STEAM Studio Charter School
Final Application
Submitted to Massachusetts Department of Elementary and Secondary Education
October 28, 2013
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 1 COMMONWEALTH CHARTER APPLICANT INFORMATION SHEET
This form must be attached to the letter of intent, prospectus, and final application. Please type information.
Name of Proposed Charter School: STEAM Studio Charter School
School Address (if known): Not finalized at this time.
School Location (City/Town REQUIRED): Andover, MA
Primary Contact Person: David Birnbach
Address: 86 Osgood Street
City: Andover State: MA Zip: 01810
Daytime Tel: (978) 590-0404 Fax: (978) 267-6181
Email: [email protected]
1. The proposed school will open in the fall of school year: 2014-2015
School Year Grade Levels Total Student Enrollment First Year 9 115 Second Year 9 + 10 230 Third Year 9 + 10 + 11 340 Fourth Year 9 + 10 + 11 + 12 450 Fifth Year 9 + 10 + 11 + 12 450
2. Grade span at full enrollment: Grades 9 – 12.
3. Total student enrollment when fully expanded: 450. 4. Age at entry for kindergarten, if applicable: NA.
5. Will this school be a regional charter school? NO.
If no, please specify the district’s population as reported in the most recent United States census estimate for the community the school intends to serve: 33,201.
6. For all proposed charter schools, list the districts that are contiguous with the proposed school’s district or region. Please only list districts that are included in Appendix B.
Tewksbury Lawrence North Andover
North Reading Wilmington
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 2 7. Will the proposed school serve a district where overall student performance on the MCAS is in the lowest 10 percent, as designated in Appendix B? NO.
8. Will the proposed school serve a district or districts in which the 9 percent net school spending cap is, or could be, exceeded by 2013-2014 applications? NO.
9. Have members of the applicant group previously submitted a prospectus or final application that did not result in a charter? NO.
10. Is the applicant group currently the board of trustees of an existing charter school? NO.
11. Is the applicant group/board of trustees intending to create a network of schools? NO.
12. Do members of the applicant group currently operate or are they employed by a private or parochial school? NO.
13. Are any members of the applicant group present or past members of a charter school board of trustees or a school committee? YES.
If yes, please indicate the person’s name; the charter school name and school location, or school committee district; and dates of membership.
David Birnbach, Andover Public Schools, Andover, MA.
Dates of Membership: School Committee: 1985-1988; 1995-1998; 2009 - Present. (4 terms)
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 3 COMMONWEALTH CHARTER SCHOOL CERTIFICATION STATEMENT
Proposed Charter School Name: STEAM Studio Charter School
Proposed School Location (City/Town): Andover, MA.
I hereby certify that the information submitted in this application is true to the best of my knowledge and belief and that this prospectus/application has been or is being sent to the superintendent of each of the districts from which we expect to draw students and from any contiguous districts. Further, I understand that, if awarded a charter, the proposed school shall be open to all students on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or a foreign language, or academic achievement. I further understand that the information submitted in this prospectus/application serves as an initial application for start-up assistance funding under the federal Charter Schools Program grant. This is a true statement, made under the penalties of perjury.
Signature of Authorized Person______Date: October 28, 2013.
(Please label the copy that has original signatures.)
Print/Type Name: DAVID BIRNBACH
Address: 86 OSGOOD STREET, ANDOVER, MA 01810
Daytime Phone: 978-590-0404
Fax: 978-267-6181
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 4 GENERAL STATEMENT OF ASSURANCES
As the authorized representative of the applicant group, I hereby certify under the penalties of perjury that the information submitted in this application for a charter for STEAM Studio Charter School (name of school) to be located in Andover, Massachusetts is true to the best of my knowledge and belief; and further, I certify that, if awarded a charter, the school:
1. Will not charge tuition, fees, or other mandatory payments for attendance at the charter school, for participation in required or elective courses, or for mandated services or programs (Mass. Gen. Laws c. 71, § 89(m), and 603 CMR 1.03(3)).
2. Will not charge any public school for the use or replication of any part of their curriculum subject to the prescriptions of any contract between the charter school and any third party provider (Mass. Gen. Laws c. 71, § 89(l)).
3. Will permit parents to enroll their children only voluntarily and not because they must send their children to this school (The Elementary and Secondary Education Act of 1965, as amended, Title V, Part B, Subpart 1 — Public Charter Schools Section 5210(1)(h)).
4. Will enroll any eligible student who submits a timely and complete application, unless the school receives a greater number of applications than there are spaces for students. If the number of application exceeds the spaces available, the school will hold a lottery in accordance with Massachusetts charter laws and regulations (Mass. Gen. Laws c. 71 § 89(n), and 603 CMR 1.06).
5. Will be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or a foreign language, or academic achievement (Mass. Gen. Laws c. 71, § 89(m)).
6. Will be secular in its curriculum, programs, admissions, policies, governance, employment practices, and operation in accordance with the federal and state constitutions and any other relevant provisions of federal and state law.
7. Will comply with the federal Age Discrimination Act of 1975 and Title IX of the Education Amendments of 1972.
8. Will adhere to all applicable provisions of federal and state law relating to students with disabilities including, but not limited to, the Individuals with Disabilities Education Act, section 504 of the Rehabilitation Act of 1974, and Title II of the Americans with Disabilities Act of 1990 and chapter 71B of the Massachusetts General Laws.
9. Will adhere to all applicable provisions of federal and state law relating to students who are English language learners including, but not limited to, Title VI of the Civil Rights Act of 1964, the Equal Educational Opportunities Act of 1974, and chapter 71A of the Massachusetts General Laws.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 5 10. Will comply with all other applicable federal and state law including, but not limited to, the requirement to offer a school nutrition program (Mass. Gen. Laws c. 69, § 1 (c)).
11. Will meet the performance standards and assessment requirements set by the Board of Elementary and Secondary Education for all students in public schools including, but not limited to, administering the Massachusetts Comprehensive Assessment System (MCAS) (Mass. Gen. Laws c. 71, § 89(v), and 603 CMR 1.05(1)(i)).
12. Will submit an annual report to the Department of Elementary and Secondary Education on or before the required deadline (Mass. Gen. Laws c. 71 § 89(jj)).
13. Will submit an accountability plan no later than the end of the first year of the school’s charter, establishing specific five year performance objectives as specified in the state regulations (603 CMR 1.05 (1)(j)) and guidelines.
14. Will submit an annual independent audit to the Department of Elementary and Secondary Education and the Office of the State Auditor no later than November 1st of every year, as required by the charter school statute (Mass. Gen. Laws c. 71, § 89(jj), or at such other time as designated in 603 CMR 1.09 (3)).
15. Will submit required enrollment data each March to the Department of Elementary and Secondary Education by the required deadline (Mass. Gen. Laws c. 71, § 89(o), and 603 CMR 1.09(4)).
16. Will meet enrollment projections through demonstration of support for the proposed charter school in the communities from which students would be likely to enroll (603 CMR 1.05(1)(c)).
17. Will operate in compliance with generally accepted government accounting principles (Mass. Gen. Laws c. 71, § 89(jj)).
18. Will maintain financial records to meet the requirements of Mass. Gen. Laws c. 71, § 89 and 603 CMR 1.00.
19. Will participate in the Massachusetts State Teachers’ Retirement System (Mass. Gen. Laws c. 71, § 89(y)).
20. Will employ individuals who either hold an appropriate license to teach in a public school in Massachusetts or who will take and pass the Massachusetts Tests for Educator Licensure (MTEL) within their first year of employment and meet all applicable staff requirements of the federal No Child Left Behind Act (Mass. Gen. Laws c. 71 § 89(ii), and 603 CMR 1.07).
21. Will provide the Department of Elementary and Secondary Education with written assurance that a criminal background check has been performed, prior to their employment, on all employees of the school who will have unsupervised contact with children (Mass. Gen. Laws c. 71, § 38R, and 603 CMR 1.05(3)(d)).
22. Will obtain and keep current all necessary permits, licenses, and certifications related to fire, health, and safety within the building(s) and on school property (603 CMR 1.05(1)(p), 1.05(3)(g), 1.05(3)(h), and 1.09(6)).
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 6
23. Will maintain uninterrupted necessary and appropriate insurance coverage (603 CMR 1.05(3)(j)).
24. Will submit to the Department of Elementary and Secondary Education the names, home addresses, and employment and educational histories of proposed new members of the school’s board of trustees for approval prior to their service (603 CMR 1.05(3)(a)).
25. Will ensure that all members of the school’s board of trustees file with the Department of Elementary and Secondary Education, the State Ethics Commission, and the city or town clerk where the charter school is located completed financial disclosure forms for the preceding calendar year according to the schedule required by the Office of Charter Schools and School Redesign (Mass. Gen. Laws c. 71, § 89(u)). The disclosure is in addition to the requirements of said chapter 268A and a member of a board of trustees must also comply with the disclosure and other requirements of said chapter 268A.
26. Will recognize, if applicable, an employee organization designated by the authorization cards of 50 percent of its employees in the appropriate bargaining unit as the exclusive representative of all the employees in such unit for the purpose of collective bargaining (Mass. Gen. Laws c. 71, § 89(y)).
27. Will provide the Department of Elementary and Secondary Education with a federal taxpayer identification number issued solely to the charter school and all required information regarding a bank account held solely in the name of the charter school (603 CMR 1.05(4)).
28. Will, in the event the board of trustees intends to procure substantially all educational services for the charter school through a contract with another person or entity, submit such contract for approval by the Board of Elementary and Secondary Education to provide for any necessary revisions and approval prior to the beginning of the contract period (Mass. Gen. Laws c. 71, § 89(k)(5)).
29. Will notify the Department of Elementary and Secondary Education immediately in writing of any change in circumstances that may have a significant impact on the school’s ability to fulfill its goals or missions as stated in its charter (603 CMR 1.09(7)).
30. Will submit in writing to the Commissioner of Elementary and Secondary Education a request to amend its charter if the school plans to make a change to its operations as defined in 603 CMR 1.11.
______October 28, 2013 Signature Date
STEAM Studio Charter School Affiliation
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 7 STATEMENT OF ASSURANCES FOR THE FEDERAL CHARTER SCHOOL PROGRAM GRANT
These additional assurances are required to ensure compliance with requirements for the federal Charter Schools Program grant:
1. Will annually provide the U.S. Secretary of Education and the Department of Elementary and Secondary Education such information as may be required to determine if the charter school is making satisfactory progress toward achieving objectives described in this application (The Elementary and Secondary Education Act of 1965, as amended, Title V, Part B, Subpart 1 — Public Charter Schools Section 5203(b)(3)).
2. Will cooperate with the U.S. Secretary of Education and the Department of Elementary and Secondary Education in evaluating the program described in the application (The Elementary and Secondary Education Act of 1965, as amended, Title V, Part B, Subpart 1 — Public Charter Schools Section 5203(b)(3)).
3. Will provide other information and assurances as the U.S. Secretary of Education and the Department of Elementary and Secondary Education may require (The Elementary and Secondary Education Act of 1965, as amended, Title V, Part B, Subpart 1 — Public Charter Schools Section 5203(b)(3)).
______October 28, 2013 Signature Date
STEAM Studio Charter School Affiliation
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 8
Table of Contents
EXECUTIVE SUMMARY ...... 11 Public Statement ...... 13 I. Charter School Mission Vision, and Description of the Community to be Served ...... 14 A. Mission Statement ...... 14 B. Vision Statement ...... 14 C. Description of the Community to be Served ...... 15 II. How Will the School Demonstrate Academic Success? ...... 17 A. Education Philosophy ...... 17 B. Curriculum and Instruction ...... 19 C. Performance, Promotion, and Graduation Standards ...... 29 D. Assessment System ...... 33 E. School Characteristics ...... 35 F. Special Student Populations and Student Services ...... 44 III. How Will the school demonstrate organization viability? ...... 49 A. Enrollment and Recruitment ...... 49 B. Capacity ...... 50 C. School Governance ...... 56 (1) Governance Structure ...... 56 (2) Roles and Responsibilities ...... 56 (3) Policy Development ...... 57 (4) Board Development ...... 58 D. Management ...... 59 (1) Management Structure ...... 59 (2) Roles and Responsibilities ...... 60 (3) Educational Leadership ...... 61 (4) Human Resources ...... 61 E. Facilities and Student Transportation ...... 64 F. School Finances ...... 64 (1) Fiscal Management ...... 64 (2) Operating Budget and Budget Narrative ...... 64 G. Action Plan ...... 66 IV. How Will the School Demonstrate That It is Faithful to the Terms of Its Charter? ...... 70 A. Process ...... 70 B. Accountability Plan Objectives ...... 71 (1) Academic Success ...... 71 (2) Organizational Viability ...... 71 (3) Faithfulness to Charter ...... 71 C. Narrative ...... 71 D. Dissemination ...... 72 V. Required Attachments (counted toward 40-page maximum) ...... 73 Draft Bylaws ...... 73 Draft Recruitment and Retention Plan ...... 86 Draft Enrollment Policy ...... 92 Operating Budget: Projected Revenues and Expenditures ...... 98
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 9 V. Required Attachments (not counted toward 40-page maximum) ...... 101 Resumes of Founding Group Members ...... 101 Proposed Board of Trustees Questionnaires ...... 123
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 10 EXECUTIVE SUMMARY
STEAM Studio is a proposed public charter high school for creativity and innovation that focuses on Science, Technology, Engineering, Art + Design, and Mathematics. Our curriculum blends the mind of a scientist or technologist with that of an artist or designer, and teaches flexible thinking and creative problem solving needed to succeed in today’s global economy. Our learning model is a union of best-of-breed academics and project-based learning in which students pursue two concentrations: Computing and Digital Arts: Students take on the roles of professionals working in the field and explore areas that combine computing with the arts and humanities such as: mobile app creation, game design, software development, music and video production, and film/animation. Health Sciences: Students take on the roles of professionals working in the field and do projects in areas such as: internal medicine, nutrition, biotechnology, orthopedics, epidemiology, bioinformatics, clinical research, and health care policy. Students invent and develop solutions with a “learning by doing” approach that prepares students for higher education and careers in high-growth, high-demand fields.
OUR FOCUS Inspire students to be innovators, creators, and breakthrough thinkers, by engaging them in challenging courses and projects that: • Build creative confidence to approach the challenges students will face in the future • Cultivate critical thinking, creativity, collaboration, and communication • Develop leadership & well-rounded life skills • Prepare students to excel in higher education or at jobs in the innovation economy Emma Kelley, West Middle School, Andover, MA Help all students flourish. Students who are struggling with a particular subject get the time and attention they need to master that area, while those who are ready to learn more can take on greater challenges. Incorporate the latest advances in technology and online learning, where students have anytime, anywhere access to all content– on smartphones, tablets, and PCs.
OUR APPROACH Academic Foundation: Blended Classroom learning – integrating face-to-face with online instruction based on the Common Core and State Standards. Project-Based Learning: Extends classroom learning with exciting projects that foster analysis, reflection, critique, and dialog. Students work individually and on teams, where they perform various project roles (e.g. designer, engineer, entrepreneur). Students tackle real world challenges that provoke the imagination and ignite passion. Students work in themed spaces – called Studios. Studios allow students who are visual thinkers, spatial reasoners, and mechanically minded to approach learning from a practical hands-on standpoint. Studios include Computing/Design, Biotech, and Music/Video Production
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 11 OUR CULTURE Entrepreneurship in Practice: Entrepreneurship is a major theme throughout the school. Students will interact with innovative organizations, including UMass Lowell’s Center for Innovation and Entrepreneurship and the Cambridge Innovation Center, home to New England’s most exciting technology start-ups and life sciences companies. Global Connections & Collaborations: Students will collaborate across countries & communities on projects that impact the world and produce documentaries sharing their experiences. Teacher Community: Staff will collaborate several hours each week to discuss experiences; address what needs attention; enhance school culture; and refine curriculum and projects. Parents as Partners: We will build close ties with parents and they will be briefed bi-weekly on what their children are learning and on their progress. IN ADDITION TO THE ACADEMICS We aim to instill these essential habits of mind in our students: • Confidence: Being unafraid to tackle hard problems. Knowing how to break large problems into smaller pieces and address those pieces. • Creativity: Being able to synthesize new ideas and apply them to new challenges. • Perseverance: Seeing the value of grit and determination in both overcoming adversity and embracing opportunities. • Resilience: Adapting to changing circumstances, new technology, different cultures, and new ways of thinking. Affirming the idea of lifelong learning. • Initiative: Developing the attitude and skills of a self-starter, someone who dives into the solution of problems and makes discoveries even when the final outcome is unknown. • Kindness: Treating people with kindness & respect, and treating oneself the same way. SENDING DISTRICT & LOCATION The sending district will be Andover and the school will be located in Andover. It will span Grades 9-12 with a maximum enrollment of 450. The school will enhance learning options and offer unique project-based concentrations - Computing & Digital Arts and Health Sciences – not offered in Andover or surrounding communities. COMMUNITY DEMONSTRATION OF SUPPORT Parents from across the community are expressing strong support for STEAM Studio. Additionally, Andover High School is 200+ students over capacity. In spring 2014 or 2015, Andover residents will likely be asked to fund a multi-millon dollar expansion at Andover High. If STEAM Studio is granted a Charter, Andover residents will likely not have to fund an expansion. FOUNDING GROUP’S ABILITY TO MAKE THE SCHOOL A SUCCCESS Team members are experienced in K12 and higher education, and possess deep knowledge of public policy, financial oversight, and governance. Our Founding Team: • Current 10-year Andover School Committee member and former high tech CEO, with 10+ years budget experience with Andover Public Schools ($30M- 68M) and in the private sector • E-Learning expert with 18 years of leadership and management experience in digital education at edX, PBS, and WGBH • Neuropsychogist and learning expert who teaches at Harvard Medical School • Experiened course developer, instructional designer, online teacher and author • Artist and designer at MIT. Expert at the intersection between science and design, and a former charter and public high school Math and Visual Arts teacher • Software engineer/entrepreneur, former Mass. Library Commissioner; 7 Yr. Finance Comm. • Professor of Engineering at Tufts Univesity with vast technology & medical industry expertise
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 12 Public Statement
STEAM Studio Charter School – a public high school for creativity and innovation – is proposed in Andover. It focuses on Science, Technology, Engineering, Art+Design, and Mathematics with an interdisciplinary approach blending the mind of a scientist or technologist with that of an artist or designer. The academic experience combines best-of-breed academics with project-based learning in rigorous college-preparatory studies. Students pursue concentrations – Computing & Digital Arts and Health Sciences – and tackle real world problems in projects each semester with an emphasis on design, exploration, invention, and entrpreneurship. This “learning by doing” approach prepares students for college and careers. Grades 9-12. Enrollment: 450.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 13 I. Charter School Mission Vision, and Description of the Community to be Served A. Mission Statement STEAM Studio Charter School prepares students for a future in which scientific discovery, technical innovation, and creative expression lead to a better life for everyone. STEAM Studio is an environment in which all students flourish via creative exploration and invention and all learning becomes more personalized. Our goal is to prepare students for a future in which scientific discovery, technical innovation, and creative expression lead to a better life for everyone. The school will provide a rigorous college-preparatory curriculum that includes a strong foundation in STEM – with a focus on Computing & Digital Arts and Health Sciences – and the Humanities while fully integrating project-based learning and character development. The school will be established and located in Andover and is proposed to start in the 2014 academic year with 115 students in Grade 9. When fully operational, STEAM Studio will serve a maximum of 450 students in grades 9-12
B. Vision Statement STEAM Studio Charter School is an environment in which all students thrive – academically and emotionally – in an environment that challenges them to develop their potential as creators, innovators, and inventors. STEAM Studio students develop: • The self-discipline to work independently • The social skills to collaborate with others • The ability to move seamlessly between the physical and electronic worlds • The self-confidence to explain, demonstrate, and promote their original ideas STEAM Studio is a STEAM school – STEM infused with the Arts and Design principals – that brings an interdisciplinary approach to the study of scientific and technical topics. The school will offer a strong base in the Humanities, and focus on two areas of concentration: Computing & Digital Arts and Health Sciences. Creativity and innovation are highly regarded at STEAM Studio. A focus on project-based learning and the public display and review of student work means that authentic, direct measures of learning and assessment experiences are injected into every school day. Our student-centered learning environments allow students to develop skills in three different venues. The On-Demand Environment fosters independent research and development by providing a place where content and resources are available 24x7 and where student electronic portfolios find a home. The Classroom Environment allows for concentrated group and individual teacher-student interactions where teachers act as guides and partners in the educational process. The Studio Environment, where larger group project work happens, serves as a platform for developing social skills and encouraging collaboration toward a common goal. Our curriculum approach is a union of best-of-breed academics and project-based learning. A system of learning analytics that maps student progress assists in creating a more personalized learning environment, while addressing accountability issues. This system and the use of coaches – who help students navigate the school, address deficits in their knowledge, and compile portfolios for college – are part of a support system for students whose difficulties
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 14 with the academic or social environment are captured early, brought to the attention of staff, and addressed with counseling, teaching, accommodation, or intervention. Supporting software will allow faculty to more easily collaborate and become better partners in the educational process, rather than simply implementers of school policy. STEAM Studio will provide a safe physical environment where kindness and mutual respect are woven into the social fabric and taught with social-emotional instruction; a rich culture offering a large palette of educational experiences to foster personal growth; a community that is welcoming and supportive of differences in learning abilities and styles; and a technological environment that provides students and teachers with tools to create and study the world around them while amplifying their own skills.
C. Description of the Community to be Served
The STEAM Studio Charter School's unique approach will offer a STEM and Arts+Design alternative to the more generalized curriculum currently available in Andover.
The population served by the school will be students interested in STEAM subjects – with an emphasis on Computing & Digital Arts and Health Sciences - but also interested in project- based learning, creative problem-solving, and innovation.
Parents and students considering the school might also be interested in the availability of coaches to help students navigate the progression to college, careers, and beyond; the opportunities for parental involvement in mentoring or tutoring at the school; and the data analytics environment that allows students to track their progress through the school and allows teachers to better understand and address student gaps and strengths.
We are building a school culture that welcomes and expects involvement from the community of Andover, the larger Merrimack Valley, and the Commonwealth. We are collaborating with administrators at Lawrence General Hospital and physicians at Lowell General Hospital to consider methods of hospital involvement in our Health Sciences concentration. We are also in discussions with the University of Massachusetts, Lowell, to consider methods for involving graduate students as mentors and tutors in our Computing & Digital Arts and Health Sciences Concentrations. And we are developing advisory groups comprised of community members who have expertise in the Concentration fields.
The Concentrations that we will develop will be reproducible in other public schools in the Merrimack Valley and Commonwealth. The Concentrations would, in fact, be designed as models with replication in mind, and would be a way for us to share our performance-based approach to learning and assessment with schools that might not have the resources to develop them on their own.
The community of Andover was chosen because of our team’s close connection with the community (5 proposed board members are parents in Andover), as well as the principal founder’s 10 years experience on the Andover School Committee and his close ties with community leaders and parents.
STEAM Studio Charter School will expand the options for students interested in a curriculum that combines online/classroom/studio elements, an environment designed to encourage student-centered learning, a STEM-with Arts + Design education, or a focus on project-based learning and creative problem-solving. The depth of focus on the areas of Computing & Digital
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 15 Arts and Health Sciences will allow students interested in pursuing careers in those areas to gain a deeper understanding of the problems and opportunities offered in those fields.
We recognize the fact that a large proportion of our students will eventually work at jobs that may not yet exist. Accordingly, we want to engender in all of our students certain habits of mind that will help them flourish no matter which field they pursue. We want them to know how to: • Acquire information • Judge the credibility of sources • Conduct experiments using the Scientific Method • Embrace and channel their creative impulses • Work with or around people who think differently • Critique the work of others and have their work critiqued by others - peers and experts • Persevere in the face of adversity • Recognize and use their own intellectual and emotional strengths, and • Navigate a complicated life full of unexpected setbacks and golden opportunities for growth
Parental support has been gauged in discussions with residents and at public information meetings held in Andover at which parents of students who could attend the school have expressed their support. Questions that have arisen about transportation schedules, sports, phys ed, the On-Demand Learning environment, and other issues have helped us refine/improve our school plans and our explanations of school processes - and the reasoning behind them.
Families and community members are welcomed as integral parts of the STEAM Studio family. The school features mechanisms for public display, performance, and review of student work to the larger community so that parents and community members can see the progress being made by students, including display on the school grounds, physical exhibitions of projects, and electronic portfolios. Because of the school's focus on a learning and assessment method that results in artifacts and portfolios, the school should have much more to show than a typical school.
The focus on projects also allows for greater involvement of parents and community members in the education process. Parents wishing to serve as experts in the fields we're teaching, tutors in areas in which students are struggling, and guides and facilitators for projects are all welcomed.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 16 II. How Will the School Demonstrate Academic Success?
A. Education Philosophy More than a century ago John Dewey put forth four essential concepts that the STEAM Studio Charter School has embraced.
The first was the idea that deeper learning occurs through active inquiry on the part of the student.1 We believe that authentic hands-on learning-by-doing leads to a richer educational experience and a greater comprehension of underlying principles.2 Therefore, we have incorporated opportunities throughout the curriculum for direct engagement with the subject matter. We have divided up our learning environment into different segments to appeal to the broadest range of students.
Dewey's second notion was that teachers should be partners with students in the learning process.3 In the classroom environment, this will translate into a variety of instructional methods geared toward different learning styles, needs, and abilities. In the studio environment, teachers will use different approaches to encourage cooperative investigation and collaborative learning skills. In our digital environment, teachers will be able to gauge student progress in order to better understand where individual students need additional support, how their needs and learning styles influence their progression through the curriculum, and how best to facilitate a more personalized approach to learning for each student.
Dewey's third notion was that school should be an environment in which students learn how to learn.4 Our goal is to foster an understanding of productive study habits and the basic elements of successful learning in our students that facilitate their path to college and beyond. Both teacher modeling of productive behavior and an environment structured to encourage discovery of learning styles, personal strengths, and idiosyncrasies should aid in this process for the broadest range of students.
Dewey's fourth notion was that the ethos of the school, the behavior modeled by teachers, staff, and other students - what he called “the atmosphere and conduct of the school”5 - all have a powerful effect on student learning. We want our students to understand how to accommodate and adapt to the gifts and flaws of the other people around them by absorbing certain essential traits that will benefit them throughout their lives.6 These are the core values of our school culture and the habits of mind we wish to inculcate in our students: creativity, self- confidence, perseverance, resilience, initiative, joy, kindness, self-awareness, empathy, and the ability to analyze and communicate.
Beyond the work of John Dewey, a wide range of other philosophies has also informed our approach. We appreciate the constructivist ideas of Lev Vygotsky7 that have influenced our
1. The Later Works of John Dewey 1925–1953. John Dewey. editor J. Boydston, Southern Illinois University Press, Carbondale, Ill., 2008, volume 8, page 140)
2. Democracy and Education, John Dewey, Simon and Brown, New York, 2008
3. The Middle Works of John Dewey 1899–1924. John Dewey. editor J. Boydston, Southern Illinois University Press, Carbondale, Ill., 2008, volume 9, page 18)
4. Learning as Freedom, Michael Roth, Wesleyan University, New York Times Opinion page, September 5, 2012
5. How We Think, John Dewey, Heath & Co Pub, Boston, 1910, page 46
6. How Children Succeed: Grit, Curiosity, and the Hidden Power of Character, Paul Tough, Mariner Books, New York, 2013
7. Mind in Society, Lev Vygotsky, Harvard University Press, Cambridge, 1978
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 17 pursuit of electronic methods of facilitating learning and the design of our courses and projects to enable learning for a wide variety of students. We appreciate Ken Robinson's views8 on creative thinking as the natural endowment of every human being, and Charles Limb's brain research9 on creative expression as both a form of communication and an imagining of what could be, and especially his notion that Science can learn from Art about the creative process.
Other school models have influenced our design as well: Ben Franklin's Academy of Philadelphia in which practical subjects and invention were emphasized10, High Tech High and New Tech Network schools11 and their emphasis on project-based learning, the Big Picture schools12 and their use of coaches to guide students, the Coalition of Essential Schools13 and their use of performance-based assessment, the Connecticut Academy of Digital Arts and Sciences14 focus on both individual and group projects, the Early College schools15 and their approach to accelerated learning, Quest to Learn16 and their use of game-based problem- solving, the Nueva School and their emphasis on integrated studies, creative arts, design thinking, and social-emotional learning17, and the Studio schools in the UK18 that regard “studios” as Da Vinci did, as places where both science and art take place.
Our school design is also informed by our personal beliefs. We see creativity and systems thinking19 as skills that can be developed over time. And we have chosen Computing & Digital Arts and Health Sciences as concentrations because we see Computing and Biology as the principle drivers for innovation, social change, and economic growth in the next century, just as chemistry and physics were the drivers in the 20th century.
All of these philosophical aspects – a focus on creativity, hands-on learning, research-based instruction, useful habits of mind, the contributions of Art to Science and vice versa, an emphasis on individual coaching, special attention to individual student needs and abilities, and an evolution toward personalized learning - inform our approach to designing a school that will propel our students into college and equip them for life.
8. Out of Our Minds: Learning to Be Creative. Ken Robinson, Capstone, London, 2001.
9. Neural Substrates of Spontaneous Musical Performance: An fMRI Study of Jazz Improvisation, Charles Limb and Allen Braun, PLOSONE: http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0001679
10. Ben Franklin's charter school prospectus: Paper on the Academy, Ben Franklin, 1750, University of Pennsylvania Archives:http://www.archives.upenn.edu/histy/features/1700s/bfacadpaper1750.html
11. New Tech Network, http://www.newtechnetwork.org/
12. Big Picture Schools, http://www.bigpicture.org/schools/
13. Coalition of Essential Schools, http://www.essentialschools.org/
14. Academy of Digital Arts & Sciences, http://www.skills21.org/programs/the-academy-of-digital-arts-and-sciences/
15. Early College High Schools, http://echs.salkeiz.k12.or.us/
16. Quest to Learn, http://www.instituteofplay.org/work/projects/quest-schools/quest-to-learn/
17. The Nueva School, http://www.nuevaschool.org/
18. UK Studio schools, http://www.studioschoolstrust.org/welcome
19. Thinking in Systems, Donella Meadows, Chelsea Green Publishing, 2008
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 18 B. Curriculum and Instruction Curriculum
In the beginning, STEAM Studio Charter School will focus on accepted practical innovations and research-based best practices in curriculum design. Over time, when deemed appropriate, we will adjust the curriculum we're working with, add to it, and/or develop our own courses to fill in any gaps that may be recognized. We have looked for curricula to match our focus on Blended Learning, STEM, Digital Arts and Design, project-based learning (in which facts are acquired in the service of problem-solving), authentic learning (a school experience of discovery and problem solution that is close to the real world experience), Health Sciences, Computing, mastery, and creativity. We are assembling our school-wide curriculum from existing courses and programs that have a documented history of success.
Our course creation and adaptation approach in all courses is to start with the process of unpacking the Common Core Standards to devise goals and benchmarks. We then use these benchmarks to review the scope and sequence of the course and then backward plan (Understanding by Design20) the lesson plans and projects that are necessary and do not come with the existing course. Once solidified, curriculum will fall under the purview of the Director of Instruction.
The school's curriculum can be divided into six categories: Humanities, Math & Science, Arts + Design, Computing & Digital Arts, Health Sciences, and Health & Wellness.
