for every student to identify goals specific to their particular educational needs and interests.

The Indiana ACE Academy will make the necessary accommodations and modifications to career paths and lesson plans to meet the needs of limited English proficient learners and students with disabilities. Inherent in the Indiana ACE Academy educational approach are various types of instruction, geared to meet the needs of various learners. For example, a limited English proficient learner will greatly benefit from individualized instruction and small-group interaction with peers of similar learning abilities and backgrounds. Intervention will be available to assist students in achieving their learning potential. A variety of instructional strategies will be utilized including project based learning, differentiated instruction, application of current industry technologies, and internships.

Special Education The Indiana ACE Academy will utilize a full inclusion policy to the greatest extent possible, with a special education teacher providing any required services in the classroom. This will be possible because instruction will be project-based and differentiated, in a personalized learning environment where each student’s team of teachers will know him/her well. Special needs students will be provided services to best meet their educational needs as determined through their IEP and case conference. The school will have teacher(s) with special education licensure, but will contract for special services as needed from local school districts and/or the RISE Special Education Services Cooperative.

Limited English Proficiency The number of students who have a native language other than English is growing in number in the Indianapolis area and in the construction industries in particular. English as a Second Language support will be provided to students on an as needed basis. Students whose home language is not English will be assessed with LAS Links language proficiency assessment. Because teachers at the Indiana ACE Academy will establish close relationships with students and parents, particularly through the Leadership Seminar, communication will be ongoing to provide needed support and assistance to ESL students.

High-Ability Students Students who excel academically will be challenged at the Indiana ACE Academy because of the school philosophy and utilization of differentiated project based learning. The learning can be tailored to meet individual needs of students through the individual learning plan. The use of 17 such strategies as presentations and portfolio reviews lend themselves well to enriching the curriculum. In addition to the college-level coursework expected of all Indiana ACE Academy students, these students will have the opportunity to take additional college electives in 11th and 12th grade.

IV. Organizational Viability and Effectiveness

A. Enrollment/Demand

Student Interest: Each year, the Center for Evaluation & Education Policy (CEEP) at Indiana University conducts a Career and College Information Survey of all Indiana 9th and 11th grade students on behalf of LearnMore Indiana.6 In Fall 2007 CEEP received survey responses from over 56,000 Hoosier 9th grade students, representing 63% of the total statewide enrollment. When asked to rank their top three career choices, out of 16 career clusters identified by the Department of Workforce Development, over 11,000 9th grade students – nearly 20% -- indicated “Architecture and Construction (Careers in designing, planning, managing, building and maintaining the built environment).” Engineering was aggregated together with Science, Technology, and Mathematics, so could not be determined.

Industry Need: In 2007 the Indiana Construction Roundtable predicted a skilled worker shortage in the non-residential construction industry in Central Indiana starting in 2009. With a number of major construction projects underway, Indiana has added 26,758 skilled building trades jobs in the last three years. About a third of these jobs have been filed by workers from out of state, as not enough new journeymen entered the professions. Based on an analysis of over 1,000 construction projects, the industry projected adding another 11,492 jobs in 2008 yet expects that potentially 10,593 of those jobs would remain unfilled due to the shortage of skilled workers. In Central Indiana alone, the Roundtable projected a shortage of 4,238 skilled workers starting in 2008 and continuing through 2011. Using broader employment trends, the Indiana Department of Workforce Development (DWD) projects that construction firms and trades contractors will add an additional 17,660 jobs in Central Indiana by 2014.7

Part of the labor shortage is caused by a rising average age of skilled workers, now at 48 according to the Bureau of Labor Statistics. Most Central Indiana apprenticeship programs accept apprentices starting at age 18, yet few applicants enroll right out of high school. Becoming a journeyman at a young age can provide young tradesmen with greater career opportunities, with the potential to move into construction management or firm ownership after a few years. Among DWD’s “Hoosier Hot 50 Jobs” for Central Indiana in 2014, based on employment growth and wages are two building trades (plumbers/pipefitters/steamfitters and carpenters) as well as supervisors/managers of construction trades and construction managers.8

Recruitment

6 Center for Evaluation & Education Policy (CEEP) at Indiana University, Results of Indiana’s Annual Career and College Information Survey of Students in Grades 9 and 11, State Report 2007–2008, available online at http://www.learnmoreindiana.com/. 7 Indiana Department of Workforce Development, Hoosiers by the Numbers, available online at: http://www.hoosierdata.in.gov/. 8 Indiana Department of Workforce Development, Hoosier Hot 50 Jobs, Economic Growth Region 5, available online at: http://www.hoosierdata.in.gov/. 18 By locating on the southwest side of Indianapolis on a major commuter corridor with convenient public transportation and automobile access, the school will be able to draw students from throughout Monroe, Johnson, Hendricks, and Morgan counties.

The Marketing Committee has developed a series of fact sheets about the school, the school logo and design, a Powerpoint presentation that can be used to present information about the school in group settings, and an initial website at http://www.indianaaceacademy.org/. It has put together a timeline of marketing opportunities, and is designing a portable display that can be used at expos and workshops, a video to run in theaters prior to the start of movies, and an internet recruitment campaign. Planning Board members will be asked to make presentations at various forums in the target architecture, construction, and engineering industries, including: the American Institute of Architects, Indiana Chapter; the Indiana Society of Professional Engineers, the Indiana Construction Association, and the Indiana State Building and Construction Trades Council. Special emphasis will be placed on reaching minority and female students, and recruitment materials will be translated into Spanish.

The Marketing Committee has representatives of Top Notch, a construction labor/management association that promotes union contracting in Indiana. Dax Ramsey of Top Notch has worked aggressively with local schools and organizations to promote the career pathways involved with apprenticeship programs, running apprenticeship fairs, conducing high school outreach, and managing diversity initiatives. He has pre-existing relationships with public middle and high school counselors and representatives, will present at the Indiana School Counselors Association annual meeting this fall, and has already presented information about the school at vocational education meetings. Decatur Township will continue to present information about the school to area district leadership, to ensure that the school has access to counselors.

B. Governance and Management

Governance Non-profit Articles of Incorporation for The Indiana Architecture, Construction, and Engineering Academy Inc. were filed with the Indiana Secretary of State on May 2, 2008 and are included in Appendix 3. An application for federal tax exemption under section 501(c)(3) of the Internal Revenue Code was submitted in May 2008. We expect to receive a determination in September.

The Code of Bylaws, included in Appendix 3, establish that the Indiana ACE Academy will be governed by a ten member Board of Directors. The Board will include representatives from: the building trades unions (3 members); construction and engineering contractors (2 members); architects (1 member); public education (3 members); and parents (1 member). The parent representative will be appointed once the school begins operations.

The Board of Directors will: • set policy for the school, • hire and evaluate the Executive Director, • approve annual plans and budgets, • authorize large contracts and expenses, • monitor school and student progress, • champion the school among its partners and within the community, and • ensure that the school remains true to its mission. 19

There are currently six Board Committees: Executive Committee comprising of the corporation officers, Finance Committee, Curriculum Committee, Marketing Committee, Facilities Committee, and Development & Fundraising Committee. With the exception of the Executive Committee, the committees include Board representation as well as other individuals from the planning group who provide additional support and expertise. As the school moves from planning into operations, the committee structure will evolve to meet the needs of the school.

Management The Indiana ACE Academy will be led by an Executive Director who will be responsible for the day-to-day operations of the school. The Executive Director will be responsible for establishing and maintaining partnerships with college, apprenticeship, and industry partners. He will also be responsible for business management, human resources, and legal compliance.

An Assistant (Education) Director will oversee all aspects of the curriculum, instruction, and assessment. S/he will be responsible for teacher development and oversight, evaluating the school’s progress toward meeting state standards, and ensuring that the curriculum is aligned with college, apprenticeship, and industry needs.

C. Budget and Financial Matters Planning for the Indiana ACE Academy has been made possible due to two grants from the Bill and Melinda Gates Foundation via CELL at the University of Indianapolis. The planning committee received a $40,000 Small School Exploration grant in June 2006, which funded the study visits to model schools and the services of a consultant to shepherd the planning process. After demonstrating progress towards opening the charter school, we received a $100,000 Design and Preparation grant from CELL in April 2008.

The Finance Committee has developed a five-year budget with a positive cash balance at the end of each year which is included in Appendix 2. To attain the levels of quality in instruction and facilities that we believe the students of the Indiana ACE Academy deserve, we are committed to raising significant private funds to supplement governmental sources. The Development & Fundraising committee is headed by Hugh Baker of Schmidt Architects and Bob Bowen of Bowen Engineering. Hugh a past President of the Association of Fundraising Professionals, Central Indiana Chapter and has raised significant funds for the Independent Colleges of Indiana Foundation, Masonic Groups, the Red Cross, Junior Achievement, the Indiana State Museum, and Traders Point Christian Academy – where he led a campaign that raised $2.7 million in 16 months for an independent school in Boone County. Through his position at Schmidt Architects, he now has contacts throughout the architecture, construction, and engineering industries who will be interested in the mission of the school. Bob Bowen’s lengthy career in the Central Indiana construction industry and Board membership on the Greater Indianapolis Chamber of Commerce ensures that the Indiana ACE Academy will have direct access to industry leaders. The Development & Fundraising Committee has created an aggressive strategic fundraising plan to ensure that the school has access to the funds it needs to succeed.

To establish the $5,000 per pupil assumption for state revenue, Debbie Hineline, Director of the Indiana Department of Education (IDOE)’s Office of School Financial Management was contacted. She provided the per pupil base funding from the various school districts. The only other state revenue included in the budget is the Federal Public Charter Schools Grants from the Indiana Department of Education. We assumed $200,000 over three years based on information 20 from other charter schools and that posted on the IDOE website. It is reasonable to assume the school will get approval for added weights per pupil from state Vocational Grants, Special Education grants, Department of Workforce Development innovation grants, and federal Title I & IDEA funds. However any estimates of the amounts of funds received through these funding streams would be highly speculative at this point and thus no such funds are included in the revenue assumptions.

Thanks to our productive partnerships with area school districts and the building trades apprenticeship programs, there are a number of areas where the Indiana ACE Academy will receive low-cost contracted services that otherwise would be difficult for an independent small charter school to obtain, including professional development, special education services, and specialized training facilities and faculty.

D. Transportation One of the top criteria for site selection established by the Facilities Committee is that the school be located on the southwest side of Indianapolis on a major commuter corridor with convenient bus and automobile access. We believe that the school will draw students from throughout Monroe, Johnson, Hendricks, and Morgan counties. The Indiana ACE Academy is committed to making the school accessible to students and families and will provide IndyGo bus passes to students who qualify for free and reduced lunch status. With a location on a major employment and transportation corridor, we expect that many parents will bring their students to school on the way to work or by arranging car pools. Older students with valid driver’s licenses and written permission from a parent or guardian will be allowed to drive to school. The school will contract for bus services when students need to attend off-site classes at the building trades training facilities or Ivy Tech Community College.

APPENDIX 1. – LEADERSHIP INFORMATION – Board Members

Board of Directors

Robert L. Bowen, P.E. Founder, Chairman & CEO, Bowen Engineering Corporation

Dr. Robert Bowen is the founder and owner of Bowen Engineering Corporation, a multi-market company specializing in water and wastewater treatment plants and energy utility construction.

He attended Purdue University, receiving his bachelor’s degree in civil engineering in 1962. In 1994 he completed the Harvard Business School OPM Program. In May, 2007, Bob was bestowed with an honorary Doctor of Engineering degree from Purdue University.

After several years as a project manager and stockholder at W. M. Lyles Construction Company in California, he returned to Indiana in 1967 to start his own company. He is a founder and instructor of the Associated General Contractors Project Manager Institute. 21

Bowen Engineering has received five AGC Build America Awards (the Oscar of the construction industry), including one for the $57 million Lafayette Wastewater Treatment Plant Addition in 2004.

Robert, along with his wife, Terry, established the Bowen Foundation 13 years ago to provide scholarships to minority students in Indianapolis to help them pursue an education past high school. About 300 students have received more than $750,000 in scholarships through this foundation.

The Bowens, along with Purdue President Martin Jischke, founded Science Bound, a Purdue program initiated in 2002. The program mentors students from Indianapolis Public Schools starting in eighth grade through high school and encourages them to pursue careers in science and technical fields.

John T. Coopman Superintendent, Clark-Pleasant Community School Corporation

Dr. Coopman is a graduate of Purdue University with a B.S. in Education, Indiana University with an M. S. and Ed. S. in School Administration, and Ball State University with an Ed. D. in Educational Leadership. He serves as adjunct faculty for Ball State. He has been a teacher, assistant superintendent at Eastbrook and Delaware Community School Corporation and superintendent of schools at Clinton-Prairie School Corporation and Clark-Pleasant. His positions have provided many experiences in school construction and he currently serves as a board member of the Indiana Construction Round Table. J. T. is an advocate for leading-edge career and technical education.

Dr. Coopman currently serves as Vice-President of the Indiana Association of Public School Superintendents and was named the District V Superintendent of the year in 2007. Other professional affiliations include the Indiana Association of School Business Officials and Phi Delta Kappa. He is a graduate of Tomorrow’s Leaders and Hallmarks of Excellence in Leadership.

J. T.’s community activities include serving as scholarship chair for Rotary International and Johnson County United Way. He also serves as a mentor to new principals.

John T. Coopman 317-535-7918 , 6347 N. 670 E. Needham, IN 46162 [email protected] Professional Profile Due to specific educational and professional experiences in educational leadership, curriculum, and budget and finance, I am qualified to lead a school district as superintendent

24 • Accomplished Business and Finance • Accomplished Board Relations and Mgmt. Leadership • Accomplished Curriculum Development • Accomplished Community • Accomplished Data Mgmt. Involvement and Leadership • Accomplished Personnel Mgmt. and • Accomplished in All Areas of School Professional Development District Mgmt. Including Facilities, Transportation, and Food Service Professional Accomplishments Professional Affiliations • Phi Delta Kappa • ASCD • ASBO – Registered School Administrator • IASBO • IAPSS – Indiana Vice President, District V. Supt. Of the Year 2007 • AASA – National Governing Representative for Indiana Professional Development Committees • AASA – Civic Star Award • ASBO – Professional Development – Facilities Mgmt. National Conference • IASBO – Professional Development – Facilities Mgmt. State Conference – Past Chair • South Central Study Council – Past President • Coalition of Growing and Suburban Schools - Treasurer Professional Development and Community Affiliations • Graduate – Tomorrow’s Leaders • Graduate – Hallmarks of Excellence Leadership • Principal Mentor - Certified • Adjunct Professor – Ball State University – 2004-2008 • Rotary International – Chair – Scholarship Committee • Johnson County United Way – Allocations Panel Member – Past Chair • Indiana Construction Roundtable – Board Member Work History Superintendent Clark-Pleasant Community School 1997 - Present Corp., Whiteland, IN Ass’t Superintendent Eastbrook Community School Corp. 1995-97 Marion, IN Ass’t.Superintendent Delaware Community School Corp. 1990-95 Muncie, IN Superintendent Clinton Prairie School Corp. 1988-90

Education B.S. Purdue University, W. Lafayette, IN 1973 M. S. Indiana University, Indianapolis, IN 1978 Ed. S. Indiana University, Bloomington, IN 1984 Ed. D. Ball State University, Muncie, IN 1997

25 James M. Johnson Director of Training, Plumbers, Steamfitters and HVACR Technicians Local 440

James has been a member of Local 440 for 24 years. He served a four year apprenticeship and attained journeyman status in 1988 as a building trades steamfitter. His field experience has included the installation and maintenance of piping and control systems on projects such as schools, hospitals, water treatment facilities and power generation facilities. James began teaching as an apprentice instructor for Local 440 in 1996, attended Washtenaw Community College and received the title of Certified Instructor from The United Association and Michigan State University. As Director of Training he is responsible for the administration of Local 440’s apprentice and journeyman training programs and all employment of apprentices. His professional affiliations include Building Trades Vocational Advisory Committee, Building Trades Directors Association of Indiana, Indiana State Pipe Trades Directors Association and Skills USA. His commitment to providing career opportunities in the piping profession can be illustrated by his involvement in elementary and high school career days, the Indiana School Counselors Association annual conference and VICA plumbing and welding competitions.