Planned Portfolio of Courses:
20. Wiggins, G & McTighe (2005). Understanding by Design, Boston: Pearson
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 19 The Humanities curriculum (English, History and Citizenship, World Language) is not based on a single existing curriculum but on individual courses with a proven history and value. One example is Civics and 21st Century Citizenship course aimed at reversing Americans' declining civic knowledge and participation. The Humanities courses will follow the same approach of student-centered learning initiated with a leading question, a proposed opportunity, or a practical problem.
Our Math & Science and Arts + Design curriculum will use a model similar to the curriculum created by the Academy of Digital Arts and Sciences at The Center for 21st Century Skills21. This curriculum has an Arts+Design component (making it well suited for STEAM) and is used in 40 high schools in New England. It is designed for use in the same blended learning environment that we envision for our school22. Electronic course resources are stored in an online Learning Management System, and the inquiry-based experiential learning23 part of the course takes place in the physical classroom with the teacher.
This curriculum employs a challenge-based approach24 that involves a comprehensive project in every course. In these courses, students often start with a challenge related to social responsibility. They form a company and assume roles within that company to then research, develop, and design their own solutions to be exhibited and explained by the students themselves at the end of the course25.
The Computing & Digital Arts curriculum will be modeled after courses from the Academy of Digital Arts & Sciences; the ACM/Computer Science Teachers Association’s curriculum recommendations (including the Computation in Action curriculum); and the National Science Foundation’s Computational Thinking Through Mobile Computing program (in partnership with MIT).
The Health Sciences Concentration curriculum will be modeled on the work of the VISTA program at Engines For Education26 and Education Connection’s Health Technology Curriculum27. The VISTA courses are derived from the decades of work in cognition conducted by Dr. Roger Schank at the Institute for the Learning Sciences at Northwestern University28. This curriculum takes the form of “rotations” similar to the rotations undertaken by students in medical school. The curriculum is created in collaboration with physicians and experts working in fields such as internal medicine, nutrition, biotechnology, and public health.
21. Academy of Digital Arts & Sciences: http://www.skills21.org/programs/the-academy-of-digital-arts-and-sciences/
22. Pregot, M "The Case for Blended Instruction: Is It a Proven Better Way to Teach?" US-China Education Review A v3 n5 p320-324 May 2013 and Bersin, J (2004) The Blended Learning Book: Best Practices, Proven Methodologies, and Lessons Learned. New York: Pfieffer
23. Wyss,Dolenc, Kong, Tai, "Time on Text and Science Achievement for High School Biology Students" American Secondary Education, v41 n2 p49-59 Spr 2013
24. Pieperand, J & Metzer, N.,"High School Students' Use of Paper-Based and Internet-Based Information Sources in the Engineering Design Process" Journal of Technology Education, v24 n2 p78-95 Spr 2013
25. Schwalm, J & Tylek, K,"Systemwide Implementation of Project-Based Learning: The Philadelphia Approach", Afterschool Matters, n15 p1-8 Spr 2012
26. Engines for Education, http://vista.engines4ed.org/home/index.htm
27. Education Connection, http://www.skills21.org/programs/courses/science-and-math/
28. Schank, R, (2011) Teaching Minds: How Cognitive Science Can Save Our Schools. New York: Teachers College Press
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 20 The curriculum in this area is case-based and profession-centered29. It presents instructive cases to be solved by a student acting in the role of a professional practitioner. Courses/projects focus on the tasks that are necessary for problem solution within a professional role or scenario. These courses/projects offer a way to “practice” in the field having realistic experiences working as scientists, applying scientific principles to solve problems, and acquiring academic skills and knowledge in the process. Assessments are based on the performance of relevant skills (e.g., observation of phenomena, data analysis, hypothesis formulation/testing) in meaningful professional contexts.
We have opened preliminary discussions with Lawrence General Hospital’s leadership team and physicians at Lowell General Hospital to investigate ways in which students in our Health Sciences Concentration can observe firsthand the working environment of Healthcare professionals, consult with experts in the fields they are studying in school, and eventually participate in relationships similar to internships.
Students in higher grades may develop interests in fields that we do not offer courses in or may reach levels of attainment that exceed those that our courses are directed at. As a result, we are pursuing partnerships with local colleges – (e.g. UMass Lowell, Merrimack College, Northern Essex Community College, and edX (an MIT-Harvard Consortium) – to offer our students college-level courses in either an online format or at the colleges themselves.
Because our curriculum is drawn from several different sources, we will vertically and horizontally align the curriculum areas. The curricula for each of the grades will be aligned to create a scope and sequence that encompasses all four years at the school. We will align the curriculum across subject areas. This will eliminate gaps and redundancies, highlight complementary areas across subjects, create a sense of continuity and coherence, and identify interdisciplinary projects that correlate inter-departmental lesson plans, skill, content, etc.
Classroom observations, lesson plans, regular faculty meetings on curriculum, and online curriculum mapping will ensure that the curriculum is successfully implemented. We also hope that the electronic student data-tracking system will allow us to monitor the sequence of skills and content learned by students and correlate them with individual student assessment results. They should allow us to map student growth/progress directly to the curriculum and create a feedback loop that can determine the effects of various lesson plans, activity types (motivational, developmental, closure), instructional strategies, and curricular changes on student progress. This would connect curriculum data directly to student growth and progress30.
The curriculum will be revised on an on-going basis by the Academic Leader and Director of Instruction in collaboration with the teachers, and new maps derived from the lessons of the previous year will be promulgated during the summer. Changes, deletions, and additions may be made during the year, and all revisions will be approved by the Academic Leader and Director of Instruction.
English Language Arts: The ELA curriculum will follow the Massachusetts Curriculum
29. Hobbs, L & Davis, R,"Narrative Pedagogies in Science, Mathematics and Technology", Research in Science Education, v43 n3 p1289-1305 Jun 2013
30. Simpson, G, "School Leaders' Use of Data-Driven Decision-Making for School Improvement: A Study of Promising Practices in Two California Charter Schools", ProQuest LLC, Ed.D. Dissertation, University of Southern California, 2011
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 21 Frameworks and Common Core and focus on the comprehension and production of literary and informational text, the analysis of text and media, writing in fiction and nonfiction for various audiences, and language conventions. Students will read and produce creative, expository, and persuasive texts in all grade levels.
Mathematics: The Mathematics curriculum provides a foundation in fundamental math concepts and builds up to the mastery of advanced concepts. The focus is on meeting Common Core standards through a mixture of traditional (separate courses for each CC area) and integrated (combining CC areas within one course) approaches. The sequence will be Algebra, Geometry, Probability & Statistics, and Pre-Calculus/Calculus. College courses may be used to address more advanced topics.
Science: Scientific literacy and practical use of the scientific method are part of our science curriculum which a focus on topics including reading/understanding scientific literature, generating hypotheses, creating experiments, recording/analyzing data, recognizing patterns, etc. The science curriculum is particularly rich and is infused throughout with an appreciation for Design Thinking and the Arts. The intent of the curriculum includes critical thinking, creative experimental design, mathematical processing of data, and the organization/presentation of information into graphical and other forms to conclusions to explain results.
History and Social Sciences: The curriculum provides a strong background in history and the social sciences with a special emphasis on the history of invention and the ethical choices faced by those who create and introduce new ideas, technologies, etc. into society. Our curriculum will also draw inspiration and lessons from the legacy of innovation and experimentation born in the Merrimack River Valley. Students learn their rights and responsibilities as U.S. citizens and the world community and develop skills in the interpretation of historical events, artifacts, and documents from different perspectives. The influence of geography, economics, social climate, and government on historical events will bring skills in math, writing, critical reading, and scientific analysis to their historical analysis.
World Language: We plan to offer two foreign languages – (candidates include most likely Spanish and Chinese/Mandarin). Because Mandarin is a particularly difficult language (causing some public schools to drop it), we will explore alternative teaching methods and assessments (notably a Chinese Proficiency Test called the HSK – for non native speakers) rather than the SAT.
Course content descriptions
English Language Arts
Grade 9 English Language Arts: Focuses on the skills of comprehension (listening and reading), the skills of production (speaking and writing), and language conventions. Focus areas include documentation, research, and presentation skills; finding central ideas in text; understanding character, plot, setting, style, and perspective in fiction. Students should be able to explain their analysis of a document and recognize genres and literary devices by the end of the year.
Grade 10 English Language Arts: Students will learn to recognize stylistic/linguistic devices and tropes such as metaphor, paraphrase, symbolism, imagery, foreshadowing, and figurative expression in poetry, prose, and non-fiction. They will be able to write essays (expository, descriptive, narrative), short stories, and poetry, and be able to analyze non-fiction and fiction for motive, perspective, tone, and bias.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 22
Grade 11 English Language Arts: Students will focus on the structure of text and its aesthetic impact. They will read and compare the works of ancient and American authors and analyze that work for structure, theme and topic. They will read US historical documents and learn to distinguish between opposing claims in argumentative writing.
Grade 12 English Language Arts: Students will analyze text for cogency and write for clarity and persuasiveness. They will be able to read complex text and interpret the sequence of ideas in an expository text, character development in literary text, and events in historical text. They will analyze text and spoken language at a deeper level, being able to distinguish between the literal meaning of written or spoken words and their actual meaning in context.
Mathematics
Grade 9 Mathematics: Students will study Algebra including linear functions including writing, solving, graphing, and applying linear equations and systems of linear equations, exponential and quadratic equations. Students are expected to work individually and collaboratively on hands-on, computer-based, and paper-and-pencil-based inquiry investigations.
Grade 10: Mathematics: Students will focus on Geometry in the context of fields such as architecture, history, and graphic design. Students investigate relationships between 2-D objects in the plane and 3-D objects in space in both independent and collaborative lessons. The major concepts of congruence and similarity are developed from a study of transformations, linking geometry and algebra. Activities include explorations, constructions, and proofs.
Grade 11 or 12 Mathematics: Students will study Probability & Statistics including numbers and data sets, rules of probability, binomial functions, the normal distribution, linear correlation, linear regression, and inferential analysis.
Grade 12 or 11 Mathematics: Students study Pre-Calculus or Calculus. Pre-calculus explore functions (including inverse, exponential, logarithmic, and trigonometric) basic identities, sum, difference, cofunction, half-angle and double-angle identities. Calculus will explore differentials & integrals with emphasis on the use of calculus in solutions to practical problems.
Science
Grade 9 Science (Biology): Biology explores the life sciences, including cell biology, genetics, biotechnology, evolution, and ecology. Students explore scientific concepts, thinking, and current technologies, while applying this knowledge to solve problems. Inquiry and critical thinking tasks are incorporated throughout the course.
Grade 10 Science (Chemistry): Students explore chemical nomenclature, the properties of solids & liquids, periodic properties, atomic structure, stoichiometry, bonding, thermochemistry, solutions, and gases. Drawing on knowledge from many fields (including chemistry, physics, biology, math, and engineering), students research and apply design and research science skills to develop simulations and visualizations of nanotech and materials science applications. This course addresses all Chemistry MCF standards.
Grade 11 Science (Physics): Students explore the basic laws of the physical universe as well as the role of physics in important technological innovations. The central theme is the exploration of historic, current, and emerging technologies and their impact on society. Students develop
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 23 simulations and visualizations of physics applications. Students investigate the principles behind related technologies, analyze/evaluate their use, and envision future applications.
Grade 12 Science (Technology and Engineering): Students explore the fields of engineering through the disciplines of aerospace, civil, computer, electrical, and environmental engineering while applying academic skills, critical thinking, creativity, and problem-solving to the completion of a comprehensive creative design project.
Social Studies
Grade 9 Social Studies (World History): Students will study the rise and fall of city states and nation states, the causes of conflict and revolution, the effects of imperialism and oppression, the goals of political reform, and the origins and consequences of democracy, technological change, and social enlightenment.
Grade 10 Social Studies (US History): The study of US History ranges from the 15th to the 20th century. This course will cover immigration, colonial times, the Revolution, the establishment of governments and religions, the growth of economic systems, and the evolution of American society over the centuries. Class discussions, historical research, and projects with presentations are included.
Grade 11 Social Studies (Civics and 21st Century Citizenship): Students focus on American government and civil society. It addresses topics that deal with the three branches of government, the separation of powers, the Constitution and the Bill of Rights, and the responsibilities of citizenship.
Grade 12 Social Studies (Big Ideas: History of Innovation): Students can take this elective course in the history of innovation, the role creativity plays in improving society, and the connectedness of ideas.
World Language
Grade 9 Foreign Language 1: Students can choose between the offered world languages. The focus is on listening, reading, writing, and speaking skills. The instructional materials will include texts and recorded video/audio conversations. Students explore the culture and history of the countries in which their language is spoken to provide a context. An emphasis is placed on accumulating enough understanding of vocabulary, syntax, grammar, and pronunciation to hold elementary conversations and read and write simple documents.
Grade 10 Foreign Language 2: This course offers a second year of the language. Students will be placed according to the class they took during their first year. The focus will be on verb tenses beyond the present, noun cases beyond the nominative, and sentence structures beyond the statement or interrogative. Projects focus on the creation of products that solve a problem employing the language being studied. The goal will be to build flexibility with the language in oral and written expression and in listening and reading comprehension.
Further study will be offered through edX or other online learning/MOOC consortium. We are also exploring the possibility of offering Grade 11 and Grade 12 progressions in the two world languages, for those students who would like more than two years of a language.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 24 Student Support Systems
STEAM Studio will make extensive use of coaches who work with students on a regular basis to understand their gaps, ascertain their goals, and discuss with them ways of reaching those goals. STEAM Studio will offer a degree of individualized support to Limited English Proficiency, at-risk, and other students. Coaches can serve as an early warning system and a formal mechanism for identifying support needs.
We will have a system of peer-tutoring for both language and subject areas. Tutoring sessions will take place immediately after school and on weekends. Students are recommended to these sessions based on their performance in class, internal assessments, and coach recommendations to the school director charged with collecting data on student performance.
We are investigating mentorship arrangements and after-school programs as curriculum supports aimed at addressing deficits and providing enrichment opportunities.
The use of our electronic tracking system for students will allow us (and students themselves) to monitor their progress through the curriculum. Delays along the way can act as alerts to notify school staff of the need for support.
Our evolution toward a personalized learning system will also act as a support mechanism. Content in the On-Demand Learning Environment is available for repeated review anytime and anywhere, and that content can be supplemented with materials identified by a specialist as being appropriate for a particular student.
Instruction techniques are varied during classroom time, just as materials in the On-Demand Learning Environment are varied to appeal to a variety of student approaches to learning. Collaborative and individual learning are part of every course. Visual, auditory, and tactile materials are commonly used. Longer-term projects and short-term tasks, subject-specific and interdisciplinary projects, oral and visual presentations, computer-based simulations, role- playing, and other techniques are all encouraged in the classroom and the studio.
Our electronic teacher data collection system that allows teachers to record the results of lesson plans and instructional techniques will allow teachers to share ideas, highlight particularly useful elements of instruction for any type of learner, and customize their instruction for students. Accommodations and materials found to be useful for a certain student can be listed for other teachers to see and a system of personalized learning aimed at addressing needs and interests can develop over time.
Several integrated Professional Development sessions will take place over the summer before each school year begins. Topics will include the school's online environment and the integration of classroom, studio, and electronic environments; the use of assessment in a blended learning and hands-on environment; project-based learning in which teachers work on a project of their own; the curricula we use, and special considerations for SPED/ELL populations (including the correlation of IEPs with the school's electronic record-keeping system, the use of in-class support and out-of-class services, and varieties of accommodations/interventions/devices from communication boards and computers to common practices such as seating the student near the teacher, conveying instructions in multiple ways, or pre-teaching before lessons).
Staff professional development needs will be ascertained by analyzing State requirements, then immediate school requirements that rise to the surface (bullying, for example). We will use a
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 25 staff inventory approach to allow ideas on PD needs to come from teachers and staff themselves. To address these needs we may meet formally to address the needs, form study groups, explore independent learning opportunities, bring in consultants, attend conferences or workshops, or work together on an action research plan. We will also investigate using PD courses and resources from regional teachers associations to acquire Professional Development Plans (PDPs).
Curriculum Review and Revision
We intend to create a system of continuous improvement that allows the curriculum to evolve over time based on teacher responses, student performance/growth, the results of assessments, and the educational goals of the school. This system will help build a culture of trust and collaborative inquiry among the staff in which we recognize the relationship between data and good teaching practices.
The Academic Leader and Director of Instruction will be designated to bear responsibility for the continued development of the curriculum. But we will also have both electronic and physical mechanisms in place to help with decision making as regards curriculum adjustment.
Our goal is to have an electronic system in place that allows all teachers to record their observations on the effectiveness of their instruction, their lesson plans, or elements of curriculum, as well as share successes and suggested revisions in implementing the curriculum. This is not meant to be a standard electronic curriculum mapping system used to illuminate what a teacher is doing in the classroom. It is meant to be a system for collaboratively improving the curriculum and courses in practical ways through an open system that allows teachers to identify problems in curriculum or instruction that promote or interfere with learning or are missing, propose solutions, make observations, discuss, and implement changes – part of what we hope will be a larger continuous improvement system with live and electronic elements.
We plan to set aside a block of time every week – either during the Monday through Thursday schedule or on Friday Project Day - to allow for teacher professional development (PD) and discussions on improving the effectiveness of every aspect of the school experience, not just curriculum. These would likely be a combination of staff meeting, curriculum review, and professional development or would alternative between PD and staff meetings.
We will also institute PD sessions before the school opens so that teachers will understand our approach and so they can become familiar with the courses.
Because the approach we are using for both curriculum and instruction may be new to some of our teachers, we are aware that there may be a process of re-education and re-socialization involved. Our intention is to include sharing sessions among colleagues and expert-led PD focused on the implementation of instructional strategies that will lead toward success, but also guidance on the changing of “interactive skills, attitudes, and habits”31 as part of our PD on the school's curriculum.
31. Jerry L. Patterson and Theodore Czajkowski, “Implementation: Neglected Phase in Curriculum Change” Educational Leadership December 1979; Marzano, R., Pickering, D., Pollock, J., (2001). Classroom Instruction that Works. Alexandria: VA. ASCD; Johnson, D.W., & Johnson, R. T. (1999). Learning Together and Alone: Cooperative, Competitive and Individualistic Learning. Boston: Allyn & Bacon; Bambrick-Santoyo, P. (2010). Driven by Data: A Practical Guide to Improve Instruction. San Francisco: CA. John Wiley & Sons, Inc.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 26 Instruction:
We divide our school into three integrated instructional environments.
The On-Demand Learning Environment serves two purposes. First, it houses all the rich content, resources, media, and applications that students can interact with according to their own schedule. A student waiting for a bus, for example, can take out a cell phone and watch a filmed demonstration in biology. A student at home can add illustrations to a design portfolio and create graphs for a chemistry project in this environment. The On-Demand Learning Environment is always on and works in both directions. Students can draw from it to learn whenever and wherever they like, or they can add to it to build their portfolios, communicate with other students, or contribute to projects.
Second, the On-Demand Environment serves as a capture and notification system for struggling students. It collects data from students as they take tests, turn in homework, read online books, research projects, and interact with others. This data is then displayed in the form of a dashboard – a set of graphs on a single page – that will allow teachers to see which forms of learning the students were engaged in before their performance dropped off. A student who did poorly on a Biology test after reading a scientific article (textual learning) might do better with content that is presented in a more graphical/auditory form such as an animation. A student who did poorly on a foreign language test after listening to a recorded conversation may need a more Total Physical Response approach. The teacher will be shown these types of correlations in order to modify the forms of instruction given to the student. The system should give teachers a new set of eyes when looking at student performance. The same information is presented to the individual students themselves, so they can draw connections between events in their lives and school performance as well. The data should help students “learn how to learn” - a component of our school philosophy. It will allow us to recognize needs and address learning problems as they happen.
The Classroom Learning Environment is where teachers and students interact during most school days. Because some of the content presentation that would ordinarily take place in a classroom takes place in the On-Demand Learning Environment instead, teacher-student interaction time is maximized in the classroom. Teachers spend more time guiding and coaching students one-on-one, answering questions, and providing individual and small group tutoring when students have already reviewed some content materials electronically. The time freed up by the On-Demand Learning Environment, coupled with the insight it provides on student interests, mental blocks, and intellectual strengths, allows teachers to begin to tailor their interactions and interventions with individual students during classroom time.
The Studio Learning Environment is designed to facilitate collaboration between students and is the home for the STEAM Community (concentration) projects. It is an environment where students work with teachers, other students, technology, and occasionally with experts in the field in a design studio or laboratory environment. Studio projects encourage the use of practical skills with the goal of creating products that demonstrate mastery in the fields students are working in. Studios are places of cross-fertilization where idea-sharing between students with different learning styles and different approaches to the creative process can lead to new ideas, new ways of perceiving the world, new artistic creations, and scientific discoveries.
Within these environments, we will focus on inquiry-based, challenge-based, and project- based learning as the anchors. Generally, projects will feature open-ended socio-scientific problems as leading questions and may involve visualizations, simulations, spreadsheets,
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 27 presentations, written or electronic document production, or physical model-building. But we will also use case-based and story-based approaches to frame some problems. These may mix studio teaching with cognitive emulation and Socratic learning. Throughout the school, we will use media to enhance teaching and learning. We will use a variety of methods to support and enhance these approaches. Likely pedagogical techniques include student peer-review within classrooms and studios, lecture tutorials, role-playing, jigsaw learning in which students achieve mastery in one area and teach the others in their group, invention and testing, and field and classroom laboratories.
The three instructional environments overlap. A typical student's homework might involve reading an e-book chapter and inputting experimental results into a spreadsheet in the online environment at night, then pulling up the spreadsheet on a laptop to show the classroom teacher the next day. The teacher might then answer the student's questions in class and point to a set of articles or documentaries for the student to view online to fill in missing information. This could be followed by an in-class demonstration on a new topic linked to a studio project and then a quick pop assessment taken online in class. The results of the quiz would be revealed to the teacher immediately, and the teacher, perhaps recognizing that most of the class had misunderstood a certain topic, would modify the next day's lesson plan to re-teach that problematic area using a different approach. During the next day's class, the teacher might spend time with an ELL student working through a sheltered English version of a lesson posted online, talking with a dyslexic student to make sure his font and text-to-speech converters are having the desired effect, and doing a front-line intervention with a General Ed student needing help staying on track in a long project.
During the advisory session later that day, the teacher-as-coach might speak with a student who had missed three homework assignments in a row, as flagged by the online data-tracking system. In class, the teacher would work with that student to catch up or would arrange the appropriate method of external support. The student would return home, watch a documentary for History, answer a set of questions for Biology, and compose an essay for English, all online. The teacher would spend the next day's prep period revising a lesson plan online, posting it so that the other teachers and Director of Instruction could see it, adding a new website link to the resources of a course, and then viewing the online data dashboard of recent student performance, looking for problems or opportunities.
As part of their duties, all teachers will also be coaches/advisors for students. Coaching will take the form of both academic advising (at least once a week) and social-emotional advising (at least once a week). Teachers will be provided with content, pedagogy, and technology professional development to prepare them for academic advising, and with professional development in social-emotional learning to prepare them for the social aspects of advising.
Coaching will be done in groups of roughly one to two dozen students. These advisory cohorts will move through the school years together after some initial adjustment and should form a bond that acts as a fundamental social-emotional experience at the school. Advisory groups will also act as a feedback loop on student sentiment so school officials can gauge the effects of school policies and modify them accordingly while problems are still incipient. We also want coaching sessions to act as a source of insight for the teachers who will be able to see and hear firsthand how their students are faring under different forms of instruction and under different social circumstances (in project groups, working alone, in classroom settings, at home, and in the electronic environment).
Differentiation for students based on needs, interests, and abilities takes place in three realms:
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 28 (1) the content and materials, (2) the instructional processes and techniques, and (3) the products used to demonstrate learning. The On-Demand Environment facilitates all three forms of differentiation. This environment guarantees access to different materials when students in class are not all working on the same task at the same time. It allows students with needs in particular areas to access additional instructional materials either created by others (e.g., Khan Academy32, TED Talks33, or Molecular Workbench simulations34) or by the teachers themselves. It allows teachers to record and share with other teachers techniques used for particular pedagogic purposes. Additionally, it allows different forms of assessment to be tracked and explained to other teachers and noted in student records.
Our goal is to move toward a system in which all of our courses are modularized according to similar criteria that will make them easier for us to track and to update electronically. Criteria might include Common Core standards, scope/sequence/pace, lesson plans, content materials, electronic and physical resources used, course descriptions, big ideas and leading questions, accommodations for special needs/below grade/advanced, instructional techniques, and assessment strategies. The goal is to make this type of system available to teachers in order to allow them to make changes, add observations on student performance and progress, mention problems, propose projects, contribute lesson or project plans, record the results of formative assessments, and pass on suggestions for the future. In this way, we will gradually build up a pool of resources and alternative teaching techniques that have been found valuable in our school environment – and we will make this system available to school districts throughout the Commonwealth.
The Massachusetts Model System for Educator Evaluation35 will serve as our basis for teacher evaluation. We will place additional emphasis on certain rubrics: two-way communication, adjustments to practice, and professional collaboration among them. Evaluation will take place in three phases. During the first formative phase in the first two months of employment, the teacher will be given an orientation to the evaluation process, and fill out the pre-observation sheet. Then scheduled observations will take place with the Principal and Director of Instruction. The second formative phase, during the next three months, will include unannounced evaluations of the same type. And in the summative phase during the second half of the school year the evaluators and the teacher will discuss satisfactory or unsatisfactory completion of the formative phases including a formal plan of assistance, if required, and plans for future monitoring. 360 degree feedback (self, student, peer, parent) may also be part of the process. After this, frequent short observation visits by staff and other teachers, and videotaping of classes for later review may occur.
C. Performance, Promotion, and Graduation Standards
Performance Standards Examples:
Sample Mathematics: Algebra:
• Students will explore and interpret the characteristics of functions, using graphs, tables, and
32. Khan Academy: https://www.khanacademy.org/about
33. TED Talks: http://www.ted.com/
34. Molecular Workbench: http://mw.concord.org/nextgen/
35. Massachusetts Model System for Educator Evaluation: http://www.doe.mass.edu/edeval/model/
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 29 simple algebraic techniques. • Students will simplify and operate with radical expressions, polynomials, & rational expressions. • Students will solve simple equations. • Students will investigate step and piecewise functions, including greatest integer and absolute value functions. • Students will analyze quadratic functions in the forms f(x) = ax2+ bx + c and f(x) = a(x – h)2+ k. • Students will solve quadratic equations and inequalities in one variable. A student’s grade is for a given set of standards is based on reaching various levels of proficiency in meeting the performance standard. For example: Investigating step and piecewise functions requires the student to: a. Write absolute value functions as piecewise functions. b. Investigate and explain characteristics of a variety of piecewise functions including domain, range, vertex, axis of symmetry, zeros, intercepts, extrema, points of discontinuity, intervals over which the function is constant, intervals of increase and decrease, and rates of change. c. Solve absolute value equations and inequalities analytically, graphically, and by using appropriate technology. Sample English Language Arts: Writing • Express opinions or reactions to historical events or issues. • Produce editorial comments on historical events or issues. • Rewrite stories on historical events in different time frames. • Rewrite stories on historical events or issues from different perspectives or points of view. A student’s grade on the above standards is based on their ability to demonstrate proficiency through the above progressions Sample Science: Biology Scientific & Laboratory Procedure: Performance Task: How the Garden Grows. Scoring Rubic:
4 Points: Thoroughly explain correct conclusion about plant growth in soil vs. in sand 3 Points: Explains correct conclusion about plant growth in soil vs. in sand 2 Points: States but does not explain, one conclusion about plant growth in soil vs. sand 1 Point: Does not state or explain correct conclusion about plant growth in soil vs. sand
Course Levels STEAM Studio curricular plans and course levels are under development. The STEAM Studio team – with guidance from its advisors – continues to assess the school’s approach to course levels, including AP classes. STEAM Studio plans to gather more information and study the trends, which may lead to new approaches to course leveling and new AP versions or alternatives. Since there is a 4 year on-ramp until the first graduating class, it is premature to either rule out AP or sign on to the approach.
One approach being considered for Core and Concentration Courses leveling is as follows:
Standard Level: College Preparatory Program
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 30 Honors/AP36 Level: Honors Program (more demanding than Standard) All other Courses are Unleveled, including Art, Design, Entrepreneurship, Music, Physical Education, and Health) Another approach being considered is having all courses unleveled, and any student may enter into an "honors contract" with their teacher. After fulfilling the contract (often additional projects or research and presentation) the student would receive honors credit and the additional grade point on their transcript. This approach has been deployed successfully at High Tech High School (a project-based charter school in San Diego).
Grading Scale STEAM Studio has a preliminary grading policy (described below) and will continue to explore policies in use at similar project-based charter high schools.
Preliminary Grading Policy Students are graded based on their knowledge of the standards tested on formative and summative assessments. Students may receive multiple grades on one assessment since every standard receives a separate grade. Teachers use a 4-point grading scale (4=A, 3=B, 2=C, 1=NP or Not Passing). Overall course grades are based on a range: A (3.4–4.0), B (2.70–3.39), C (2.00–2.69), NP (0.00–1.99). Students who earn a grade of Not Proficient, “NP” are required to retake the course to earn credit.
Credit Values of Courses Academic courses that meet daily (with Fridays focused on team-based projects) for one year receive 1.0 credit. Courses meeting on alternate days for one year receive .5 credit. Courses meeting on alternate days for one semester receive .25 credits. Credits are determined by the frequency of class meetings (including project days) and granted as follows:
Full year day courses: 1.0 credit Full year alternate day courses: .5 credit Semester alternate day courses: .25 credit
Grading Promotion Policy
Grade 9 to Grade 10: 6 credits Grade 10 to Grade 11: 12 credits Grade 11 to Grade 12: 19 credits Grade 12 to Graduation: 26 credits + MCAS
Minimum Requirements for Graduation (one credit per academic year)
English: 4 credits History & Citizenship: 3 credits Mathematics: 3 credits Science: 3 credits
36. We may offer AP classes based on student interest.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 31 Concentrations: 7 credits (Computing & Digital Arts and Health Sciences) Art + Design 2 credits World Language: 2 credits Phys Ed, Health & Wellness: 2 credits
Total Credits for Graduation: ------A minimum of: 26 credits
Example Graduation Standards (i.e. what students will know and be able to do at the end of the last grade of high school)
12-Grade Math – Pre-Calculus Example: • Students know parent functions, combinations of functions, inverses of functions, and transformations - and their properties. • Students can apply trigonometric functions to real world situations and analyze trigonometric and circular functions. • Students can simplify expressions; prove identities using trigonometric functions; and use the law of sines and the law of cosines to solve problems. • Students can extend their understanding of rational functions and exponential and logarithmic functions. • Students can apply vectors and parametric functions to real world situations, and be adept at counting principles, the binomial expansion theorem, and sequences and series. 12-Grade English Language Arts Example: • Students are literate and thoughtful communicators (written and oral), able to control language effectively as they negotiate an increasingly complex and information-rich world. • Student are able to consider multiple and complex points of view on universal themes and global issues. • Students possess the skills for using language to understand a world that is changing in terms of how information is produced and shared. • Students can independently study texts from different genres and discuss why literature continues to matter. • Students have the confidence to realize they can make a difference if they imagine • ways to use language and literature to turn their ideas into reality.
12-Grade Science: Physics Example: • Students have the ability to use appropriate mathematical techniques and concepts to obtain quantitative solutions to physics problems. • Students have the ability to synthesize appropriate concepts and methods from different courses in the solution of problems. • Students have the ability to perform a literature search, to make use of appropriate computational or laboratory skills, and to make an effective written or oral presentation of the results of the project. • Students can design and carry out experimental investigations, analyze data with appropriate treatment of errors and uncertainties, and form conclusions based on the data and analysis. • The student will be able to discuss orally or in writing ethical issues that relate to physics.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 32 D. Assessment System
Our goal is to capture the results of assessments electronically and to correlate them with student learning styles, instructional practices, curriculum features, and learning environments37. We will then use this correlation (between what, where, when, and how the student was taught and what the student learned) to improve instruction, support the student, choose professional development, and modify the curriculum. For teachers and students the data is likely to be reviewed once a day, for staff looking at the entire school's performance weekly. The Director of Instruction will have responsibility for assessment decisions.
We don’t want to wait until the results of the MCAS tests to see how well our approach is working. We want actionable ideas on what works best for each student as quickly as possible - information we can use to modify curriculum and instructional practices, and help us weed out external variables that influence performance, such as time of day, age of student, or day of week.
All courses have online components. These components record what a student is working on and when. This means that we can flag student actions (test questions answered incorrectly) or in- actions (lack of progress in doing the homework) and bring them automatically to the teacher's and the coach's attention. Students cannot get lost using this system because, for example, the fact that they have not turned in their History essay, have not done well on the vocabulary section of the last two English tests, or have fallen behind in a project can all be shown to the teacher, coach, and student on a dashboard of student progress as events occur. The data should also allow us to gauge the progress of students with identified needs. This is really the logical extension of Differentiated Learning, but, instead of grouping individuals into tracks, it treats them as if every student has their own IEP, which the computer keeps track of, and displays to the teacher on demand. (Because data on student performance is sensitive, our first priority is protecting the privacy of the students. Only the student, teacher, coach, relevant staff, and perhaps parents would have access to this data.)
Data-driven linkage should work at the whole-school, teacher, and student levels38. By tying the curriculum map to student assessment, we can identify large-scale curriculum adjustments that will facilitate learning. By tying instructional techniques to assessment we can identify both teacher PD needs and individual student learning needs. The integration of the assessment system to other areas (e.g., curriculum, instruction, the Accountability Plan, the coaching process) will allow us to discover links between any part of the school environment and student performance.
Assessments may be as small as tests on the learning objectives for a particular lesson plan unit or as large as MCAS and SAT practice tests used to help us gauge preparedness for the standardized tests. Our assessment methods in courses will often be performance-based39 or product-based40
37. Inside the Black Box: Raising Standards Through Classroom Assessment, Black and William1998 Phi Delta Kappan
38. Link Data to Learning Goals: Common District Assessments Connect Teaching Effectiveness to Student Performance, Psencik, K., Journal of Staff Development, v33 n4 p30-35 Aug 2012; (2) Rethinking Course Assessment: Creating Accountability with Web-Based Tools, Kent J. Crippen December 2003 Journal of Science Education and Technology v12 n4 p431-438
39. Addressing the Challenges of Inquiry-Based Learning through Technology and Curriculum Design, Daniel C. Edelson, Douglas N. Gordin, Roy D. Pea 1999 Journal of Learning Sciences v. 8 n.3/4 p. 391-450
40. Learning-for-Use: A Framework for the Design of Technology-Supported Inquiry Activities, Daniel Edelson 2001 Journal of Research in Science Teaching 38(3), 355-385; Active-Learning Methods to Improve Student Performance and Scientific Interest in a Large Introductory Oceanography Class, Richard F. Yuretich, Samia A. Khan, R. Mark Leckie, John J. Clement March 2001 Journal of Geoscience Education v49 n2 p111-119 Mar 2001
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 33 which we hope will allow us to use assessments to engage students' interest, focus their learning, and develop their communication skills41. But we will also focus assessments on interviews and observation with rubrics42, journal and essay writing43, teacher-created tests44, oral and media presentations45, demonstrations and exhibitions46, portfolios47, self- and peer-evaluations48, and standardized measures such as multiple-choice and true-false with criterion-referenced score interpretation (comparing the score to the standards), rather than norm-referenced interpretation (comparing the score to a sample of peers).
We want students to practice taking multiple-choice bubble tests because such tests act as gates to future progress, but the other forms of assessment are meant to test students in ways that appeal to various learning styles and approaches: portfolios for the visual thinkers, demonstrations for the kinesthetics, oral presentations for the auditory, media for the tech-minded, rubrics and checklists for the linear sequentials, whole individual projects for the global thinkers, journals for the literary. We know that assessments of only a single type can give a false perspective on a student's abilities, so one goal is to reveal student achievement via various methods of assessment.
Some achievement data will be entered automatically at the point of occurrence. Tests scores in the Learning Management System (LMS), for example, should be available for tabular and graphical analysis immediately after a student has completed an assessment. Data on assessment type will be entered by the teacher. Data on interests and experiences will be entered by the students. Data on student plans will be entered by the coach and student. Report generation from the data will often be done by staff and teachers. Ideally, reports will be available on-demand by interested parties. This would allow us to have not just year-to-year reports on progress for every student but minute to minute reports49.
We aim to address non-academic goals, such as habits of mind and study skills, through the school's environment (the modeling of teachers and staff), the use of tutors, the institution of a study skills course, and the use of a student’s coach who will also serve as an assessor of student progress in these areas. Regular meetings with the coach will allow the student to develop a known
41. They Love It, but Do They Learn from It? Evaluating the Educational Impact of Innovations, Cathy Gunn 1999 Higher Education Research and Development 18(2), 185-99
42. A Concept-Map Integrated Dynamic Assessment System for Improving Ecology Observation Competences in Mobile Learning Activities, Hung, P., Hwang, G., Turkish Online Journal of Educational Technology - TOJET, v11 n1 p10-19 Jan 2012
43. Understanding Learner Strengths and Weaknesses: Assessing Performance on an Integrated Writing Task, Sawaki, Y. Language Assessment Quarterly, v10 n1 p73-95 2013
44. Increasing Participation through Differentiation, B. Christenson, Teaching Children Mathematics, v19 n3 p194-200 Oct 2012 45. Internet Environments for Science Education: How Information Technologies Can Support the Learning of Science, Marcia C. Linn, Elizabeth A. Davis, Philip Bell 2004 Lawrence Erlbaum Associates Inc. Mahwah, NJ
46. Exhibitions: Facing Outward, Pointing Inward, McDonald, J., Horace, v23 n1 Win 2007
47. Practice-Based Evidence of Evidence-Based Practice: Professional Practice Portfolios for the Assessment of Work-Based Learning, Jones, E., Quality in Higher Education, v19 n1 p56-71 2013
48. Is Learner Self-Assessment Reliable and Valid in a Web-Based Portfolio Environment for High School Students?, Chang, C., Computers & Education, v60 n1 p325-334 Jan 2013
49. Real-Time Analysis of Student Comprehension: An Assessment of Electronic Student Response Technology in an Introductory Earth Science Course, Lisa Greer, Peter J. Heaney September 2004 Journal of Geoscience Education v52 n4 p345
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 34 point of contact for problems, to plan a future path in the school, and to consult on non-academic needs with someone who knows the student well.
E. School Characteristics
School Calendar: Days/Hours, Instructional Structure
The STEAM Studio school year is comprised of a 190-day academic schedule (with a published schedule of 195 days). The school has a planned opening of 1 week prior to the opening of Andover High School and a planned closing 1 week later than Andover High School. Therefore, the school year for 2014-2015 will run from approximately August 20, 2014 through June 26, 2015. To ensure that classes are complete before June 30, 2015, we are contemplating a single week-long break in March with long, holiday weekends for President’s Day and Patriot’s Day rather than the traditional 2 week-long breaks in February and April.
The STEAM Studio plans to begin the school day at 8:00 am and end at 3:00 pm. We will work with the Andover Public School district – which will provide transportation for the STEAM Studio students from Andover – to coordinate bussing as much as possible. Since Andover High School currently starts at 7:45 am, for example, we expect that the STEAM Studio students could share the morning bus ride with Andover High students and be dropped off after the Andover High students (or transferred to a STEAM Studio shuttle from Andover High to the STEAM Studio campus) on days both are in session. We will work with the Andover district to devise an afternoon transportation strategy.
Our school day (explained in more detail later in this section) is planned to include the following daily components: seven (7) 45-minute class periods, one (1) 40-minute period for advising, project conferences, or coaching, and a 30-minute lunch break. The ultimate schedule may allow courses to use a block of 2 contiguous class periods as needed for in-class project work, etc. With a minimum daily ‘structured learning time’ of 315 minutes, this schedule exceeds the 990 hour requirement for Massachusetts high schools.
Academic Foundation: The STEAM Studio schedule supports the academic foundation with classes in core subject areas including English, History, Math, Science, and World Language. The schedule accommodates each student taking 5 core subjects per year. As students progress, they may replace a 3rd or 4th year of History or World Language with electives from the concentration courses or by edX or other online learning partner.
STEAM Communities (concentrations50): Providing students with the benefits of a rich, engaging, and interdisciplinary project-based learning experience requires a degree of focus so students can simultaneously (a) grow in their mastery of a field to which the projects are related and (b) gain exposure to the points of view that different roles bring to the projects over their 4 years at STEAM Studio. (This is project-based learning on a larger scale and is a complement to and extension of the project work that will be woven into the subject area classes mentioned in the previous section.)
50 In our original school design, we have referred to the school’s support for two primary areas under the STEAM umbrella as ‘concentations’. However, during our initial community outreach efforts, we have found that parents and students more readily and accurately understand the ‘concentrations’ when presented as STEAM Communities and ‘concentration courses’ referred to as STEAM courses. As we begin to migrate our terminology to more outward- facing recruitment, this section presents the ‘concentrations’ using the new STEAM Community terminology.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 35
STEAM Communities provide the context for this large-scale project experience. STEAM Studio will provide two STEAM Communities, each of which will provide a full interdisciplinary experience and embody the Technology and Engineering aspects of STEAM: Computing & Digital Arts and Health Sciences. Each semester, a student chooses a STEAM Community as his/her ‘home’ for the semester.
Inside the STEAM Community, each student is immersed in the essential aspects of the chosen community that guides the student’s choices for the additional class work and project work in her/his schedule. Each student will take a STEAM course51 (work in their community of choice) and an Arts/Design course52 that complements the STEM aspects with additional skills, viewpoints, and approaches. This brings the Art + Design component to STEAM. Additionally, each student takes an Entrepreneurship mini-course (1 day per week) to strengthen the understanding of the connections that lead to success in the marketplace.
The STEAM Project brings it all together as students attack a real world challenge related to their STEAM community. The faculty project leader/coordinator will provide mentorship, guidance, and ‘adult supervision’ to the project teams. However, students working in teams - called Guilds – will perform the project work. Each Guild working on a project is a group of students in the community who perform various project roles. To ensure a rewarding interdisciplinary investigation, each project will be addressed by three Guilds. In keeping with the way STEAM works in the workplace, these Guild types will be:
• A Designer Guild: Students use ‘Design Thinking’53 to imagine and discover breakthrough solutions. • An Engineer Guild: Students use the ‘Engineering Process’ to develop and deliver solutions based on collective Guild recommendations. • An Entrepreneur Guild: Students connect markets, audiences, and partners with solutions.
Additionally, the Guilds will be expected to work together, establish effective communications, and work toward a group solution for each project. These are not three Guilds working independently on the same topic. The projects are run like a new venture where problems need to be defined, possibilities need to be explored, and consensus needs to be reached. Developing effective communication skills – inside and between Guilds – will be a key factor in the success of the projects and will be something that we seek to instill in every student.
The Guilds will perform their work in STEAM Community-themed spaces - called Studios. Studios provide an authentic, real world space that gives students a flavor of what working in the field is really like. Studios include a Computing/Design space, a Biotech space, a Writing space, and Music/Video Production.
51 A STEAM course is a class directly focused on an important topic for the selected community. For example, STEAM courses in Computing & Digital Arts would include computer science, game design & development, etc. 52 Examples of Arts/Design courses would include Design Thinking, Engineering By Design, or Concert Band. 53 Note: ‘Design Thinking’ is a methodology promoted by Stanford’s K12 Lab, MIT, Rhode Island School of Design and other leading academic centers to define and solve problems in a creative way, with emphasis in understanding the problems from the perspective of different people. Design Thinking is used to spur innovation and fosters these Common Core Standards higher order skills: • Using personal experience and knowledge to begin understanding the purpose and function of designed solutions to everyday challenges • Collaborative problem solving with teams to think critically about solutions • Visualizing solutions through prototyping
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 36
Combining the academic foundation with the STEAM community work, students will be enrolled in at least one math and two science courses each week. One science course will be in a core subject such as biology, chemistry, or physics. The other will be in a STEAM area. A typical student will have taken at least 12 Math and Science courses during her/his 4 years at STEAM Studio.
Physical Education/Wellness/Social-Emotional Learning: The Physical Education/Wellness requirement is part of the school’s effort to address the needs of the whole student. Therefore, the STEAM Studio schedule includes a dedicated class of ‘Physical Education/Wellness’ for every student. In addition to the traditional physical education and wellness programs (that the schedule fully implements), we will also incorporate classes, workshops, and seminars to enhance the social-emotional learning of students. This allocation of time and resources to student coaching, advising, and development of each student’s ‘habits of mind’ a crucial part of helping the student’s grow and thrive as part of the ‘non-academic’ goals of the school.
Proposed Schedule
To make this description of the school’s schedule more concrete, here is the current view of the proposed STEAM Studio schedule. We expect this schedule may be modified as the school’s faculty and facilities are finalized. However, this schedule articulates the STEAM Studio strategy for achieving its educational mission.
A key component of the STEAM Studio schedule – and an aspect of STEAM Studio that cannot be easily implemented in a traditional high school – is providing student opportunities for significant immersion in the large-scale, interdisciplinary STEAM Project work. To accomplish this, we have set aside one day per week that is dedicated to work on the STEAM project and related topics. (In the sample schedule below, this is shown on Friday). The remaining four days of the school week are more focused on the core, academic foundation classes along with some of the STEAM-related course work. (In the sample schedule below, these days are Monday through Thursday.)
In the following proposed schedule for a typical week, you will see each of the ‘class period’ time slots as 45 minutes (structured learning time plus 5 minutes to move to the next class), a 40 minute time slot for advising, coaching, or conferences (plus 5 minutes to move to the next class), and 25 minutes for lunch (plus 5 minutes to move to the next class). Note that, for the Friday ‘STEAM project’, the assumption is that students would remain working in their project teams across the time slots and that some of the ‘transit time’ would be used for a short break.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 37 8:00 8:50 9:40 10:25 11:15 12:05 12:35 1:25 2:15 to to to to to to to to to Day 8:45 9:35 10:20 11:10 12:00 12:30 1:20 2:10 3:00
Phys Ed/ Conference/ World STEAM Mon. Wellness English Coaching History Math Lunch Science Lang. Course Arts/ STEAM World Academic Design Tues Course Lang. Conference English History Lunch Math Science course Arts/ Phys Ed/ Conference/ World Design Wed. Wellness Science Coaching Lang. English Lunch History Math course Arts/ Thurs STEAM Student World Design . Course Math Advising Science Lang. Lunch English History course Phys Ed/ Conference/ STEAM STEAM STEAM STEAM STEAM Fri. Wellness Entrepren. Coaching Project Project Lunch Project Project Project
The key aspects of this schedule include the following:
• The 5 core academic courses (English, History, Math, Science, and World Language) are presented in a typical rotating schedule on the ‘academic days’ (Monday through Thursday). • Physical Education/Wellness is offered every other day to meet the state standards. Therefore, in this schedule’s second week (not shown), the STEAM course would meet on Monday, Wednesday, and Friday and the Phys Ed/Wellness class would meet on Tuesday and Thursday. • The STEAM and Arts/Design courses augment the academics on the ‘academic days’. • Friday is dedicated to work related to the STEAM project. There are 5 class periods dedicated to immersion in these team-oriented, interdisciplinary projects. Friday also includes time for the study of Entrepreneurship (including master classes by visitors from industry related to the STEAM Community). • Every day, there is a 40-minute time slot where the student can attend to matters that are directly related to his/her personal growth or success at the school. This includes a weekly advising session (with the advisees assigned to a faculty advisor), a weekly advising session (office hours for extra help in a class), or meetings with an academic coach. If a student and his/her teachers/advisors/coaches don’t have a need to meet during one or more of these sessions, the time can be used as an open ‘Studio time’ for supervised work in the student’s Studio of choice.
Categorizing the schedule into its Academic Foundation, STEAM Community, and Physical Education components, we can see how the educational plan emerges from this schedule. The percentages shown are the percent of the 35 academic class periods per week (7 per day, 5 days per week)54:
54 Note especially that these percentages do not include the 40 minute period per day when students may be doing meeting with their advisors, getting extra academic help with their teachers, having project conferences, or participating in social-emotional learning activities. Many of these may count as additional structured learning time; however, we wanted to insure that the schedule fully met the educational goals and 990 hour requirement with this time in case some students use this time for work or assistance that may not count as structured learning time.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 38 • Academic Foundation: ~57% of the structured learning time o Each of the 5 core subjects (English, History, Math, Science, World Language) meets for 4 class periods per week. (~11.5% each)
• STEAM Community: ~36% of the structured learning time o The STEAM project (which incorporates hands-on learning in all of the STEAM areas) meets for 5 class periods per week. (~14%) o The STEAM course meets 3.5 class periods per week – alternating 3 times/week and 4 times/week. (~10%) o The Arts/Design course meets 3 class periods per week. (~8.5%) o The Entrepreneurship mini-course meets 1 class period per week. (~3%)
• Physical Education/Wellness: ~7% of the structured learning time o The Physical Education/Wellness class meets 2.5 class periods per week – alternating 2 times/week and 3 times/week. (~7%)
Optional Activities: Before and After School
STEAM Studio recognizes that students can benefit from activities outside the standard school day. Although these are optional activities and, therefore, do not apply to the ‘structured learning time,’ STEAM Studio has identified some before and after school activities that are designed to specifically fit the mission of the school.
Before School: Zero-Hour Physical Education
Brain function research has indicated that there are significant and measurable benefits to exercise. As documented by Dr. John Ratey (clinical associate professor of psychiatry at Harvard Medical School) in Spark55, “exercise is the single most powerful tool you have to optimize your brain function.” To help encourage students (and staff) to go beyond the standard physical education requirement, STEAM Studio plans to offer an optional Zero-Hour exercise program daily (7:00am to 7:45am). The program is modeled after a successful program at Naperville High School (http://sparkinglife.org/page/the-new-p-e) that gets students “prepared to learn, through rigorous exercise”. It will provide participating students with specific exercises, activities, and goals. Zero-Hour will also integrate with what is planned to be an on-going school-wide activity: our own research on the ‘quantified self’ movement (http://quantifiedself.com/about/). Students who volunteer will track their activities (whether at Zero-Hour or elsewhere) and provide anonymized data that will be studied in the Computing & Digital Arts and Health Sciences Communities. In the context of these STEAM Communities, students will study and learn first-hand the impact that exercise, physical fitness, and wellness can have on their own lives.
After School: Arts Institutes, Sports, and Activities
STEAM Studio expects that a significant number of students who enroll will have a strong interest in one or more of the Arts. Other students may be interested in sports or other activities. Some students will want to work after school. Any and all of these can be an important part of every student’s high school experience. Therefore, we did not feel that extending the school day to fill the afternoon was the right solution. Instead, we have chosen to provide ample after school opportunities that fit a variety of student interests – with special attention to students who are drawn to the school’s focus on STEAM.
55 Ratey, John J., and Eric Hagerman. Spark: The Revolutionary New Science of Exercise and the Brain. New York, NY: Little, Brown and, 2013. See also http://www.sparkinglife.org/.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 39 With a school day that ends at 3:00pm, we expect that some students will head home or to work. We plan to coordinate with other small high schools and/or charter schools to accommodate athletics that could start as early as 3:15pm. For students who choose to stay on site, we anticipate a 30-minute break that will allow students unwind and get to their activity of choice. On campus, we expect that a number of clubs and activities could meet from 3:30 to 5:00 or 5:30, as needed. We expect that the faculty and volunteers from the community will supervise school-based activities such as bands, choral groups, painting or photography clubs, writing/poetry clubs, a FIRST robotics club, etc.
We also view the after school time as an opportunity to give back to the community and let students who are interested in what STEAM Studio can offer but who have chosen not to enroll (or who have not been selected in the lottery) to experience some of what STEAM Studio can offer. Therefore, we are also planning to offer an array of After School Arts Institutes to STEAM Studio students and interested students from the high schools in Andover and surrounding towns. These Arts Institutes will utilize the Studio spaces that are built and give the participants time to delve into areas of personal interest (individually or in groups of like-minded students) that go beyond what the time limitations of the school day provide.
Some of these after school programs will be student-led. We envision that some students may want to use the STEAM Studio music studio to record their bands. Others may want to use the STEAM Studio video production facilities to create videos to support causes they support. Some may want to stay after school to draw, paint, sculpt, etc.
However, we all recognize that some students would prefer a more structured environment where they are learning from those with demonstrated expertise. To satisfy these students, we are pursuing partnerships with local and national organizations to bring their programs and expertise to after school STEAM Studio Institutes. Our plans include Institutes for Music, Theater, Fine Arts, Video Production, and Script/Screenwriting.
STEAM Studio Charter School will be a public high school serving students in grades 9-12. Our intention is to open in September 2014 with a 9th grade class of 115 students. In September 2015, we intend to expand to 9th and 10th grade and add grades 11 and 12 in the subsequent years. At the end of the planned 4-year rollout, the school will be at its planned capacity of 450 students. We expect the distribution of students to be relatively even with approximately 112 students per grade.
Mechanics of the Educational Program
As a school focused on STEAM education (STEM + the Arts and Design), a STEAM Community serves as the student’s ‘home’ community. Each semester, a student chooses one of the two Communities (Computing & Digital Arts or Health Sciences) as her/his ‘home’ community.
The physical design of the school will have each Community’s Studios be at the center with classrooms, project team rooms (rooms set up with resources and equipment applicable to the teams), and common rooms (used like shared conference rooms in a corporate setting) placed around the Studios. The school spaces shared between the Communities (e.g., library/media center, dining, physical education, etc.) will – if possible – serve as a connector between the STEAM Communities.
The core subject areas will share the classrooms in each community and we expect the core subjects classes will be comprised of students in both STEAM communities. Our goal is to have
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 40 all of the school’s course materials and teacher lectures available in online format. This enhances the ability for each classroom experience to vary depending on the instruction style that each teacher believes will work best for the particular students in each class. Some classes may be conducted in a standard lecture format. Others may be ‘flipped’ such that students read, watch, or interact with online ‘lecture’ materials and the classroom time is spent on discussions, hands-on labs, problem sets, etc. We are partnering with edX and potentially other MOOCs to allow students to take more specialized, online courses that aren’t otherwise available.
Our STEAM projects will use the ‘critique’ model used in Design schools56. These critiques will include regular reviews at the overall project level, group, and individual level. These will establish standards for and assessments of the personal growth (academic, social, etc.) that each student gains during his/her participation in the project.
External Programs Brought Into the School
This focus on expanding horizons for our students will translate into involvement with the larger community. We are in talks with educational and business organizations to form collaborations that will provide our students with internship, job shadowing, visiting, and mentoring opportunities. These include an R&D center, a global technology and engineering firm, an innovation incubator, a global health center, a pharmaceutical company, a medical products company, an art gallery, a videogame maker, a digital music and video firm, and a new digital public library. Area researchers, artists, innovators, scientists, and practitioners will be invited to assist with the STEAM projects, speak to student groups, deliver Master Classes, demonstrate, mentor, and serve as judges in competitions. Class trips to regional scientific and research facilities are also planned. We are also investigating international sister school arrangements both to help with foreign language learning and to imbue our students with a direct understanding of global culture through contact and cooperation.
A Student’s Typical Day/Week
A student's typical day on a Monday through Thursday could consist of greeting classmates, checking updates on yesterday's mobile applications project on the school's tracking system, followed by a heart rate monitoring experiment in the Phys Ed class. Next, a Physics class may be trying to bounce a laser off the reflective disk placed on the moon by the Apollo astronauts, a Math period in which Islamic art is analyzed trigonometrically, an English class in which Shakespeare's sonnet meter was compared to jazz improvisation, followed by lunch. After lunch, the History class is analyzing a local Renaissance Faire for historical accuracy (with recommendations for improvement sent to the Faire's organizing committee), then a Spanish course involving a Skype session with students at a high school in Argentina, and a STEAM course focused on the design of an experiment to detect the presence of incipient diabetes from chemicals released in the breath. After school, a musical jam session over the computer with students in South Korea after school today would complement tomorrow's after school 3D printing project to devise Steampunk (popular science fiction subculture) goggles to sell as school emblems.
A student’s typical Friday is different as our schedule proposes Friday as a day focused on the STEAM project. The day would start with 2 courses to get the student in the right frame of mind
56 For information on critiques (called ‘crits’ in Design Schools) and many other aspects of Studio-based projects, see http://www.aiga.org/guide-whatgoeson/ - AIGA is the American Institute of Graphic Arts: the professional association for design.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 41 for the concentration project. A STEAM course in computing could be studying the Java programming language and how it’s used to write mobile applications for Android devices followed by an Entrepreneurship course in conducting focus groups to help determine customer requirements. The remaining 5 periods of Friday (with lunch in the middle) is reserved for each student’s participation in her/his STEAM project team. For example, a Computing & Digital Arts concentration project could be building a suite of public awareness media (mobile app, web site, local cable music video) with the goal of increasing recycling rates in the community.
A Teacher’s Typical Day/Week
In our 7-period day (plus one conference/advising period), we expect that teachers will be assigned to teach 5 of the 7 periods each day with 2 periods per day for classroom preparation, grading, working on upcoming lesson plans, updating the Learning Management System, etc. as well as the 30-minute lunch break and participating in the conference/advising period. However, our schedule also offers some significant opportunities for on-going professional development due to our structure of Friday’s being primarily (5 of 7 periods) devoted to the STEAM project work.
Due to this model, there are different ‘typical day’ experiences for teachers depending on their role in the STEAM Studio Faculty as shown in these 2 examples.
Primary role: Core Subject Teacher:
A typical Monday through Thursday consists of teaching 5 periods of her/his subject each day. There would be 2 preparation/development periods each of these days as well as the 30-minute lunch break and the conference/advising period. On Friday, the Core Subject Teacher will be expected to assist or supervise the various concentration project student teams for 2 or 3 of the classroom periods. However, the remaining 4 or 5 classroom periods will be devoted to professional development. This includes opportunities for the core subject teachers to work together on plans to better integrate the classroom experience. It also includes opportunities for the individual enrichment of each teacher as they work on the discovery, investigation, and curation of curriculum, course materials, etc.)
Primary role: STEAM Community Teacher:
A STEAM Community Teacher’s time will be structured differently (to accommodate the Friday ‘STEAM project’ work where he/she plays a critical role in supervising and guiding the project teams). We expect each STEAM Community Teacher to lead and supervise a STEAM Project for each of the 5 project periods on Friday unless she/he also teaches a STEAM Course on that particular Friday (in which case, they will only be expected to lead/supervise the project work for 4 of the 5 periods). On Mondays through Thursdays, it is expected that the STEAM Community Teacher will be teaching 5 periods on three of these 4 days. On one of the 4 days, the STEAM Community Teacher will have 4 or 5 periods available for professional development (similar to the Core Subject Teacher’s ‘Friday).
School Culture
STEAM Studio instills these essential habits of mind in our students: Kindness, Creativity, Resilience, Initiative, Self-Confidence, and Perseverance.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 42 The display and performance of student work is part of the school's culture, so there will be many means of displaying work through the school. Because creative expression is also part of the school, the forms in which work is displayed and the work itself may vary greatly. Performances, demonstrations, competitions, etc. also allow students to present and explain their work. We will look for opportunities at the local, state, and national levels to display exemplary work and to get students recognition for their diligence and creativity.
We will produce materials regularly (online and print) that outline both practical and cultural aspects of the school. On the practical side: the school calendar, upcoming events/activities, features on success and exceptional work, volunteer opportunities, etc. On the cultural side: the school's mission and philosophy, expectations for student behavior, the school's cultural habits of mind, the school’s unique features, the STEAM Communities, the school’s three learning environments, etc. The website will serve as both a regularly updated newsletter and a handbook of school policies, vision, and procedures. We will strive to translate this material for parents with limited English.
Involving Partners/Guardians as Partners in Education
We will strive to have a system of open communication between parents and the school. All parents will have access to certain elements of the electronic tracking system in order to gain knowledge of their own child's activities and progress within the school. Rather than waiting for report cards, parents will be able to access the system and see grades and other aspects of their child's school life at any time. The system will act as a link between the coach, the parents, the students, the teachers, and the staff.
Parental involvement is a strong factor in student success, so we will encourage that involvement. All parents will be encouraged to participate in the school as committee members, event planners, team coaches, chaperones on class trips, project coordinators, mentors, laboratory assistants, tutors, or in roles in the classroom.
The Parent-Teachers Association will act as a central pillar in the establishment of the relationship between parents and teachers/staff. Fund-raising, community outreach, and the planning of certain school wide events would be among the organization's goals, but its purpose would be to serve as a crucial intermediary between parents and the school and a focal point for the infusing of our culture. Before the school starts, the Head of School and Directors will initiate the creation of this organization with the participation of parents.
Integration of Mission, Educational Philosophy, Curriculum, Instruction, etc.
There are common threads that are interwoven between our mission, philosophy, curriculum, instruction, assessment, and school characteristics: • We are a STEAM school so we focus on the areas of Science and Technology but infused with the Arts and Design. • We take creativity seriously, so our students are expected not to just be consumers but producers, each with something of value to contribute. • We see a future in which the electronic world is seamlessly integrated into the physical world and we want to not only prepare our students for living in that realm but to help them bring it about.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 43 • We see Science as a solution to many of the world's problems and the Arts as a source of joy in life and we want to create an environment in which those two forces – the rational and the creative – infiltrate each other and produce both the useful and the beautiful.
The philosophy of the school, then, is woven into the fabric of a curriculum that features hands- on projects and assessments based on mastery. It's woven into the habits of mind we want to engender in our students as they investigate and invent the world around them. And it's woven into how we approach the development of the school itself, as a combination of science and art, both of which can enrich, heal, and enlighten the world.
F. Special Student Populations and Student Services Services for Students with Disabilities Our founding group is united in the belief that all students, regardless of family background, native language, income, race, religion, disability, gender, or health should be treated equally. The school will serve students with disabilities including emotional and/or communication disorders, neurological, health and intellectual impairments, and other learning disabilities and will comply with all state and federal laws and regulations, including Individuals with Disabilities Education Act (IDEA); No Child Left Behind Act (NCLB); Section 504; Americans with Disabilities Act (ADA), and the Family Education Rights and Privacy Act (FERPA).
STEAM Studio will employ the Response to Intervention (RTI) approach, a multi-tier approach to the early identification and support of students with learning and behavior needs. Through the RTI process, students may receive additional services including SPED programming, the development of a 504 plan, speech and language therapy, occupational therapy, and ELL programming.