JAMES M. JOHNSON 3747 S. High School Road Indianapolis, IN 46241 (317) 856-6426 [email protected]

EXPERIENCE 1984–1988 Plumbers & Steamfitters Local 440 Indianapol Apprentice Steamfitter

1988–Present Plumbers & Steamfitters Local 440 Indianapol Journeyman Steamfitter

1996–2002 Plumbers & Steamfitters Local 440 Indianapol Instructor for Apprenticeship Program

2002 & 2003 VICA Indianapol Technical Chairperson for VICA State Welding Competition

2002–Present Plumbers & Steamfitters Local 440 Indianapol Director of Apprentice & Journeyman Training

2004–Present Indiana State Pipe Trades Association Chairman of Indiana State Pipe Trades Training Directors Association

26 2006–Present State of Indiana Indiana State Building Trades Advisory Committee Member

EDUCATION 1974–1978 Roncalli High School Indianapol 1978–1980 IUPUI Indianapol 1984–1988 Plumbers & Steamfitters Apprenticeship Program Indianapol Graduated as Journeyman Steamfitter, 1988 1996–2000 Michigan State University Ann Arbo Completed United Association Instructor Training Program at Washtenaw Community College 2005 National Labor College Washington

REFERENCES David L. Posey, Business Manager Matt Buczolich, President Plumbers & Steamfitters Local 440 Indiana State Pipe Trades 3747 S. High School Road Association Indianapolis, IN 46241 4172 Ralph Jones Ct. (317) 856-3771 South Bend, IN 46628 [email protected] (574) 273-1300 [email protected]

Kathleen Lee Dean of Academic Affairs, Ivy Tech Community College– Central Indiana

Kathleen Lee is a 20+ year Ivy Tech Community College-Central Indiana employee currently serving the Vice –Chancellor. Previously she served the college as division chair for Health Science and Public Services. This growing division houses 14 programs, including nursing, a variety of allied health, Public Safety, Criminal Justice, Human Services, Early Childhood Education, and the new Community Emergency Preparedness Management program.

Dr. Lee earned her doctoral degree in adult and community education from Ball State University. She has a Bachelor of Science Degree in Biology from Muskingum College in Ohio. Kathleen also has a Master’s Degree in Adult Education and an Associates Degree in Respiratory Care from Indiana University. She is a registered respiratory therapist who continues to participate in the American Association for Respiratory Care. She is also a member of the American Association of Community Colleges.

27 Dr. Lee has previously served Ivy Tech State College in the capacity of professor and program chair for respiratory care. She has served on numerous college committee and task forces at both the state and regional level.

Kathleen F. Lee

Ivy Tech State College 945 East Cameron Street 50 West Fallcreek Parkway Indianapolis, Indiana 46203 Indianapolis, Indiana 46208 (317) 788-7318 (317) 921-4965 Email [email protected]

Current Position

Vice Chancellor of Academic Affairs Ivy Tech Community College of Indiana – Central Indiana June 2005

Education

Doctor of Education Adult and Community Education with cognate in Higher Education Administration Ball State University, Muncie, Indiana December 2002 Graduation with Highest Academic Honors

Masters of Science in Adult Education Indiana University Bloomington, Indiana Degree Awarded 1986

Associate of Science in Respiratory Therapy Indiana University School of Medicine Indianapolis, Indiana Degree Awarded 1979

Bachelor of Science in Biology and Secondary Education Muskingum College, New Concord, Ohio Degree Awarded 1976

Professional Credentials

Certified Respiratory Therapy Technician - 1979

28 Registered Respiratory Therapist - 1982

Professional Memberships

American Association for Community Colleges 2002 to present

American Association for Respiratory Care (AARC) 1978 to present

Indiana Society for Respiratory Care (ISRC) 1978 to present

Professional Experience

Division Chairperson July 1979 to 1992 Health Sciences & Public Services Critical Care Therapist Ivy Tech State College Riley Hospital for Children Central Indiana Indianapolis, Indiana May 2001 1978 to June 1979

Program Director Respiratory Care Practitioner Program Ivy Tech State College Indianapolis, Indiana August 1991 to May 2001

Director of Clinical Education Ivy Tech State College Respiratory Care Program Indianapolis, Indiana January 1985 – August 1991

Educational Coordinator St. Francis Hospital Center Beech Grove, Indiana April 1980 to December 1984

Staff Therapist St. Francis Hospital Center Beech Grove, Indiana

Current Professional Activities

Ivy Tech State College faculty representative to State Transfer & Articulation Committee (STAC) of the Commission for Higher Education

Member - Indiana Health Science Consortium of the Department of Education

Advisory Board Member – McKenzie Career Center Health Science Program

Advisory Board Member – Ball State Outreach Center Fishers

American Association for Respiratory Care International Fellowship Committee Chairperson Coordinate international programming and fellowship program.

Committee on Accreditation for Respiratory Care Site Visitor Ongoing position allowing for travel to other colleges and universities to review program status for accreditation purposes

Past Professional Activities

AACC Inaugural Future Leaders Institute – July 2003

Chairperson for Continuous Quality Improvement Committee for Central Indiana-Ivy

Tech State College 1995-1999

Coordinator of Ivy Tech State College-Central Indiana CPR Program 1986-1999

Initial Co-organizer of Teaching and Learning Roundtable (TLTR) Ivy Tech State College – Central Indiana 1999

National Institute for Leadership Development – Spring 1998

American Lung Association Indiana Central Board of Directors 1994-1996

Indiana Elected Representative to House of Delegates, American Association for Respiratory Care 1991-1994

Editor of the "Pulmonary Press" Indiana Society of Respiratory Care Newsletter 1991-1992

President of Indiana Society for Respiratory 1988

Vice President Indiana Society for Respiratory 1986

American Association Respiratory Care Health Promotions Committee

Community Activities

Second Presbyterian Church Deacon Class of 2005 Ordained Elder Class of 2000 Mission & Benevolence Ministry Team Chairperson Session Representative to Deacons

Member of Garfield Park Neighborhood Association

Selected Publications & Presentations

Lee, K.F. (1990). Living with Asthma. Valuable Health Tips. AARC Times. 14(12).

Lee,K.F. and Koehl, D. (1991). Work-Study: One Solution to Staffing Shortages. AARC Times. 15(4).

Lee, K.F. (1993, Spring 1). International Respiratory Care: Republic of Cameroon. Education Section Bulletin. P. 2.

Lee, K.F. (1997). Articulation Success Story: Indiana University and Ivy Tech State College. AARC Times. 21(2).

Lee, K.F. (1994, December). Respiratory Care – Tech Prep Applications. Technical Applications Seminar, Ivy Tech State College, Indianapolis, Indiana.

Lee, K.F. (1994, December). Curriculum Conversions and Articulation. Presentation given at American Association for Respiratory Care 40th Annual Convention and Exhibition, Las Vegas, Nevada.

Lee, K.F. (1995, March). Health care Industry – What is the Story?. Presentation given at the Dislocated Worker Roundtable sponsored by Indiana Workforce Development, Indianapolis, Indiana.

Lee, K.F. (1998, September). Evaluating Clinical Competency. Presentation given at the Indiana Society for Respiratory Care Fall Seminar. Indianapolis, Indiana.

Lee, K.F. (2003, March). The Way of Piety. Speech given at Indianapolis Great Banquet Retreat, Indianapolis, Indiana

Lee, K.F. (2003, September). From Faith to Life. Speech given at Indianapolis Great Banquet Retreat, Indianapolis, Indiana

Lee, K.F. (2004, April). Care and Feeding of Today’s Adult Learners. Presentation done for Clarian Health Care Conference, Indianapolis, Indiana.

Lee, K.F. (2005, April). Outcomes Assessment and Resource Evaluation. Presentation given for Board of Directors of the College of Sports Medicine, Indianapolis, Indiana.

Lee, K.F. and Dunn, H. (2007, August) Academic Program Review and Prioritization: In the Race or Out to Pasture?, League of Innovation Leadership Abstract, Volume 20, Number 8.

Lee, KF and Dunn. H. (2008, March) How to review an Academic Program and live to tell about it. Presentation at 2008 League of Innovation, Denver, CO.

Lee, KF and Rusu, L (2008, May) Taking the Excellence Home: The Teaching Innovation Committee. Presentation at 2008 NISOD International Conference, Austin TX.

Honors and Awards

National Institute for Leadership Development – Spring 1998

32 William Miller Post-Graduate Scholarship awarded by the American Respiratory Care Foundation 1996

Master Facilitator for the 1995-96 Academy for Instruction al Excellence

Ivy Tech State College Teaching Excellence Award - 1994-1995

Indiana Society for Respiratory Care President’s Award for Outstanding Service 1993 and 1990

Non-technical Literary Award, Indiana Society for Respiratory Care, 1991

Michael Patrick State Apprentice Coordinator for the Sheet Metal Workers.

Mike attended IUPUI and served in the Sheet Metal Workers #20 Apprentice program. Mike was elected Business Representative in 1989 served in that capacity until October 2005. He also attended the George Meany Center for Labor Studies in Silver Springs Md. From 2003-2005, Mike was Chairman of the Board at the Indiana Union Construction Resource Center -- overseeing a multi-craft state wide drug testing program.

He also served as Top Notch Labor Management Organization- Board of Directors 2001- 2005, South-Central Indiana Building Trades- Secretary/Treasurer 1993-2005, Region 8 School-To-Work Consortium- Labor Representative/member and the Indianapolis Area School-To-Work Coordinator. He has been a youth League manager and coach for 22 years and was a co-founder of the Flashes Home Run Club.

Resume for Michael D. Patrick

Was hired as State Apprentice Coordinator in August of 2005 Still serving in that capacity

Born 9/19/56 in Beech Grove, Indiana. Graduated from Beech Grove High School 1975

Attended IUPUI Served Sheet Metal Workers #20 Apprentice program 1977, graduating in 1981

33 Was elected Business Representative in 1989 served in that capacity until October 2005 Again attended IUPUI, also attended The George Meany Center for Labor Studies in Silver Springs Md.

Indiana Union Construction Resource Center- Chairman, Board of Trustees, overseeing multi-craft state wide drug testing program 2003-2005

Sheet Metal Workers State Apprenticeship Trust- Trustee 1994-2005 Indianapolis Area Joint Apprenticeship Committee- Chairman 2001-2005 Indianapolis Area Labor-Management-Cooperative Committee- Chairman 2001-2005 Indianapolis Area Pension Fund- Trustee 2001-2005 Sheet Metal Workers Federal Credit Union- Supervisory Chairman 1997-Current Top Notch Labor Management Organization- Board of Directors 2001-2005 South-Central Indiana Building Trades- Secretary/Treasurer 1993-2005 Region 8 School-To-Work Consortium- Labor Representative/member Indianapolis Area School-To-Work Coordinator 2001-Present Multiple Career Majors Committees-Member

Personal: Youth League manager and coach- 22 years Flashes Home Run Club- Co-Founder and past President 1999-2002 Parents fund raising group Married May 1978 to Denise, three grown children, Cory, Kevin, and Kelly. Reside in Franklin Township

A. Peter Rimsans Associate Director, Indiana State Building and Construction Trades Council (ISBCTC a.k.a. the Building Trades)

The ISBCTC represents working men and women in 15 building trades unions throughout Indiana. In his capacity as associate director of the ISBCTC, Pete is a tireless advocate for the over 75,000 union construction workers in Indiana. Mr. Rimsans’ focus is government relations and lobbying efforts concentrated on economic development, education and training, labor law, and workplace safety and health issues. Prior to joining the ISBCTC, Mr. Rimsans worked for Indiana Department of Labor for eight years, serving in the capacities of field auditor, policy director, and deputy commissioner. In his five years as deputy commissioner, Mr. Rimsans served as Indiana’s chief enforcement official for wage and hour laws, overseeing the state’s Common Construction Wage Statute, wage payment statutes, Minimum Wage and Overtime Law, child labor laws, and union certification elections for public entities. He was also the agency’s liaison to the Indiana General Assembly. Pete holds a Bachelor of Arts degree in political science from Iowa State University of Science and Technology.

A. PETER RIMSANS 1701 W. 18th Street

34 Indianapolis, IN 46202 W: (317) 636-0806 C: (317) 513-9071 WORK EXPERIENCE INDIANA STATE BUILDING AND CONSTUCTION TRADES COUNCIL – Indianapolis, Indiana May 2004 – Present Associate Director Act as an advocate on behalf of over 75,000 union construction workers. Work with contractors, end-users, and government entities to encourage economic development activities. Act as the liaison between the state council and Indiana’s 13 local Building Trades councils. Serve as an Indiana-registered lobbyist and government relations specialist on behalf of the Building Trades. Coordinate efforts to further apprenticeship and journey-level training. Manage the Building Trades efforts to establish collectively bargained wages as the prevailing wage under Indiana’s Common Construction Wage Act. Serve as the Indiana Liaison for Helmets to Hardhats, a national program which transitions military personnel to Building Trades careers upon discharge. INDIANA DEPARTMENT OF LABOR – Indianapolis, Indiana February 1999 – May 2004 Deputy Commissioner – Wage and Hour Division Served as Indiana’s chief enforcement official for wage and hour laws. Supervised and managed a staff of 16 professionals consisting of program managers, financial auditors, and investigators. Enforced Indiana’s Common Construction Wage statute (state’s prevailing or Davis-Bacon Act). Served as the director of the Bureau of Child Labor. Administered Indiana’s Minimum Wage, Overtime, and Age Discrimination laws. Directed the department’s process for wage claim conciliation. Oversaw union certification elections for local government entities. Managed legislative affairs and media relations for the department. Achievements: • Increased the number of child labor inspections by 25% and revenues from fines by 40% form 1998 to 2002 • Expanded Indiana’s Teen Worker Program into a nationally recognized program for child labor education and outreach achieving national visibility via the CBS Early Show, CNN, and Channel One (a national network broadcast to schools) • Implemented a comprehensive marketing plan to create visibility and awareness of Indiana’s child labor laws. Elements included: branding, paid media, PSAs, print materials, the Internet, news releases, press conferences, and special events • Created the Education First partnership with the Restaurant and Hospitality Association of Indiana to foster academic achievement among Indiana’s working teens Director – Policy, Planning, and Performance June 1998 – February 1999 Advised the commissioner on agency policy and performance. Served as the agency’s public information officer, handling all external affairs for the agency. Served as agency’s legislative liaison. Acted as the department’s liaison between Indiana OSHA and federal OSHA. Achievements: • Established the department’s strategic and annual performance plans for performance management • Set in motion a proactive agenda to educate all facets of business, industry, labor and government to reduce workplace mistakes, accidents, and litigation

35 • Established the Governor’s Workplace Safety Awards Field Auditor – Wage and Hour Division April 1996 – May 1998 Served as the governor’s appointee to Indiana’s Common Construction Wage committees, chairing daily meetings to determine the wages to be paid on state and local public works projects. Mediated disputes between labor and industry. Audited and investigated payroll records of construction contractors. Resolved various wage disputes between employers and employees. Conducted and validated union certification elections for local government entities. Advised businesses and the general public on Indiana’s labor laws. Achievements: • Assisted in establishing the Union Township decision that helped to define Indiana’s Common Construction Wage statute • Developed the Indiana Department of Labor’s Common Construction Wage Law Implementation Manual • Revised and enhanced the division's computerized system of auditing Rimsans Page 2 IOWA GENERAL ASSEMBLY – Des Moines, Iowa January – May 1995 Legislative Assistant Researched and briefed legislators on key issues. Issued press releases and managed constituent correspondence. Acted as the committee secretary for the Appropriations Joint Subcommittee for Agriculture and Natural Resources. Responsible for filing all bills that went through committee, filing journal reports, and committee minutes. EDUCATION IOWA STATE UNIVERSITY – Ames, Iowa August 1994 Bachelor of Arts, Political Science Emphases in Economics and Mathematics INDIANA UNIVERSITY-PURDUE UNIVERSITY INDIANAPOLIS 1996 – 2002 Graduate and undergraduate course work in Accounting, Economics, Mathematics, and Statistics OSHA TRAINING INSTITUTE – Des Plaines, Illinois September 1999 Initial OSHA 100 Compliance Officer Course PROFESSIONAL AFFILIATIONS AND APPOINTMENTS INDIANA ARCHITECTURE CONSTRUCTION AND ENGINEERING (ACE) ACADEMY May 2008 – Present President, Board of Directors GOVERNMENTAL AFFAIRS SOCIETY OF INDIANA January 2006 – Present Member LABORERS’ INTERNATIONAL UNION OF NORTH AMERICA July 2005 – Present Member Local 120 INDIANA RECYCLING AND ENERGY DEVELOPMENT BOARD (REDB) November 2004 – June 2007 Member by gubernatorial appointment representing organized labor U.S. SECRETARY OF LABOR’S FEDERAL/STATE CHILD LABOR TASKFORCE 1999 – 2004 Member representing the Interstate Labor Standards Association INTERSTATE LABOR STANDARDS ASSOCIATION 1999 – 2004 Indiana Delegate • Child Labor Committee, Chair 2003 – 2004 GOVERNOR’S TECHNOLOGY LEADERSHIP COUNCIL 2002 – 2004 • Regulatory Agency – Business Enterprise Architecture Committee, Chairman AFSCME COUNCIL 62, Local 3728 1997 – 1998 Union Steward SOCIAL AFFILIATIONS AND APPOINTMENTS INTERNATIONAL FRATERNITY OF PHI GAMMA DELTA April 1990 – Present

36 Section Chief -- DePauw University, Hanover College, and Indiana University Chapters August 2006 – Present Secretary, Indianapolis (Beta) Graduate Chapter April 2006 – Present Board of Chapter Advisors, Lambda Chapter at DePauw University November 2003 – August 2006

George Sheraw Director Contractor Relations, Indiana Construction Association

George Sheraw graduated from York College of Pennsylvania with a BS in Engineering Management. His career spans over 25 years. Most recently (since 2001) at the association, he is actively involved in a variety of areas including labor, labor union negotiations, university and student chapter liaison, scholarship programs for helping Indiana residents seeking a degree in a construction oriented curriculum, safety training for contractors, educational programs for contractors on new and emerging technology and construction, substance abuse testing, the City of Indianapolis Department of Public Works, and so on. Prior to working at the association, George managed 18 propane plants for Ferrellgas and managed the operation of landfills, including waste disposal, government reporting, and the construction of new disposal cells and monitoring of environmental controls and an onsite water treatment plant for Waste Management. George started his working career selling and marketing large engineered HVAC equipment internationally for York International and also sold and managed the marketing and sales of construction oriented equipment for JLG Industries.

George Sheraw 13248 Bobwhite Lane Carmel, IN 46033 (317) 844-7314 [email protected]

Education:

BS Engineering Management, York College of PA, graduated 12/81, 3.65/4.0 GPA Overall

Summary:

• P&L Management - $20 mil revenue, $2.932 million EBITDA, 15,000 customers, multiple plants, retail energy market (products and services), and waste disposal services market. • Engineering Management – permitting, monitoring, cell location, construction. • Public Relations – Represent company in public meetings, presentations. • Labor Relations - Represent management position in negotiations with Teamsters, Operating Engineers, Carpenters and Laborers' (heavy, highway and underground utility construction Industry)

37 • People Management - Direct Reports included 16 District Managers, Area Operations Manager, Area Customer Service Manager were direct reports, over 130+ people - total. Service oriented, retail energy market. • Sales Management - Industrial services, retail energy market (residential, commercial, industrial, agricultural, government markets) and waste disposal market (residential, industrial, commercial, construction, municipal), industrial products, construction equipment. • Marketing Management - North American market for utility / construction equipment, International market for large engineered HVAC systems, domestic US market for retail energy and waste disposal • Major Account Sales - Accounts included Lowes, Wickes, Builders Mart, Lone Star, CSR, Blue Circle, Acme Brick, GE, Armco Steel • Expense Control – Managed $16 mil operating budgets, $5 mil Construction Projects, full responsibility for area P&L, pricing, margins, purchasing, hiring, firing, safety, maintenance, capital equipment, sales, service, customer service

Experience:

Indiana Construction Association Director, Contractor Relations July 2001 - current One North Capitol, Suite 1000, Indianapolis, IN

• Represent management in union relations, union contract interpretations, sit on grievance hearings, help with contract negotiations, research and provide analysis of proposed contract/agreement language changes. • Work with Carpenters, Laborers, Operating Engineers, Teamsters, Iron Workers and Cement Masons on behalf of the Indiana construction industry. • Develop and maintain working relationship with City of Indianapolis, Indiana OSHA, develop safety training programs, interpret government regulations, provide analysis • Oversee union drug testing program for the Indiana highway, heavy and underground utility contractors in Indiana • Work with various governmental agencies, private companies and educational institutions developing reports and studies to promote positions important to the industry and represent the industry. (Work with FHWA, IDEM, INDOT, IOSHA, Indianapolis DPW, IACIR)

Ferrellgas, Inc AREA MANAGER, INDIANA April 1998 - August 2000 1750 W Epler, Indianapolis, IN

38 • Full profit and loss responsibility for 16 plants generating over $20 million in revenue, and EBITDA of $2.932 million, retailing propane and propane services, across the state of Indiana. • Sold to energy delivery and services to industrial, commercial, construction, agricultural, government and residential customers. • Major customers GM/Allison Transmission, Enkei/Mitsubishi, Yellow Freight, CF, Ryland, Pulte, Centex, Ace, Perdue Farms, Nations Rent, PK Products, Wickes, Zipp Express Drove 12% growth in EBITDA, on an annualized basis, Improved ROA’s by 13% annually, Doubled Other Income annually, since 1998, Reduced headcount by 5% annually, Combined 3 marginally profitable plants saving over $100k annually, Increased margins by 12%, Reduced past due A/R by 38%, Improved customer retention by 5%, Improved our safety and operational compliance scores by 10%, Improved routing efficiency by 11% annually, 600+ routes, Hired and trained 7 new managers, 130+ employees.

Waste Management, Inc DIVISION PRESIDENT / GENERAL MANAGER GENERAL MANAGER GENERAL MANAGER, TRAINEE Jan 1995 - Jan 1998 Northwest Sanitary Landfill, Pittsburgh, PA

• P&L responsibility for a 2500 tpd MSW & RSW landfill with annual revenue of $7.5 million. • Sold to industrial, commercial, construction, municipal and government • Major customers GE, Armco Steel, Latrobe Steel, Pennzoil, Sunoco, Wolfs Head, RD Werner Ladder Co, Advanced Cast, Hussey Copper, Agway, Nova Chemicals • Exceeded Net Profit Objectives in 1996 by 60% and in 1997 by 250% • Reduced headcount by 20% • Negotiated reduction of redundant environmental monitoring with state regulators (saving 25% of our fixed monitoring costs annually) • Cut cost to treat and operate on-site water treatment plant by 15% • Increased compaction by 8% in 1996 and 6% in 1997 • Reduced cycle times by 10% each year, developed specific and quantifiable productivity measures and established goals for line management, and tracked. • Developed, secured permit approval and launched solidification service generating 5 times more profit per ton; the first landfill in PA to offer this service • Focused inside sales on C&D, RSW, solidification and contaminated soils (our largest customer in 1996 was also a new customer). • * Earned an “Excellent “ on a corporate environmental audit of my division in 1997. (Only 5 divisions, of over 300 nationwide, achieved an “Excellent” in 1997)

39 • Brought environmental compliance up to corporate standards (solved 14 pressing issues in less than 2 months • Trained at 5,000-tpd landfill. (Disposed of non-haz MSW, RSW, Sewage Sludge, C&D.) • Project / Construction Manager for a $4.5 million, 10 acre cell for waste disposal. Project was completed on time and 7% under budget. • Analyzed sorting line of a 40 ton/week (2 shift) recycling facility. Improved productivity by 12%, in 8 weeks.

JLG Industries, Inc, MARKETING MANAGER, MATERIAL HANDLING DIVISION

REGIONAL SALES MANAGER, SOUTHERN REGION

PRODUCT MANAGER, MOBIL-ARM PRODUCT LINE Sept 1986 - Jan 1995, York, PA

• Developed and implemented a long-range 5 year Strategic Marketing Plan. • Designed, manufactured and sold truck mounted, hydraulic cranes and unloaders. • Sold to utilities, building materials retailers, construction, mining, commercial, rental cos. • Aggressively developed new North American (non-English) markets (Canada, Mexico), including new language (French and Spanish), sales brochures, advertising and trade show attendance while developing new distributors in these markets. • Major customers Lowe’s, Wickes, 84 Lumber, CSR plc, CRH, Lone Star, Florida Rock, Builders Mart, Baltimore Gas & Electric, Niagara Mohawk, Kansas City Power & Light. • Introduced market specific sales literature, to replace older product specific literature. • New Product Development, 1 new product, $600 K revenue, year 1 • Conducted many customer / market surveys. • Doubled our independent sales and service distributors, to fill in open coverage areas. • Integral participant in ISO 9000 documentation and certification process.

York International Corporation AREA (SALES) MANAGER, SAUDI ARABIA SENIOR PRODUCT MARKETING ENGINEER, INTERNATIONAL (RECIP CHILLERS) PRODUCT MARKETING ENGINEER, INTERNATIONAL (AIRSIDE) Feb. 1982 - Sept. 1986 York, PA

• Sold engineered HVAC equipment in Saudi Arabia. Annual sales of $8 million. • Lived in Riyadh. • Sold $3.5 million job, with $1.5 million in additional product. • International marketing, helped train sales staff, select and price equipment, price special equipment designs for reciprocating chillers, and air handling equipment • Sold to Consulting Engineers, General Contractors, and Owners. • Major customers HOK+4, Hyundai, Daewoo, Lucky Goldstar, Bouygues Blount

Continuing Education:

Participant in “Excellence in Supply Chain Management Conference”, hosted by Carnegie Mellon University, Graduate School of Industrial Administration, March 1998

Graduate of Waste Management Inc, Landfill Management University (1995)

Participant in “Strategic Planning Seminar”, facilitated by Mike Callahan of Callahan/Roach and Associates, in Washington DC (1994)

Participant in “Business as Unusual” Seminar; Pritchett & Associates, Inc (1994)

Graduate, Borg-Warner Corporate Advanced Management Training Program “Improving Financial Performance for Non-financial Managers” (1985)

Awards:

Eagle Scout, Boy Scouts of America

Departmental Honors Award; Physical Sciences Dept, graduating year.

Earned “What’s At Steak” Award in 1999, for convincing corporation to relax redundant field reporting directives to provide field people more time to focus on profitably growing the business instead of filling out redundant reports

Debbie Sullivan Assistant Superintendent for Reinvention, MSD of Decatur Township

Debbie has been an educator for 28 years and has in-depth experience in professional development. She has been a teacher, building-level administrator, and a staff

41 development consultant. Debbie led the project of beginning an early childhood center and saw it to completion. She received her Bachelor of Science and Masters degrees from Indiana State University. She received her certification in administration from Butler University and her Doctoral degree in Educational Leadership from Indiana University. Debbie has chaired numerous committees and programs including the U of I Partnership Steering Committee, Intern Mentor Program, textbook adoption, assessment and portfolio, curriculum writing committees, as well as Title I and school improvement committees, to mention a few. She is certified in Teacher Expectations for Student Achievement (TESA) and is a trainer for Cooperative Learning, Discipline with Dignity, and Instructional Strategies for Improving the Instructional Process, Advanced Strategies, and Clinical Supervision. Debbie also was instrumental in opening the Decatur Discovery Academy Mayor Sponsored Charter School in 2005.

Debra J. Sullivan

3680 Lakeshore Court Greenwood, IN 46143 317-403-4269 – Home 317-856-5265 – Office

Profile • Current – Assistant Superintendent for Reinvention • Six years – Assistant Superintendent for Curriculum and Instruction • Three years – Elementary Principal • One year – Middle School Assistant Principal • One year – Elementary Assistant Principal • Three years – Staff Development Consultant • Thirteen years – Teacher

Experience 2007 - Present MSD of Decatur Township Indianapolis, IN Assistant Superintendent for Reinvention

2000 - 2006 MSD of Decatur Township Indianapolis, IN Assistant Superintendent for Curriculum and Instruction

1997 – 2000 MSD of Decatur Township Indianapolis, IN Principal, Early Childhood Center

1996 – 1997 Center Grove School Corporation Greenwood, IN Middle School Assistant Principal

1995 - 1996 Center Grove School Corporation Greenwood, IN Elementary Assistant Principal

1992 – 1995 MSD of Decatur Township Indianapolis, IN Staff Development Consultant

1984 – 1992 MSD of Decatur Township Indianapolis, IN First Grade Teacher Stephen Decatur Elementary

1980 – 1983 Saint Patrick School Terre Haute, IN First Grade/Physical Education Teacher

Spring, 1980 Cloverdale Community Schools Cloverdale, IN First Grade Teacher

1978 – 1979 Highland Community Schools Highland, IL First Grade Teacher

Education 2003 Indiana University Bloomington, IN Ed.D. in Educational Leadership

1995 Butler University Indianapolis, IN Elementary Administration and Supervision

1982 Indiana State University Terre Haute, IN M.S., Elementary Education

1978 Indiana State University Terre Haute, IN B.S., Elementary Education Physical Education

Professional Accomplishments • Professional development trainer in TESA, Critical Elements of Instruction, Classroom Management, Cooperative Learning, and Clinical Supervision • Implemented “Parents as Educators Workshop” • Created an exemplary early childhood program for 500 kindergarten students and 90 preschoolers • Facilitated and participated in district curriculum writing, intern/mentor program, special education, gifted/talented/, technology integration, and professional development • Implemented extended day kindergarten program for at-risk students

43 • Led committee that researched, investigated, and opened an Expeditionary Learning Mayor sponsored Charter High School for 200 • Researched, investigated, and created process to reinvent a comprehensive high school into 5 small learning communities • Will lead district reinvention process to support staff, students, parents, and community to reinvent a school district to prepare all students for the 21st century

Presenter at - National Curriculum Mapping Institute 2008 - National Curriculum Mapping Institute 2007 - Regional Curriculum Mapping Institute 2007 - Indiana Principal Leadership Academy Conference 2007 - National Curriculum Mapping Institute 2006 - Conference on Teaching and Learning 2006 - High School Summit sponsored by IDOE 2006 - National Curriculum Mapping Institute 2004 - Regional Curriculum Mapping Institute 2004 - National ASCD Conference 2002 - Cinergy School Improvement Conference 2001 - International Reading Association Conference 1990

Adjunct Faculty – University of Indianapolis 2006

Professional Organizations Association for Supervision and Curriculum Development Indiana Association of Public School Superintendents American Association of School Administrators

Raun Love Associate, K-12 Studio CSO Architects

Raun has just entered his third year at CSO Architects working as a project Architect. His involvement with one of Indiana’s largest architecture firms dates back to his sophomore year in high school. Having been an Indianapolis Public Schools student since elementary school and graduating in 1998 from Arlington high school, he was given an award of excellence by the district in 2000. Since his graduation from Ball State University’s College of Architecture and Planning in 2005, Raun has continued his community involvement with Indianapolis Public Schools system. Through the ACE Mentoring program, he served as a mentor for ACE for the past three years and was awarded the 2008 Mentor of the Year. Professionally, Raun has established himself as one of the leaders of the firm and in 2007 was named the youngest person to be promoted to the position of Associate. Having achieved his accreditation for LEED, Raun is now working to accomplish his goal of becoming a licensed Architect within the next few years.