Support Structure
Inclusion Model: STEAM Studio will have an inclusion model to deliver services to all students with special needs. This inclusion model will provide students with disabilities a free and appropriate public education in the school’s regular education classrooms and studios – or in a setting that most closely resembles the school’s regular classrooms and studios.
Students will be supported in the inclusion environment whenever possible with trained staff. Example modifications may include tailoring instructional plans and assessments. Students will also be offered a range of services (based on their IEPs), provided by certified Special Education Teachers.
STEAM Studio will plan for the percentage of students with IEPs to be approximately equivalent to that of Andover Public Schools – 17%. Based on this number, we estimate that the number of SPED students in our school will be 18, 38, 56, 68, and 75 for years 1 through 5 respectively.
STEAM Studio is incorporating Special Education successful practices from other public and charter schools, including City on a Hill.
Identifying Students With Special Needs: The screening process begins when students first enroll. Families will fill out a questionnaire where they are asked if their child has a prior IEP or 504 Plan, or if there are potential academic or social concerns. All incoming students will also take baseline assessments in math and reading.
Throughout the school year, teachers and administrators will meet regularly to identify students with apparent needs (academic and/or social) - who do not have IEPs. The school will also meet with the families. If warranted, an evaluation will be conducted to determine the eligibility for and an IEP or a 504 plan.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 44 Inclusion social pragmatics:
STEAM Studio staff recognizes that collaboration requires a social skill set that is different from the skill set required for traditional classroom environments. STEAM Studio classroom and special education staff will actively teach social pragmatic skills to all students in the context of helping them learn to work collaboratively on group projects. Students with social emotional learning disabilities, such as Autistic Spectrum Disorders, will be provided with additional social pragmatics support and coaching in this context.
Inclusion behavior management:
Token economy systems of behavior management have been shown to be highly effective for all students, particularly in group contexts. Students with social/emotional learning disabilities will particularly benefit from a school wide behavior system, but will not feel “set apart” in their participation, as all students will participate. STEAM Studio will explore using a school wide token system, based on the metaphor of a video game. Target behaviors would include: • Demonstration of collaborative social pragmatics skills such as actively seeking others’ input, offering help to another student, and utilizing active listening skills • Successful completion of project benchmarks • Idea generation • Successfully tolerating the “debugging” process (an iterative rather than defeated response to project failure) • Demonstrating mastery of an academic benchmark (teachers set these with students. The benchmarks may reflect improvement from a baseline)
In this kind of token economy, tokens would be recorded for individual students, and for academic coaching clusters. Rewards will be given for daily, weekly, and semester high scorers.
Students with IEPs or 504 plans will be assigned to a Special Education teacher who will act as their case manager and will coordinate the implementation of the IEP or 504 plan requirements. Each Special Education teacher will also be a liaison to a specific subject and be responsible for making and implementing appropriate modifications and accommodations at each grade level of that subject. This approach has been successfully deployed at the City on the Hill Charter Schools.
Students with an IEP will have an initial, an annual, and 3-year renewal IEP meeting, along with occasional meetings as needed. The student, parent/guardian, an administrator, their Special Education teacher, and the students’ classroom teachers will attend these meetings.
Instructional Grouping: Students will be grouped according to grade level during content instruction in the inclusion setting and by proficiency level when working on projects out of the traditional classroom.
Support Services:
STEAM Studio’s on-demand learning environment (when deployed) can identify for the teacher students who are falling behind in a subject, recording what form the struggle is taking (subject areas, projects, tests, essays, homework) and which types of learning (lectures, films, simulations, reading, podcasts, lectures, projects, worksheets/drills, etc.) preceded the student's drop in performance. This should be of particular help in working with SPED and ELL students.
STEAM Studio’s Electronic Environment (when deployed) can make certain SPED/ELL
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 45 accommodations easier. Dyslexic students, for example, will be able to switch their online reading assignments into Dyslexia font to facilitate reading. They will be able to use their computing devices to shorten the reading width of documents to reduce the comprehension problems inherent in longer lines of text. And they will be able to convert written content into spoken content by a text-to-speech synthesizer. ELL students will be able to click-translate English text into most other languages.
Students will also have the ability to access digital voice recorded textbooks, novels, and research material via on-line sites such as Learning Ally which maintains a big library of accessible audiobooks and is available on computers, tablets and hand-held devices.
Teachers’ Qualifications: Special Education staff will hold appropriate qualifications, according to federal and state law. The Special Education staff will conduct annual professional development for our classroom teachers
Staffing: The number of Special Education students forecasted is 18, 38, 56, 68, and 75 for years 1 through 5 respectively. However, the number of Special Education teachers will ultimately be based on student need and IEP guidelines. Below is the planned # of staff:
Position Salary Year 1 Year 2 Year 3 Year 4 Year 5 Special Education Coordinator $60,000 0 0 0 0.5 0.5 Special Education Teacher $60,000 1 2 3 4 4 Paraprofessional $35,000 0 0 1 1 2 Total Special Education Staff 1 2 4 5.5 6.5
The Director of Instruction will be responsible for SPED coordination in years 1-3. STEAM Studio anticipates outsourcing services such as occupational therapy, physical therapy, and speech therapy.
Annual Program Self Evaluation: STEAM Studio will conduct yearly self-evaluation surveys of parents and staff on the effectiveness of services provided and their satisfaction with the amount and type of supports available. Data to be analyzed include: MCAS scores, classroom performance, student portfolios, team project results, and the types of IEP/504 support services being provided.
Student Services:
Nutrition Services: STEAM Studio will provide breakfast and lunch every day. The federal breakfast and lunch program will be administered in accordance with all guidelines. Staff will actively solicit applications from families and ensuring that all parents, regardless of home language or literacy status, understand the eligibility for free and reduced lunch. STEAM Studio may contract out the breakfast and lunch programs to an outside food provider. Students will also be permitted to bring their lunch and/or breakfast to school.
School Nurse: STEAM Studio will employ a school nurse who will review student records and immunizations, monitor medication dispensing, review all 504 plans and accommodations, and collaborate with the Principal in assessing, planning, implementing, and evaluating programs and other school health activities.
English Language Learners (ELL):
In the 2013 DESE MCAS Report, 2.2% of Andover students were classified as ELL and Former ELL students. STEAM Studio assumes an ELL student population of 5% based on our belief that students from area communities (e.g. Methuen, Lawrence, Tewksbury) will also attend the
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 46 school. STEAM Studio is committed to transitioning ELL students into English proficiency as soon as possible. However, it remains important to value and honor students’ native languages, and we aim to instill an appreciation for the languages and cultures of all our students through our academic foundation and individual and team-based projects. All programming will be supervised and implemented by certified ELL teachers.
Students who do not speak English, or whose native language is not English and who currently cannot perform ordinary classroom work in English will receive instruction that is specifically designed to assist them both in learning English and in learning subject matter content.
Identifying Students who are Limited English Proficient: The screening process begins when students first enroll. Families will fill out a home language survey, which will be available in English, Spanish, Portuguese, Vietnamese, Chinese, and Haitian Creole. Students whose families report that a language besides English is spoken at home will be as assessed for English language proficiency – using the Quick Informal Assessment (QIA). This assessment includes speaking, listening, reading, and writing components and will be administered by a certified ELL professional. Using data from this assessment, students are either identified as Limited English Proficient” (LEP) or non-LEP. Families of LEP students will be notified in writing of the initial identification.
Program Structure: STEAM Studio will employ a Sheltered English Immersion Program (SEIP) that is designed for students who are limited in English. Certified teachers will use methodologies specifically designed to promote English speaking, reading, and writing, while teaching content area curricula.
Sheltered English Immersion Program Components: (1) English as a Second Language (ESL), where students will receive substantive instruction provided by a licensed ESL teacher. Instruction will be provided during the school’s daily coaching and advising period and on Fridays. Students will receive 2 hours – 7 hours of English Language Development instruction each week. If additional instruction is required, the ESL teacher will work with the regular classroom teachers to find additional time.
(2) Sheltered Content Instruction: Students will receive sheltered curriculum in regular classrooms. Content instruction in core academic subjects is based on the Common Core and State Standards, and English Language Development (ELD) instruction is based on the World- Class Instructional Design and Assessment (WiDA) English Language Proficiency Standards. Students will receive the appropriate amount of English language development based on their level of mastery. Sheltered English Immersion classes will be led by a licensed SEIP teacher and taught in a regular education classroom one period each day as part of the regular school- day schedule. Students will attend until they are identified as Formerly Limited English Proficient – meaning they can participate fully in all aspects of STEAM Studio‘s regular education programs without the use of adapted or simplified English materials.
Students will be grouped according to their proficiency level during English Language Development and according to grade level during content instruction.
Staffing is based on an assumed 5% ELL rate. The number of ELL students forecasted is 5, 11, 16, 20, and 22 for years 1 through 5 respectively. Below is the planned # of staff:
Position Salary Year 1 Year 2 Year 3 Year 4 Year 5 ELL Teacher $60,000 0.4 0.5 1 1 1 Total ELL Staff 0.4 0.5 1 1 1
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 47 Teacher Qualifications: Teachers will hold appropriate qualifications, according to state and federal laws. Teachers in Sheltered English Immersion Program classrooms will maintain documentation that confirm that they have attained – or are in the process of attaining – the skills and knowledge in Sheltered English Immersion. English Language Development teachers will hold English Language Learner 5-12 licenses.
Annual Program Evaluation: STEAM will conduct yearly surveys of parents and staff on the effectiveness of services provided and their satisfaction with the quality of support provided. The principal will lead the evaluation and staff will analyze WiDA assessments, MCAS scores, classroom performance, student portfolios, and team project results to (1) determine if inclusive practices are being effectively implemented and (2) identify ways to improve the effectiveness of the program.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 48 III. How Will the school demonstrate organization viability?
A. Enrollment and Recruitment
School Year Grade Levels Targeted Student Enrollment First Year 9 115 Second Year 9 + 10 230 Third Year 9 + 10 + 11 340 Fourth Year 9 + 10 + 11 + 12 450 Fifth Year 9 + 10 + 11 + 12 450
Maximum total student enrollment when fully expanded: 450.
Rationale for choosing our proposed enrollment size and growth strategy: We believe that having 110 – 115 students per grade enables us to have class sizes be 20-25 students per class, which • We believe is manageable and in line with other MA high schools; and • Enables us to optimize our project-based team learning activities while giving students the ability to choose the types for projects and play multiple roles (designer, engineer, entrepreneur) in the projects.
Publicizing STEAM Studio’s Program to Ensure Adequate Enrollment Beginning in November, STEAM Studio will publicize its program to a broad cross-section of students in the Andover district.
Our aim is to also recruit students (including under-represented populations) from neighboring districts including Lawrence, Methuen, North Andover, North Reading, Tewksbury, and Wilmington.
We are also planning to host meetings through the Andover Housing Authority, which offers affordable housing to families with limited income.
District High School Population Andover 1,800 Lawrence 3,373 Methuen 1,798 North Andover 1,365 North Reading 728 Tewksbury 896 Wilmington 936 Total: 10,876
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 49
We will be contacting middle schools (and PTOs) in these districts, Boys & Girls Clubs, and area YMCAs. We plan to meet with these groups to brief them on STEAM Studio’s education programs and philosophies. We will encourage parent and students to consider attending the school if seats are available.
We are building partnerships with Lawrence General Hospital and Lowell General Hospital – where students in our Health Sciences concentration will be engaged in projects at these hospitals (in orthopedics, nutrition, radiology, etc.). We are also building partnerships with area technology and life sciences firms. We believe these partnerships will be very attractive to students and parents from surrounding communities
B. Capacity
Our Board of Trustees will be comprised of between 9 and 15 members.
Several members of our founding group – John Arnold, David Birnbach, Andrea Brennen, Richard Kelly, and Ron Lasser have collaborated previously (in business and academic settings) and have been discussing establishing STEAM Studio for several years.
The proposed Board of Trustees includes Andover parents: Karen Postal Ph.D., a noted neuropsychologist who specializes in learning disorders; Ron Lasser Ph.D., Engineering Professor at Tufts; Melanie Ziegler, a software industry executive with 25 years of Software Development experience; JoAnn Bendetson, a child development expert and member of Andover High School’s School Improvement Council; Mary Kelleher, who heads an education advisory service that guides high school students and their families through the college search and application process; and David Birnbach, a current (10-year) member of the Andover School Committee and former high tech CEO. Other proposed members include John Arnold, a software entrepreneur – with extensive experience in the software industry and public service; Howard Lurie, an expert in online learning – with 18 years of leadership and management experience in digital education; and Andrea Brennen an artist and designer at MIT - and an expert in the intersection between science and design.
Our senior advisors include Jack M. Wilson Ph.D., President Emeritus, The University of Massachusetts and Founding CEO, UMassOnline; Ann Koufman Ph.D., former deputy superintendent for teaching and learning in Newton and former superintendent in Watertown; and Jon Vanhala, a music industry leader and expert in merging technology with the Arts.
Team members share the school’s education mission, vision, and education philosophy.
For the past nine months, founding team members (together and in smaller groups) have been meeting 3-4 times a month, speaking regularly over the phone and building partnerships with academic, high tech, and health sciences organizations. The planning and writing process was organized and structured, and the primary authors of the final application are (alphabetical order): John Arnold, David Birnbach, Richard Kelly, and Karen Postal.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 50 Founder and Proposed Board Member Experience and Qualifications
Team members are experienced in K12 and higher education, and posses deep knowledge of public policy, financial oversight, and governance.
Team Member Area of Expertise Current Role Proposed Role John Arnold Technology, Finance, Founder Trustee Management JoAnn Gantz Education, Special Education, Trustee Bendetson Real Estate David Birnbach School Governance, Finance, Founder Trustee; Potential Education, Management Executive Director Andrea Brennen Education and the Arts, Fund Founder Trustee Raising Grant Gary Secondary Education, Special Trustee Education, ELL Mary Kelleher Secondary Education, Law Trustee Richard Kelly Jr. Education, Technology Founder Trustee Ronald Lasser Ph.D. Secondary Education, Founder Trustee Finance; Management Howard Lurie Secondary Education, School Founder Trustee Governance, Fundraising Stephen Miran Ph.D. Secondary Education; Finance Trustee Karen Postal Ph.D. Secondary Education, Special Founder Trustee Education, Neuropsychology Matthew Taylor Technology, Brain Science Founder Melanie Ziegler Technology, Management, Trustee Fund Raising
Jack Wilson, Ph.D. President Emeritus, The Senior Advisor Senior Advisor University of Massachusetts Ann Koufman - Former Deputy Supt. Newton, Senior Advisor Senior Advisor Frederick, Ph.D. Former Supt. Watertown Jon Vanhala Music Industry Executive, Senior Advisor Senior Advisor Innovator integrating Technology with the Arts
John Arnold, Westborough, MA. • President, Linkage Systems Corporation, a firm that develops innovative software applications for leading enterprises. Founded firm in 2000; awarded 4 technology patents. • Possesses deep knowledge of the computing/software industry and 30 years hands-on software engineering experience working at Digital Equipment Corporation and Adobe. • Current 7-year member of Westborough Advisory Finance Committee (2 years as Chair) • Served 12 years as a member of the Massachusetts Board of Library Commissioners (appointed by the Governor) • Served as the Treasurer, Secretary, and Chairman of the Strategy & Planning Committee for LYRASIS (a national non-profit serving libraries with an emphasis on digital content)
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 51 • M.S. Computer Science – Brown University; B.S. Computer Science, WPI • John is a Founder and proposed member of the Board of Trustees.
JoAnn Gantz Bendetson, Andover, MA. • Andover High School: School Improvement Council and Schedule Committee • Leadership Experience: Tufts University, International Board of Advisors; Institute of Global Leadership Public Diplomacy Initiative • M.A. Elliot Pearson School of Child Development; Tufts University; B.A. English; Tufts. • JoAnn is a proposed member of the Board of Trustees.
David Birnbach, Andover, MA. • Current 10-year Andover School Committee member with 10 years budget experience with Andover Public Schools ($30M- 68M). Actively engaged in all facets of K12 programs and services. Heavily involved in hiring three Andover superintendents over the past two decades. • Former High Tech CEO (6 years), with management, budgeting, and hiring expertise. 20+ years experience leading technology organizations and fostering innovation. • Current Lead Mentor at MIT’s Venture Mentoring Service. This group supports innovation and entrepreneurship throughout the MIT community. David helps research teams, professors, and students commercialize technologies developed in the Labs and start new ventures. • Adjunct Professor, University of Massachusetts, Lowell. Taught “Starting a New Venture” course with Dr. Jack Wilson, President Emeritus of the University of Massachusetts. Fall, 2012. • Board Member, Teachers 21 - a nonprofit organization dedicated to reshaping the profession of teaching through professional learning, policy and public discourse, and research & development. • Parent of 5th grade student in Andover Public Schools • M.S. Management of Technology, MIT Sloan School and School of Engineering; B.S. Mathematics, University of Arizona
• David is a Founder; proposed member of the Board of Trustees; and potential Executive Director.
Andrea Brennen, Medford, MA. • Artist and designer at MIT, where she collaborates with researchers studying communication networks to develop visualization tools and multi-media demonstrations that help sponsors, government officials, and the general public to understand relevant emerging technologies. • Andrea is an expert in the intersection between science and design, and she helps scientists and designers collaborate to push the boundaries of both disciplines. • Her work has been exhibited at the Venice Biennale, the Rotterdam Biennale, the Sao Paolo Biennale, the Canadian Center for Architecture, and published internationally. • Former charter and public high school Math and Visual Arts teacher • M.Arch in Architectural Design, MIT; B.S. Mathematics and Visual Arts, Grinnell College • Andrea is a Founder and proposed member of the Board of Trustees.
Grant Gary, Boston, MA • High School Mathematics teacher, Boston Green Academy (an in-district charter school). • Math for America Fellow. • Experience serving all levels of Special Education students including those with severe special needs. • M.S. Mathematics Education - Boston University; M.S. Management Science and Engineering - Stanford University; B.S. Mechanical Engineering - University of Vermont • Grant is a proposed member of the Board of Trustees.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 52
Mary Kelleher, Andover, MA. • Founder and President of an education advisory service focused on private secondary school placement, U.S. undergraduate college search and application and graduate school application processes. • Designed ‘best practices’ systems for guiding high school students and their families through college search and application process with a focus on ‘best academic and social fit’. • Visited with and interviewed admissions personnel at over 200 private and public colleges and universities. • Extensive experience working with international families and students with diagnosed learning disabilities. • Member of the Board of Governors and Education Committee of the Lawrence Boys & Girls Club, Lawrence, MA (1999-2013). Advisor to college prep program. • Degree of Barrister – at – Law from the Honorable Society of King’s Inns, Dublin, Ireland. • Mary is a proposed member of the Board of Trustees.
Richard Kelly Jr, Medfield, MA. • Current independent researcher and writer, Richard has been teaching and developing educational technology applications for the last 25 years. • With a broad background, Richard has taught courses in Financial Knowledge Engineering in Japan, Rhetoric & Composition at UNH, and Learning Theory and Instructional Design to adjunct professors at Boston Architectural College. • Richard has developed animated courses in Mandarin for ex-pat elementary students at Hong Kong Academy, mentored high school teachers at Virtual High School, and built educational virtual reality immersions at Digital Equipment Corporation. • Richard is the author of textbooks on Artificial Intelligence and Massively Multiplayer games, and many magazine articles on the educational uses of Virtual Reality and Artificial Life. • He is a parent of two students who graduated from Medfield High School. • MA, English, University of New Hampshire; BA Animal Behavior, Bucknell University • Richard is a Founder and proposed member of the Board of Trustees.
Ron Lasser Ph.D., Andover, MA. • Professor of the Practice, Department of Electrical and Computer Engineering, Tufts University, 2006 – Present, Ron is a STEAM expert and has deep expertise in curriculum development. • Ron is a practicing artist, teacher, researcher, and innovator. He was committee chair of Tufts’ Engineering Leadership Program, and directed their High Tech Innovation & Projects Fellows Program. In 2009, he was “Teacher of the Year” in the Engineering School. • Ron is an accomplished businessman and management expert – and advises senior management teams, helping them generate technology and innovation management plans. • Ph.D., M.S., and B.S., Mechanical Engineering, Carnegie-Mellon University, • Executive education Strategic Marketing Management Program, Harvard Business School. • Ron is a Founder and proposed member of the Board of Trustees.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 53 Howard Lurie, Brookline, MA. • VP E-Learning Strategy, Consulting Services for Education. • Former Vice President, edX. EdX was created by The Massachusetts Institute of Technology (MIT) and Harvard University, and initially designed to bring online learning to millions of people around the world. • Focused on a wide range of business development and funding partnerships, focused on digital publishing, blended learning, Open Educational Resources and scalable MOOC course development. • Prior to edX, Howard was Managing Director for PBS LearningMedia, a nationally recognized digital learning platform produced by the Public Broadcasting System, and also served as the Associate Director for Education at the WGBH Educational Foundation in Boston, Mass. • Howard is a Founder and proposed member of the Board of Trustees.
Karen Postal Ph.D., Andover, MA.
• Karen is a clinical neuropsychologist with a private practice in Andover, where she diagnoses and treats learning disabilities as well as developmental and neurological conditions. • She is on faculty with Harvard Medical School, teaching in the neuropsychology post-doctoral training program. • Karen is the president elect of the American Academy of Clinical Neuropsychology and past president of the Massachusetts Neuropsychological Society and the Massachusetts Psychological Association. • She serves on the board of directors of the American Academy of Clinical Neuropsychology and on the governing council of the American Psychological Association. • Karen is a parent of three children in the Andover Public Schools. • Ph.D., Clinical Psychology, The Wright Institute, Berkeley, California; B.A., Psychology, University of California, Berkeley. • Karen is a Founder and proposed member of the Board of Trustees.
Matthew Taylor, Somerville MA.
• Software Engineer at Behavioral Media Networks, focusing on systems design/integration, as well as computational linguistics and machine learning. • Currently does systems integration for a system designed to automatically extract metaphors from text, as well as designs machine learning algorithms for extracting cognitive features from text. • Former Software Engineer at Zigelbaum + Coelho, an art & technology firm focused on creating digital art gallery installations • B.S., Cognitive and Brain Sciences. Tufts University. • Matthew is a Founder.
Melanie Ziegler, Andover, MA. • Melanie is a software development executive practicing as an independent consultant since 2011. Melanie is founder and principal consultant of MSZ Consultant, LLC, providing high- impact advisory and hands-on leadership services to early stage through emerging-growth companies, helping high tech leadership teams get products to market. • She has 25+ years of Software Development experience, 13 of which have been in VP/SVP product development roles. She has experience leading teams of 5-50. • Melanie excels at planning & organizing, building & retaining effective teams, setting up appropriate processes and leading.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 54 • She is a parent of an elementary school child in the Andover Public Schools. • BA, Mathematics and Computer Science, University of Rochester. • Melanie is a proposed member of the Board of Trustees.
Senior Advisors
Jack M. Wilson Ph.D., Westborough, MA • President Emeritus, The University of Massachusetts and Founding CEO, UMassOnline. • Dr. Wilson served as the 25th President of the University of Massachusetts system, from 2003 – 2011. He is now a Distinguished Professor of Higher Education, Emerging Technologies, and Innovation at UMass Lowell. • Dr. Wilson serves on the board of the UMass Memorial Medical Center and is Chair of the U.S. Department of Education Fund for the Improvement of Post-Secondary Education Advisory Board. • Prior to arriving at UMass, Dr. Wilson was the J. Erik Jonsson '22 Distinguished Professor of Physics, Engineering Science, Information Technology, and Management at Rensselaer Polytechnic Institute, where he also had served as a Dean, Research Center Director, and Provost.
Ann Koufman-Frederick Ph.D., Brookline, MA. • Vice President, Learning Innovation, Consulting Services for Education (cs4ed). Ann is CS4Ed's professional learning and instructional design expert. She has 30 years of experience in initiating and supporting educational change. • Ann was formerly Deputy Superintendent for Teaching & Learning in Newton (MA) Public Schools and Superintendent in Watertown, MA. • Ann has coordinated and worked on these state & national educational technology initiatives: - Massachusetts Technology Leadership Consortium (Gates Foundation grant) - WIDE World at Harvard Graduate School of Education (online professional learning for educators) - Massachusetts Leadership Initiatives in Teaching and Technology (MA Dept. of Ed grant) • Ann has been an instructor at the Harvard Extension School's Masters in Educational Technologies program, where she supervised the Instructional Technology Licensure Practicum and taught the course Emerging Models of Professional Development. • Ph.D., Educational Leadership, Boston College Lynch Graduate School of Education; CAGS, Instructional Technology, Lesley University; B.A., Psychology and Social Relations, Harvard.
Jon Vanhala, Former Senior Vice President of Digital and New Business at Island Def Jam (major record label) and Universal Music Group
• Jon is one of the music industry’s biggest innovators integrating Technology with the Arts; is an expert in social media, and is our Computing and Digital Arts concentration advisor.
Advisory Groups for our Computing & Digital Arts and Health Sciences concentrations
We have assembled advisory groups to help us evolve and extend our concentration courses and projects. Members include Andover parents and Boston-area practitioners, including physicians, surgeons, nutritionists, sports medicine doctors, biologists, chemists, public health experts, software engineers, computer game designers, and chief technologists.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 55
School Facility Advisor
We are working with an Andover parent who is a Commercial Property expert and Lawyer. He is helping with the selection of a school facility, and will help oversee the build-out for the school facility (customizations, improvements, etc.). He heads a Boston real estate management and development firm and has 20+ years experience. His firm has developed more than 10,000,000 square feet of commercial property across the nation. ______
In summary, our founding group, proposed Board of Trustees and advisors have the experience and qualifications necessary to implement the proposal and ensure that the STEAM Studio Charter School is a big success. We have extensive experience and long track records of managing public funds effectively and responsively. And we have close ties to a wide spectrum of the Andover community and Public Schools. We look forward to working with the Charter School Assessment Committee and will do our best to address the Committee’s questions and concerns and incorporate future feedback.
C. School Governance
Founding Group members and proposed Board of Trustees have extensive experience serving on the Boards of public school districts, K12 and higher education foundations, MA municipal finance, and state and national library and medical organizations. We bring these experiences to STEAM Studio Charter School to ensure that: 1. The school complies with all state and federal laws that apply to the school. 2. The Board itself is operating in accordance with the rules set by all applicable Massachusetts laws and regulations, and 3. The Board is responsible for operating the school in accordance with its charter and with any approved amendments to its charter.
(1) Governance Structure
STEAM Studio’s Board of Trustees is the governing body of the school, and will have overall education, financial, legal, and fiduciary responsibility. The Board ensures that the school operates in accordance with state and federal laws and regulations, and meets public accountability expectations. The Board evaluates the Executive Director (School Leader), sets goals and objectives and ensures goals are met, develops annual budgets, and monitors finances.
(2) Roles and Responsibilities
Board of Trustees members’ backgrounds and experiences are reflective of and consistent with the school’s mission to inspire students to be innovators and creators, and enable students to pursue academic concentrations in Computing & Digital Arts and Health Sciences – with close connections to the world beyond the classroom.
Board roles and responsibilities include: • Defining the school’s mission and educational goals, and ensuring they are met • Creating a long-range plan that ensures the school’s continued stability
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 56 • Hiring a qualified Executive Director (school leader); evaluating him/her annually; and holding them accountable for meeting established goals • Developing and approving policies and procedures, and updating them when appropriate • Meeting public accountability expectations and operate the school in accordance with its charter • Selecting and evaluating the school facility and approving renovation plans • Holding meetings open to the public and ensuring meetings are held in compliance with the Massachusetts open meeting law • Establishing subcommittees that will assist and guide the Board in the successful operation of the school.
Qualifications, Recruitment, and Evaluation of the Executive Director (school leader) The Board seeks an Executive Director who ideally possesses the following qualifications: commitment to the school’s mission and vision; demonstrated teaching experience in K12 or Post-Secondary settings, 5+ years experience in the Computing & Digital Arts or Health Sciences fields; strong organizational and interpersonal skills; excellent communication skills, demonstrated leadership and management skills, experience collaborating with technology firms and/or health sciences organizations and academic centers, and a keen focuses on continuous improvement. The process of recruitment will start as soon as the charter is granted. Qualified candidates will be invited for an interview. The process will be finalized within a month or two of the charter approval. Process by which the Board will evaluate the Executive Director: The Board will evaluate the school leader annually according to the following criteria: Dedication to the school’s mission and vision; Success in achieving the goals set by the Board; Student academic achievement (as demonstrated by internal and external test indicators); School organizational viability, including financial health, organizational growth, and stable infrastructure; Acquisition, professional development and retention of professional leadership and instructional personnel, and student, teacher, and parent satisfaction.
The Board of Trustees Chairperson’s term of office will be one year; renewable for three consecutive years with the approval of a majority vote of the board.
The Chairperson’s role encompasses the following interpersonal, operational, and community functions:
Interpersonal Functions: Empowers board members and the school leader to support the school’s mission and goals. Ensures board members feel valued and committed to the school’s mission. Operational Functions: Creates board meeting agenda (working with the school leader); facilitates productive meetings; appoints board members to sub-committees and task forces. Community Functions: Advocates for the school in the community; builds substantive relationships with community leaders (e.g. superintendents; elected officials, and area companies).
The institutional successor of the Board Chair is the Vice-Chair.
(3) Policy Development
A draft copy of the complete Bylaws is in the Attachments section.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 57 The Board is responsible for developing policies, and policy decisions will be based on substantial discussion and input from school leadership, faculty, and staff. Any member of the school, including a member of the Board, executive director, principal, staff, parents or students, can identify and propose a new policy.
When discussing new policies or modifying existing policies, the Board will proactively notify school staff and parents via email. In addition, the larger community will be notified and updated by posting on the school’s website. This will encourage and ensure that the proposed policy (or change in policy) is vetted by the community. The Board may seek legal and/or expert advice, and may also seek advice from other charter schools and district schools.
Here is an example of the decision-making process followed by the founding team - for a decision that team has already been made: The team has been considering whether the school day should start and end at the same time (7:45am – 2:05pm) as Andover High School. (1) The team outlined the benefits and disadvantages; (2) The team scheduled two public community forums and posted the meeting dates in the local newspaper and on STEAM Studio’s website; (3) At these forums, the team facilitated discuss on this topic and encouraged feedback from 70+ attendees; (4) The team researched school schedules in place at other public, charter, and private high schools in MA and abroad; (5) The team reached out to founding charter school members and parents - to get additional feedback; and (6) The team met to discuss all the feedback and advice, which lead to the team deciding to go with a different start and end time than Andover High School.
Legal Counsel
The founding team has obtained legal counsel. We will be represented by Elka Sachs at Krokidas & Bluestein LLP, 600 Atlantic Avenue, Boston, MA 02210
Independent Auditor
The founding team has obtained an independent auditor. We will be represented by John Buckley, at Alexander Aronson Finning CPAs, 21 East Main Street, Westborough, MA 01581.
(4) Board Development
How the present proposed board coalesced. Several members of our founding group have been discussing establishing STEAM Studio for several years. This team grew to include additional education experts and Andover parents who have experience in the computing, digital arts, and health sciences concentrations, finance, legal, and real estate.