Raun Anson Love

44 9301 Barcroft Dr. Indianapolis, IN. 46240 (317) 217-9670 [email protected]

Objective: To enhance the quality of life for every individual through developing responsible architecture while being an asset to my family, firm, and community.

Career Goals: Through my current employment I plan to obtain an immense understanding of every division of architecture. With my accumulative experience gained from school and on job training I hope to take the ARE and become a licensed architect. Having obtained my professional license I hope to advance my position within the firm while strengthening our relationship with our clients by providing “world class” quality in every service we offer.

Education: Bachelor of Architecture Ball State University College of Architecture and Planning, Muncie, IN. Bachelor of Science in Environmental Design Ball State University College of Architecture and Planning, Muncie, IN. Leadership in Energy and Environmental Design (LEED TM), Accreditation U.S. Green Building Council Center for Leadership Development (CLD), Indianapolis, IN 1996-1998 Indianapolis Art Center, Indianapolis, IN. Experimental Art and Design Class. 1997-1998 I.U.P.U.I Heron School of Art, Indianapolis, IN Animation Saturday School 1997 Pratt Institute, Brooklyn, New York, Pre-College Program 1996 Sandler Sales Institute, Presidents Club

Work Experience: 1995-Present CSO Architects, Inc. Indianapolis IN. Project Architect: Site Documentation Proficiency In AutoCAD 2000-2007, Adobe Photoshop 7.0, Adobe Illustrator and Microsoft Office Outlook Construction Administration Construction Document generation Conceptual Design through diagrammatic and modeling studies Physical Design Models

Previous Projects:

45 Anderson High School Lawrence Township Master Plan Arlington High School Saint Joan of Arc Rectory Saint Joseph University Parish Bishop Chatard High School Sunnyside Middle School

Awards Received: 2008 Indiana ACE Mentoring Program, Mentor of the Year Associate Architect, CSO Architects, Inc. Indianapolis IN. August 2006 James C. Lentz Scholarship recipient 1998-2004 IPS Outstanding Student Award 2000 Indianapolis Art Center Scholarship Recipient 1998 Top 20% of graduating class, Arlington High School 1998 Outstanding Student in Animation, IUPUI Heron School of Art 1997 3rd place in Scholastics Art Competition 1996 Volunteer Experience: IPS ACE Mentoring Program, Indianapolis, IN. 2005-present Keenan-Stahl Boys and Girls Club, Indianapolis, IN 2001-present Construction Design Competition 2007, 2008 Indiana Ace Academy, Board Member

Conflict Statements

48 49

To whom it may concern,

As a board member of Indiana Ace Academy Inc. there is no conflict of interest now, nor do I anticipate any in the future.

Sincerely,

Michael D. Patrick State Apprentice Coordinator, Sheet Metal Workers Local #20 317.541.0050 Office 1.800.835.4531 Toll Free 317.549.6001 Fax

As a Board of Trustees member for the Indiana Architecture Construction and Engineering (ACE) Academy, let it be known to all who come before this group that I have no vested or financial interests or ability for financial gain as a result of this position.

I am acting in a volunteer capacity and am not paid to sit as a board member.

No members of my family are associated with or stand to gain financially by my association with the ACE Academy.

I will not vote for any entity that has or may appear to have undue influence in my decisions as a board member and will abstain from voting should any appearance of impropriety present itself.

Please accept this statement of Conflict of Interest for John T. Coopman, dated June 30, 2008.

Dr. J. T. Coopman Superintendent Clark-Pleasant Community School Corporation 50 Center St. Whiteland, IN 46184 317-535-7579 317-535-4931 Fax

51 52

61 APPENDIX 1. – LEADERSHIP INFORMATION – Executive Director

Jerry W. Dunn 5171 Travis Road Greenwood, IN 46143 Home (317) 422.8669 Cell (317) 716.2420

Educational Experience -

BA Franklin College 1970 MS Indiana University 1975 Ed S Indiana University 1994

Professional Experience -

Teacher Center Grove Schools 1970-1978 Taught a variety of social studies classes to students in grades 8 through 12.

Assistant Principal Center Grove High School 1978-1981

Responsibilities included – Curriculum supervision and development Student discipline Evaluation of teachers and custodians General supervision and administrative duties

Principal Center Grove High School 1981-1990 As principal I saw student enrollment increase from 1200 students to 1800 students.

Responsibilities included – Curriculum supervision and development Employment, supervision and evaluation of 120 employees Purchasing and financial accounting Collaboration with students, parents and teachers Public relations General supervision and administrative duties

Business Manager/ Assistant Superintendent Center Grove Schools 1990-2004

Responsibilities included – Creation and oversight of a budget that increased from 22 million dollars to 50 million

62 dollars during my tenure Served as chief negotiator for the teacher contract from 1990 – 2002 Settled wages and benefits for all classified personnel from 1990 –2002 Responsible for all personnel duties for classified personnel from 1990-2002 Responsible for the oversight of the food services, maintenance and transportation departments

Jerry W. Dunn

Responsible for the short and long term capital improvements plans which included oversight of construction and remodeling, property purchases and site development. Responsible for the construction of over 150 million dollars in projects during my tenure. This included all aspects of the project from pre planning to 1028 hearings, design development, DLGF hearings, agency approvals, bidding, construction and close out.

Owner of JWD Construction Services – Since 2005 I have been working as an independent contractor for Center Grove Schools and am currently at the Central 9 Career Center overseeing a 5 million dollar construction project.

50% owner in Brickyard Homes Inc.- My partner and I have been doing custom home building and remodeling since 1995.

8/21/08

To Whom It May Concern:

Please let this letter serve as notice that neither I nor any members of my family have a conflict of interest, financial or otherwise, with the Architectural, Construction, and Engineering Academy.

Sincerely, Jerry Dunn ACE Academy Director

64 65 APPENDIX 1. – LEADERSHIP INFORMATION -- Planning Group

Board Members who served on the Planning Group

A. Peter Rimsans Associate Director, Indiana State Building and Construction Trades Council (ISBCTC a.k.a. the Building Trades)

Debbie Sullivan Assistant Superintendent for Reinvention, MSD of Decatur Township

George Sheraw Director Contractor Relations, Indiana Construction Association

James M. Johnson Director of Training, Plumbers, Steamfitters and HVACR Technicians Local 440

Robert L. Bowen, P.E. Founder, Chairman & CEO, Bowen Engineering Corporation

Kathleen Lee Vice-Chancellor, Ivy Tech Community College–Central Indiana

Michael Patrick State Apprentice Coordinator for the Sheet Metal Workers

Jeffrey S. Baer Assistant Superintendent for Business, MSD of Decatur Township

Jeff has been an educator in Indiana for 28 years. He has held several administrative positions including Superintendent of North Vermillion Community School Corporation. He attended Hanover College and Indiana University and received his Ph.D. from Indiana State University in 2000. His professional affiliations have included Indiana State Principals Association, National Association of Secondary School Principals, National and Indiana Middle School Association, Indiana Association of Public School Superintendents and the Indiana Association of School Business Officials. Jeff has a strong commitment to community involvement and has been a member of many service organizations, as well as, serving on the Board of Directors for Gibault School for Boys and the Vermillion County Community Foundation. Among Jeff’s numerous accomplishments include instituting an alternative school in cooperation with the Vermillion County Judge and implementing a full-day kindergarten program in the North Vermillion Community School Corporation.

Ron Hoke Director of Career and Technical & Adult Education Area 31 Career Programs

Ron Hoke has been in the field of education for 38 years. His background includes classroom teaching and coordination of cooperative education programs for Indianapolis Public Schools and MSD of Wayne Township in Marion County, and coordinator of job placement and follow up services for the Ben Davis Career Center. During the past 30 years, he has served as director of career and technical & adult education for Area 31 Career Programs, a cooperative of eleven school districts located in Marion, Hendricks and Morgan counties. During his tenure as director, the number of career and technical education programs has grown from sixteen to thirty-three.

66 He is active in career and technical education professional associations and has held various offices at the state and national level. Currently he serves the state association, IACTED, as their treasurer. He has a BS Degree in Business, MS Degree in Education and a Career & Technical Education Director’s License from Indiana State University. He also serves as treasurer of his church.

Dr. Roberta Jackson Co-owner of Jackson-Amick Resources Inc.

Roberta Jackson has been an educator for 43 years. Her background includes serving as Director of the J. Everett Light Career Center in Washington Township and the Kokomo Area Career Center. She also served as Superintendent of Edinburgh Community Schools as well as the Charlevoix and Richmond Public Schools in Michigan and Vice- Provost for Career Programs at Macomb Community College in Michigan. Roberta and her business partner currently provide consulting services in the education field. She was awarded the Sagamore of the Wabash by Indiana Governor Orr and is a Kentucky Colonel.

Dr. Roberta Ann Jackson 6484 East State Road 56 Paoli, IN 47454 Home--812-723-0939 Cell—812-653-0587 Email—[email protected]

EDUCATION: --Doctorate in Education (Ed.D.-School Admin, Voc Ed, Business) from Indiana University, Bloomington, Indiana --Education Specialist (Ed.S.-School Admin, Voc Ed, Business) from Indiana University, Bloomington, Indiana --Master of Arts (M.A.-Business Education, Voc Office Ed) from Ball State University, Muncie Indiana --Bachelor of Science (B.S.-Business Education) from Ball State University, Muncie Indiana

MICHIGAN LICENSES: Superintendent, Secondary Administrator, Business Education, Vocational Office Education INDIANA LIFE LICENSES: Superintendent, Secondary Administration, Vocational Director, Business Education, Vocational Office Education

EDUCATIONAL EXPERIENCE: (Resume edited to note accomplishments/activities specific to the construction industry.)

December 2005 April 2007 - INTERIM SUPERINTENDENT/VOCATIONAL DIRECTOR, CENTRAL NINE CAREER CENTER, GREENWOOD, INDIANA • Provided the leadership for a facilities project, based on the Vision Plan, which includes construction of a new Health and Life Sciences wing and “o-age” renovations to the seven buildings on campus. This project involved leading the Central Nine Board (board members from nine districts), the Superintendent’s Advisory Council (nine district superintendents), and the governing boards of the nine participating districts to consensus on the project. Worked with the architectural firm of Odle, McGuire and Shook, financial/bond consultants Educational Services, and project counsel from Ice Miller. . 2005 and 2006 - CO-FOUNDER OF JACKSON-AMICK RESOURCES INC. with Dr. Phyllis Amick to provide services to schools, colleges, and organizations. Projects I have been engaged in include • A feasibility study for construction/renovations at North Gibson School Corporation and Tell City- Troy Township Schools

67 • A study of careers, workforce needs, and student interests for Salem Community Schools. • A Staff Development “train the trainer” project with Area 30 Career Center in Indiana. Topics included Curriculum Development, Lesson Planning, Differentiated Instruction, Assessment, Accessing Best Practices, Classroom Management, and Effective Team Communications. • Staff Development for Indianapolis Public Schools Career and Technology Center staff. • Facilitator of the Career and Technical Education Academy II to train new CTE administrators in cooperation with the Indiana Department of Workforce Development, the Indiana Association of Career and Technical Education Districts, Ball State, Purdue, and Indiana State.

1998 (Dec) to 2004 - VICE PROVOST AND DEAN, CAREER PROGRAMS, MACOMB COMMUNITY COLLEGE, MACOMB COUNTY, MICHIGAN – responsible for 11,000+ career students on two campuses. • Responsible for a large apprenticeship program in partnership with General Motors, Ford, and Daimler-Chrysler. • Responsible for dual credit and articulation agreements in career programs with local school districts.

1998 – (May to Dec) SUPERINTENDENT, RICHMOND COMMUNITY SCHOOLS, RICHMOND, MICHIGAN

Monitored the building project, worked with contractors, the construction manager Barton Malow, and French and Associates.

1991 - 1998 - SUPERINTENDENT, CHARLEVOIX PUBLIC SCHOOLS, CHARLEVOIX, MICHIGAN • Developed an articulated K-12 competency-based Math, Science, Language Arts, Fine Arts and Social Studies curriculum aligned with the core curriculum and the state tests. A five-year plan for curriculum was completed and implemented. • Developed and implemented a Construction Technology program. • Completed an extensive facility review, Kingscott and Associates, of structural, mechanical, electrical, and other systems in all buildings. Completed educational specifications for needed facility improvements at the elementary school, renovation of the high school to become a middle school and a new high school. • Held a meeting of all employers resulting in a School-Business Partnership Advisory Council, career days, and several new high school courses. Utilized a committee of our major employers and school staff to draft a plan for a Charlevoix "employer certificate" that will ensure that graduates meet the criteria for hiring that Charlevoix employers have specified. Established advisory committees for all vocational programs.

1988 – 1991 - SUPERINTENDENT, EDINBURGH COMMUNITY SCHOOLS, JOHNSON COUNTY, INDIANA (1100 students -- two buildings: K-6 and 7-12) • Coordinated a major renovation of the heating, electrical, and mechanical systems and added air conditioning to East Side Elementary. Monitored the high school roof project. • Implemented a district newsletter, business leader’s breakfast and other communication activities. • Organized a Communications Task Force (advisory committee of community and key staff members) to build positive community relationships. • Chaired the statewide committee to review Trade and Industrial Education programs.

1984 – 1988 - DIRECTOR, VOCATIONAL AND ADULT EDUCATION, MSD WASHINGTON TOWNSHIP, MARION COUNTY, INDIANA • Coordinated and encouraged the activities of twenty-two program advisory committees. • Developed a new program in Building Maintenance and Repair. • Responsible for the Construction Trades Committee. • Held a Marion County General Contractor’s License.

1978 – 1984 - DIRECTOR, INDUSTRIAL ARTS, VOCATIONAL AND ADULT EDUCATION, KOKOMO-CENTER SCHOOLS, HOWARD COUNTY, INDIANA -- responsible for Industrial Arts & Home Economics in five junior high schools and two large high schools, for Kokomo Area Career Center serving students from eight high schools, and for a large adult program.)

68 • Coordinated the development of competency based curriculum in vocational and Industrial Arts classes. • Implemented new programs in Vocational Welding, and Building Trades. Formed a not-for-profit corporation to operate the Building Trades program. • Implemented elective eighth grade programs in "Exploring the Construction Industry" in cooperation with the Central Indiana Construction Advancement Foundation. • Participated in the Inter-institutional Consortium activities involving Kokomo-Center, Indiana University and Indiana Vocational Technical College. • Formed the Employment and Training Consortium (ETC, Inc.) a non profit corporation involving Kokomo Area Vocational School, El-Tip-Wa Area Vocational School, Wabash Area Vocational School, Indiana Vocational Technical College-Region V, Indiana University at Kokomo, and Indiana Employment Security. We were chosen by the local elected officials to be the Administrative Entity and Grant Recipient for the Job Training Partnership Act (JTPA) in our service delivery area. • Served on the State VICA Advisory Board and the State Advisory Council for Vocational Education.

1971 - 1978 BUSINESS EDUCATION DEPARTMENT CHAIRMAN, KOKOMO HIGH SCHOOL, KOKOMO, IN 1968 - 1971 BUSINESS EDUCATION TEACHER, KOKOMO HIGH SCHOOL 1966 - 1968 BUSINESS EDUCATION AND JOURNALISM TEACHER, SHARPSVILLE PRAIRIE HIGH SCHOOL, SHARPSVILLE, INDIANA 1965 - 1966 BUSINESS EDUCATION TEACHER (1 SEM.) TIPTON HIGH SCHOOL, TIPTON, INDIANA

Tammie Jones

Tammie Jones is Vice President, Business Advocacy for the Greater Indianapolis Chamber of Commerce, a business advocacy organization representing nearly 4,000 businesses in central Indiana. Jones joined the Indianapolis Chamber in August of 2006.

Founded in 1890, the Indianapolis Chamber is a not-for-profit with more than 30 employees and a budget of $4.9 million. Its primary activities include public policy initiatives, issues identification and management, economic and business information, a group health insurance program, networking events and serving as liaison with other community organizations.

In this senior management role for the Indianapolis Chamber, Jones is responsible for setting the Chamber’s overall public policy direction, in addition to oversight of the Chamber’s education and workforce initiatives, the Hispanic Business Council and other special projects. Prior to joining the Chamber, Jones was Midwest Manager of Supplier Diversity for Cincinnati-based Duke Energy (formerly Cinergy Corp.), the second largest gas and electric utility in the United States. In her 16 years at Duke, she developed an extensive background in the fields of economic inclusion, economic growth and retention strategy, public and community affairs and issues advocacy.

Jones was named by Women’s Enterprise Magazine as one of the nation’s top 100 Female Executives in Supplier Diversity and has been honored as a YMCA Black Achiever. She is a graduate of the University of Cincinnati and Cincinnati’s School for Creative and Performing Arts. Jones is a member of Board of Directors of The American Chamber of Commerce Executives, other memberships include Government Affairs Society of Indiana and planning committee for the Indiana High School Summit.

Adam I. Lowe Start-up Schools Coach, Center of Excellence in Leadership (CELL) of Learning, University of Indianapolis

Adam is the founder of Saffron Ventures, an education policy consulting firm based in Bloomington, Indiana. Since 2003 he has supported CELL’s work in assisting the launch of new, innovative high schools throughout Marion County funded by the Bill and Melinda Gates Foundation. For CELL he has evaluated grant applications, served as a coach advising school planning teams, and analyzed and reported school data for external audiences. Adam currently also consults with The Mind Trust, drafting grant applications, reports, and assisting in selecting recipients of the Education Entrepreneur Fellowship. His previous consulting contracts include research and policy support for the charter school offices of the Mayor of Indianapolis and Ball State University, the National Association of Charter School Authorizers, and the former D.C. State Education Office. Prior to founding Saffron Ventures in 2001, Adam was the primary researcher and a co-author of a study of charter school accountability and governance for the DC Appleseed Center. Adam I. Lowe SAFFRON VENTURES education and charter school policy, information, & analysis 203 South Union Street Bloomington, Indiana 47408 (812) 355-0409 [email protected] http://www.saffron-ventures.com/

CURRENT CONSULTING CLIENTS: Center of Excellence in Leadership of Learning, University of Indianapolis, Indianapolis, IN. Oct 2003–Present lead consultant on a state-wide policy study of college transition programs that provide opportunities for students to earn college credit during high school provide coaching support to multiple teams planning new schools and for existing schools adopting transformative models, providing technical assistance and advise present at workshops and conferences, assisted in recruiting staff and school coaches lead consultant for an initiative that supported the development of seventeen new, innovative high schools in Indianapolis funded by the Bill and Melinda Gates Foundation; established grant application process, materials, review procedures, and evaluation criteria

The Mind Trust, Indianapolis, IN. Oct 2006–Present co-author or editor of more than a dozen grant applications during initial launch of a new nonprofit organization fostering entrepreneurial solutions to public education challenges

70 drafting and editing grant reports, concept papers, opinion pieces, website, & press releases member of team evaluating competitive applications for a prestigious fellowship identifying marketing strategies to recruit future high-caliber applicants for the fellowship

PRIOR CONSULTING CLIENTS: Ball State University, Office of Charter Schools, Muncie, IN. Sep–Dec 2006 conducted a needs assessment of the Charter School Accountability Framework, Academic Walkthrough process, and Virtual Charter School oversight surveyed office staff and charter school leaders, reporting on needs identified researched and summarized best practices to inform leadership of alternate approaches

City of Indianapolis, Office of the Mayor, Indianapolis, IN. Sep 2003–Sep 2006 provided research and technical support for the Indianapolis Charter Schools Initiative prepared preliminary reviews and evaluations of charter school applicants that propose to replicate existing school designs in Indianapolis conducted research on model school design providers with the capability to replicate innovative school designs in charter schools in Indianapolis drafted sections of an annual school accountability report and served as external reviewer of data analysis; prepared internal office policies and school governance handbook

National Association of Charter School Authorizers, Alexandria, VA. Nov 2001–May 2002 managed Education Service Providers Project, an effort to provide information and tools to Apr 2004–Jun 2005 improve relationships between charter schools and educational service providers Apr–Jun 2006 compiled a clearinghouse of objective information about forty-four management companies and comprehensive school design organizations serving the national charter schools market wrote and administered surveys, interviewed company representatives, produced a resource toolkit, oversaw website development, and communicated with association members developed a relational database to manage data for the online clearinghouse, programmed web-based data entry systems for use by survey respondents, created electronic publications wrote an Issue Brief on authorizer best practices for overseeing charter schools that have relationships with educational service providers researched legal issues affecting authorizers’ ability to shut down charter schools for noncompliance and educational performance, including court cases and administrative law

71 District of Columbia State Education Office, Washington, D.C. Sep 2002–Apr 2004 analyzed data on public and charter school student performance and outcomes, authored student performance chapter for the city's first "State of Education" report conducted legislative and policy analysis of revisions to the District’s Uniform Per Student Funding Formula Act and other public and public charter school funding statutes coordinated efforts by a newly-created agency to launch an initiative to improve the quality, comparability, and availability of information on education in the District of Columbia facilitated data initiative planning process by convening meetings, organizing focus groups, interviewing key governmental partners, community stakeholders, and other outside experts drafted planning documents, compiled Mayoral briefing materials, and prepared legislation

PRIOR PROFESSIONAL EXPERIENCE: Program Associate, DC Appleseed Center, Washington, D.C. July 2000–Oct 2001 advocated for improvements in District of Columbia government, including governance of public and public charter schools, stormwater management, and D.C. Council operations researched charter school governance and the initiative and referendum process coordinated work performed by professional volunteers, made presentations before community groups and D.C. Council staff, interviewed public officials and reviewed government documents, monitored legislative initiatives, drafted and edited reports, prepared correspondence to public officials, drafted public comments and testimony, and successfully wrote grant applications

Research Assistant, Center for Risk Management, Resources for the Future, Washington, D.C. Dec 1997–Dec 1999 performed activities including data analysis, report writing, literature reviews, monitoring legislative and regulatory programs, policy briefings, and web design researched regulatory and political issues affecting the Department of Energy's management of environmental hazards at former nuclear weapons production sites analyzed and synthesized data from multiple government databases to study environmental regulation of publicly-owned federal, state, and local facilities

EDUCATION: Master of Public Affairs Indiana University, Bloomington, IN. In progress Concentration in Public Financial Management and Policy Analysis

Continuing Studies Indiana University, Bloomington, IN. May 2005 Leadership Bloomington-Monroe County

Bachelor of Arts Brown University, Providence, RI. May 1997 Honors in Environmental Studies

PUBLICATIONS: Adam I. Lowe and Margaret Lin, Steadying the Three-Legged Stool: Authorizers, Charter Schools, and Education Service Providers, Issue Brief No. 12 (Chicago, Ill.: National Association of Charter School Authorizers, October 2006). "Chapter IV: Student Outcomes" in D.C. State Education Office, Establishing a Baseline: A Report on the State of Education in the District of Columbia (Washington, D.C.: D.C. State Education Office, June 2004). Lori E. Parker, Adam I. Lowe, et al., Strengthening Democracy: Initiatives, Referenda, and Charter Amendment Referenda in the District of Columbia (Washington, D.C.: DC Appleseed Center, December 2001). Joshua S. Wyner, Adam I. Lowe, et al., Charter Schools in the District of Columbia: Improving Systems for Accountability, Autonomy, and Competition (Washington, D.C.: DC Appleseed Center, April, 2001). Katherine N. Probst and Adam I. Lowe, Cleaning Up the Nuclear Weapons Complex: Does Anybody Care? (Washington, D.C.: Resources for the Future, January 2000). Katherine Probst and Adam Lowe, "The $200 Billion Question: Does Anyone Care About Cleaning Up the Nation's Nuclear Weapons Sites?" Resources, No. 138 (Washington, D.C.: Resources for the Future, Winter 2000): 11-13. Terry Davies and Adam I. Lowe, Environmental Implications of the Health Care Service Sector, Discussion Paper 00-01 (Washington, D.C.: Resources for the Future, October 1999). Harold Ward, Adam Lowe, et al., Mandatory Commercial Solid Waste Recycling: Rhode Island Case Study (Providence, RI: RI Dept. of Environmental Management, August 1992).

Dax Ramsey

Dax Ramsey is the Executive Director of the Leadership Development Institute Inc. LDI functions as the Apprenticeship Awareness arm of the Indiana State Building Trades which represents over 75,000 union construction workers in the State of Indiana. Dax is a union journeyman electrician and graduate of the International Brotherhood of Electrical Workers Local 275 apprenticeship program. Mr. Ramsey has been involved in the construction industry for 14 years and has worked aggressively with local schools and organizations to promote the construction industry and the career pathways involved with apprenticeship programs.

73 Dr. Donald H. Stinson Superintendent, MSD of Decatur Township

A 1968 graduate of Decatur Central High School, Don Stinson returned as superintendent to his home school corporation in 2000. He has led the school corporation through an ongoing systemic change process and an adoption of a focus on excellence that produced a variety of positive results. The results include improving the graduation rate, high stakes test results and attendance rates. Other innovations led by Don include a new charter school, Challenger Learning Center, local business partnerships and the creation of the Goodwin Community Center. The Decatur Discovery Academy is a small, non- traditional high school using the expeditionary learning national model. The MSD of Decatur Township was awarded a Gates Foundation Grant through CELL in support of the effort with the Mayor of Indianapolis granting a charter allowing Decatur to be the organizer of the school. This unique arrangement is the first with a public school corporation serving as the organizer.

In addition, the school corporation partnered with commercial developers, Holladay Properties, to house the Decatur Discovery Academy, the Indianapolis Challenger Center of Decatur Township and the Ivy Tech State College – Decatur Campus in the Ameriplex business park.

Current efforts include the reinvention of the corporation’s schools into small learning communities. This process includes the reconstruction of Decatur Central High School to support the reform model.

Don Stinson was named the 2005 Indiana Superintendent of the year. In October of 2007 Stinson was inducted into the Lincoln Memorial University Educators’ Hall of Fame in Harrogate, Tennessee. In addition to this honor, Don received the Lorin A. Burt Outstanding Educator Conference Award at the Indiana School Boards Association Fall Conference in October of 2007. He is known for his unique ability to use a collaborative leadership style to bring a focus on improving learning for all students.

H. Douglas Williams Director of Education Initiatives, The Mind Trust

Douglas currently works with The Mind Trust, a non-profit organization created to promote and initiate educational entrepreneurship in Indianapolis. He previously devoted 37 years as a public school educator, serving as teacher, coach, high school administrator, high school principal for 12 years and as Superintendent of the Perry Township Schools for 14 years. He earned two degrees from Purdue University and a Doctor of Education degree from Indiana University. He has served in numerous leadership roles, including President of the Fort Wayne Rotary Club, President of the Indiana Urban Schools Association, President of the Indiana Public School Study Council, President of the Central Indiana Educational Service Center and President of the Indiana University School Administrators Association. Awards include Paul Harris Fellow, Rotary International; Indiana High School Press Association Louis Ingelhart Award; Indiana Principals Association Leadership Award; Diana Moats Richardson PTA Outstanding

74 Principal Award, State of Indiana; Indiana Association of Public School Superintendents State Superintendent of the Year; Champion of Diversity Award, Indiana Minority Business Magazine. Douglas has served on numerous civic boards and task forces, including co-chairing a business/education task force for the Indianapolis Chamber of Commerce. He currently serves as a board member for the Arthur Baxter YMCA and for the Ruth Lilly Health and Education Center.

Anna Marie Burrell anna marie burrell, aia

As a Principal of the firm, Anna Marie is a member of the strategic planning team. She brings more than 15 years of experience to her role as Project Manager. In this role, she is responsible for orchestration of the design, technical documents, and construction administration of a project. Anna Marie’s leadership is continuous from initial interviewing to warranty walk-through.

Education

Ball State University - Bachelor of Architecture, 1993 Ball State University - Bachelor of Science in Environmental Design, 1993

Registration Registered Architect - Indiana

Professional Affiliations American Institute of Architects (AIA) AIA Indiana AIA Indianapolis Co-Director of Programs Committee, 2005 and 2006 Co-Director of Education Committee, 2004

Community Involvement Ben Davis University High School - Founding Committee Member Decatur Central High School - Business Alliance Member Indianapolis Public Schools - Student Mentor MSD of Washington Township - Student Mentor Westfield Washington Schools - Student Mentor MSD of Wayne Township - Student Mentor St. Lawrence Church - Project Committee Member

awards & honors

1988 Prelude Award Scholarship Children’s Museum of Indianapolis

1988 Presidential Scholarship Ball state university Anna Marie Burrell “I believe every project has a story to tell and I enjoy working to figure out what that story is and making it real!”

75 Schmidt Associates

Mary Montgomery

Mary A. Montgomery 6228 East Smokey View Road, Mooresville, IN 46158 Home 317-831-6384 Work: 317-921-4865 Email: [email protected]

PROFESSIONAL OBJECTIVE: A career opportunity that will utilize my knowledge and experience in working with business and industry to manage and increase enrollment in the construction and industrial trade apprenticeship programs.

CAREER PROFILE: 2001 to Present: Apprenticeship Enrollment Manager Ivy Tech Community College, Indianapolis, IN • Manage 12 building trade degree programs in partnership with the Indianapolis area Union Building Trades. • Manage 10 plus Industrial apprenticeship programs in cooperation with Central Indiana area industries. • Manage the online National Apprenticeship Program. • Provide counseling, and advising for potential candidates in the apprenticeship programs. • Oversee the registration process from enrollment in the 4 or 5 year apprenticeship program to receipt of the Associate of Applied Science at completion. • Set up general education classes for building trades students, each semester. • Oversee the billing process for all apprenticeship programs.

1989 to 2001 Manager, Business and Industry Training Ivy Tech State College • Facilitate the development, coordination and evaluation of credit and non-credit customized training activities to large and small business and industry accounts. • Build and maintain client relationships. • Prepare professional reports for a variety of entities. • Recruit, develop and lead a team of project professionals.