Board Member Recruitment, Selection, and Orientation, and Development The recruitment and orientation of new Board member includes the followings attributes: • Need: If the number of members becomes less than seven or if a member with certain expertise is needed on the Board, the Board chair will ask all Board members to recommend highly qualified individuals to fill the vacancy. • Recommendation: Any Board member may recommend an individual for Board membership. The recommended individual should have expertise in at least one of these areas: education, scientific research, finance, human resources, nonprofit administration, business administration, law, real estate and building renovation, technology, and expertise in the school’s Computing & Digital Arts and Heath Sciences concentrations.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 58 • Invitation: After Board discussion, the Board may decide to invite the recommended individual to serve on the Board. Expert individuals who have ties to the Andover area community may be given higher priority. • School Visit: Prospective members will meet with the school leader and Board members. • Acceptance: Prospective Board members may accept the invitation after the information sessions described previously. • Orientation: The Board chair will have a one-day meeting with the new Board member before that person’s term starts. In this meeting, they will go over the Board Member Folder and discuss each file in detail. The Director will attend a portion of this meeting to present information about the school, such as the parent/student profile, student achievements, staff, and daily routine of the school.
Annual Development: Every year, the Board will devote meeting time - where outside educational experts, community leaders, and industry professionals will make presentations and lead discussion on topics, such as staff development, submitting grants, soliciting funding, evaluating staff, and overseeing school operations.
Annual Evaluation of the Board: The Board will appoint two Board members who will prepare a report for the Board indicating major actions taken by the Board, results of those actions, fundraising efforts, the school’s overall performance, and parental satisfaction with school governance. This report will be used to develop suggestions for improving the performance and the development of the Board.
D. Management
(1) Management Structure
The founding team determined this structure after discussions with our education advisors, other charter and district schools.
The Principal and Academic Leader and Director of Finance and Operations report to the Executive Director. The Director of Instruction and Technology/Systems administrator report to
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 59 the Principal and Academic Leader. Teaching staff report to the Director of Instruction. All operations staff report to the Director of Finance and Operations.
In the areas of curriculum and instruction, student achievement, and teaching staff decisions, the Principal and Academic Leader will be the primary decision-maker. In the area of operations staff, the Director of Finance and Operations will be the primary decision-maker. In the areas of fiscal planning, fund-raising, partnerships with industry and universities, and community outreach, the Executive Director will be the primary decision-maker, with input from the Director of Finance and Operations and Principal and Academic Leader. The Executive Director will monitor academic performance, ensure fair and proper HR practices, and ensure sound financial decision-making.
(2) Roles and Responsibilities
Executive Director (ED) will serve as the school’s leader; is responsible for the health of the entire organization, and is designated by the Board of Trustees as signatory for the organization. The ED is directly responsible for ensuring that the school is a viable organization, is meeting the terms of the charter, and is responsible for the leadership, strategic vision, and growth of the school. The ED is responsible for fund-raising and building relationships with Computing and Health Sciences firms, medical centers, and universities – to ensure success of the school’s Computing & Digital Arts and Health Sciences concentrations. The ED is an ex oficio, non-voting Board member, oversees finance, operations, community relations, human resources, and supervises the Principal and Academic Leader and Director of Finance and Operations.
Principal and Academic Leader (PAL) is the school’s educational/instructional leader, and has overall responsibility to ensure that the day-to-day operations of the school move smoothly. The PAL oversees development and implementation of the curriculum, assessment, and professional development. The PAL plans and evaluates academic programs and tracks student performance and progress. The PAL is responsible for leading teacher and staff hiring process, and maintaining school programs and policies in accordance with the direction of the Board.
Director of Instruction (DOI) is responsible for inspiring teachers to excel in their jobs and motivating students to achieve their highest potential. They coach and mentor the faculty, ensuring that teaching is engaging and rigorous. They provide instructional and administrative leadership to the regular and special education teaching staff, oversee the implementation of the curriculum, coordinate assessments, and monitor students’ academic performance. The DOI ensures the academic success of all students; recommends necessary actions and strategies; oversees effective implementation of curriculum and instruction; and coordinates the administration of assessments.
Director of Finance and Operations (DOF) is responsible for overseeing the school’s business and financial functions, food service, transportation, purchasing programs, and procurement programs, and serves under the direction and supervision of the Executive Director. The Director of Business and Operations directs the fiscal policies and procedures defined and overseen by the school’s Board of Trustees. The DOF also drafts the school budget with input from the executive director and principal and academic leader.
Technology/Systems Administrator (SA) is responsible for the school’s day-to-day technological needs (hardware + software). The SA will ensure the school has a robust information technology (IT) and classroom technologies infrastructure (i.e. learning management system, email, web servers, data systems, etc.).
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 60 (3) Educational Leadership
Process for the development, supervision, coordination, and continual assessment of the educational content and pedagogical approach to the school
Section II.B. Curriculum and Instruction discusses in detail the process for developing and aligning the educational content and pedagogical approach to the school. The process for supervision, coordination and assessment will include classroom observations, lesson plan reviews, regular faculty meetings on curriculum, and online curriculum mapping to ensure that the curriculum and pedagogical approach are successfully implemented. We also plan to implement an electronic student tracking system that will enable us to monitor the sequence of skills and content learned by students and correlate them with individual student assessment results. This will allow us to map student growth/progress directly to the curriculum and create a feedback loop that can determine the effects of various lesson plans, activity types (motivational, developmental, closure), instructional strategies, and curricular changes on student progress. The curriculum will be revised on an on- going basis and new maps derived from the lessons of the previous year will be promulgated during the summer. Teachers will work on changes, deletions, and additions during the year, and final revisions will be approved by the Principal and Academic Leader.
The operations of the school will align to support student learning and achievement. The operations staff will work ensure that the everyday support systems (e.g. building comfort, internet; learning management system, food service, and record-keeping) are in good working order, so that teachers can focus on teaching, and students can focus on learning.
The Principal and Academic Leader is the school’s educational/instructional leader. Attributes and Qualifications include: • Serves as the academic leader of the school; creates a safe environment for learning and a thrilling environment for teaching; provides leadership and direction to the staff; supervises and observes instruction practices, including coaching and mentoring directly or through other staff; builds and fosters a vibrant school culture; hires and evaluates staff (collaborating with the Director of Instruction); administers scheduling and enrollment, and oversees the curriculum. • Graduate degree; successful building-level leadership in a senior administrative position in a public or private school; substantive teaching experience in one or more STEAM disciplines. Strong track record in encouraging parental and community involvement.
(4) Human Resources
School Administration Y1 Y2 Y3 Y4 Y5 Executive Director 1 1 1 1 1 Director of Finance and Operations 0.4 0.5 0.6 1 1 Business Manager 0 0 0 0.5 1 Special Education Coordinator 0 0 0 0.5 0.5 Office Manager 0.2 0.5 0.8 1 1 Total Administration: 1.6 2 3.4 6 6.5 School Instructional Staff Y1 Y2 Y3 Y4 Y5 Principal and Academic Leader 1 1 1 1 1 Director of Instruction 1 1 1 1 1 English Teachers 1 2 3 4 4
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 61 History Teachers 1 2 3 4 4 World Language Teachers 1 2 3 4 4 Science Teachers 1 2 3 4 4 Math Teachers 1 2 3 4 4 Arts + Design Teachers 1 2 3 4 4 Computing Teachers 1 2 3 4 4 Health Sciences Teachers 0.5 2 3 4 4 Entrepreneurship Teachers 0 0.4 0.6 1 1 Physical Education/Health Teachers 0.5 2 3 4 4 Special Education Teachers 1 2 3 4 4 ELL Teachers 0.4 0.5 1 1 1 Paraprofessionals 0 0 1 1 2 Technology/Systems Administrator 1 1 1 1 1 Clerical Support to Classroom Staff 0.2 0.5 1 1 1 Librarian 0 0.5 1 1 1 Custodian 0.4 0.6 1 1.5 1.5 Nurse 0.4 0.6 0.8 1 1 Food Service Staff 0.2 0.4 1 1 1 Total School Instruction Staff: 11.6 24.5 38.4 53.5 54.5 Total FTEs 13.2 26.5 41.8 59.5 61
Student Population Projections 115 230 340 450 450
STEAM Studio’s staffing plan reflects the anticipated resources needed to implement the schools academic programs and online infrastructure – and serve the forecasted number of students. The process of determining job positions, roles, and responsibilities included discussions with leaders and founders from successful charter schools; feedback from public school administrators, and analysis of staffing plans from other charter and public schools.
Some positions, including finance, custodial, food service, and tech/systems administration, may be filled via outside contractors and services organizations in the Years 1 and 2.
Staff Recruitment, Advancement, and Retention Plans STEAM Studio will offer competitive salaries and benefits packages, and will recruit qualified candidates through a variety of avenues, including founding team members’ and advisors’ networks; meeting with area university alumni career offices and education schools; recruitment services; LinkedIn education groups; and through our website.
Advancement for all faculty and staff will be determined largely by an evaluation system that will be developed, that recognizes faculty and staff who consistently perform at high levels. These individuals will be offered opportunities to gain experience through positions of elevated responsibility, including Master Teacher, curriculum and concentrations leader, and principal apprentice roles.
STEAM Studio’s leadership team will strive to retain staff by creating a working environment where teachers and staff are excited and engaged by their work, and feel they are actively contributing to the school’s success – and that their voices and opinions count.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 62
Working Conditions and Compensation STEAM Studio’s compensation package will be competitive with Andover and Merrimack Valley school districts, with cost of living adjustments decided by the Board each year. Full time employees (including families and partners) will receive a comprehensive benefit compensation package that includes health, dental, vision, short and long-term disability benefits, and 403(b) Plans. Sick, vacation, and personal time will be comparable with Merrimack Valley district schools.
STEAM Studio will foster a working environment that (1) Encourages teachers and staff to be entrepreneurial; (2) Empowers them to think outside the box; and (3) Promotes a professional learning network within the school that transcends to neighboring school districts and schools throughout the world.
Explain how individual base salaries and increases will be determined. Describe how faculty and administrators will be evaluated and by whom. The Executive Director and Principal/Academic Leader will determine salaries. Salaries will be based on the staff member’s experience and education prior to joining STEAM Studio, and benchmarked salaries at other high schools in the Merrimack Valley.
The Principal/Academic Leader with help from the Director of Instruction will evaluate all school staff and establish peer observations and mentorship during the year. The Executive Director will evaluate the Principal/Academic Leader, Director of Finance and Operations, and Director of Online Programs. STEAM Studio plans to use DESE’s Model System for evaluating faculty and administrators.
Professional Development Teachers and staff will engage in professional development each week – typically on Fridays for several hours. Concentration areas and topics will emanate from STEAM Studio’s goals and ideas put forth from faculty. PD will include outside consultants and experts from academia and the computing and health sciences industries, who will work with faculty on areas including curriculum enhancement, project-based learning, and multimodal assessments. We are also exploring having a summer teachers’ institute, where faculty would devote 2-3 week on topics related to STEAM Studio’s goals.
Steam Studio’s administrative team will also engage in professional development activities, including conferences, leadership seminars held at university schools of education and management, and visits to other charter and public schools in the Commonwealth and throughout the country - to observe their approaches and learn from their best practices.
Ideal Teacher STEAM Studio’s ideal teacher will have these attributes: A passion for teaching; Engaging personality and teaching style; Deep knowledge of and enthusiasm for the subject matter they are teaching; High expectations of their students; Good classroom management skills; Strong rapport with students; and Good communication with parents.
Typical Teaching Program and Teaching Time
Please refer to Section II.E. School Characteristics – Teacher’s Typical Day/Week.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 63 E. Facilities and Student Transportation
Facilities
Several viable facilities have been identified in Andover and discussions are underway with the facilities’ representatives and leasing agents. These facilities have the available space and open layout to accommodate STEAM Studio for either the initial two years (accommodating 220 students) or for 4+ years (accommodating the maximum 450 students). By January 2014, the founding group plans to (1) converge on a final facility; (2) determine the necessary revisions/build-out required to meet STEAM Studio’s short and long-term needs; (3) identify the necessary local building approvals needed to use the chosen facility as a charter school; and (4) finalize financing options. STEAM Studio will be ADA compliant and all students, staff, parents, and the general public who are physically challenged will have full access to the school.
Student Transportation
STEAM Studio proposes that transportation services for students residing in Andover be provided by the Andover school district (following the MA charter school regulations). Students who register to attend the school who do not reside in Andover will be responsible for providing their own transportation to/from the school. STEAM Studio is exploring cost-effective transportation options for students who attend the school, but do not reside in Andover.
Students who are physically challenged will be transported to STEAM Studio by a special transportation services vendor - as indicated in the students’ IEP or 504 plan.
F. School Finances
(1) Fiscal Management
The fiscal management will be led by the Executive Director and Director of Finance and Operations (DFO). Monthly financial statements, budget variances, and year-end forecasts will be prepared by the DFO and reviewed by the Executive Director and Board of Trustee’s Finance Committee every month. The DFO and Executive Director will also get assistance and guidance from our accounting auditing firm (we plan to work with John Buckley at Alexander Aronson Finney CPA.
The Board of Trustee’s Finance Committee will present the financial reports to the full Board at each Board meeting. The Board will establish annual budget guidelines to be followed in preparing the annual operating budget. Annual audited statements and preparation of federal and state filings will be prepared by an outside CPA firm (planned to be Alexander Aronson Finning CPA).
The DFO and/or their designee will track daily business operations finances and manage accounts payable, accounts receivable, payroll, and benefits administration. The Board’s Treasurer will also assist with day-to-day oversight. Cash management requirements will be projected on a continual basis. STEAM Studio plans to establish a line of credit with a Bank located in the Merrimack Valley to be uses for school operations.
(2) Operating Budget and Budget Narrative
Please refer to Attachment – for STEAM Studio’s operating budget.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 64 STEAM Studio’s operating budget covers the first three years of operation, and the expenses associated with program growth. Expenses and revenue are based on the outlined enrollment assumptions of 115 students in year one, 230 students in year two, 340 students in year three, and 450 students in year four.
Pre-Operational Period and Year 1
The founding team assumes that there will be no funding available from federal CSP start-up grants. The team is actively pursuing multi-year grants with several High Tech and Life Sciences corporations and foundations. These organizations align closely with STEAM Studio’s Computing & Digital Arts and Health Sciences concentrations, and their cash and in-kind contributions would cover startup costs and support the school’s academic programs. The team is also pursuing potential facility locations that may provide free or reduced rent through the first school year.
Estimated pre-operational costs are $197K and include hiring the school’s principal and academic leader by March 1, 2014; funding a portion of the facility build-out costs; setting up the school’s administrative computing environment; and acquiring a portion of the classroom-related capital equipment needed for school opening. Year 1 operating expenditures are approx. $2M to accommodate 115 students. Key investments include hiring staff (16.3 FTE); furniture, computing, and display devices for the classrooms, studios and staff; course materials; and the school’s cloud network infrastructure.
Expenditures
Expenditures have been estimated based on historical experiences of other charter and public schools. The budget assumes an average teacher salary of $60,000. Administrative salaries are consistent with salaries of other Merrimack Valley school districts. This budget assumes a cost of living rate (COLA) of 2% each year for all salaries.
Revenue
STEAM Studio is using a blended tuition rate = $14,802. This rate assumes that the percentage of students from sending districts will be:
Sending District Student Mix Published FY14 Blended Rate Andover 70% 15,871 Lawrence 5% 12,260 Methuen 5% 11,694 North Andover 5% 13,044 North Reading 5% 12,500 Tewksbury 5% 11,579 Wilmington 5% 12,775
There is no assumption of an annual increase in future years. While STEAM Studio believes that the school will be attractive to students from surrounding communities.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 65 G. Action Plan ED = Executive Director; DOF = Director of Finance and Operations; PAL = Principal and Academic Leader; BC = Board Chair
Point Action Items Key Dates Person Governance Complete Board recruitment so that minimal membership requirement (as defined by the Bylaws) are met. 3/25/14 ED Submit an original financial disclosure form (for the previous calendar year) for each of the board of trustee members to the CSO. 3/25/14 ED Submit to the CSO a letter requesting approval of any new member of the board of trustees who were not included in the charter application. Attach a resume and original financial disclosure form for each individual. 3/25/14 ED Submit draft bylaws, with completed checklist attached, to the CSO to begin review process for ESE approval and ultimately submit final board-approved bylaws. 3/25/14 ED
Submit a draft complaint procedure to the CSO that is aligned with the criteria for approval - and begin review process for ESE approval. 3/25/14 ED Submit organizational chart to the CSO, including the reporting structure to the board of trustees for approval. 3/25/14 ED Enrollment Policies and Application for Admission Submit the draft enrollment policy and draft application for admission, with appropriate checklist, to the CSO to begin the process for ESE approval and ultimately submit final board-approved enrollment policy and application. 3/15/14 ED Prepare to file Pre-Enrollment Report. 3/15/14 ED Prepare to submit projected enrollment data for the upcoming school year for low income, special education, and limited English proficient students. 4/15/14 ED Recruitment and Retention Plans Consider requesting from the sending school district(s) the names and addresses of district students eligible to enroll in the charter school. 4/15/14 ED Submit a revised draft recruitment and retention plan to the CSO to begin the ESE approval process and ultimately submit final board-approved recruitment and retention plan. 4/15/14 ED Finance
Submit a W-9 form; a Terms and Conditions form; an EFT form; a Standard Contract Form and a Contractor Authorized Signatory Listing to ESE's Grans Management Unit with original signatures. 3/25/14 DOF
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 66 Ensure that the procurement officer of any charter school participates in the MA Certified Public Purchasing Official Program 6/28/14 DOF
Submit the school's Board of Trustees approved fiscal policies and procedures to the CSO for review of the required procurement policies. 6/28/14 DOF
Update and revise budget summaries for the first three years after chartering as well as create a detailed cash flow projection for the first year of operation. 6/28/14 DOF Submit the school's revised budget and cash flow projections for the first year to the CSO. 6/28/14 DOF Obtain Board of Trustees approval of the school's revised budget for the first year of operation. 6/28/14 ED Consult with the school’s legal counsel to determine which insurance is required and how much will be adequate coverage. Submit evidence of insurance coverage to the CSO. 8/1/14 DOF Secure an independent auditor to review the school’s accounts. 11/1/14 DOF Student Learning Time
Submit for ESE approval the annual school calendar, sample student schedules, and complete student learning worksheet consistent with 603 CMR 27.00 and the school’s charter application and ultimately submit final board- approved calendar, sample of students schedule and complete student learning worksheet. 4/15/14 PAL Student-Related Policies
Prepare the school’s code of conduct containing your proposed expulsion policy so that it is consistent with the program and school characteristics outlined in the charter application, as well as M.G.L. c. 71 Section 37H, 71 Section 37H_, 34 CFR 300.530-537, and M.G.L. c. 269 Section 17-19. 5/30/14 PAL Submit the draft code of conduct and/or student handbook to the CSO for ESE review and approval of your expulsion policy. 5/30/14 PAL
Submit the school’s proposed Bullying Prevention and Intervention Plan for ESE review and approval. Submit a copy of the plan to the CSO. 4/30/14 PAL Instructional Staff and Administrators Recruit and hire teachers who are highly qualified, including special education and teachers of English language learners (ELLs). Ensure that candidates meet the teacher qualification requirements of the charter school statute. 7/15/14 PAL Recruit and hire qualified paraprofessionals, if appropriate. 7/15/14 PAL Establish a relationship with a qualified special education administrator. Submit a signed letter of agreement between the qualified special education administrator and the charter school to the CSO for review. 7/15/14 PAL
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 67 Establish a relationship with a licensed ELL/ESL teacher. Submit a signed letter of agreement between the licensed ELL/ESL teacher and the charter school to the CSO for review. 7/15/14 PAL Maintain copies of professional credentials for all staff including: transcripts, current resume, state and/or professional licenses, and evidence of having taken and passed any MTEL exams. Determine if any teachers will need to complete additional federal and or state qualification requirements. 7/15/14 PAL
Prepare and submit a summary of each teacher’s qualifications including: a determination of each core academic teacher’s highly qualified status; a determination of whether all teachers have met the state teacher qualification standards, an action plan that will ensure that core academic teachers who are not designated as highly qualified will become so, and how all teachers will meet the state teacher qualification requirements within the first year of employment. Teachers and administrators of ELLs and special education, related licensed service providers, and paraprofessionals will be included. 7/15/14 PAL School Wellness Recruit a local physician to meet the state school health requirements as the school physician/medical consultant and submit a letter of agreement as evidence of the relationship to the CSO. 7/15/14 PAL Recruit and hire a licensed school nurse and submit a letter of agreement as evidence of the relationship to the CSO. 7/15/14 PAL
Create a School Wellness Policy consistent with federal requirements. 7/15/14 PAL Submit the school’s School Wellness Policy to the CSO. 7/15/14 PAL Request an application in writing from the Nutrition, Health, and Safety Office if your school will/will not participate in NSLP. 6/27/14 DOF Submit to the CSO a School Health Plan and Medications Administration Plan consistent with the relevant laws and regulations. 7/15/14 PAL Submit a signed letter from the board chair stating whether the school will participate in the NSLP. 6/27/14 DOF Identify and contract with a food service provider, or determine how nutrition services will be delivered through internal processes. Submit a copy of the signed contract, if applicable. 8/1/14 DOF Human Resources Submit a draft CORI Policy to the CSO for review and ultimately submit final board-approved CORI Policy. 5/30/14 PAL Conduct CORI checks on all school staff and volunteers who come into “direct and unmonitored contact” with the school’s students. 8/1/14 PAL
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 68 Submit a signed letter from the board chair or their designee to the CSO assuring that CORI checks have been completed on all school staff, contracted employees, and volunteers who come into “direct and unmonitored contact” with the school’s students. 8/1/14 PAL Contact the MTRS Employer Services to determine employee eligibility as well as initiate the process for making contributions. 6/15/14 DOF Submit, to the CSO, a payroll summary statement as evidence of MTRS contributions after the first payroll for eligible employees. 9/15/14 DOF Determine performance evaluation criteria and design an evaluation plan for the school leader, school administrators and non-instructional staff, and teachers. 5/30/14 PAL Submit performance evaluation criteria and evaluation plans to the CSO for review. 5/30/14 PAL Design a professional development plan for school administrators. 5/30/14 PAL Design a professional development plan for teachers. 5/30/14 PAL Submit both proposed professional development plans to the CSO for ESE approval. 5/30/14 PAL Academic Program Design and adopt a District Curriculum Accommodation Plan (DCAP) in alignment with requirements. 6/28/14 PAL Submit the DCAP to the CSO for review. 6/28/14 PAL Review the Required Elements for English Language Education Policies and Procedures. 6/28/14 PAL Develop and submit policies and procedures for an English Language Education to the CSO for review. 6/28/14 PAL Ensure that the Special Education Administrator, Charter School Leader, and Chairperson of the board of trustees have all read, initialed, and signed the Program Plan. 7/15/14 PAL Submit the original completed program plan with original initials and signatures to the CSO. 7/15/14 PAL Determine if the school plans to operate a Title I school wide program or targeted assistance program during its first year of operation. 2/15/15 PAL Transportation Services Arrange for transportation services to be provided to all eligible students. 8/1/14 DOF Submit the Transportation Services Plan to the CSO for review. 8/1/14 DOF School Facilities and Building Safety Update official contact information for school profile listing on ESE website (school leader, address, phone number, email, and website). 8/1/14 DOF Submit a copy of a signed lease or purchase and sales agreement to the CSO. 8/1/14 DOF
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 69 Conduct an assessment of the programmatic accessibility of the school to handicapped persons. 8/1/14 DOF Submit signed letter from board chair or their designee that the facility selected for the school is programmatically accessible to physically handicapped individuals. 8/1/14 DOF Submit a proposed Multi-Hazard Evacuation Plan to the CSO that is aligned to the approval criterion found in Appendix T. 8/1/14 DOF
Submit a proposed Medical Emergency Response Plan to the CSO. 8/1/14 DOF Identify a licensed Asbestos inspector and a licensed Lead inspector, if necessary, to provide inspectional services. 8/1/14 DOF Submit current Certificate of Occupancy to the CSO. 8/1/14 DOF Submit current Fire Inspection Certificate to the CSO. 8/1/14 DOF Submit current Building Safety Inspection Certificate to the CSO. 8/1/14 DOF Submit current Flammable Compounds and Liquids Certificate to the CSO, if applicable. 8/1/14 DOF Submit current Health Inspection and/or Health Permit to the CSO. 8/1/14 DOF Submit current Asbestos Inspection Report and Management Plan to the CSO. 8/1/14 DOF Accountability Plan Submit a draft Accountability Plan to the CSO for ESE review. 6/1/15 ED Revise and make necessary changes on the proposed Accountability Plan. 7/30/15 ED Submit the Board of Trustee approved final Accountability Plan of the school’s first year of operation. 8/1/15 ED
IV. How Will the School Demonstrate That It is Faithful to the Terms of Its Charter?
A. Process The Board will work with the Executive Director, Principal and Academic Leader, and Director of Finance and Operations (the leadership team) to develop an Accountability Plan during the first year. The Plan will be updated annually, and will focus on academic success, organization viability, and faithfulness to the charter.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 70 B. Accountability Plan Objectives (1) Academic Success
• At the end of each year, the percentage of students earning proficient and advanced scores on 10th grade MCAS scores in Math will be at least 90%. • At the end of each year, Students will demonstrate proficiency and growing mastery in at least one concentration area (Computing & Digital Arts or Health Sciences) – through their multi-media portfolios of prior work, oral and media presentations, demonstrations and exhibitions. Proficiency will be assessed by teams comprised of teachers and industry experts (using pre-built rubrics). • Students will successfully complete at least one online course offered by an accredited academic institution (such as edX or Khan Academy’s new K12 course initiative with Phillips Academy), as measured by the students obtained a certificate from the granting institution, demonstrating that they have successfully fulfilled the course requirements.
(2) Organizational Viability
• STEAM Studio operates within its budget, and by year 2, its annual budget is sustained by its enrollment. • Each year, STEAM Studio will earn an unqualified audit opinion with no significant deficiencies, with audits conducted by a qualified independent auditor. • STEAM Studio will raise at least $500,000 private funds each year from corporations/ foundations.
(3) Faithfulness to Charter
• Within the first year, STEAM Studio has formal partnerships established with at least two companies with expertise in Computing and Digital Arts arenas, and at least two firms and/or medical centers with expertise in the Health Science arena. • Beginning in year 2, STEAM Studio will make available its Computing & Digital Arts and Health Sciences curriculum and learning materials to public high schools throughout the Commonwealth and country. • 80% of parents surveyed each year say STEAM Studio is meeting or exceeding their expectations, as measured by annual online and written surveys. At least 75% of students who have graduated STEAM Studio pursue college majors or careers in either the Computing, Digital Arts, or Health Sciences fields – as measured by annual online surveys with graduating students.
C. Narrative When the renewal inspection team visits STEAM Studio on day one, a team of students gives inspectors a tour, where they see first-hand STEAM studio’s Health Sciences and Computing & Digital Arts communities in action. Team members engage in ad-hoc discussions with students in the computing, biotech, and writing studios, where students are working individually and in teams – on interdisciplinary projects that foster critical thinking, creativity, analysis, and reflection. Students also speak about the entrepreneurial spirit throughout the school and the inspectors are struck with how much passion the students have about their learning environment. When the inspection team visits STEAM Studio’s classrooms, they see a blend of face-to-face classroom instruction with online learning, based on the Common Core and State Standards. Students who are struggling with a particular topic get the time and attention they need to master that area, while those who are ready to learn more can take on greater challenges.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 71 D. Dissemination The STEAM Studio Charter School intends to disseminate freely its model, course content, and support infrastructure to other public schools in the Commonwealth.
In terms of the school’s model (the union of best-of-breed academics and project-based learning in which students pursue two concentrations – Computing & Digital Arts and Health Sciences), the STEAM Studio Charter School will gather data and observations about the strengths and weaknesses, successes and shortcomings of the school’s launch. These data and observations will be shared with DESE and the public education community in Massachusetts via publications and presentations. Our goal is to allow any public high school – whether a charter school or a school district – to learn from and duplicate our model in a way that will work for their particular circumstance.
In terms of the course content, the STEAM Studio Charter School expects to share its knowledge and created materials freely with other public schools in Massachusetts whenever allowed by license agreements on which any content is based. We anticipate this dissemination will occur in at least three ways:
• We intend to maintain an on-going catalog of our course 'curation' efforts regarding the best practices, best curricula, and best course materials in the various subject/topic areas. We anticipate maintaining this information on an open web site where we document the various sources for course materials that we consider and contributing an analysis of strengths and weaknesses along with our decision of whether the source was adopted by the school.
• We intend to publish any modified/customized materials that we create from unpacking/modularizing 'free' or 'open' curricula or course content that we choose from the curation. (That is, we will freely distribute what we create based on works that allow the free and open dissemination of our 'derived works' without violating any license agreements.) We expect to augment the materials with meta information that shows which of the Common Core and Massachusetts standards are covered by the material.
• We intend to publish freely for Massachusetts public schools, a complete 'project kit' (problem statement, project description/support materials, grading guidelines (including standards for group/individual assessment) for all of the STEAM Community (concentration) projects we develop or that are developed from ‘free’ or ‘open’ sources that allow distribution of derived works.
In terms of the school’s support infrastructure, we intend to freely disseminate to any Massachusetts public school, any of the methods, software, or technology developed by the STEAM Studio Charter School to support our educational mission. We acknowledge that our ability to do this will likely be limited by licensing agreements that are placed on many of the applications, tools, and systems we acquire and/or extend. However, we hope to at least document our use of technology we adopt and at best share the technology and/or extensions we develop. The type of methods, software, or technology we hope to share may take the form of software packages that contain the data-tracking system for students, the collaboration and sharing system for teachers, and/or the personalized learning system for teachers, students, and coaches, along with professional development offered on the use of these systems especially with SPED/ELL students. Additionally, we hope to share applications used to foster the non-academic goals of the school (habits of mind) and the architectural plans and physical materials developed as part of the school’s Studio build out.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 72 V. Required Attachments (counted toward 40-page maximum)
Draft Bylaws
Our draft Bylaws draw from content from several approved Charter Schools, including City on a Hill Charter Public School and Pioneer School of Science. If we are selected, we plan to work with our legal team [ Krokidas & Bluestein ] to create a final set of Bylaws for State approval.
SECTION 1 General Provisions
1.1 Charter. STEAM Studio Charter School (the “School”) is a public school chartered by the Commonwealth of Massachusetts pursuant to M.G.L. Chapter 71, Section 89, as it may be amended (the “Enabling Act”). The name and purposes of the School shall be as set forth in its Charter, as amended from time to time. The Charter is hereby made a part of these By-Laws, and the powers of the School and of its Trustees and officers, and all matters concerning the conduct and regulation of the affairs of the School, shall be subject to such provisions in regard thereto, if any, as are set forth in the Charter. In the event of any inconsistency between the Charter and these By-Laws, the Charter shall be controlling. All references in these By-Laws to the Charter shall be construed to mean the Charter as from time to time amended.
School Mission. To create an environment where all students will flourish via creative exploration, invention, and an evolution toward personalized learning. Students will be prepared for a future in which discovery, innovation, and expression lead to better lives and better communities for everyone. The school shall provide a rigorous college-preparatory curriculum that includes a strong foundation in science, technology, engineering and math (STEM) and the Humanities. The school shall include concentrations in Computing & Digital Arts and Health Sciences, with a focus on project-based learning and character development.
In addition, the School shall carry out such duties and activities as are consistent with any and all applicable statutes and regulations.