1982-1989 Administrative Assistant to the Director of Industrial Training and Development Indiana Vocational Technical College

1981-1982 Secretary to Coordinator of a federally funded Title III Project

Both positions required the ability to: • Communicate effectively – both verbally and in written communications. • Coordinate project activities with office personnel. • Act as a liaison between clients and office professionals. • Prepare professional monthly and annual reports • Work under pressure

76 1966-1974 Service Assistant – Toll Unit I Indiana Bell Telephone Company

EDUCATION: Indiana Wesleyan University B.S. Business Management

Hugh J. Baker, III

Hugh serves in the role of Business Development of Schmidt Associates. His primary responsibilities include strategic planning and business development.

Education Ball State University - Courses for MBA, 1966-1967 Parsons College - B.A. in Political Science, 1962

Continuing education Fundraising 101 - Center on Philanthropy Management, Motivation, and Development/Fundraising - Numerous Seminars

Professional Affiliations National Association of Purchasing Management, Indianapolis - Past President Association of Fundraising Professionals, Indianapolis Chapter - Past President

Community Involvement American Red Cross of Greater Indianapolis Past Chapter Chairman Life Member of the Board National Board of Governors (1994-2000) Rotary International Rotary Club of Indianapolis - Past President Rotary District 6560 District Foundation Chair, 2005-2007 District Governor, 2002-2003 United States Auto Club Indy Racing League - Technical Official Indianapolis Motor Speedway - Brickyard Foundation Bible Study Fellowship - Discussion Leader Trader’s Point Christian Church - First Grade Sunday School Teacher FBI Citizen’s Academy - Board of Directors

Presentations & Publications Seminars for Numerous Clients on Strategic Planning, Marketing, and Fundraising, 1987-Present Numerous Fundraising Articles for Client Newsletters, 1997-2007 Various Materials Management Articles in Hoosier Purchaser Magazine, 1975-1987 • • • • •

awards & honors

1991 Rotary Paul Harris Fellow Rotary International

77 2004 Legacy Club Red Cross Hugh J. Baker “we all have many acquaintances but few close friends. it is my joy in life to turn acquaintances into, not only close friends, but satisfied clients and lifelong advocates for schmidt associates. building these kinds of relationships is extremely rewarding because everyone benefits and is left better off than before.” Schmidt Associates

Architecture • Engineering • Technology • Interior Design • Landscape Architecture

Indianapolis, Indiana www.schmidt-arch.com

APPENDIX 2. – Organization Charts, Budget/Cash Flow, Assurances

78 Construction Executive Trades Charter Committee Board

Board Executive Committees Director

Education Staff Director

Faculty

Organization Chart 1

79 Construction Executive Trades Charter Committee Board

Development Finance & Fundraising Committee Committee

Curriculum Facilities Committee Committee Marketing Committee

Organization Chart 2

Appendix 2. Budget Assumptions, Five-year Budget and Cash Flow

Electronic Version – Separate Document Hard Copy – following page

80 Budget Assumptions

Note regarding revenue Notes regarding expenditure assumptions: assumptions: No monies were Teacher salaries are based on a general projected from the state or average of teacher’s salaries in the metro federal government for area. This number can fluctuate according to vocational or special education experience and education of the teachers. grants since it is unknown at The salary estimates were increased yearly this time how many students by a small percentage. will qualify. All grants will be pursued as additional Since we do not have a facility at this time, information becomes available. we do not know the exact amount of money that will be needed for facilities. The budget Per the Strategic fundraising figure is based upon the facilities that are Plan, an aggressive campaign under consideration. is underway to secure financial commitment letters. 2009 – 2010 Expenditures Revenue Personnel 140 students 6 teachers, $50,000 $300,000 $5,000 average per pupil 2 administrators 150,000 dollars that follow student 1 custodian 25,000 from home school 1 secretary/ 50,000 Part-time teachers 50,000 $1,201,700 donations Benefits 175,500 Professional development 40,000

Facility

Lease 400,000 Utilities 15,000

Materials

Equipment, textbooks, supplies 210,300

Miscellaneous

Insurance, legal, transportation, contracted services 135,900

81 2010 – 2011 Revenue Personnel

230 students 12 teachers, $50,750 each 609,000 2 administrators 153,900 $5,000 average per pupil 2 custodians, $25,750 each 51,500 dollars that follow student 1 secretary/treasurer 51,250 from home school Part-time teachers 50,000 Benefits 280,695 $200,000 DOE Grant Professional development 50,000

$777,793 donations Facility

Lease 300,000 Utilities 30,000

Materials Equipment, textbooks, supplies 356,000

Miscellaneous Insurance, legal, transportation, contracted services 195,450

2011-2012 350 Students Expenditures

$5,000 average per pupil Personnel dollars that follow student from home school 18.6 teachers, $51,515 each $958,179 2 administrators 157,917 $1,084,449 donations 1 secretary/treasurer 52,532 Part-time teachers 50,000 Benefits 390,502 Professional development 80,000

Facility

Lease 300,000 Utilities 45,000

Materials Equipment, textbooks, supplies 487,000

Miscellaneous Insurance, legal, transportation, contracted services 260,275

82 2012 – 2013 Revenue Expenditures

440 students Personnel

$5,000 average per pupil 22.2 teachers, $52,623 each 1,168,231 dollars that follow student 2 administrators 162,055 from home school 2 custodians, $28,139 each 56,278 1 secretary/treasurer 53,845 $1,266,738 donations Part-time teachers 50,000 Benefits 459,125 Professional development 80,000

Facility

Lease 440,000 Utilities 60,000

Materials Equipment, textbooks, supplies 617,000

Miscellaneous Insurance, legal, transportation, contracted services 320,200

2013 – 2014 Revenue Expenditures

440 students Personnel

$5,000 average per pupil 22.2 teachers, $58,122 each $1,290,308 dollars that follow student 2 administrators 167,445 from home school 1 custodian 28,139 1 secretary/treasurer 55,191 $1,405,430 donations Part-time teachers 50,000 Benefits 489,331 Professional development 80,000

Facility Lease 440,000 Utilities 60,000

Materials Equipment, textbooks, supplies 619,800

Miscellaneous Insurance, legal, transportation, contracted services 325,200

83 2014 – 2015 Revenue Expenditures

440 students Personnel

$5,000 per pupil dollars 22.2 teachers, $59,576 each 1,322,587 that follow student from 2 administrators 171,631 home 1 custodian 28,842 school 1 secretary/treasurer 56,571 Part-time teachers 51,250 $1,457,141 donations Benefits 501,264 Professional development 80,000

Facility

Lease 440,000 Utilities 60,000

Materials Equipment, textbooks, supplies 619,800

Miscellaneous Insurance, legal, transportation, contracted services 325,200

84 Budget #1

Separate Spreadsheet

Budget #2

Separate Spreadsheet

Cash Flow

Separate Spreadsheet

87 88 89

90 91 92 93 94 95 96 97 98 99 100 101 102 APPENDIX 4. Curriculum/State Standards, Curriculum Handbook Excerpt, Curriculum Fact Sheet, Lesson Plans

Curriculum Handbook Excerpt

ACE CURRICULUM GUIDE* Table of Contents

Algebra I Algebra II Biology Chemistry Government Language Arts 9 Language Arts 10 Language Arts 11 Language Arts 12 Physical Education US History Geography & History of the World ENGL 111 -- English Composition MATH 136 -- College Algebra AHSA 101 -- History of Organized Labor INDT 106 -- Introduction to the Workplace and Safety DESN 102 -- Technical Graphics WELD 100 -- Welding Processes TECH 101 -- Processes and Materials CONT 106 -- Construction Blueprint Reading INDT 113 -- Basic Electricity IVYT 101 -- First Year Seminar COMM 102 -- Introduction to Interpersonal Communication

*Note: The complete Curriculum Guide contains 140 plus pages. This section includes two courses only. The complete guide will be brought to the interview. All courses are aligned to the Indiana State Standards.

ALGEBRA I

Standard 1 Operations with Real Numbers Students simplify and compare expressions. They use rational exponents, and simplify square roots.

Standard 2 Linear Equations and Inequalities Students solve linear equations and inequalities in one variable. They solve word problems that involve linear equations, inequalities, or formulas.

103 Standard 3 Relations and Functions Students sketch and interpret graphs representing given situations. They understand the concept of a function and analyze the graphs of functions.

Standard 9a Mathematical Reasoning and Problem Solving Students use a variety of strategies to solve problems.

Standard 9b Mathematical Reasoning and Problem Solving Students develop and evaluate mathematical arguments and proofs.

Standard 2 Linear Equations and Inequalities Students solve linear equations and inequalities in one variable. They solve word problems that involve linear equations, inequalities, or formulas.

Standard 3 Relations and Functions Students sketch and interpret graphs representing given situations. They understand the concept of a function and analyze the graphs of functions.

Standard 4 Graphing Linear Equations and Inequalities Students graph linear equations and inequalities in two variables. They write equations of lines and find and use the slope and yintercept of lines. They use linear equations to model real data.

Standard 1 Operations with Real Numbers Students simplify and compare expressions. They use rational exponents, and simplify square roots.

Standard 2 Linear Equations and Inequalities Students solve linear equations and inequalities in one variable. They solve word problems that involve linear equations, inequalities, or formulas. . Standard 3 Relations and Functions Students sketch and interpret graphs representing given situations. They understand the concept of a function and analyze the graphs of functions.

Standard 4 Graphing Linear Equations and Inequalities Students graph linear equations and inequalities in two variables. They write equations of lines and find and use the slope and y intercept of lines. They use linear equations to model real data.

Standard 5 Pairs of Linear Equations and Inequalities Students solve pairs of linear equations using graphs and using algebra. They solve pairs of linear inequalities using graphs. They solve word problems involving pairs of linear equations.

Standard 6 Polynomials Students add, subtract, multiply, and divide polynomials. They factor quadratics.

104 Cubic, and Radical Equations Students graph and solve quadratic and radical equations. They graph cubic equations.

Standard 9a Mathematical Reasoning and Problem Solving Students use a variety of strategies to solve problems.

Standard 1 Operations with Real Numbers Students simplify and compare expressions. They use rational exponents, and simplify square roots. . Standard 2 Linear Equations and Inequalities Students solve linear equations and inequalities in one variable. They solve word problems that involve linear equations, inequalities, or formulas. . Standard 3 Relations and Functions Students sketch and interpret graphs representing given situations. They understand the concept of a function and analyze the graphs of functions.

Standard 6 Polynomials Students add, subtract, multiply, and divide polynomials. They factor quadratics. . Standard 7 Algebraic Fractions Students simplify algebraic ratios and solve algebraic proportions.

Standard 8 Quadratic, Cubic, and Radical Equations Students graph and solve quadratic and radical equations. They graph cubic equations.

Standard 9a Mathematical Reasoning and Problem Solving Students use a variety of strategies to solve problems.

WELD 100, WELDING PROCESSES COURSE NUMBER: WELD 100 PREREQUISITES: None SCHOOL: Technology PROGRAM: Manufacturing and Industrial Technology CREDIT HOURS: 3 CONTACT HOURS: Lecture: 2 Lab: 2

CATALOG DESCRIPTION: Provides general study of oxy-fuel, shielded metal arc, gas tungsten arc, gas metal arc, submerged arc, plasma arc, resistance, flash and upset, friction, electron bean, and laser welding processes. Covers equipment, techniques, electrodes, fuel gases and/or shielding gases, weld joint design, advantages and limitations, process applications, process variables and operational costs.

MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:

105 1. Identify equipment used in each welding process. 2. Describe the operation of each process. 3. Describe advantages and limitations of welding processes. 4. Identify electrodes used in each welding process. 5. Identify fuel and/or shielding gasses used and list their advantages and disadvantages. 6. Identify cylinders and regulators used to contain or control shielding or fuel gasses. 7. Identify and list metals that are welded by each welding process. 8. List weld joints, methods of preparation, and welding procedures for each welding process. 9. Demonstrate or describe welding techniques used in each process. 10. Identify expenditures involved with individual welding processes. 11. Identify and describe process variables. 12. Identify and describe process applications.

Curriculum Fact Sheet

INDIANA ACE ACADEMY ARCHITECTURE, CONSTRUCTION AND ENGINEERING CURRICULUM FACT SHEET

A Key Feature of the Indiana ACE Academy includes the utilization of real world projects to enable students to learn the knowledge, concepts and skills in each course. In other words, instruction in every class is related to the real world of architecture, construction and engineering careers. Teachers often have work experience in ACE careers.

Students will have an opportunity to journey to apprentice training centers for part of their instructional experiences. In addition, internships and job shadowing will occur at architecture, construction or engineering firms in the metro area.

The ACE Academy Courses

Integrated Academic Courses Based on Indiana Standards Algebra I Physical Education Algebra II Health Language Arts 9 US History Language Arts 10 Government Language Arts 11 Geography & History of the World Language Arts 12 Biology Geometry Chemistry

Ivy Tech Courses for Transfer Dual Credit (31 possible dual credits) ENGL 111 -- English Composition (aligned with Language Arts 12) MATH 136 -- College Algebra (aligned with Algebra II)

106

Ivy Tech Courses students will complete at ACE for high school and Ivy Tech Credit. Students must pass the Compass test and achieve Ivy Tech course requirements to receive the college credit. AHSA 101 -- History of Organized Labor INDT 106 -- Introduction to the Workplace and Safety DESN 102 -- Technical Graphics WELD 100 -- Welding Processes TECH 101 -- Processes and Materials CONT 106 -- Construction Blueprint Reading INDT 113 -- Basic Electricity IVYT 101 -- First Year Seminar COMM 102 -- Introduction to Interpersonal Communication MATH 211 -- Calculus

APPRENTICESHIP / INTERNSHIP – Students will do an internship or apprenticeship in their chosen career field – the trades, construction, architecture, or construction-related engineering.

Lesson/ Project Plans

The foundation of the Indiana ACE Academy instruction is projects. Projects will be utilized in all classes. Intensive curriculum and staff development will occur in June of each year to enable the development of appropriate projects which will incorporate State standards, academic integration, and differentiation for differing student abilities.

The Indiana ACE Academy will utilize the resources of the Buck Institute for Education of Novato, California. Their focus is working to make schools and classrooms more effective through the use of problem and project-based instruction.

An example of a project appropriate for the Indiana ACE Academy Language Arts 11 course follows:

The Influence of Media and Culture on Career Choice

Problem Statement: There is a shortage of highly skilled and educated professionals in the Architecture, Construction, and Engineering fields in Indiana. However, students and parents are often not attracted to secondary educational opportunities such as the ACE Academy. Is the culture of central Indiana the cause? Are the media a part of the cause? What role does the culture and family background play in career choice? What influence does media have on career choice? What are strategies that could influence students to choose careers in Architecture, Construction and Engineering?

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Standards/Outcomes:

1. Each student will structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples. 2. Each student will analyze strategies used by the media to inform, persuade, entertain, and transmit culture (including advertising, perpetuating of stereotypes, and using visual representations, special effects, and language). 3. Each student will develop presentations using clear research questions and creative and critical research strategies, such as conducting field studies, interviews, surveys and using internet sources. 4. Each student will use systematic strategies to organize and record information. 5. Each student will use technology for all aspects of creating, revising, editing, and publishing. 6. Each student will evaluate when to use different kinds of effects (including visuals, music, sound, and graphics) to create effective productions. 7. Each student will demonstrate control of grammar, diction, and paragraph and sentence structure, as well as understanding of English usage. 8. Each student will produce writing that shows accurate spelling and correct punctuation and capitalization.

Project Activities and Products

• Working on a team, research the influence of culture on career choice using a variety of sources. Prepare a short video or internet presentation on your findings. • Working on a team, research the effect of media. Illustrate your findings with excerpts from the media. • Individually, create a survey of parents. Include those factors that your research has indicated are the effects of culture and media. Interview a minimum of ten adults from different families. Present your findings using technology. • Working as a team, create a survey for middle school students. Make the arrangements and visit a middle school class and interview the students to gather the needed data. Present your findings, as a team, using technology. • Individually, prepare a concise report of your activities on the project weekly to share with your team. • Working as a team, summarize your project activities and findings. Include recommendations, based on your findings, for influencing middle school students to choose Architecture, Construction, or Engineering careers. Prepare and present your findings and recommendations utilizing technology and individual presentations from each team member. Submit a project report.

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Project Assessment

The final presentation and project report will be evaluated by professionals in the fields of architecture, construction and/or engineering. A rubric (s) will be provided. Other project products will be assessed by a variety of methods—self-assessment, peer review, and teacher evaluation. Rubrics for each product will be developed by student teams under the guidance of the teacher.

APPENDIX 5. Student Handbook Draft -- Excerpt

The complete handbook will be brought to the interview. This excerpt includes all of the categories included in the handbook.

STUDENT HANDBOOK INDIANA ACE ACADEMY

MISSION STATEMENT

The mission of the Indiana ACE Academy is to provide an experiential learning environment that prepares students for high skill, high wage jobs. This will be accomplished by providing our students the highest levels of instruction and achievement combined with exemplary character development that prepares them for the construction, engineering, and architectural industries. Students will be prepared for entrance into an apprenticeship and/or post-secondary institution upon graduation from ACE and be lifelong learners.

It is the policy of the Indiana ACE Academy to provide equal opportunity to all, without discrimination on the basis of race, age, gender, religion, color, national origin or handicap, including limited English proficiency.

If you have questions regarding this policy, contact your Title IX Coordinator/Section 504 Handicapped Coordinator. The Section 504 Plan regarding nondiscrimination of handicapped students or employees is available for review in the school office.

DISCIPLINE CODE PHILOSOPHY The Indiana ACE Academy discipline code provides a standardized procedure for establishing a positive environment in which students can learn. All students are expected to adhere to the rules set forth in the discipline handbook and it is the

109 responsibility of the staff and administration to enforce the discipline codes as established in the handbook.

SECTION I: RIGHTS OF STUDENTS Students enrolled at Indiana ACE Academy have the right to a basic education regardless of color, race, creed, sex, national origin, handicapping condition, marital status, or . . .

GRIEVANCE PROCEDURE Students and parents who have a grievance concerning a decision made by the administration or staff at Indiana ACE Academy should follow the grievance process . . .

SECTION II: RIGHTS OF HANDICAPPED STUDENTS Under the Education for all Handicapped Children act, PL94-142, a handicapped student between the ages of 3 and 21, has the right to an appropriate education. . . .

SECTION III. GENERAL LEGAL INFORMATION 1. Notices to Parents and Students of Their Rights Concerning Education Records Federal and state laws and regulations govern education records. The requirements of . . . . 2. Equal Opportunity Statement It is the policy of the Indiana ACE Academy to provide equal opportunity to all, without discrimination on the basis of race, age, gender, religion, color, national origin or handicap, including limited English proficiency. . . .

SECTION IV: ATTENDANCE POLICY All students are expected to attend school regularly and to be on time for classes in order to derive maximum benefit from the instructional program and to develop habits of . . . .

ABSENCE An absence will be recorded when a student is not in class. A student. . . .

VERIFIED ABSENCE Verified absences is one that permits a student to make up work . . . .

CLEARING AN ABSENCE Parents or guardians of a student are to report the absence . . . .

EARLY DISMISSAL When a student must leave school early for a special appointment. . . .

110 UNVERIFIED ABSENCES Parents of a student are to report the absence . . . .

CHRONIC ABSENTEEISM A student may be considered to have chronic absenteeism . . . .

CONSEQUENCES FOR CHRONIC ABSENCES Any combination of (10) verified or unverified absences . . . .

ATTENDANCE APPEAL PROCEDURE When a student reaches the limit of ten (10) absences for the semester. . . .

TARDINESS Excessive tardiness is . . . .

SECTION V: STUDENT PARKING 1. All cars must be registered . . . .

SECTION VI: GENERAL BEHAVIOR STANDARDS Students at Indiana CE Academy will . . . .

SECTION VII: BUS REGULATIONS AND CONSEQUENCES School bus drivers are to . . . .

SECTION VIII: GENERAL ACADEMIC STANDARDS

HOMEWORK EXPECTATIONS Homework is critical in preparing for the learning process . . . .

SECTION IX: MEDICAL ASSISTANCE A student needing medical assistance should . . . ..

MEDICATION No prescription medication shall be administered without . . . .

HEAD LICE, SCABIES AND CONJUNCTIVITIS (PINK EYE) A student suspected of having lice, scabies or conjunctivitis will be . . . .

111 X. STUDENT SERVICES TRANSCRIPTS Current students can have transcripts sent electronically to colleges . . . .

TEXTBOOK/LUNCH ASSISTANCE Students from families whose income is at or below the government standard . . . .

XI. ACADEMIC INFORMATION To earn a high school diploma, students must complete . . . .

Core 40 with Technical Honors To earn a Core 40 with Technical Honors Diploma, students must complete . . . .

General Diploma The completion of Core 40 is an Indiana graduation requirement. Indiana’s Core 40 curriculum provides the academic foundation all students need to succeed in college and the workforce. To graduate with less than Core 40, students and parents, along with school personnel must complete a formal opt-out process that includes the following: • The student, the student’s parent/guardian, and the student’s counselor (or other staff member who assists students in course selection) meet to discuss the student’s progress. • The student’s career and course plan is reviewed. • The student’s parent/guardian determines whether the student will achieve greater educational benefits by completing the general curriculum or the Core 40 curriculum. If the decision is made to opt-out of Core 40, the student is required to complete the course and credit requirements for a general diploma and the career/academic sequence the student will pursue is determined. DIPLOMA TYPES AND REQUIREMENTS (47 credits required for each diploma) Technical Honors Core 40 General English 8 credits 8 credits 8 credits Math 8 credits 6 credits 4 credits 2 Algebra I 2 Algebra I 2 Algebra I 2 Geometry 2 Geometry 2 Geometry 2 Algebra II 2 Algebra II 2 Pre-Calculus, Trigonometry & Calculus Science 6 credits 6 credits 4 credits 2 Biology I 2 Biology I 2 Biology I 2 Chemistry I 2 Chemistry I 2 non-life science or Physics I or Physics I

112 2 Chemistry I, Physics I, 2 Chemistry I, Physics I, Biology II, Chemistry II, Biology II, Chemistry II, Physics II, Physics II, Social 6 credits 6 credits 6 credits Studies 2 World History 2 World History 2 World History 2 U.S. History 2 U.S. History 2 U.S. History 1 Government 1 Government 1 Government 1 Economics 1 Economics 1 Economics Business/ 1 credit 1 credit 1 credit Technology 1 Computer App 1 Computer App 1 Computer App Physical Ed 2 credits 2 credits 2 credits Health & Wellness 2 credit 2 credit 2 credit Fine Arts 2 credits Foreign 2 credits Language Electives 12 credits 16 credits 20 credits

CERTIFICATE OF COURSE COMPLETION Students who earn all credits required for graduation but fail to pass one or both parts of the ISTEP+GQE by the end of their senior year will receive . . . .

GRADUATION INFORMATION A student must complete a minimum of 47 credits and meet all graduation . . . .

GQE REQUIREMENT Four Ways to Meet the GQE Requirement: . . . .

CURRICULUM AND CREDIT INFORMATION Students who plan to go to a two or four-year college or technical school should pursue either a Core 40 or Technical Honors . . . .

Advanced Placement Courses: The College Board establishes . . . .

Dual Credit Courses: Students may earn high school credit and college credit . . . . Ivy Tech Community College

113 GENERAL INFORMATION ON CREDITS 1) Home-bound credit – may be granted only for courses taught by a home-bound teacher provided through the Indiana ACE Academy.. 2) Correspondence school credit – may be accepted from any institution accredited through the North Central Association. 3) Home school credit – may be granted if a student demonstrates competency on the final exam of a comparable course taught at the Indiana Ace Academy. 4) Post Secondary Credit – Rule 511 IAC 6-10 states in part, a student may, upon approval of the school corporation, enroll in courses offered by an eligible institution on a full-time or part-time basis during grade 11 and grade 12. Upon successful completion, students will receive high school as well as college credit.

CREDIT INFORMATION Multiple credits may not be earned for the same course . . . .

There are Math and Language Arts credits that do not count toward the credits required for graduation in these subject areas, instead they count for elective credit. . . .

CREDIT AND CLASS STATUS: A student’s class status is determined by the number of credits earned and by passing both semesters of the prior grade level of English. Freshman status 0 – 11 credits Sophomore status 12 – 23 credits and pass English 9A and 9B Junior status 24 – 35 credits and pass English 10A and 10B Senior status 36+ credits and pass English 11A and 11B

GRADES/GRADING SYSTEM Letter grades have assigned values . . . .

GRADING SCALE The following grades with accompanying percentage ranges are required in assigning letter grades: A = 100 – 95 A- = 94 – 92 B+ = 91 – 89 B = 88 – 85 B- = 84 – 82 C+ = 81 – 79 C = 78 – 75 C- = 74 – 72 D = 71 – 65 F = 64 – 0

A student with an IEP or LEP may receive a grade lower that a 65% in a specific subject if specified in his/her IEP or LEP.

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GRADE POINT AVERAGE (GPA) AND CLASS RANK Indiana ACE Academy uses a 4.00 system to determine GPA and class rank. . .

HONOR ROLL In order to obtain Honor Roll status a student must complete . . . .

GRADING REPORTING Each individual teacher issues . . . .

FINAL ASSESSMENT POLICY Final assessments of student learning shall be . . . .

FINAL EXAM WAIVER POLICY Students may elect to be waived from the written final exam in two (2) of their courses per semester. (Freshmen cannot waive their English or Math finals) In order to be exempt from a final exam, a student must meet the following requirements. . . .

HOMEWORK If a student is going to be absent for 3 or more days. . . .

SCHEDULE CHANGES Due to the highly complicated process . . . .

SCHOLARSHIPS The number of scholarships available to graduates of Indiana ACE Academy . . . .

XII. STUDENT ACTIVITIES GENERAL INFORMATION STUDENT ACTIVITY FEE Each student will be assessed a . . . . . Indiana ACE Academy offers a variety of activities outside of the regular classroom. These include student organizations and clubs as well as apprenticeships and internships. . . . . GUIDELINES FOR PARTICIPATION Students who have the privilege of representing the Indiana ACE Academy . . . .

VIOLATIONS AND CONSEQUENCES If the adult(s) in charge of any school activity determine that the . . . .

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SECTION XIII: DEFINITION OF DISCIPLINARY CONSEQUENCES CONSEQUENCES Violation of school rules and regulations may . . . .

SUSPENSION IC20-8.1-1-11 The term “suspension” means . . . .

EXPULSION The term “expulsion” means . . . .

XIV: MORAL MINIMUMS In accordance with Indiana code the following types of student conduct . . . .

XV: POSSESSION OF DRUGS/ALCOHOL Any student who is found to be using, under the influence, in possession of. . . . .

XVI: SEARCHES AT SCHOOL NOTE: The use of dog-sniffing investigations and/or metal detectors . . . .

SECTION XVII: DEFINITION OF SCHOOL-WIDE OFFENSES

XVIII: BULLYING Indiana ACE Academy is committed to a safe and civil educational environment . . . .

APPENDIX 6. 501 (c) (3) Application Confirmation

The notice from the Internal Revenue Service regarding the receipt of the Indiana ACE Academy application is on the following page.

116 117 APPENDIX 7. Financial Support Letters

August 15, 2008

Pete Rimsans ACE ACADEMY 1701 West 18th Street Indianapolis, IN 46202

Dear Pete:

This will serve as our commitment to provide funding for the new Charter School in the amount of $100,000. Our contribution will be made over a five year period in equal annual payments of $20,000.

Bowen Engineering has just recently established a charitable foundation. My hope is that the Foundation will select the Academy as its primary beneficiary. In that event we will increase our pledge. This will probably happen in January of 2009.

We are honored and excited about being involved in the Construction Charter School. This will provide a needed jump start towards developing young people for the construction industry.

Very truly yours, BOWEN ENGINEERING CORPORATION

Dr. Robert L. Bowen, Chairman and CEO

Cc: Albert D. Bowen, III, President, Bowen Engineering Roberta Jackson

118 August 26, 2008

Mr. Pete Rimsans The Indiana Ace Academy 1701 W. 18th Street Indianapolis, IN 46202

Dear Mr. Rimsans:

Officers and members of Plumbers, Steamfitters and HVACR Service Technicians Local 440 would like to express their support of The Indiana Architecture, Construction and Engineering Academy.

In addition to the involvement of our training department, Local 440 is pledging $25,000.00 to be paid over a five-year period. The first payment will be forwarded upon the approval of The Indiana ACE Academy Charter.

If I can be of further assistance, please feel free to contact me.

Sincerely,

David L. Posey Business Manager Plumbers, Steamfitters and HVACR Services Technicians Local 440

119 APPENDIX 8. Letters of Support

Metropolitan School District of Decatur Township 5275 Kentucky Avenue Phone: (317) 856-5265

August 2008

Mr. Peter Rimsans, President The Indiana ACE Academy 1701 West 18th Street Indianapolis, IN 46202

On behalf of MSD of Decatur Township, this letter is written in support of the Indiana Architecture, Construction, and Engineering Academy. We support the implementation of the ACE Academy and plan to participate as a partner. MSD of Decatur Township has been committed to the Indiana ACE Academy since the planning began some three years ago.

The Indiana ACE Academy will provide an option for central Indiana high school students that are interested in the fields of construction, architecture, and engineering. Staff from our district has been actively involved in the planning and submission of the charter for this unique high school. Decatur has representatives serving on the advisory

120 board as well as on the ACE Governing Board. Our district plans to continue to support the ACE Academy as the dream becomes a reality in the near future.

As Superintendent, I am pleased by the opportunities that will be offered to the young people in our community by our partnership in this endeavor. We see the Indiana ACE Academy as an important part of the process of providing a successful learning environment for every student.

Sincerely,

Donald H. Stinson Superintendent

August 26, 2008

Mr. Pete Rimsans The Indiana Ace Academy 1701 W. 18th Street Indianapolis, IN 46202

Dear Mr. Rimsans:

I am writing this letter in support of The Indiana Architecture, Construction and Engineering Academy. The Plumbers, Steamfitters and HVACR Service Technicians Local 440 Joint Apprenticeship Training Committee is very excited to be a partner in this worthwhile endeavor.

Local 440 JATC will assist The Indiana Ace Academy by offering the use of our training facility’s welding shop and additional classroom areas, providing technical advice from its team of certified instructors in the plumbing, pipefitting, welding and HVACR service industries and by supporting me as an ACE Board member.

I look forward to the opening and success of The Indiana ACE Academy.

Sincerely,

James M. Johnson Director of Training Plumbers, Steamfitters and HVACR Services Technicians Local 440

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APPENDIX 10. Strategic Fundraising Plan – Draft

Strategic Fundraising Plan

Case Statement

African-Americans, Latinos, American Indians constitute nearly 30 percent of the college-age population, but only 10.3 percent of engineering graduates and less than 6 percent of the engineering work force. Minorities constitute roughly 15 percent of all architects in the United States. Women account for only 3.2 percent of Building Trades

124 apprentices, and minorities comprise 9.4 percent of apprentices. The average age of a Building Trades apprentice is 27, and the average age of a Building Trades journeyman is 57.

These demographics illustrate the need to train more Architects, Engineers, and Building Tradesmen as the Baby Boom generation heads into retirement. These numbers also showcase a historic opportunity to increase the numbers traditionally unrepresented minority groups within the construction industry.