1.2 Location. The School shall be located at the place set forth in the Charter. The Board of Trustees may change the location of the School in The Commonwealth of Massachusetts; provided, however, that no such change shall occur until (a) the School shall have received any approval of such change that may be required by the Department of Elementary and Secondary Education or applicable law and (b) the School shall have obtained the certificates described in 603 CMR § 1.05(2)(f) through (h).
1.3 Fiscal Year. Except as from time to time otherwise determined by the Board of Trustees, the fiscal year of the School shall end on the last day of June in each year.
1.4 Legal References. For purposes of these By-Laws, each reference to a specific statute or regulation shall be deemed to refer to the relevant statute or regulation as amended from time to time and any successor statute or regulation.
1.5 Waiver of Regulations. If the Board of Education shall grant a waiver of any regulations applicable to the School, then the Board of Trustees may waive any similar or related provision
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 73 of these By-Laws so as to permit the School to take such action or actions, or omit to take such action or actions, as such waiver shall permit.
SECTION 2 Tax Exempt Status
2.1 Under the terms of its charter, the School operates as a public entity and is not organized as a non-profit entity under state law. The School may not carry on any activities not permitted to be carried on (a) by an organization exempt from federal income tax under Section 501(c)(3) of the Internal Revenue Code, or corresponding sections of any future federal tax code, or (b) by an organization contributions to which are deductible under Section 170(c)(2) of the Internal Revenue Code, or corresponding sections of any future federal tax code; or (c) by its charter as set forth in Section 1.1.
2.2 No Private Inurement. Pursuant to state law and the terms of its charter, and as set forth in Section 6.2 (Conflicts of Interest), no part of the net earnings of the School shall inure to the benefit of, or be distributable to its members, trustees, officers or other private persons, except that the School is authorized and empowered to pay reasonable compensation for services rendered as set forth in Section 5.1 and as permitted by law and to make payments in furtherance of its educational purpose.
2.3 No Political Activity. As required by state law, no substantial part of the activities of the School shall be the carrying on of propaganda, or otherwise attempting to influence legislation, and the School shall not participate in, or intervene in (including the publishing or distribution of statements) any political campaign on behalf of any candidate for public office.
SECTION 3 Board of Trustees
3.1 Powers and Duties. A Board of Trustees is a public entity, which shall manage the affairs of the School and shall have and may exercise all the powers of the School, except as otherwise provided by law, the Charter or these By-Laws. The Board of Trustees shall operate independently of any school committee (M.G.L Chapter 71, Section 89(c) ). All Trustees shall be deemed to be special public employees of the Commonwealth of Massachusetts. The Board of Trustees is a public employer for the purposes of tort liability (M.G.L. Chapter 258) and for collective bargaining purposes (M.G.L. Chapter 150E). The Board of Trustees is prohibited from exercising managerial powers over the day-to-day operations of the School.
The Board shall have all the powers enumerated in these Bylaws, and the following specific powers: 1. To elect and remove Trustees; 2. To select and remove Officers, agents and the Executive Director (school leader;), and to prescribe powers and duties for them; and to fix their compensation; 3. To consent to the appointment of the Principal and Academic Leader and Director of Finance and Operations, and to fix their compensation; 3. To ensure that the school is an academic success, organizationally viable, faithful to the terms of its charter, and earns its charter renewal; 4. To conduct, manage and control the affairs and activities of the School, and to make rules and regulations;
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 74 5. To enter into contracts, leases and other agreements which are, in the Board's judgment, necessary or desirable in obtaining the purposes of promoting the interests of the School; 6. To carry on the business of operating a charter school and apply any surplus that results from the business activity to any activity in which the School may engage; 7. To act as trustee under any trust incidental to the School’s purposes, and to receive, hold, administer, exchange and expend funds and property subject to such a trust; 8. To manage the financial affairs of the school and approve the annual budget; 9. To acquire real or personal property, by purchase, exchange, lease, gift, devise, bequest, or otherwise, and to hold, improve, lease, sublease, mortgage, transfer in trust, encumber, convey or otherwise dispose of such property; 10. To borrow money, incur debt, and to execute and deliver promissory notes, bonds, debentures, deeds of trust, mortgages, pledges, hypothecations and other evidences of debt and securities; 11. To lend money received only from private sources and to accept conditional or unconditional promissory notes therefore, whether interest or non-interest bearing, or secured or unsecured; and 12. To indemnify and maintain insurance on behalf of any of its Trustees, Officers, employees or agents for liability asserted against or incurred by such person in such capacity or arising out of such person's status as such, subject to the provisions of the Massachusetts Not-for-Profit Corporation Law and the limitations noted in these Bylaws. 13. To ensuring that the School complies with all applicable laws and regulations.
3.2 Number of Trustees. The Trustees shall consist of not less than seven and not more than fifteen individuals.
3.3. Election of Trustees: The Trustees shall elect such number at the annual meeting so that there shall be an odd number of Trustees.
Non-Discrimination: Trustees shall be eligible to vote at the first board meeting following their approval by the Massachusetts Department of Education. The Board of Trustees may not discriminate against potential members on the basis of race, color, national origin, creed, ancestry, ethnicity, proficiency in English language, age, sex, gender identify, religion, marital status, sexual orientation, or non-disqualifying handicap or mental condition.
Eligibility: The Board of Trustees shall include the Executive Director, who shall serve as a non- voting Trustee ex officio and shall have the same rights and privileges as other members of the Board of Trustees, except that s/he shall not have the right to vote as a Trustee on any matter and shall not be considered for purposes of determining the number of Trustees in office, the presence or absence of a quorum or the passage of any vote. The Executive Director shall hold office as a Trustee so long as he or she shall serve in his or her capacity as Executive Director.
Term: The other Trustees shall be divided into three classes for the purpose of staggering their terms of office. All classes shall be as nearly equal as possible.
The terms of office of the Trustees initially classified shall be as follows: that of the first class shall expire at the next annual meeting of the Trustees, the second class at the second succeeding annual meeting and the third class at the third succeeding annual meeting. Following the expiration of these designated terms, the term of each Trustee shall continue for
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 75 three (3) years and shall be renewed at the annual meeting.
Trustees may be re-elected to successive terms and may serve simultaneously as one or more officers; provided that no Trustee shall be re-elected as a Trustee after serving three (3) consecutive terms without taking at least a one-year sabbatical from serving on the Board of Trustees. Filling a vacancy for less than a complete term will not be considered as part of the term limit.
The term of office of a Trustee elected to fill a vacancy in these Bylaws begins on the date of the Trustee's election, and continues: (1) for the balance of the unexpired term in the case of a vacancy created because of the resignation, removal, or death of a Trustee, or (2) for the term specified by the Board in the case of a vacancy resulting from the increase of the number of Trustees authorized.
Time of Elections: The Board shall elect Trustees whose terms begin on September 1st of a given year at the Annual Meeting for that year, or at a Regular Meeting designated for that purpose, or at a Special Meeting called for that purpose.
3.4. Approval of New Trustees. Notwithstanding the foregoing, promptly following the election or appointment of any new Trustee, the Executive Director shall cause to be submitted to the Commissioner of Education the name, home address and educational and employment history of such Trustee as required by Section 89 of Chapter 71 of the Massachusetts General Laws and its implementing regulations. No person shall be qualified to serve as a Trustee until the School shall have received the approval of the Commissioner of Education of the change in Board membership.
3.5. Financial Interest. The Board of Trustees shall request the appointment of a Trustee to the Board only where the Board has no reason to know that the Trustee has a financial interest under M.G.L. c. 268A which may preclude a majority of the Board from participating in deliberations or voting on certain matters that are expected to come before the Board. The Board must exercise due diligence prior to determining that a proposed Trustee does not have such a financial interest.
3.4 Resignation. Any Trustee may resign by delivering a written resignation to the Secretary or to the School at its principal office. Such resignation shall be effective upon receipt unless it is specified to be effective at some later time. To facilitate the election of new Trustees, the School formally encourages any Trustee intending to resign or to decline nomination to provide notice of the Trustee’s intention before the end of February and to continue to serve until the next annual meeting of Trustees.
3.5. Removal. Any Trustee may be removed from office with or without cause by an affirmative vote of a majority of the Trustees at a meeting at which a quorum is present. A Trustee may be removed for cause only after reasonable notice and an opportunity to be heard by the Board of Trustees.
SECTION 4 Meetings of the Board
4.1 Open Meeting Law. All meetings of the Trustees and committees of the Board of Trustees shall be conducted in accordance with Section 11A½ of Chapter 30A of the
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 76 Massachusetts General Laws. Except as otherwise permitted by such law, (i) no quorum of the Board of Trustees shall meet in private for the purpose of deciding on or deliberating toward a decision on any matter and (ii) no executive session shall be held until (a) the Board of Trustees shall have first convened in an open session for which notice shall have been given in accordance with law, (b) a majority of the Trustees at such meeting shall have voted to go into executive session, (c) the vote of each Trustee shall have been recorded on a roll call vote and entered into the minutes, and (d) the Chair (or other person presiding over the meeting) shall have cited the purpose of the executive session, stating all subjects that may be revealed without compromising the purposes for which the executive session was called, and shall have stated whether or not the Board of Trustees shall reconvene after the executive session.
The Board may meet in executive session only for the purposes permitted by Massachusetts General Laws, Chapter 30A, Section 21(a), as it may be amended from time to time, which include the following purposes as of the date hereof:
(1) To discuss the reputation, character, physical condition or mental health, rather than professional competence, of an individual, or to discuss the discipline or dismissal of, or complaints or charges brought against, a public officer, employee, staff member or individual. The individual to be discussed shall have the rights provided in M.G.L. c. 30A, § 21(a)(1);
(2) To conduct strategy sessions in preparation for negotiations with nonunion personnel or to conduct collective bargaining sessions or contract negotiations with nonunion personnel;
(3) To discuss strategy with respect to collective bargaining or litigation if an open meeting may have a detrimental effect on the bargaining or litigating position of the Board and the Chair so declares;
(4) To discuss the deployment of security personnel or devices, or strategies with respect thereto;
(5) To investigate charges of criminal misconduct or to consider the filing of criminal complaints;
(6) To consider the purchase, exchange, lease or value of real property if the Chair declares that an open meeting may have a detrimental effect on the negotiating position of the Board;
(7) To comply with, or act under the authority of, any general or special law or federal grant- in-aid requirements;
(8) To consider or interview applicants for employment or appointment by a preliminary screening committee if the Chair declares that an open meeting will have a detrimental effect in obtaining qualified applicants; provided, however, that this clause shall not apply to any meeting, including meetings of a preliminary screening committee, to consider and interview applicants who have passed a prior preliminary screening; or
(9) To meet or confer with a mediator, as defined in Section 23C of Mass. General Laws Chapter 233, with respect to any litigation or decision on any public business within its jurisdiction involving another party, group or entity, provided that (i) any decision to participate in mediation shall be made in an open session and the parties, issues involved and purpose of the mediation shall be disclosed; and (ii) no action shall be taken by the Board with respect to those
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 77 issues which are the subject of the mediation without deliberation and approval for such action at an open session.
Trustees shall attend meetings in person whenever possible. However, in a situation where a Trustee is unable to attend in person due to personal illness, personal disability, emergency, military service, or geographic distance, remote participation in accordance with procedures described in 940 CMR 29.10(2) is allowable if the Chair or, in the Chair’s absence, the person chairing the meeting, determines that one or more of the aforementioned factors makes the Trustee’s physical attendance unreasonably difficult.
4.2 Annual Meeting. The Trustees shall meet annually in June at the School, or at such place, within the Commonwealth of Massachusetts, and at such date and time as the Board of Trustees shall determine, except that such date shall not be a legal holiday. If the annual meeting is not held on the specified day, the Trustees may hold a special meeting in place thereof, and any business transacted or elections held at such meeting shall have the same force and effect as if transacted or held at the annual meeting.
4.3 Regular Meetings. Regular meetings of the Trustees may be held at such places and times as the Trustees may from time to time determine. Notice of any regular meeting shall be given as provided in Section 3.9 of these By-Laws. The Trustees shall endeavor to hold no fewer than six (6) regular meetings, including the annual meeting, during the academic year and at least quarterly. The School formally encourages Trustees to attend every meeting of the Board of Trustees. The Board of Trustees shall endeavor to circulate an agenda prior to each such meeting.
4.4 Special Meetings. Special meetings of the Trustees may be held at any time and place when called by the Chair of the Board, if any, the Executive Director or by two or more Trustees. Notice of any special meeting shall be given as provided in Section 3.9 of these By-Laws.
4.5 Notice of Meetings. Public notice of all meetings shall be given specifying the date, time and location of all meetings in accordance with the law pertaining to open meetings of governmental bodies (M.G.L Chapter 30A, Sections 18-25). For so long as required by Section 11A½ of Chapter 30A of the Massachusetts General Laws, notice of each meeting shall be filed with the Secretary of the Commonwealth of the Commonwealth of Massachusetts, and a copy thereof posted in the Executive Office for Administration and Finance at least forty-eight (48) hours, including Saturdays but not Sundays and legal holidays, prior to the time of such meeting. Notice of the date, time and place of all meetings of the Trustees shall be given to each Trustee by the Secretary or, in case of the death, absence, incapacity or refusal of the Secretary, by the officer or one of the Trustees calling the meeting. Such notice shall be given to each Trustee in person or by telephone, telegram, facsimile transmission or electronic mail sent to such Trustee’s usual or last known business, home or electronic mail address at least twenty-four (24) hours in advance of the meeting, or by mail addressed to such business or home address and postmarked at least forty-eight (48) hours in advance of the meeting, unless shorter notice is adequate under the circumstances. Except as required by law, notice of any meeting of Trustees need not be given: (i) to any Trustee who, either before or after the meeting, delivers a written waiver of notice, executed by the Trustee (or the Trustee’s attorney thereunto authorized), which is filed with the records of the meeting; or (ii) to any Trustee who attends the meeting and who, either prior to the meeting or at its commencement, fails to protest the lack of such notice. Except as otherwise required by law, the Charter, or these By-Laws, a notice to the Trustees or waiver of notice by any Trustee need not specify the purpose of any regular or special meeting unless such purpose is (i) a major or minor change to the Charter
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 78 subject to approval by the Department of Elementary and Secondary Education, (ii) an amendment or repeal of any provision of these By-Laws, or (iii) the removal of a Trustee or an officer.
4.6 Action at Meetings: Recusal.
4.6.1 Quorum; Voting; Record Keeping. A majority of the Trustees then in office appearing in person shall constitute a quorum, but a lesser number may, without further notice, adjourn the meeting to any other time. At any meeting of Trustees at which a quorum is present, the vote of a majority of those Trustees present in person (except as provided in Section 4.5 hereinabove) shall decide any matter unless the Charter, these By-Laws or any applicable law requires a different vote; provided, however, that the Executive Director shall not be considered for purposes of determining the number of Trustees in office, the presence or absence of a quorum or the passage of any vote. Voting by proxies shall not be permitted. Records of meetings of the Trustees shall include the date, time and location of the meeting, the members present and absent, and all action taken at the meeting, including formal votes taken, and meeting minutes shall be adopted. These records shall comply with the Open Meeting Law.
4.6.2 Recusal. A Trustee shall promptly disclose to the Board of Trustees the material terms of any proposed transaction involving the School with respect to which such Trustee may have a conflict of interest. The disclosure shall include all material facts regarding the terms of the transaction, the interest of the School in the transaction, the interest of the Trustee in the transaction, and any relationship that the Trustee may have with other parties involved in the transaction. For so long as and to the extent required by Chapter 268A of the Massachusetts General Laws, the Trustee shall recuse himself or herself from any vote regarding the transaction and shall not participate in any discussion of the merits of the transaction during any meeting of the Board of Trustees, provided that the Trustee may answer factual questions regarding any matter required to be disclosed to the Board of Trustees under this Section 4.6.2. Any Trustee who shall be an employee of the School, other than the Executive Director, (i) shall recuse himself or herself from any vote regarding the School’s employment and personnel matters, including matters related to the hiring, evaluation and retention of personnel and their compensation and benefits, (ii) shall not participate in any discussion of any such employment and personnel matters during any meeting of the Board of Trustees and (iii) shall not attend any executive session convened to discuss any such employment and personnel matters. The Executive Director shall not participate in any such vote, discussion or executive session regarding his or her own hiring, evaluation, retention, compensation, benefits or other terms and conditions of employment. Board members must also disclose any financial interest or business transactions that they (or any immediate family member) have in any charter school in Massachusetts or elsewhere with the state ethics commission, the Department and the city or town clerk within 30 days of joining the Board and by September 1 annually, including the year after service is completed (unless service is less than 30 days in that year) and shall otherwise comply with the requirements of M.G.L. Chapter 268A (the “State Ethics Statute”). Notwithstanding the foregoing, with the consent of the Board of Trustees, any Trustee may appear before the Board of Trustees on his or her own behalf as an employee of the School, but only if and to the extent permitted by law.
4.7 Committees and Task Forces. The Trustees may elect or appoint such committees and task forces (which may include individuals who are not Trustees of the School) as they may from time to time determine necessary or advisable, and may delegate, to the extent permitted by law, the Charter or these By-Laws, such powers and duties thereto as they may deem advisable. The Board of Trustees shall, as may be deemed necessary or in the best interests of
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 79 the School, define the purposes, duties and powers of each committee or task force by vote of the Board of Trustees; provided, however, that any committee or task force to which the powers of the Trustees are delegated shall consist solely of Trustees; and provided further, that all committees and task forces shall be chaired by a Trustee. At any meeting of a committee or task force, a quorum for the transaction of all business properly before the meeting shall consist of a majority of the members of such committee or task force. Any committee or task force may, subject to the approval of the Board of Trustees, make further rules for the conduct of its business. However, unless otherwise provided by vote of the Board of Trustees or by rules established by the Board of Trustees, the business of any committee or task force shall be conducted as nearly as may be in the same manner as is provided in these By-Laws for the Board of Trustees. The members of any committee or task force shall serve on such committee or task force at the pleasure of the Trustees.
4.8 Friends of the School. The Trustees may designate certain persons or groups of persons as sponsors, benefactors, contributors, advisors, members of an advisory board, school council or friends of the School or such other title as they shall deem appropriate. Such persons shall serve in an honorary capacity and, except as the Trustees may otherwise designate, shall in such capacity have no right to notice of or to vote at any meeting or to consent to any action taken by or on behalf of the School, shall not be considered for purposes of establishing a quorum and shall have no other rights or responsibilities.
SECTION 5 Officers
5.1 Officers and Agents. The officers shall consist of a Chair of the Board of Trustees, Vice Chair, Treasurer, Secretary, and such other officers as the Trustees may determine from time to time. The School may also have such agents, if any, as the Trustees may appoint. Any officer may but need not be a Trustee. An individual may hold more than one office. If required by the Trustees, an officer shall give the School a bond for the faithful performance of his or her duties in such amount and with such surety or sureties as shall be satisfactory to the Board of Trustees.
5.2 Chair. The Chair shall establish the agenda for all meetings of the Board of Trustees in consultation with the Executive Director and, as appropriate in the discretion of the Chair, other members of the Board of Trustees. The Chair shall preside over all meetings of the Board of Trustees and shall have such other powers as the Board of Trustees shall determine. In the absence of the Chair at any meetings of the Board, the Vice Chair shall exercise the rights and perform the function of the Chair.
5.3 Vice Chair. The Vice Chair shall assist the Chair in overseeing the functions of the Board, and shall have such other powers as the Board of Trustees shall determine. In the absence of the Chair at any meetings of the Board, the Vice Chair shall exercise the rights and perform the function of the Chair. The Vice Chair shall have such other powers and duties as are usually incident to that office and as may be vested in that office by these By-Laws or by the Trustees.
5.4 Treasurer and Assistant Treasurer. The Treasurer shall oversee the general financial affairs of the School, subject to the direction and control of the Board of Trustees. The Treasurer shall have such other powers and duties as are usually incident to that office and as may be vested in that office by these By-Laws or by the Trustees. Any assistant Treasurer shall have such powers as the Trustees may from time to time designate.
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5.5 Secretary and Assistant Secretary. The Secretary shall record and maintain records of all proceedings of the Trustees and committees in a book or series of books kept for that purpose, shall maintain such other records as shall be required by M.G.L Chapter 30A, Sections 18-25, and shall give such notices of meetings of Trustees as are required by law, the Charter or these By-Laws. No later than seven days before any meeting of the Board of Trustees, the Secretary shall distribute to the members of the Board of Trustees copies of any minutes of prior meetings of the Board of Trustees that have not been approved by the Board of Trustees. The Secretary shall have such other powers and duties as are usually incident to that office and as may be vested in that office by these By-Laws or by the Trustees. The Secretary shall attest formally to the legitimacy of the records of the proceedings of the Board of Trustees by affixing his or her signature thereto. The Secretary shall be a resident of The Commonwealth of Massachusetts, unless the School shall appoint a resident agent for the service of process. In the absence of the Secretary from any meeting of Trustees, a temporary Secretary designated by the person presiding at the meeting shall perform the duties of the Secretary. Any assistant Secretary shall have such powers as the Trustees may from time to time designate.
5.6 Other Officers. Other officers shall have such duties and powers as may be designated from time to time by the Trustees.
5.7 Executive Director. The Executive Director shall be the chief executive officer of the School, subject to the direction and control of the Board of Trustees. The Executive Director shall have such other powers and duties as are usually incident to that office and as may be vested in that office by these By-Laws or by the Trustees.
5.8 Elections and Tenure. The Trustees shall elect from among the Trustees a Chair and Vice Chair of the Board of Trustees. Except as otherwise provided by law, the Charter or these By-Laws, and unless a shorter term is specified in the vote electing or appointing him or her, the Chair and Vice Chair shall each hold office for a term continuing until the annual meeting of the Trustees held in the second year following the year of his or her election as Chair or Vice Chair and until his or her successor is duly chosen and qualified or, if sooner, until he or she shall cease to serve as a Trustee or be removed as Chair or Vice Chair.
The office of any officer whose term is expiring shall be filled by the Trustees at the annual meeting of the Board of Trustees. Any other officers deemed necessary or desirable by the Trustees may be elected by the Trustees at any time. Except as otherwise provided by law, the Charter or these By-Laws, including hereinabove regarding the Chair and the Vice Chair, all other elected officers shall hold office for a term continuing until the annual meeting held in the third year following the year of their election and until their respective successors are duly chosen and qualified, unless a shorter term is specified in the vote electing or appointing them. The fact that an individual is currently serving in any office shall not create any presumption that such individual shall be nominated for such office or any other office in any subsequent year.
The Executive Director shall be appointed by the Board of Trustees on such terms and conditions as are mutually agreeable to the parties. If the office of the Executive Director becomes vacant, the Trustees shall appoint a successor, and if the office of Chair, Vice Chair, Treasurer or Secretary becomes vacant, the Trustees shall elect a successor. If any other office becomes vacant, the Trustees may elect a successor. Each such successor shall hold office for the unexpired term of his or her predecessor and, in the case of the Executive Director, Chair, Vice Chair, Treasurer or Secretary, until a successor is chosen and qualified, or in each case until the officer sooner dies, resigns, is removed or becomes disqualified. Elected
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 81 officers are limited to serving no more than three (3) consecutive terms without taking at least a one-year sabbatical from serving as an officer. Filling a vacancy for less than a complete term will not be considered as part of the term limit.
5.9 Resignation.. Any officer may resign by delivering a written resignation to the Executive Director or Secretary or to the School at its principal office. Such resignation shall be effective upon receipt, unless it is specified to be effective at some later time.
SECTION 6 Compensation and Personal Liability
6.1 Compensation. No Trustee or officer shall receive any compensation for services rendered as a Trustee or officer. Notwithstanding the foregoing, any non-voting Trustee or officer may receive reasonable compensation for services rendered as an employee of the School, and any Trustee or officer may, if authorized by the Executive Director or the Board of Trustees, be reimbursed for necessary expenses, including travel expenses, reasonably incurred by the Trustee or officer in the performance of duties as a Trustee or officer.
6.2 No Personal Liability. The Trustees and officers of the School shall not be personally liable for any debt, liability or obligation of the School. All persons, corporations or other entities extending credit to, contracting with, or having any claim against, the School, may look only to the funds and property of the School for the payment of any such contract or claim, or for the payment of any debt, damages, judgment or decree, or of any money that may otherwise become due or payable to them from the School.
SECTION 7 Provisions Relative to Transactions With Interested Persons
7.1 Financial Disclosure. For so long as required by Section 89 of Chapter 71 of the Massachusetts General Laws, each Trustee shall file a disclosure of financial interest within 30 days after becoming a Trustee and by September 1 annually thereafter, including the year after service is completed – with the Massachusetts State Ethics Commission, the Board of Education and the clerk of the city or town wherein the School is located as required by law.
7.2 Conflict of Interest. The School shall not enter any contract or transact any business in which any part of the assets or net earnings, if any, of the School shall inure to the benefit of, or be distributable to, any Trustee or officer of the School or other private individual, except that the School may pay reasonable compensation for services rendered and may make payments and distributions in furtherance of its purposes as set forth in the Charter. Subject to compliance with Chapter 268A of the Massachusetts General Laws, the School may, however, enter into contracts and transact business with one or more of its Trustees or officers or with any corporation, organization or other concern in which one or more of its Trustees or officers are Trustees, officers, stockholders, partners or otherwise interested; and, in the absence of fraud, no such contract or transaction shall be invalidated or in any way affected by the fact that such Trustees or officers of the School have or may have interests which are or might be adverse to the interest of the School even though the vote or action of Trustees or officers having such adverse interest may have been necessary to obligate the School upon such contract or transaction. In the absence of fraud, no Trustee or officer of the School having such adverse interest shall be liable to the School or to any creditor thereof or to any other person for loss incurred by it under or by reason of such contract or transaction, nor shall any such Trustee or officer be accountable for any gains or profits realized thereon.
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SECTION 8 Miscellaneous Provisions
8.1 Execution of Instruments. All contracts, deeds, leases, bonds, notes, checks, drafts and other instruments authorized to be executed by an officer of the School on its behalf shall be signed by the Executive Director or the Treasurer except as the Trustees may generally or in particular cases otherwise determine. Any recordable instrument purporting to affect an interest in real estate, executed in the name of the School by the Executive Director and the Treasurer shall be binding on the School in favor of a purchaser or other person relying in good faith on such instrument notwithstanding any inconsistent provisions of the Charter, By-Laws, resolutions or votes of the School.
8.2 Records. The records of all meetings of Trustees, the names and addresses of the Trustees and officers of the School, and the originals or attested copies of the Charter and the By-Laws of the School shall be kept in Massachusetts at the School.
8.3 Policy of Nondiscrimination. The School will not discriminate against any client, board member, officer, member, employee or applicant for employment on the basis of race, creed, color, sex, sexual orientation, gender identity, or national or ethnic origin, sexual orientation, mental or physical disability, religion, marital status, age or ancestry.
The School shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, ethnicity, sexual orientation, non- disqualifying handicap or mental condition, age, ancestry, religion, athletic performance, special need, or proficiency in the English language and academic achievement.
8.4 Procedure for Complaints. Individuals or groups may file a complaint with the Board of Trustees concerning any claimed violations of M.G.L. c. 71, §89 or 603 CMR 1.00 by the School or any claimed violations of the Open Meeting Law (M.G.L. c. 30A, § 18-25). Any such complaints shall be in writing, shall set forth, in detail, the circumstances which constitute the alleged violation, and shall be submitted to the Board at the principal office of the School. After receipt of a complaint, the Board shall determine what actions are appropriate in order to ensure compliance with the applicable laws and regulations. With respect to claimed violations of M.G.L. c. 71, §89 or 603 CMR 1.00, the Board shall respond no later than thirty (30) days from receipt of the complaint in writing to the complaining party and shall conduct reviews to ensure compliance with M.G.L. c. 71, § 89, and 603 CMR 1.00. With respect to claimed violations of the Open Meeting Law (M.G.L. c. 30A, § 18-25), the Board shall, within fourteen (14) business days of receipt of a complaint, send a copy of the complaint to the Massachusetts Attorney General and notify the Attorney General of any remedial action taken.
SECTION 9 Indemnification
9.1 Generally. The School shall, to the extent legally permissible, indemnify each person who may serve or who has served at any time as a Trustee, Executive Director, Chief Academic Officer, Principal, Treasurer, Secretary or other officer of the School, each person who may serve or who has served at the request of the School as a Trustee, officer, employee or other agent of another organization and each person who may serve or has served at its request in a capacity with respect to any employee benefit plan (collectively, “Indemnified Officers” or individually, “Indemnified Officer”), against all expenses and liabilities, including, without
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 83 limitation, counsel fees, judgments, fines, excise taxes, penalties and settlement payments, reasonably incurred by or imposed upon such person in connection with any threatened, pending or completed action, suit or proceeding whether civil, criminal, administrative or investigative (a “proceeding”) in which an Indemnified Officer may become involved by reason of serving or having served in such capacity (other than a proceeding voluntarily initiated by such person unless a majority of the full Board of Trustees authorized the proceeding); provided, however, that no indemnification shall be provided to such Indemnified Officer with respect to any matter as to which such Indemnified Officer shall have been finally adjudicated in any proceeding (i) to have breached the Indemnified Officer’s duty of loyalty to the School, (ii) not to have acted in good faith in the reasonable belief that such Indemnified Officer’s action was in the best interest of the School, (iii) to have engaged in intentional misconduct or a knowing violation of law, or (iv) to have engaged in any transaction from which the Indemnified Officer derived an improper personal benefit; and further provided, that any compromise or settlement payment shall be approved by the School in the same manner as provided below for the authorization of indemnification. Any person who at the request of the School may serve or has served another organization or an employee benefit plan in one or more of the foregoing capacities and who shall have acted in good faith in the reasonable belief that his or her action was in the best interests of such other organization or in the best interests of the participants or beneficiaries of such employee benefit plan shall be deemed to have acted in such manner with respect to the School.
9.2 Advances; Repayment. Such indemnification may, to the extent authorized by the Board of Trustees, include payment by the School of expenses, including attorneys’ fees, reasonably incurred in defending a civil or criminal action or proceeding in advance of the final disposition of such action or proceeding, upon receipt of an undertaking by the Indemnified Officer to repay such payment if not entitled to indemnification under this Section, which undertaking may be accepted without regard to the financial ability of such Indemnified Officer to make repayment.
9.3 Authorization. The payment of any indemnification or advance shall be conclusively deemed authorized by the School under this Section, and each Trustee and officer of the School approving such payment shall be wholly protected, if:
(i) the payment has been approved or ratified (1) by a majority vote of the Trustees who are not at that time parties to the proceeding at a meeting at which a quorum is present or (2) by a majority vote of a committee of two or more Trustees who are not at that time parties to the proceeding and are selected for this purpose by the full Board (in which selection Trustees who are parties may participate); or
(ii) the action is taken in reliance upon the opinion of independent legal counsel (who may be counsel to the School) appointed for the purpose by vote of the Trustees in the manner specified in clauses (1) or (2) of subparagraph (i) or, if that manner is not possible, appointed by a majority of the Trustees at a meeting at which a quorum is present; or
(iii) the Trustees have otherwise acted in accordance with the standard of conduct applied to Trustees under Chapter 180 of the Massachusetts General Laws, as amended from time to time; or
(iv) a court having jurisdiction shall have approved the payment.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 84 9.4 Heirs, Executors and Administrators. The indemnification provided hereunder shall inure to the benefit of the heirs, executors and administrators of any Indemnified Officer entitled to indemnification hereunder.
9.5 Non-Exclusive Rights. The right of indemnification under this Section shall be in addition to and not exclusive of all other rights to which any person may be entitled. Nothing contained in this Section shall affect any rights to indemnification to which School employees, agents, Trustees, officers and other persons may be entitled by contract or otherwise under law.
9.6 Adverse Amendments. No amendment or repeal of the provisions of this Section which adversely affects the right of an Indemnified Officer under this Section shall apply to that Indemnified Officer with respect to the acts or omissions of such Indemnified Officer that occurred at any time prior to such amendment or repeal, unless such amendment or repeal was voted for by or was made with the written consent of such Indemnified Officer.
9.7 Employees and Agents. To the extent legally permissible, the School may indemnify any employee or agent of the School to the extent authorized by the Board of Trustees by an affirmative vote of a majority of the Trustees at a meeting at which a quorum is present. The foregoing provisions of this Section 9 shall apply to any indemnification of any employee or agent under this Section 9.7.
SECTION 10 Amendments
These By-Laws may be altered, amended or repealed, or new By-Laws may be adopted, subject to the approval of the Department of Elementary and Secondary Education, by an affirmative vote of a majority of the Trustees at any meeting of the Trustees at which a quorum is present; provided, however, that the notice of the meeting given to the Trustees shall indicate that an alteration, amendment or repeal of the By-Laws, or the adoption of new By-Laws, will be proposed.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 85 Draft Recruitment and Retention Plan
Name of School: STEAM Studio Charter School Date 10/23/2013
I. Recruitment Plan
A. Describe the school’s general recruitment activities, i.e. those intended to reach all students.
General Recruitment Activities List recruitment activities undertaken each year, which apply to all students.
• Pre-opening: Host Information Sessions with parents and students 1-2 times each month at area Libraries. After school opens: host monthly open houses for parents and prospective students.
• Reach out to PTO (parent) organizations at Andover public, parochial, and private schools – and area middle schools (public, parochial, and private) – to invite families to information sessions held at local libraries and post opening – at the school.
• Reach out to local Andover Youth Services, and area Boys & Girls Clubs and YMCAs – to meet with their leadership teams and with students and their families – to brief them on STEAM Studio’s education programs and Computing & Digital Arts and Health Sciences concentrations. We will also encourage families from communities adjacent to Andover (e.g. Lawrence, Methuen, North Andover, North Reading, Tewksbury and Wilmington) to consider attending STEA Studio if seats are available.
• Advertise in local papers and postings in area websites; Make pamphlets available at local libraries; youth centers and banks.
B. List the goals and strategies the school will implement during the upcoming school year to attract and enroll specific groups of students in order to promote a student population that reflects the demographics of the school’s sending district(s). Create specific goals and strategies for each of the following categories. Do not repeat strategies. Each group should have its own specific and deliberate strategy:
A. Special education students B. Limited English-proficient students C. Students eligible for free lunch D. Students eligible for reduced price lunch E. Students who are sub-proficient (as determined by a previous score of “Needs Improvement” or “Warning/Failing” on the mathematics or English language arts examinations of the MCAS for the previous two years) F. Students at risk of dropping out of school G. Students who have dropped out of school H. Other subgroups of students who should be targeted to eliminate the achievement gap
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Recruitment Plan – Goals and Strategies List goals and strategies for recruitment activities for each demographic group.
Demographic Group: Goal: Recruit a special education student population equal to approximately 17% of the STEAM Studio student body. This % is A. Special education consistent with the Andover School District’s student population, which is students approximately 17%. Strategies: • Reach out to Andover special education parent organizations in public, parochial, and private middle schools, and similar organizations in surrounding area school districts, parochial, and private schools. • Meet with Andover’s middle school special education department and middle school education departments in area schools. • At information sessions, open houses, and admissions sessions – highlight STEAM Studio’s planned Electronic Learning environment that will make certain SPED accommodations easier. • Have SPED staff at open houses and admission sessions. • Convey in newspaper ads and brochures – that STEAM Studio serves special education students.
Demographic Group: Goal: To recruit a population equal to approximately 5% of the STEAM Studio student body (this exceeds Andover School District’s approximate B. Limited English- 2.2% population. proficient students Strategies: • Create and distribute applications in English, Spanish, Portuguese, Vietnamese, Chinese, and Haitian Creole. • Highlight STEAM Studio’s planned Electronic Environment – that will make various ELL accommodations easier. • Convey in newspaper ads and brochures – that STEAM Studio serves special education students. • We will provide Spanish translators (and potentially other language translators) at open houses and admissions sessions.
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Demographic Group: Goal: To recruit a population equal to Andover High School’s population of students eligible for free lunch. C. Students eligible for Strategies: free lunch • Deliver information and applications to families living in Andover’s public housing development – and public housing developments in communities surrounding Andover. Invite parents and prospective students to open houses and admissions sessions. • Develop and maintain relationships with Andover Youth Services; the MA Department of Youth Services; and MA Dept. of Children and Families – as these organizations often deal with students and families in poverty.
Demographic Group: Goal: To recruit a population equal to Andover High School’s population of students eligible for free lunch. D. Students eligible for Strategies: reduced price lunch • Deliver information and applications to families living in Andover’s public housing development – and public housing developments in communities surrounding Andover. Invite parents and prospective students to open houses and admissions sessions. • Develop and maintain relationships with Andover Youth Services; the MA Department of Youth Services; and MA Dept. of Children and Families – as these organizations often deal with students and families in poverty.
Demographic Group: Goal: To raise awareness in Andover and in surrounding communities – of STEAM Studio’s support programs – for students lagging academic E. Students who are skills. sub-proficient Strategies: • STEAM Studio will create and distribute information collateral that conveys the school’s support programs (e.g. tutoring and counseling) and discusses how the school’s project-based learning environment approaches learning from a practical, hands-on standpoint. • During information sessions, open houses and admissions sessions, highlight the school’s support programs. • Offer to meet with parents and students individually – to (1) address their questions and (2) reiterate that STEAM Studio welcomes them with open arms to be part of the school community.
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Demographic Group: Goal: To present STEAM Studio as an alternative for students at risk of dropping out of school. F. Students at risk of Strategies: dropping out of school • STEAM Studio will create and distribute information collateral that (1) conveys the school’s support programs (e.g. tutoring and counseling) and (2) discusses how the school’s project-based learning environments can excite those students who are disenchanted or disconnected from school. • Convey this information at information sessions, open houses, and admissions sessions – and discuss how the school’s Computing, Biotech and Music & Video studios encourage practical hands-on learning – beyond the traditional classroom. • Offer to meet with families and students individually – to address their questions and reiterate that STEAM Studio welcomes them with open arms to join the school community. • Develop and maintain relationships with the directors at Andover Youth Services, area Boys and Girls Clubs and YMCAs – to identify students at risk, and offer to meet with students and their families – to promote STEAM Studio as an alternative to consider.
Demographic Group: Goal: To present STEAM Studio as an alternative for students at risk of dropping out of school G. Students who have Strategies: dropped out of school • STEAM Studio will create and distribute information collateral that (1) conveys the school’s support programs (e.g. tutoring and counseling) and (2) discusses how STEAM Studio’s project-based learning environments can be a better fit for those students who have dropped out of school because they were disenchanted or disconnected from school. • Convey this information at information sessions, open houses, and admissions sessions – and discuss how the schools Computing, Biotech and Music & Video studios are engaging and encourage practical hands- on learning. • Offer to meet with families and students individually – to address their specific questions and reiterate that STEAM Studio welcomes them with open arms to join the school community. • Develop and maintain relationships with the directors at Andover Youth Services, area Boys and Girls Clubs and YMCAs – to identify students at risk, and offer to meet with students and their families – to promote STEAM Studio as an alternative to consider.
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Demographic Goal: To ensure a diverse student population. Group(s): Strategies: H. Other subgroups of • Develop and maintain relationships with the directors at Andover Youth students who should be Services, area Boys and Girls Clubs and YMCAs – and offer to meet targeted to eliminate with students and their families – to promote STEAM Studio as an the achievement gap alternative to consider. • At information sessions, open houses, and admissions sessions, convey that all students – regardless of learning or physical disability, native language, income, race, religion, gender, or health – are welcomed with open arms to join the STEAM Studio community.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 90 II. Retention Plan
Identify the retention goals and strategies the school will implement during the upcoming school year to maximize the number of students who successfully complete all school requirements and to prevent students from dropping out. The retention plan may include activities that address the needs of all students in the school, but must be designed to impact the target groups identified above.
Overall Student Retention Goal
Annual goal for Annual goal for student retention is 95%. student retention (percentage):
Retention Plan Goals and Strategies -- List goals and strategies for retention activities for each of the target groups A through H
Ensure academic • Dedicated time every week during the school day (40-80 minutes) success where students engage in proactive small-group academic conferences and coaching sessions. • After school tutoring, where students receive additional assistance in the subjects where they need help.
Provide social and • Dedicated time every week during the school day (40-80 min.) emotional support where students engage in proactive small group social support advising. • Implement multimedia bullying awareness programs.
Early identification • When students enroll, contact parents to ask about support services of at-risk students that are currently being provided in middle school. (e.g. SPED, ELL, & • Assign staff members to be liaisons with the students’ families. Staff students trending member call families bi-weekly to inquire about issues or concerns below grade level) that the school should be aware of
Build relationships • Assign staff members to be liaisons with the students’ families. with at-risk • Give parents online access to their students’ current academic and students discipline information
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 91 Draft Enrollment Policy Note: STEAM Studio’s Draft Enrollment Policy emanates from Pioneer Charter School’s policy. Overview of Process
Admission to STEAM Studio is non-selective and non-discriminatory. If more students register to attend than there are seats available, a random lottery is held. STEAM Studio Charter School does not discriminate on the basis of race, color, national origin, creed, sex, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or a foreign language, or prior academic achievement. STEAM Studio serves grades 9-12, with a total that will not exceed 450 students. In the first year, STEAM Studio accepts new students for grade 9 only.
If a lottery is required, it is drawn according to the policies and procedures for Commonwealth Charter Schools. Public notice of all application deadlines are announced at least one month in advance, and at least one-week notice is given prior to each enrollment lottery. Students are notified of their draw within a week of the lottery, and a waiting list is maintained throughout the school year.
Student Recruitment
Beginning in the fall, STEAM Studio representatives will reach out to PTO (parent) organizations at Andover public, parochial, and private schools – and area middle schools – to invite families to information sessions held at local libraries and post opening – at the school. School representatives will also attend school fairs and distribute information about the school through a variety of media.
STEAM Studio representatives will visit Andover middle schools (public, parochial, and private) to recruit and inform eighth graders of the application process. Prospective students will learn about STEAM Studio and our admissions process, and receive applications in a variety of ways, including mailings, school visits and fairs, admissions sessions held at local libraries and at the school, the school’s website, community newspapers, and word of mouth.
Initial Application Process
1. For a given school year, at the beginning of September, STEAM Studio will publicize several information sessions and invite families to attend and fill out an application form. Attendance in information sessions is not required as a condition of enrollment. STEAM Studio will publicize all application deadlines at least one month in advance. Returning students or those students who are currently on a waiting list for grades do not have to reapply. 2. STEAM Studio will accept application forms until March1 of the year in which the lottery may take place. 3. The proof of residency has to be submitted with the application form (except in the case of homeless students). The following forms will be accepted: current utility bill, mortgage statement, rental agreement, or homeowner’s or renter’s insurance. 4. After this initial application period, the school will conduct a lottery before March 15, for which the date and time will be publicized at least one week before the lottery date. 603 CMR 1.06(6). Unless otherwise stated lottery will be held at the Memorial Hall Library, 3rd Floor, 2 Main Street, Andover, MA 01810. An incomplete application will not be considered for the lottery.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 92 5. The school will set a final date for students to accept offers of enrollment and the actual date of enrollment. 6. Any form submitted after March1 will enter a secondary lottery, and if there is a wait list, these students will go to the bottom of the waitlist in the order that they are chosen from the lottery. Notification of the secondary lottery date will be announced one week prior to the lottery. 7. STEAM Studio will publicize all lottery enrollment deadlines and convey there will be a lottery if there are more eligible applicants than there are available spaces within a given lottery enrollment process, with reasonable public notice of at least one week. 8. Public notice of all application deadlines will be given at least one month in advance. 9. All information requested in the application is not intended and will not be used to discriminate. After initial application deadline passes, STEAM Studio will divide all application forms into three categories under 603 CMR 1.06(4) • Siblings: Students who share a common parent (i.e. either biologic or legal parent) are defined siblings. Whether the children reside in the same household has no bearing on determining if the children are siblings for purposes of a sibling preference. Children who live in different households but share a common parent are siblings for purposes of the sibling preference. Children who may live in the same household but do not share a common parent are not considered to be siblings. If siblings are placed in foster homes and one of them enrolls in the charter school, then the siblings of that student are entitled to admission preference. Foster children are not considered siblings of other children in the foster home unless they share a common parent. • Residents: Students who live in the town of Andover, MA. Residents enrolled in district, private or parochial schools or enrolling in schools in the district get equal preference. • Non-residents: Students who live within Massachusetts but outside the town of Andover are defined as non-residents. Preference for admission is given first to applicants in the "Siblings" category followed by applicants in the “Residents” category, and then by applicants in the “Non-Residents” category, regardless of when their application form is submitted as long as it is prior to the application deadline. STEAM Studio will either extend an offer of admission to all applicants within a group (Siblings, Residents, or Non-Residents) that meet the application deadline or select applicants randomly using a lottery. STEAM Studio will not offer admission to applicants on a first come first serve basis.
Lottery STEAM Studio will determine the number of spaces available each by grade level. If there are more eligible applicants in any of the categories (“Siblings”, "Residents" or “Non-Residents”) than there are spaces available, STEAM Studio will hold a lottery to determine which applicants will receive an offer of admission. 603 CMR 1.06(3)(a). As previously mentioned, the school must give a public notice of the lottery at least one week before the lottery date. An individual who has no connection to the school will randomly draw numbers, which have been specifically assigned to each application received by the school before the deadline to ensure the privacy of student information. The parent or guardian of each student, however, is entitled to know his or her lottery number in advance of the drawing. If the school uses names, the school will notify parents of this practice when they complete an application and allow parents to opt out of
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 93 having their child(ren)’s names publicly used. After the available slots are filled, the individual shall keep drawing the remaining applicants in each category and place them on a waiting list in the order they are drawn. Each lottery is conducted in public and (unless otherwise stated) at the Memorial Hall Library, 3rd Floor, 2 Main Street, Andover, MA 01810. If the school does not reach capacity after admitting all eligible “Siblings” and "Residents," then it may admit non- resident applicants. In this case, the school must hold a lottery, under the same rules as outlined above to select non-resident students for the remaining spaces if there are more non- resident applicants than spaces available. 603 CMR 1.06(4)(b).
Waiting List STEAM Studio will maintain waiting lists for “Siblings”, “Residents”, and “Non-Residents.” Lists will be accurate and contain names, home addresses, telephone numbers, and grade levels of students. These lists will be rolled over from year-to-year. All students in the waiting list will be contacted as openings will be available.
STEAM Studio must accept “Resident” students before accepting “Non-Resident” students unless the “Non- Resident” student is also a “Sibling.” No student will be admitted ahead of other eligible students on the waiting list unless said student is either a sibling of a previously enrolled student or a resident of the charter school’s city or town (603 CMR 1.06(5)). There is one exception – if a space becomes available to a student from the waiting list, and whose expenses will cause his or her sending district to exceed the net school spending cap (9%), the charter school should skip over that student, but will keep the name on the waiting list. However, if such a student on the waiting list is a sibling of a student currently enrolled at the charter school, the school may enroll that student, and the Commonwealth of Massachusetts will pay the tuition to the charter school, but it is subject to state appropriations.
If a student declines an offer of admission, his/her name will not be placed in the waiting list. He/she must reapply again in the future. When a student stops attending STEAM Studio for any reason, STEAM Studio will attempt to fill vacant seats up to February 15th, excluding seats in the last half of the grades offered and in grades 10, 11, or 12. Seats for students who have accepted an offer of admission but have never attended are exempt. A vacancy not filled after February 15th moves into the subsequent grade. Secondary Lottery STEAM Studio may hold a second lottery under the following conditions: 1. If the school has received fewer application forms by March 1 than it has spaces available; or 2. If the school receives additional application forms for the upcoming school year after March 1.
Enrollment Confirmation Families of the students will be notified at the lottery and by mail of their admission status that is either accepted for admissions or placed on a waiting list. If a student declines an offer of admission, the school will immediately contact the family of the student who is on the top of the waiting list. If a student is accepted in the lottery, that family must confirm by May 1st that the student will attend the school. The school will hold an orientation session in August (before the first day of school) to prepare new families and students for the transition to the School and to assist families with any remaining paperwork. If a student is selected off of the waiting list and if the family is notified after May 1st, the family has five (5) days to confirm enrollment. Other Limitations Students for whom enrollment in the charter school would cause the sending district to exceed
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 94 their tuition cap will not be offered admission, but will remain on the waiting list. If those students are siblings of students currently in attendance at the school, the state may pay the child’s tuition, subject to appropriation (M.G.L. Chapter 71, Section 89(i); 603 CMR 1.06(4)(e)). STEAM Studio will have and implement a student recruitment and retention plan as outlined in M.G.L. c. 71 89(f) and CMR 603 1.05(f). Third-Party Mail House STEAM Studio, upon request, will provide the names and addresses of students to a third party mail house for mailing (M.G.L. c.71 (89)(g)) unless the parent requests that the school withhold their child’s information. Parents can request student information not to be disclosed during the application process. Forms to deny disclosure of information will be made available to parents.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 95 Draft STEAM Studio Student Application Form
STUDENT
First Name Middle Name Last Name
Address:
______, ______, ______, ______street, apt. # city state zip
Date of Birth (m/d/y) City and State of Birth Gender
______/ ______/ ______Female _____ Male
Applying for Grade
PRIMARY PARENT / GUARDIAN
First Name Middle Name Last Name
Address:
______, ______, ______, ______street, apt. # city state zip
Relationship to Student Home Phone Work Phone
Cell Phone Email Gender
_____ Female _____ Male
SECONDARY PARENT / GUARDIAN
First Name Middle Name Last Name
Address:
______, ______, ______, ______street, apt. # city state zip
Relationship to Student Home Phone Work Phone
Cell Phone Email Gender
_____ Female _____ Male
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 96 Draft Organizational Chart
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 97 Operating Budget: Projected Revenues and Expenditures
Operating Budget: Projected Revenues and Expenditures
Charter School: STEAM Studio Charter School Pre-Operational Period Year 1 Year 2 Year 3 FY2014 FY2015 FY2016 FY2017 MAJOR ASSUMPTIONS A Per Pupil Tuition 14,802 14,802 14,802 14,802 B Student Enrollment 0 115 230 340 C Facility Size (square footage) 20,000 20,000 30,000 56,000 D Cost per square foot 18 18 18 18 E Staff FTE: (1.0 FTE = XX hours) E1. Administrative (Professional) 0.5 3.4 4.0 5.6 E2. Administrative (Support/Clerical) 0.0 0.5 1.0 1.8 E3. Instructional: Teachers 0.0 10.4 20.9 32.6 E4. Instructional: Other (Professional) 1.0 1.0 2.5 3.0 E5. Instructional: Paraprofessionals 0.0 0.0 0.0 1.0 E6. Instructional: Salaries - Support/Clerical 0.0 0.0 0.0 0.0 E7. Other Student Services 0.0 0.6 1.0 1.4 E8. Operation and Maintenance of Plant 0.0 0.4 0.6 1.0 F Staff FTE: Subtotal: 1.5 16.3 30.0 46.4
OPERATING REVENUES 1 Tuition 1,702,230 3,404,460 5,032,680 2 Grants - State 3 Grants - Federal 23,805 47,610 70,380 4 Grants - Private 5 Nutrition Funding - State & Federal 6 Program Fees 7 Contributions, in-kind 8 Contributions, in-cash 9 Investment Income 10 Transportation Reimbursements 11 Other: 12 Other: 13 TOTAL OPERATING REVENUES 0 1,726,035 3,452,070 5,103,060
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 98
OPERATING EXPENDITURES Administration 14 Salaries - Administrative (Professional) 16,000 135,000 170,000 280,000 15 Salaries - Administrative (Support/Clerical) 10,000 25,000 40,000 16 Accounting-Audit 9,000 15,000 20,000 17 Legal 2,000 3,000 4,000 5,000 18 Payroll 9,000 15,000 20,000 19 Other Professional Services 20 Information Management and Technology 8,200 12,800 19,200 20,000 21 Office Supplies and Materials 9,000 15,000 20,000 22 Professional Development, Administrative/Board 1,000 1,000 1,000 23 Dues, Licenses, and Subscriptions 4,000 4,500 5,000 24 Fundraising 25 Recruitment/Advertising 5,000 10,000 12,000 14,000 26 Travel expenses for staff/Board 4,000 4,500 5,000 27 Bank Charges - Current (Short Term) 28 Purchased Management Services 29 Other: 30 Other: 31 Subtotal: 31,200 206,800 285,200 430,000
General Special General Special General Special Instructional Services Education Education Education Education Education Education 32 Salaries - Teachers 475,000 80,000 1,084,000 145,000 1,626,000 230,000 33 Salaries - Other (Professional) 40,000 220,000 220,000 220,000 34 Salaries - Paraprofessionals 35,000 35 Salaries - Support/Clerical 67,000 77,500 95,000 36 Contracted Services, Instructional 37 Instructional Technology in Classrooms 46,400 8,500 46,400 8,500 46,400 8,500 38 Instructional Supplies & Materials 50,000 10,000 50,000 10,000 50,000 10,000 39 Testing & Assessment 12,000 15,000 18,000 40 Professional Development, Instructional 5,000 10,000 15,000 41 Dues, Licenses, and Subscriptions 42 Staff Stipends in addition to base salary 43 Purchased Management Services 44 Other: Field Trips 4,000 6,000 8,000 45 Other: 46 Subtotal: 40,000 879,400 98,500 1,508,900 163,500 2,078,400 283,500
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 99 Other Student Services 47 Salaries - Other Student Services 100,000 150,000 48 Health Services 20,000 30,000 40,000 49 Student Transportation (to and from school) 50 Food Services 40,000 80,000 120,000 51 Athletic Services 13,000 25,000 37,000 52 Purchased Management Services 53 Other: Other Student Activities 15,000 30,000 45,000 54 Other: 55 Subtotal: 0 88,000 265,000 392,000 Operation and Maintenance of Plant 56 Salaries - Operation and Maintenance of Plant 57 Utilities 5,000 50,000 75,000 100,000 58 Maintenance of Buildings & Grounds 50,000 60,000 70,000 59 Maintenance of Equipment 60 Rental/Lease of Buildings & Grounds 360,000 540,000 1,008,000 61 Rental/Lease of Equipment 6,000 8,000 10,000 62 Capital Debt Service 63 Renovation/Construction 64 Acquisition of Capital Equipment 50,000 80,000 25,000 20,000 68 Purchased Management Services 66 Other:Internet and Communications 1,000 4,000 8,000 12,000 67 Other:One Time Buildout costs for Facility 60,000 40,000 68 Subtotal: 116,000 590,000 716,000 1,220,000 Fixed Charges 69 Payroll taxes 2,000 16,074 29,396 42,563 70 Fringe Benefits 8,000 119,255 216,373 315,790 71 Insurance (non-employee) 10,00020,000 30,000 72 Purchased Management Services 73 Other: 74 Other: 75 Subtotal: 10,000 145,329 265,768 388,353 Community Services (Including Dissemination) 76 Dissemination Activities 1,000 1,500 2,000 77 Civic Activities 78 Subtotal: 0 1,000 1,500 2,000 79 Contingency Fund
80 TOTAL OPERATING EXPENDITURES 197,200 2,009,029 3,205,868 4,794,253
81 SURPLUS/(DEFICIT) (197,200) (282,994) 246,202 308,807
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 100 V. Required Attachments (not counted toward 40-page maximum)
Resumes of Founding Group Members
Resume: John E. Arnold Westborough, MA
Education M. S., Computer Science, Brown University, Providence RI B. S. with distinction, Computer Science, Worcester Polytechnic Institute, Worcester MA. Professional Experience
Linkage Systems Corporation Westborough, MA President & Founder
Linkage Systems is a self-funded start-up company that balances short-term revenue opportunities (via professional services contracts) with longer-term product development efforts.
Highlights include: • Lead architect and developer for blast™ – an advertising creation and campaign management system that meets the needs of both the brand owner and the local merchant. It applies lessons from the manufacturing concept of mass customization to deliver a solution that balances the brand owner’s control of the brand identity and the merchant’s need for immediate response to changing local market conditions. • Lead developer for mobile (iPad) and web applications serving the in-hospital needs for Pre-Op and In-Op information needs. • Key contributor to technical strategy, competitive analysis, and application development for a privately held mobile technology company. Worked in partnership with client to design and build applications and scenarios that identify new product markets, features, and capabilities. (US Patents: 7,917,963 and 8,418,258) • Designed, developed, and deployed an online auction system including all mobile client, web client, and server components for an educational non-profit. The system was used successfully during 2 fund-raising campaigns which resulted in proceeds exceeding $1 million. • Developed an innovative enterprise architecture and methods for electronic message filtering that protects the interests of the affected enterprise by detecting and preventing unacceptable or suspect electronic communications. (US Patents: 7,496,628 and 8,250,158)
Adobe Systems Inc. Senior Computer Scientist
Senior Windows development engineer for Adobe ImageStyler and LiveMotion products.
Banyan Systems Inc. Consulting Software Engineer
Principal contributor to the BeyondMail Professional Internet Edition Release 3.0 electronic mail product.
Bull HN Information Systems Inc. – US Applied Research Laboratory (USARL) Staff Engineer II
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 101
Senior technical staff member of US Applied Research Laboratory (USARL) with responsibilities in both of the Lab’s primary activities: an applied research program in state-of-the-art, distributed, collaborative technology and its related product/technology transfer program. Established theme and vision for the lab – the synergy of groupware technology and software development/Computer-Aided Software Engineering environments – and supervised a small software engineering team.
Digital Equipment Corporation progression through Principal Software Engineer • Senior member of product team responsible for design and development of DEC FUSE computer-aided software engineering product. • Developed and deployed products, advanced technology demonstrations, and customer training for Digital’s Artificial Intelligence Technology Center. • Designed and implemented a knowledge-based simulation of distribution processes in partnership with the Intelligent Systems Laboratory at Carnegie-Mellon University.
Teaching Experience
Brandeis University – Division of Continuing Studies • Part-time adjunct faculty member: ‘XML and Related Languages’, ‘Advanced XML’, and ‘Advanced C++ – Level 1’ courses.
Honors and Memberships • Elected to Sigma Xi, Tau Beta Pi, Upsilon Pi Epsilon honor societies. • Member of ACM, IEEE Computer Society, AAAI.
Non-Profit Experience LYRASIS, Non-Librarian member of the Board of Trustees Appointed by the elected members of the Board of Trustees. Have served as Treasurer, Secretary, and Chair of the Strategy and Planning Committee.
LYRASIS is a national membership organization serving libraries and information professionals. Government Experience
Advisory Finance Committee, Town of Westborough Appointed by the Town Moderator.
Massachusetts Board of Library Commissioners Appointed by the Governor of Massachusetts.
State Advisory Council for Libraries (SACL) Appointed by the Mass. Board of Library Commissioners.
White House Conference on Library and Information Services Massachusetts Delegate; appointed by the Mass. Board of Library Commissioners
Trustee of the Westborough Public Library Elected for 5 terms by voters of Westborough, Mass.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 102 Resume: JoAnn Gantz Bendetson, Andover, MA Education and Related Work Experience
TUFTS UNIVERSITY | B.A. | 1980 • English, Magna Cum Laude • Phillips Academy, Assistant Teacher, Summer Session, 1980 • Arlington High School, English Teacher, 1980-1981
TUFTS UNIVERSITY | M.A. | 1991 • Elliot Pearson School of Child Development • Internship at Children’s Hospital, Boston: School Function Clinic
Leadership Experience • Tufts University, International Board of Advisors • Tufts University, Institute for Global Leadership • JoAnn and Robert Bendetson Public Diplomacy Initiative • Education for Public Inquiry and International Citizenship (EPIIC) Symposium • Tufts University, Hillel Board Member • American Friends of the University of Haifa, Board Member • Andover High School • School Improvement Council • Scheduling Committee • Interview Committee, Assistant Principal and Athletic Director • Temple Emanuel, Andover Finance Committee
Business Experience REAL ESTATE BROKER | LITTLE & CO, FOSTER & FOSTER, HUNNEMAN-COLDWELL BANKER | 1981-1994 Residential Real Estate Marketing and Sales in the Back Bay, Beacon Hill, South End, Boston.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 103 Resume: David Birnbach, Andover, MA
EDUCATION 1989 Master of Science Degree in Management of Technology Massachusetts Institute of Technology – Sloan School and School of Engineering
1982 Bachelor of Science Degree in Mathematics University of Arizona, Tucson, AZ
2011 – present:
Lead Mentor, MIT Venture Mentoring Service, Cambridge, MA. The organization supports innovation and entrepreneurship throughout the MIT community. Help research teams, professors, and students commercialize technologies developed in the Labs and start new ventures.
Adjunct Professor, University of Massachusetts, Lowell. Invited to teach the Business School’s “Starting a New Venture” course with Jack Wilson Ph.D., President Emeritus of the University of Massachusetts. Fall, 2012.
Teaming with MIT Biological Engineering Professor Natalie Kuldell to advance her non-profit education venture – BioBuilder – aimed at bringing cutting-edge STEM research to high school teachers and students.
Andover School Committee Member, Andover, MA. Current member (ten years of service). Have extensive knowledge of public policy, financial oversight, and governance. 10 years budget experience with Andover Public Schools ($30M- 68M) involved in all facets of K12 programs and services. Actively involved in hiring three superintendents over the past two decades.
Youth CITIES Board Member. A non-profit education organization that addresses the growing importance of innovation and entrepreneurship in education. Our after-school and Saturday programs introduce middle and high school students to the exciting world of entrepreneurship – appealing to students across the educational spectrum, including students who typically fear math and science. Our programs – led by experienced business, technology, and social entrepreneurs – are held at Microsoft’s Research and Development Office and at the Cambridge Innovation Center, home to the Boston area’s most exciting technology start-ups and life sciences companies.
2010 - 2011 Antenna Vaultus Software, Boston, MA
After Vaultus was acquired by Antenna, I stayed on to ensure a smooth transition for our employees.
2004 - 2010 Chief Executive Officer, Vaultus Mobile Technologies, Boston, MA
Leading mobile software firm focused on consumer and enterprise markets. Vaultus was a pioneer in the mobile applications industry. Its technology enabled firms to build large-scale employee and customer-facing mobile applications that run on the tablets and smartphones. Acquired by Antenna Software in 2010. • Created a company culture that fostered innovation and collaboration.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 104 • Projects ranged from $100K to $1.5M. Customers included many Fortune 500 firms • Built strategic partnerships with global mobile industry firms • Winner of the Wireless Industry’s Innovation Award for being the industry’s best mobile solutions provider.