It is the intent of the Indiana construction industry to seize the opportunity to increase the number of traditionally unrepresented minorities and women in the construction industry. To do so, the industry is creating a charter high school based on an Architecture, Construction, and Engineering curriculum.

The leaders Indiana construction industry have come together to form the board of the Indiana Architecture, Construction, and Engineering (ACE) Academy, a charter high school for the Indiana construction industry.

It is the goal of the Indiana ACE Academy to raise $6 million over a 5-year period to augment those funds provided by the state of Indiana. These funds will be used acquire facilities, hire staff, and provide other resources necessary to create a state-of-the art learning environment for a maximum 400 high-potential candidates grades 9 through 12.

Mission -- The mission of The Indiana ACE Academy is to provide an experiential learning environment that prepares students for high skill, high wage jobs. This will be accomplished by providing our students the highest levels of instruction and achievement combined with exemplary character development that prepares them for the construction, engineering, and architectural industries. Students will be prepared for entrance into an apprenticeship and/or post-secondary institutions upon graduation from ACE and be lifelong learners.

1) Fundraising Goals & Timeline

a) The primary goal is to raise $6 million over a 5-year period to augment the appropriations provided by the state of Indiana to fully fund the facilities and operations of the Indiana ACE Academy. b) It will be the goal of the Fundraising Committee to secure a minimum $5,000 each year for 5 years ($25,000 total) from every contractor, architecture firm, engineering firm, and Building Trades union in Central Indiana.

FUNDRAISING TIMELINE (Still need to Match Key Expenditure Dates to Dollar goals by month)

125 August 2008 • Fill any vacancies on the Fundraising Committee and gain commitments to campaign. • Study financial and physical needs and establish chronological fundraising benchmarks • Develop draft of case statement • Recruit Co-chairman for architects and engineers, refine case statement, set definite goal • Collect lists of potential donors • Identify, rate, and evaluate top prospects. (August 2008) • Design campaign materials (case statement, brochure, letterhead, etc.) • Build advocacy through presentation to key groups September – November 2008 • Confirm 501(c)(3) status • Solicit Initial Donations from Key Partners (the “insiders) • Refine 30-second pitch • Ask major prospects for gifts. December 2008 • Announce campaign to the industry (December or January) • Mail pre-approach letter, with case statement or brochure, to industry • Begin solicitations • Express appreciation to volunteers, donors. • Celebrate milestones • Follow up as appropriate to collect pledges

Leadership and Organization of the Fundraising Committee

The fundraising committee will consist of chairman, a co-chairman for Architects, Engineers, Contractors and the Building Trades. It will also consist of experts in fundraising, grant application, and the acquisition of endowment dollars.

Chairman – Pete Rimsans -- The Chairman will be involved in appointing all other positions in the campaign organization. The Chairman will make sure that other volunteers are following through on their assignments, and will be involved in solicitation of selected prospects. The individual will chair the campaign meetings.

Co-Chairman for Contractors – Bob Bowen --The individual should be in a position to make a substantial gift or have access to substantial gifts.

Co-Chairman for Architects – Wayne Schmidt to be asked by Hugh -- This should be a prominent individual whose name is known to all within the industry and whose business or professional achievements they respect. The individual should be in a position to make a substantial gift or have access to substantial gifts.

126 Co-Chairman for Engineers – (Bob Bowen will find) -- This should be a prominent individual whose name is known to all within the industry and whose business or professional achievements they respect. The individual should be in a position to make a substantial gift or have access to substantial gifts.

Co-Chairman for the Building Trades – Pete Rimsans

Areas of Focus

Major Gifts – Before the start of the official campaign, committee will solicit potential large contributors. The goal will be to receive advance gifts to be given prior to the opening of the campaign so that the major gifts can be announced to create momentum for the "public" phase of the campaign. The goal is to receive commitments for 30% to 40% of the $6 million dollar goal prior to the public rollout in December 2008 or January 2009.

Endowments and Grants – Hugh Baker -- This individual will take the lead responsibility for seeking out endowment gift opportunities and coordinating applications for grants and advising activities grant writing. [Adam has ideas on grant writing professionals.]

Gift Evaluation Committee – This committee will be used to rate the giving ability of each potential donor. Members of the committee should have unique insight into the giving abilities of the various contractors, building trades unions, architecture and engineering firms, construction users, and construction suppliers. Members of this subcommittee need not be members of the Fundraising Committee or the Indiana ACE Academy Board or Planning Board.

Evaluation and rating - Thoughtful rating of the giving potential of each donor is critical to maximizing gifts and achieving our goal.

The Gift Evaluation Committee should meet to review the list of prospects, set an "ask" amount for those with the potential to make larger gifts, and determine who would be the best solicitor for each major prospect.

The committee should distinguish prospects from "suspects." If the most prominent contractor or firm has ignored or rebuffed previous attempts to contact them, they are likely to remain a suspect, unless you can find the right solicitor to approach them. In other words, ability to make a major gift must be combined with an inclination to give.

The committee probably will not have the time or the information necessary to rate every firm from each sector individually. After rating of special prospects, the committee may wish to develop a scale of giving amounts based on number of years in business. The lowest level on this scale should be $10,000 over five years.

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Publicity and Communications – The fundraising committee will work with the marketing committee to write and prepare any printed materials which will be distributed to the potential donors. The fundraising committee will also work with the marketing committee on media events such as a ground breaking for the facility or the public announcement of the fundraising campaign.

Marketing materials needed include the following: • Brochure with general information; • Folder with collateral for major donors • PowerPoint Presentation for groups • Web Site • Thank you cards

Record Keeping – eTapestry will be used as the Indiana ACE Academy’s fundraising database software. It will be used to maintain the addresses, phone numbers, and other basic data on donors, as well as records of solicitations, pledges, and payments. There will be one person responsible for maintaining the information in the database and no more than five individuals will have access to the database. Pledges and contributions will be processed through the person responsible for updating the database through the prescribed security protocol.

Initial population of the database will occur in August with member lists from the following organizations:

1. Construction Contractors a. Top Notch (Contact: Michele Boyd) b. Indiana Construction Association (ICA; Indiana chapter of the Associated General Contractors; Contact: George Sheraw) 2. Building Trades Union a. Indiana State Building and Construction Trades Council (Contact: Pete Rimsans) b. Central Indiana Building and Construction Trades Council (Contact: John Griffin) 3. Architecture Firms a. AIA Indiana (Contact: Jason Shelley) 4. Engineering Firms a. ACEC Indiana (Contact: Beth Bauer) 5. Construction Users a. Construction Users Round Table (CURT; Contact: Gary Price, J.T Coopman) 6. Construction Suppliers a. (Anna Marie Burrell has organization name)

128 After the evaluation and rating has been completed, the ask amount should be made a part of the individual campaign record of each potential donor. The individual record should include:

• Name, Address, Phone numbers • Firm Name • Title/Occupation • Community activities • Previous donations if known • Solicitor's name • Ask amount • Amount contributed/pledged • Pledge reminder data

The Campaign Process

Giving Levels and Recognition

We will create specific giving levels, with a special distinction for each one. This will help donors understand the size of the project and what they must do as individual donors to make the campaign successful. It will also help when it comes time to rate donor prospects.

Donor Levels Giving Level Pyramid Naming Rights $2.5 Million (Potentially 1) Founder $1,000,000 and up (1) Gold Sponsor $500,000 to $999,999 (2) Silver Sponsor $250,000 to $499,999 (4) Bronze Sponsor $ 100,000 to 249,999 (10) Committed Supporter $ 50,000 to 99,999 (20) Sustaining Supporter $ 25,000 to 49,999 (40) Benefactor $ 10,000 to 24,999 (50) Friend of the Industry $ 5,000 to 9,999 Friend Under $5,000

Multi-Year Pledges - To maximize giving, donors should have the opportunity to spread payment of their gifts over three to five years. If a donor can give $10,000 almost immediately, then they can probably give a similar amount the following two or more years.

Recognition - For top prospects, there should be named gift opportunities to "immortalize" them and their gifts. The most obvious named gift opportunities are rooms in the school, which would have a plaque or engraved plate recognizing the

129 donor’s generosity. Another option is to create an annual award to be given to a student that could be named in a donor's honor.

Donors who make a gift above a certain level, perhaps $10,000, should receive a plaque or other memento for their office or home recognizing their generosity.

The Campaign Budget

A general guideline for expenses is approximately 5% of the campaign goal. Some of the expenses that may be incurred include the following: • printing and copying • postage • meeting costs, including meals • entertainment • computer hardware/software, mailing lists and labels

Cultivation of Prospects

Advocacy and Cultivation Cultivation includes any contact with the prospect up to the time you actually ask for the gift. For major prospects this becomes very important. Through cultivation, you want to inform the donor, arouse their interest in the purpose of the campaign, involve him in the campaign or the Indiana ACE Academy if possible, and finally, get him to invest in the future of the Indiana ACE Academy. Through advocacy and cultivation we hope to achieve the following: • Find additional campaign leaders; • Identify potential lead gifts; • Test the case statement; • Refine the campaign concept; • Gain donor buy-in; and • Determine recognition levels and opportunities.

Key groups to approach for advocacy and cultivation include the following: • AIA Indiana (Architects); • ACEC Indiana (Engineers); • Indiana State Building Trades (Statewide construction unions); • Central Indiana State Building Trades (Local construction unions); • Top Notch (Union contractors); • Indiana Construction Association (Contractors; Indiana’s AGC chapter); • Construction Users Round Table (Users of construction services); and • Construction Suppliers.

Other Prospects • Foundations • Endowments

130 • Individuals

Grants & Endowments a) Corporate (Private but separate from corporations) b) Private (largest foundations) c) Community Foundations (pool the assets of many donors and are usually community service organizations) d) Family Foundations (receive endowments from individuals or families) e) Government

Typical cultivation activities include the following: • Presentation to key constituent groups; • A letter or phone call from a colleague; • A visit, perhaps taking them to lunch; • A profile on the potential donor on the web site in the Indiana ACE Academy newsletter; • Asking the potential donor to speak to a class at the Indiana ACE Academy; • A "Wall of Fame" in the Indiana ACE Academy, with signed photos of prominent architects, engineers, contractors, and building tradesmen; • Asking the potential donor to serve on the Fundraising Committee or in some other capacity; and • Asking the potential donor for their advice.

The 30-Second (elevator) Pitch Central Indiana has serious need for Architects, Engineers, and Building Tradesmen. These areas traditionally have relatively low numbers of minorities and women. One way to remedy this problem is to open a charter high school that challenges students to excel, one that prepares students for a career in architecture, engineering or the Building Trades, a school that will seek out the best and brightest within socio-economically deprived neighborhoods and put them in an environment where they can thrive. The key will be small classrooms and teachers and instructors that take a mentoring approach to individual development.

Rules for Asking for Gifts To maximize the solicitor's effectiveness in each contact with a prospect, there are three simple—yet critical—steps to follow.

PREPARATION - Know the facts • How will the donor's gift be used? What is the urgent need that has prompted you to give your time and energy to this campaign? • What is the current status of the Indiana ACE Academy? • Know as much as possible about the potential donor that you are visiting, including the "ask" amount set by the Gift Evaluation Committee.

131 EXECUTION - Get the job done • Obtain an appointment. Call to set a time and place for a personal appointment. Be ready to offer several choices and settings, including the donor's office or his favorite restaurant. • Ask for a specific amount, but give the donor the option of paying now or over five years. Be positive about the objectives of the campaign. Remember that you are asking the donor to give to something which is important to both of you. • Make the donor feel important. Let them know that their gift will make a difference. • Get a signed commitment on a pledge card stating how much the donor is committing to the campaign. If he is not ready to commit at the first meeting, then set a time to meet again. Don't give them the opportunity to turn you down later by phone or letter.

FOLLOW UP – Communicate • Report the outcome of your meeting to the Chairman and the eTapestry coordinator. • See that the pledge or gift is acknowledged by the solicitor. In particular, a personal note from the solicitor should be sent on an Indiana ACE Academy thank you card.

EIGHT POINTS FOR MORE EFFECTIVE FUNDRAISING

1. Make your own gift/pledge first. This will make asking for gifts easier. Try to stretch yourself. 2. Be aware of the donor's background and interests before the visit. 3. Make a personal visit. Telephone is merely okay as a medium for solicitation, although it is fine for setting up an appointment. Letters are usually ineffective in maximizing gifts. 4. Sell the objectives of the campaign. Convince the donor of the needs and motivate him to help achieve the objectives. The funds will follow. 5. Stress your own commitment, both money and time. 6. Ask the donor to consider a gift or pledge of a certain amount. Tell him it can be spread over five years. Present the proposal; then be quiet. Let him say the next word. 7. If the donor is not ready to make a gift or pledge after you have presented the request, set a date when you can get together again in a different setting, with other member of the fundraising committee to help close the deal 8. Finally, listen to what the donor tells you. Listening and responding to his point of view is crucial. If he has objections or criticisms, try to answer them. If you do not have an answer to a question, then get back to him later with the answer.

OVERCOMING OBJECTIONS

132 Good salesmen look at objections as "signposts on the way to the sell." If you can successfully address the prospect's objections, you are a big step closer to getting his commitment.

"Everybody is asking me to give to their cause." Most of us can appreciate this, but you are giving the donor an opportunity to give back to an industry which has given them meaningful experiences, lasting friendships, and financial means.

The most common reason that people do not give is that they are not asked! Or they were not asked in the right way by the right person and for the right amount.

AFTER THE PLEDGE

Acknowledgements - All contributions and pledges should be promptly acknowledged with a letter from the Chairman. The IRS requires a written acknowledgement for all contributions over $250. The Indiana ACE Academy will send acknowledgements to all donations. Most donors will receive a handwritten Indiana ACE Academy thank you card from the person who made the “ask.” Checks should be deposited immediately into a campaign bank account. Donors are especially sensitive to having their gifts handled and processed in a businesslike manner. Copies should be kept of all acknowledgement letters.

Follow-up - After a donor has made a pledge, the system of campaign records for each donor becomes critical. The records should make it easy to track a donor's fulfillment on his pledge and to follow up with reminders when payments are due. The solicitor's hard work can go for naught if follow-up is not done well.

Tax Matters Potential Donors should be informed that the Indiana ACE Academy is a 501(c)(3) corporation and any donations made to the academy are tax deductible. The IRS requires a written acknowledgement for all contributions over $250.

Fundraising Methods

Person to Person Contact – Large Donations 60% of contributions should come from 10% of donors (1) Identify donors capable of giving $25,000 or more. (2) Rates and screens the list to focus on the 100 most-likely prospects (the others are put on the mailing list). (3) The Gift Evaluation Committee determines who is best to cultivate and then to solicit these prospects. The prospects are personally invited by the "best" person to learn about the Indiana ACE Academy. The following week, prospects are solicited for $50,000 or more dollars to become high level donors with recognition. ii) Tier 2 Donors (20% should come from 20% of donors) (1) Habitual donors giving through retention strategies

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Mail -- Small Donations i) Send introductory piece to potential small donors ii) Prospective donors should receive at last 3 direct solicitations a year. (This does not include special event solicitations.) iii) Send under High Profile Signatures. iv) Send personal notes to 125-150 new prospects. v) Telephone Follow Up: vi) The committee will organize telephone follow up for all prospects who received personal notes but who did not respond. Timing will be the first week of the month following the month of the mailing.

Events -- Medium and Large Donations i) Giving may be both episodic and annual ii) 20% of donations should come from 1st time donors giving through acquisition strategies. iii) Establish a special annual event iv) Choose prospective date v) Establish Budget

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