1999 - 2003 Vice President MarketSoft Corporation, Lexington, MA
MarketSoft was a leader in enterprise marketing and campaign management solutions that helped companies grow revenue and improve marketing impact. Markets included Financial Services, Insurance, High Tech and Telecommunications. Member of startup team. Grew revenue to $12M in three years. Initiated $100-300K projects at IBM, Cisco, GE, Fidelity, American Express, MetLife, Allstate, and AT&T. Hired 24-person sales team. Built Global Partner Program with IBM.
1995 – 1999 Head of Operations, Eastern Half of North America
Onyx Software, Bellevue, WA
Onyx was a spinoff from Microsoft, and developed the industry’s first Customer Relationship Management Software (CRM) solution that integrated customer information across sales, marketing, and customer service departments.. Member of startup team and led company in sales performance, where revenues grew from $2M - $35M. Build and grew sales team from one to 60 professionals in 24 months.
1993 – 1995 Director, Business Development Pegasystems, Cambridge, MA
1983 - 1993 Employed by Digital Equipment Corporation
1990 - 1993 Director, Business Development, Emerging Technology Solutions Group
1988 - 1989 Full-Time Graduate Student at MIT
1983 - 1987 Software Engineer and Project Leader
OTHER EXPERIENCE
2001 – 2002 Member, MIT Sloan School Executive Education Assessment Committee. Team’s work led to the formation of the Sloan Fellows Program in Innovation and Global Leadership.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 105 Resume: Andrea Brennen, Medford, MA designer, architect
Four years working at the intersection of research, design, and technology and four years studying architecture at MIT have provided me training and experience: Synthesizing information from diverse perspectives. Executing projects that require both creative inquiry and technical problem solving. Communicating complex ideas through a variety of media: writing, speaking, visual material.
Experience Task Lead, MIT Lincoln Laboratory 2011 - present Managed team of software developers to design and build novel tools to visualize complex multi-dimensional datasets related to wireless communication networks. Developed relationships with network analysts to understand the needs of future users. Interacted with sponsors to raise research funding.
Designer, MIT Lincoln Laboratory 2011-2012 Developed multi-media presentations to communicate complex technical concepts to diverse audiences of engineers, government sponsors, and policy-makers. Facilitated collaborative projects across departments and research disciplines.
Freelance Design & Consulting 2009-2011 Initiated and executed several projects combining research, business development, and design: PinBit, a Cambridge-based software start-up. Consulted on branding & marketing strategy, designed presentations, interacted with clients. Memorial for Forgetting, an alternative podcast tour of Cape Town, South Africa. Collaborated with a Dutch non-profit to develop the concept, secure grant funding, conduct on- site research in Cape Town, and produce stories. On the Fringe of Science, research on architecture for extreme environments Secured funding from MIT's Sloan Business School to conduct research at the Jacob Blaustein Institute for Desert Studies in Southern Israel on design strategies for energy efficiency. JustMeans, a blog about social and environmental responsibility. Researched topics and wrote 4 posts per week about sustainable design and development.
Education Massachusetts Institute of Technology 2005-2009 Master of Architectural Design. Recipient of Majorie Pierce/Dean William Emerson Fellowship and 3 merit-based tuition awards.
Grinnell College 2000-2004 Bachelor of Arts in Mathematics; Bachelor of Arts in Studio Art. Graduated Phi Beta Kappa with High Honors; recipient of Trustee Tuition Scholarship, Zirkle Award for Sculpture.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 106 Resume: Grant Gary, Boston, MA
• Currently a high school mathematics teacher, Boston Green Academy (an in-district charter school). • Current Math for America Fellow. • Experience serving all levels of Special Education students including those with severe special needs. • M.S. Mathematics Education - Boston University • M.S. Management Science and Engineering - Stanford University • B.S. Mechanical Engineering - University of Vermont
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 107 Resume: Mary Kelleher, Andover, MA Independent Education Consultant, Andover, MA
Founder/President of a full service education consultancy 1997 - Present • Initiated and developed a full service education advisory service focused on private secondary school placement, US undergraduate college search and application and graduate school application processes. • Designed a detailed questionnaire and ‘best practices’ systems for guiding high school students and their families through college search and application process with a focus on ‘best academic and social fit’. • Visited with and interviewed admissions personnel at over 200 colleges and universities. • Participated in many college sponsored campus tours and information sessions • Developed a marketing plan to launch new consulting business; all subsequent business has developed through referrals and word of mouth (with no online presence) • Guided and placed students in a variety of colleges and universities ranging from Ivy League to small private colleges to top ranked state universities • Specialized in working with international families (from Europe, China & Korea based clients), students with diagnosed learning disabilities and recruited athletes • Provide general advising/ assistance to families in selecting between private school and public school options for middle and high school. • Provide extensive advice/ guidance on enrichment activities for all students, ranging from STEM to humanity areas. • Authored several articles on the college admissions process for Summit Test Prep
Lawrence Boys and Girls Club (LBGC), Lawrence MA: 1999-2013 • Advisor to college prep program at LBGC, located in one of the poorest inner cities in MA. • Advised on course selections, standardized testing, career tracks and appropriate colleges with individual students • Initial program goal was to guide groups of students but at the request of the staff, focused on one-on-one advising/mentoring while providing overall pro bono counseling consultancy services to LBGC staff and student participants • Initiated an SAT prep program –expanded in fall 2008 to include SSAT testing • Mentor individual students and advise on financial aid and scholarship issues • Identify & place students in summer enrichment programs ranging from STEM to humanity areas. Awards/Community Involvement: • Past President PSPA (Parents of Students of Phillips Academy, Andover MA) • Tribute to Women Award - May 2006 for service in the Greater Lawrence community • Member of the Board of Governors and Education Committee of LBGC (2006 to 2013) • Member of selection committee for Andover School Superintendent (1998) Background and Education: • Born in Dublin, Ireland – moved to US in 1987 (with 3 young daughters) in support of husband’s high tech career Education: • Degree of Barrister- at- Law from the Honorable Society of King’s Inns, Dublin (1974) • Incorporated Law Society of Ireland - Solicitor (1980) • Patrick Tallan and Company Law firm, specialized in probate, administration of estates and associated tax legislation (1975 to 1982)
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 108 Resume: Richard Kelly Jr., Medfield, MA
Present Independent Software Developer Research and writing.
Olympus Instructional Designer: 2012-2013 Created courses in human anatomy and medical devices for medical sales staff.
Boston Architectural College Instructional Designer: 2008-2012 Created courses, taught and mentored professors on pedagogy and instructional design. Developed technology for teaching and portfolios.
Virtual High School Curriculum Coordinator: 2006-2008 Mentored online HS teachers. Created course segments. Created systems for fostering, teaching, and spawning new technology.
Hong Kong Academy (HK SAR, China) Course/Curriculum Developer - Instructional Designer: 2002-2006 Created animated curriculum in Putonghua (Mandarin) for English speakers.
Independent Distance Learning Course Developer/ Consultant 1998-2002 Created scenario-based training for Legal Research Network. Created “teach the teacher” curricula and applications for Co-nect, a company that specialized in the retraining of teachers in failing school districts (now part of Pearson Education).
Harvard-Smithsonian Center For Astrophysics Developer/Project Manager of Online Educational Applications 1997-1998 Created interactive educational applications in x-ray astrophysics and elementary astronomy. Collaboratively designed edutainment astronomy site with Harvard researchers for at-risk East Boston High School students interested in science.
Dataware Technologies Manager of Interactive Applications 1995-1997 Created educational and advertising applications.
Miller Freeman Publications, Emerging Technologies Group, San Francisco Contributing Editor/Writer Virtual Reality Magazine 1993-1997
Digital Equipment Corporation:1986-1995 Interactive Television Group: Created Interactive TV applications, including TeachMe – first educational application for Interactive TV. Designed NBTel's EVOD educational video-on-demand system.
Artificial Life, Virtual Reality & Distance Learning Applications Group: Created fly-through training models of the human gastrointestinal tract for surgical education with Harvard Medical School, live-in immune system models for K12 immersive biology.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 109
Advanced Technology Fellowship Program: Taught Artificial Intelligence courses and visiting students in US and Japan.
Commonwealth of Massachusetts Treasury Department Programmer 1983-1986 Created expert system in bond portfolio management for analyst education.
Education: BA, Animal Behavior, Bucknell University MA, English, University of New Hampshire
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 110 Resume: Ronald Lasser Ph.D., Andover, MA
PROFILE Accomplished business/product development professional and educator. Strong emphasis on inspiration, learning, education, and innovation.
EXPERIENCE Professor of the Practice, Electrical and Computer Engineering Department, Tufts University, Medford, MA 2006 – Present. Appointment to the Faculty for teaching, research, and curriculum development.
Courses: Senior Design Project, Junior Design, Introduction to Electrical Engineering, Mathematics of Linear Systems, and Engineering Entrepreneurship.
School of Engineering Initiatives: • Coordinator of First-year Experience (2012), • Tufts Engineering Leadership Program (committee chair 2010); • Engineering Leadership Panel, Dean’s Lecture Series (organizer and moderator) • Dean’s Lecture Series (organizer and moderator), • High Tech Innovation & Project Fellows Program (director), • Project Based Learning Curriculum (2008), Design Accreditation, Curriculum Assessment.
Strategic advisor for technology & innovation, management, image processing and entrepreneurship – 2006 – Present. Work with senior management teams to generate technology and innovation management plans; technical product development and assessment for image processing, animation, and new technology ventures
Medical Device Development – Advisory Board Member, Hematotypes, Inc., Nashua, NH; 2005 – 2012. Advisor and chief technology developer for medical device startup for clinical product which detects and classifies blood cancers; managing product development technology implementation of patented process; product trial Jan, 2011.
Principal, Product Development Consulting, Inc., Boston, MA; 2000 – 2006. Worked with senior executives and product management teams of Fortune 500 clients and high-growth companies to produce high impact results for technology, product portfolio, innovation management, and beyond the enterprise product development:
Director of Engineering. GSI Lumonics, Inc. (General Scanning, Inc.), Billerica, MA; 1994 – 2000. Responsibilities: Product innovation, strategic marketing, and operations engineering
EDUCATION
Carnegie-Mellon University, Pittsburgh, PA. Mechanical Engineering: Ph.D., 1982; M.S., 1977; B.S., 1975.
Harvard University, Harvard Business School Strategic Marketing Management, Division of Executive Education, 1997.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 111 AFFILIATIONS
Center for Balanced Design, Cambridge, MA. Member of Advisory Board. 2003 – 2006. Startup company focused on designing and producing toy and game products for learning and education with an application for business use.
BostonCyberArts, Inc. Volunteer advisor to a 501 (c)3 non-profit arts organization created to foster, develop and present a wide spectrum of media arts including electronic and digital experimental arts programming.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 112 Resume: H OWARD A. L URIE, B ROOKLINE, MA
P ROFILE
Proven innovator and thought-leader in “cradle to gray” e-Learning, with 18 years of leadership and management experience in digital education. Expertise in the strategic development and management of online professional development services, and the creation of global partnerships among administrators, educators, publishers, and content providers. Experienced advocate and catalyst for implementing next-generation systems for online teaching and learning. Former executive at edX, an edtech startup focused on designing and implementing global MOOCs (massive open online courses) and blended learning experiences. Demonstrated leader in expanding educational services for foremost public media providers. Collaboratively designed and launched a new k-20 digital education content service for PBS LearningMedia and grew business development and partnerships for the WGBH Educational Foundation. Seasoned presenter, facilitator, and convener, possessing exceptional written and oral skills. Recognized leader and team manager; experienced at directing multi-site projects with complex deliverables. Extensive project management skills, including experience with Agile and lean product development processes, channel marketing, and social media strategies.
E -LEARNING M ANAGEMENT AND L EADERSHIP
CONSULTING SERVICES FOR EDUCATION – CS4ED (www.cs4ed.com) Current Vice President for E-Learning Strategy • Provide consulting services for k-20+ educational organizations and companies focused on assessing and entering the MOOC and blended learning market. • Advise k-20 institutional clients on the development, use, and assessment of digital learning repositories in personalized and classroom instruction.
EDX (www.edx.org), Cambridge, Massachusetts 2012-2013 Vice President for External Affairs • Represented the leading e-learning and MOOC start-up during rapid, early stage growth. Articulated edX’s unique narrative in the press, online, and through keynotes presentations at international education conferences in China, Europe, and throughout North America. • Accelerated and supported the expansion of the edX Consortium from 2-28 internationally recognized institutions during a 13-month period. • Brokered a wide range of business development and funding partnerships, focused on digital publishing, blended learning, Open Educational Resources, and MOOC course development.
PBS LEARNINGMEDIA (www.pbslearningmedia.org), Boston, Massachusetts 2010-2012 Managing Director • Applied management experience and thought leadership towards the merger of PBS and WGBH digital education properties to create PBS LearningMedia. • Delivered operational and strategic leadership during start-up phase of PBS LearningMedia, including product management, fundraising, business development, and
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 113 governance. • Managed teams focused on marketing, product development, and promotional events.
WGBH EDUCATIONAL FOUNDATION (www.teachersdomian.org), Boston, Massachusetts 2008-2012 Associate Director – Educational Productions • Led initiatives in business development, fundraising, and the cultivation of partnerships for a premier digital education service and resource provider. • Directed online teacher professional development service, including funding, licensure, and promotional efforts. • Directed marketing and partnership efforts for WGBH Teachers’ Domain, resulting in 75% growth in user community. • Secured more than $4m from donor capital, Federal, and state governments grants, in addition to corporate and philanthropic foundations, such as NASA, Wal-Mart Foundation, Amgen Foundation, PBS, and the U.S. Department of Education.
FACING HISTORY AND OURSELVES NATIONAL FOUNDATION (www.facinghistory.org), Brookline, MA1999-2008 Digital Program Director • Directed the development of an online educational platform and series of interactive products, including international online conferences, student-to-student online forums, and online professional development courses. • Provided national leadership and staff development for 20-person team. • Secured funding for, and implemented onsite digital education training programs for teachers in Prague, Cape Town, and Zurich. • Created and directed digital education partnerships with the Pearson Foundation, Fujitsu Corporation, and the Boston Public Schools.
P RESENTATIONS, C ONSULTING, AND T EACHING
Keynote and Panel Presentations: 2013 Stockholm, September - ELIG (European Leaning Industries Group) Summit. Denver, September - Keynote Address, EdNet Annual Conference. Melbourne, July - MOOCS 2013, keynote address, “Reinventing Education” via WebCast. Paris, June - Futur en Seine, provided expert commentary on French e-learning ecosystem, UNESCO, featured speaker. Brussels, June - EFMD Annual Conference, Keynote Address on MOOCs, e-learning and management education. Beijing, June - Tsinghua University, National MOOC Conference, Keynote Address. San Francisco, May - Software & Information Industry Association, Panel on OER and MOOCs. Baltimore, April - Online Computer Library Center Annual Conference, Keynote Address Cambridge, Mass., March – MIT Tech Review Innovation Series, panel presentation New York City, January – Education Growth Summit, keynote and panel presentation
BALEFIRE LABS INC. (www.balefirelabs.com), New Hampshire Present Strategic Advisor Member of the executive advisory board for edtech start-up, focused on improving children’s education by guiding parents and educators in navigating the confusing world of educational apps.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 114 • Secure new business development and partnership opportunities among app developers and digital education service providers.
ABRAHAM LINCOLN BRIGADE ARCHIVES, New York, New York 2002-Present Board Member and Education Consultant • Serve as content and curriculum consultant, focusing on online service development for international non-profit preserving the legacy of American volunteers during the Spanish Civil War.
ICT QATAR, Doha, Qatar 2009-2010 E-Leaning Strategy Consultant • Selected to serve on an international team, consulting on the creation of a digital education platform, products, and professional development services.
UNITED STATES LIBRARY OF CONGRESS, Washington, D.C. 1998-2001 Fellow • Selected as American Memory Fellow; developed online curriculum modules utilizing Library of Congress collections.
NATIONAL ENDOWMENT FOR THE HUMANITIES – NEW MEDIA CLASSROOM, Williamstown, MA. 1997-1999 Regional Program Director • Created and managed a New Media Classroom faculty development program, funded by the NEH and sponsored by the American Social History Project.
FAIRFAX COUNTY PUBLIC SCHOOLS, SOUTHWEST VERMONT SUPERVISORY UNION, MOUNT GREYLOCK REGIONAL SCHOOL DISTRICT, Virgina, Vermont, Massachusetts 1987-1999 Social Studies and History Teacher, Technology Coordinator • Taught middle school, high school, and college; developed digital curriculum and contributed to school reform efforts in public schools and colleges in Virginia, Vermont, and Massachusetts. • Served as founding regional technology coordinator; responsible for network implementation, hardware/software deployment, and faculty professional development.
E DUCATION
TEACHERS’ COLLEGE – COLUMBIA UNIVERSITY, New York, NY Master of Arts in Teaching; Research Fellowship (1986)
UNIVERSITY OF MASSACHUSETTS – AMHERST, Amherst, MA Bachelor of Arts, summa cum laude, Social Thought and Political Economy (1983)
I NTERESTS
• Four-Time Marathoner – Boston (2), Ottawa, and Vermont City. Running Chicago Marathon in October, 2013. Seven-Time Half-marathoner. • Member of One Run for Boston Relay Team; helped raise $94K in coast to coast relay run in honor of victims of the April 2013 Boston bombings. • Individually and as team member, helped raise $120K to support the Boston Arts Academy, Valentino Deng Achek Foundation, and Thompsons’ Island Outward Bound Center.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 115 Resume: Stephen I. Miran, Boston, MA
EMPLOYMENT HISTORY
Fidelity Investments, Fixed Income Division: Macro Analyst 11/2013 - present
Merrimack, NH - Macro strategy for Fidelity’s ~$800 billion of fixed income portfolios - Adopt macroeconomic and global central bank views to the large variety of fixed income portfolios - Qualitative and econometric analysis
Lily Pond Capital Management: Senior Analyst 11/2010 — 6/2012
New York, NY - Macro strategy for four global macro portfolio managers. Specialty in using deep understanding of economic policymaking to develop investment strategies around central bank and fiscal policy behavior
PSQR Capital Management: Senior Economist 6/2010 – 11/2010 Hamilton, Bermuda - Macro analysis/strategy (qualitative and econometric)
National Bureau of Economic Research: Research Assistant 1/2008 – 12/2009 Cambridge, MA - Analyzed consumption and fiscal policy for project run by Professor Martin Feldstein
EDUCATION HISTORY
Ph.D., A.M. in Economics, Harvard University 9/2005 — 5/2010
- Dissertation completed under advisor Martin Feldstein - Focus on macroeconomics and public finance - As a Teaching Fellow, taught undergraduate and graduate courses in American Economic Policy, Public Economics, and Consumption & Saving
BA summa cum laude, Boston University 9/2001 — 5/2005
- Majors in economics, philosophy, minor in mathematics - Honors: Trustee Scholarship (full scholarship, highest award for undergraduates at the university), College Prize for Excellence in Economics, Phi Beta Kappa Society
TECHNICAL SKILLS PROFILE
- Extensive programming experience in Matlab, STATA, Excel - Modern panel data, cross-sectional, time-series, structural and reduced-form econometric methods including regression, maximum likelihood, and generalized method of moments
ACADEMIC PUBLICATIONS
- “Fiscal policy multipliers on sub-national government spending.” American Economic Journal Spring 2012 (with J. Clemens, Stanford University)
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 116 Resume: Karen Postal Ph.D., Andover, MA
Curriculum Vitae
Karen Spangenberg Postal, Ph.D., ABPP-CN Andover, MA
Board Certification: American Board of Professional Psychology (Clinical Neuropsychology)
Education:
1991 B.A. Psychology, Summa Cum Laude University of California, Berkeley, Berkeley, California
1996 Ph.D. Clinical Psychology The Wright Institute, Berkeley, California
Postgraduate Training
1995-7 Fellowship in Neuropsychology Medical University of South Carolina, Charleston, South Carolina
1994-5 Internship in Clinical Psychology, Center for Students with Learning Disabilities University of Massachusetts, Amherst, Massachusetts
Academic Appointments:
2011- present Lecturer in Psychology, Department of Psychiatry, Harvard Medical School
Clinical Appointments
2011- present Allied professional Staff, Cambridge Health Alliance
2001-present Private practice - Neuropsychology Consultants
1997-2001 Director of the Learning Diagnostic Center and Staff Clinical Neuropsychologist, New England Neurological Associates, P.C.
1997-2001 Co-Founder of the Memory Disorders Clinic and Staff Clinical Neuropsychologist , Northeast Rehabilitation Hospital
Other Activities
2012- Present Jointly appointed “Neutral Neuropsychologist” by the National Football League and NFL Players Association
2012- 2013 President, Massachusetts Neuropsychological Society
2012- 2013 Chair, Committee of State Leaders, American Psychological Association
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 117 2011- Present Board Member, American Academy of Clinical Neuropsychology Chair of Practice Advisory Committee, American Academy of Clinical Neuropsychology
2012- Present Founding Chair, Inter-Organizational Practice Committee, American Academy of Clinical Neuropsychology, National Academy of Neuropsychology, APA Division 40
2013- Present Council of Representatives American Psychological Association
2011-Present State Implementation of Healthcare Reform Advisory Panel Member, American Psychological Association
2010- present Ad hoc reviewer, the Clinical Neuropsychologist
2011- Present Psychology participant, NHIC Medicare Clinical Advisory Committee
2008-2010 President, Massachusetts Psychological Association
2004-2008 Board Member, Massachusetts Psychological Association
Society and Organizational Memberships
American Psychological Association Massachusetts Psychological Association Massachusetts Neuropsychological Society American Academy of Clinical Neuropsychology National Academy of Neuropsychology Book
Postal, KS & Armstrong K (2013). Feedback That Sticks: The Art of Communicating Neuropsychological Assessment Results. New York: Oxford University Press.
Book Chapter
Postal KS (2004). “Mirror sign delusional misidentification symptom.” In T Feinberg & JP Keenan (Eds.) The Lost Self: Pathologies of the Brain and Identity. San Francisco: Oxford University Press.
Journal Publications
Braun, M, Tupper, D., Kaufman, P., McCrea, M., Postal, K., Westerveld, M., Wills, K., and Derr, T. (2011) “Neuropsychological assessment: A valuable tool in the diagnosis and management of neurologic, neurodevelopmental, medical, and psychiatric disorders.” Journal of Cognitive and Behavioral Neurology 24(3) 107-114.
Postal, KS (2010) “Remembering the Future of Neuropsychology.” The Clinical Neuropsychologist 24 (6) 1088-1090.
Bachman DL, Wagner MT, DePalma M, Spangenberg KB, & Hendrix SA (2000).
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 118 “Caregiver attitudes about patients being told they have Alzheimer's disease: Before and after truth disclosure.” Journal of Clinical Geropsychology, 6 (4) 309-313.
Spangenberg KB, Wagner MT, Hendrix SA, & Bauchman DL (1999). “Firearm presence in households of patients with Alzheimer's disease and related dementias.” Journal of the American Geriatrics Association, 47 (10) 1183-1186.
Spangenberg KB, Wagner MT, & Bachman DL (1998). “Neuropsychological analysis of a case of abrupt onset mirror sign following a hypotensive crisis in a patient with vascular dementia.” Neurocase, 4 (2) 32-38.
Postal, KS & Armstrong K (2013). Feedback That Sticks: The Art of Communicating Neuropsychological Assessment Results. New York: Oxford University Press.
Spangenberg KB, Henderson S, & Wagner MT (1997). “Validity of a recall and recognition condition to assess visual memory in the CERAD battery.” Applied Neuropsychology 4 (3) 154- 159.
Wagner MT, Spangenberg KB, Bachman DL, & O’Connell P (1997). “Unawareness of cognitive deficit in Alzheimer's disease and related dementias.” Alzheimer's Disease and Associated Disorders, 11 (3) 125-131.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 119 Resume: Melanie Ziegler, Andover, MA
SOFTWARE / PRODUCT DEVELOPMENT EXECUTIVE – ENTERPRISE SOFTWARE
Areas of Expertise Team Formation & Leadership • Product Roadmap Development • Program/Project Management Agile Scrum (CSPO) • User Experience Design • SaaS/Cloud App Development • Enterprise Software Development Strategic Planning • Partner and Customer Relationship Development • Partnering with Sales to Close Major Accounts
Accomplished and passionate software development executive with a track record producing high quality, marketable products for industry leaders. Recognized as a strategic and pragmatic thinker who leads by example, while building and retaining high performing teams. Highly skilled at ensuring software product reliability and customer satisfaction.
PROFESSIONAL EXPERIENCE
MSZ Consulting, LLC - Andover, MA www.mszconsulting.com 2011 – present Independent consultant providing high-impact advisory & hands-on leadership services on a temporary basis to early stage and emerging growth software companies. Please view my LinkedIn profile for client references for: ♦ Symbotic (Robotics) – Acting Software Dev. VP; Agile Scrum implementation; Project chartering; team formation. ♦ BIMstream (Enterprise SW) – Acting VP Product Management/Software – Developed prototype for pitching investors. ♦ Sensable (CAD/Modeling) – SaaS Advisory; Program Management. “Concept to Beta” in 4 months.
VFA, Inc. - Boston, MA 2002 – 2010
A leading provider of enterprise software for facilities capital planning; products are delivered as Software as a Service (SaaS) solutions to a blue chip client base in several markets.
Senior Vice President, Product Development Led all aspects of software product development, operations and hosting. Oversaw a team of 40 in software engineering, product management, quality assurance, technical writing and hosting operations. Developed and delivered on a complex product calendar of multiple annual releases across a multi- product set. Exemplary Performance Highlights/Outcomes
♦ Brought cohesion, professionalism, structure and accountability to VFA’s software development practice; reorganized and re-invigorated a team of software developers, QA and IT professionals to become a highly functional practice with state-of-the-art processes, thereby resolving former software reliability, release date, migration efficiency, scheduling, customization services and other inherited issues. ♦ Evolved flagship product (VFA.facility) to an award-winning solution, key to VFA’s 20% repeated annual growth. ♦ Developed and launched a game-changing product to significantly increase percentage of company revenue derived from software (VFA.auditor). Acquired and integrated a complementary product and remote development team (VFA.spendManager). ♦ Achieved a robust delivery of hosted SaaS solutions across all key aspects of development, deployment and operations (scalable, reliable, multi-tenant, secure, configurable, internationalized). ♦ Transitioned ad hoc software lifecycle to waterfall (initially) and later, agile scrum. ♦ Key partner with Sales to close several major accounts totaling $20+M; wrote proposals for both
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 120 standard and customized solutions; delivered winning, short-list presentations. ♦ Consistently achieved 99.5% hosting uptime SLA over several years across two data centers.
Advanced Visual Systems Inc. (AVS) - Waltham, MA 1997 – 2001 A leading provider of data analysis and visualization software products and solutions for the business intelligence/CRM, financial services, education, scientific computing, and technical markets.
Vice President, Engineering (1998-2001) Director, Software Engineering (1997-1998) Led development of a mix of six end-user and software development products. Directed teams of up to 50 working on all facets of product development: software engineering, quality assurance, technical writing and product management. Developed and maintained strategic relationships with industry analysts, business consortiums and hardware vendors. Responsible for 12 consulting services staff in 5 countries. Managed joint US & Denmark engineering teams.
Exemplary Performance Highlights/Outcomes ♦ Recruited and hired staff to grow the development organization from 20 to 35 people within nine months of joining AVS. Built a highly effectively, customer-focused organization. ♦ Developed and launched new products, OpenViz and VizWorks, the industry’s premier solutions for interactive, web-based visualization of business and financial data. ♦ Led the expansion of flagship products AVS/Express, AVS5, Toolmaster and Gsharp -- industry- leading solutions for the scientific, engineering and technical markets. ♦ Achieved consistent on-time delivery of 10 software product releases per year of AVS’s 6 core products with multiple product teams and independent release cycles. ♦ Played a key role in securing relationships with major ISVs such as PeopleSoft and Computer Associates for the use of AVS technology in their enterprise product suites. ♦ Presented AVS to potential investors and strategic partners resulting in an acquisition.
TASC (now Northrup Grumman) – Reading, MA 1989 – 1997 A leading provider of information management and systems engineering solutions.
Department Manager, Software Development & Services – Imaging Systems Business (1993-1997) Led a highly effective team of 30 persons in software development, systems integration, quality assurance, technical writing and customer support. Worked closely with sales and marketing to determine product functionality. Provided oversight for all systems integration projects. Generated cost estimates for fixed price proposals. Key technologies: advanced text/image compression, OCR, workflow, Oracle, C++, and HTML, client-server and thin-client web design. ♦ Evolved team of 30 from ad-hoc development to an efficient methodology that reduced development costs, and significantly improved product quality and customer satisfaction. ♦ Developed tools that reduced the cost of creating estimates, which ultimately improved profitability. ♦ Developed a customer support process; hired and trained the team. Lead Engineer/Project Leader/Software Manager – Visual Computing Business Unit (1989-1993) Led a multi-year, multi-million dollar development project that delivered an image analysis software system. Managed all aspects of this program, including schedule, budget, task allocation, testing, installations, logistics, and training at customer sites. ♦ TASC received a 100% performance-based contract award fee.
Merit Technology, Inc. – Plano, TX 1987 – 1989 A venture-funded software company specializing in emerging technology data visualization (GIS, mapping,2D/3D graphics) software products and solutions.
Project Leader/Lead Engineer Led a team of 6 engineers developing a state-of-the-art GIS/graphics/video/multimedia software solution for training Air Force flight crews. Extensive client responsibilities including role as on-site integration manager at GTE in Boston.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 121 E-Systems – Garland, TX 1986 – 1987 Software Engineer Integrated and tested a large, complex software system for managing the request and distribution of imagery data.
Texas Instruments – Dallas, TX 1984 – 1986 Team Leader/Software Design Engineer Promoted to lead a team of 4 software engineers developing infrared tracking software for defense systems.
EDUCATION & PROFESSIONAL DEVELOPMENT University of Dallas – Dallas, TX 1986 - 1989 MBA, Engineering Management Program (2/3 of curriculum completed)
University of Rochester – Rochester, NY 1980 - 1984 Bachelor of Arts in Mathematics and Computer Science
MassTLC member; Certified Scrum Alliance Product Owner (CSPO); Product Management (Pragmatic Marketing); MIT Sloan Financial Analysis for Software Executives; MIT Enterprise Forum programs; Eagle Sales Training.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 122 Proposed Board of Trustees Questionnaires ! " ! # John E. Arnold !" # (! # Linkage Systems Corporation, President & Founder Sc.M. Computer Science, Brown University $# B.S. Computer Science, WPI "# ! !" # ( #( ! ! !" !#! + - none - $# # ! )# + ! $ !# ! )# & " Westborough, MA 0, &( $ &! # ! "" - As business colleagues with a shared interest in public education and community service, David Birnbach and I have been discussing our ideas and approaches to quality public education for a number of years. Since October 2012, David and I have been leading the effort that has resulted in the Commonwealth Charter School Final Application to which this questionnaire is attached. 1, ( ( $&"# "!% # !-# # # # !& $( $ (+ ,,"$"! !" !#!"$!!- & ( $ # # ! # !- As a member of the founding team for STEAM Studio, I am committed to working with the founding team. I bring a solid mixture of experience, knowledge, and skills that will help guide the Board through it’s initial ‘start up’ phase and reach a steady state where on-going operational excellence will be an important component of the school fulfilling its mission. If there is a Board liaison to the Computing & Digital Arts ‘STEAM Community’ Industrial Advisory Council, I will gladly serve in that capacity. And, if the Board requests, I will seriously review any other Board position that I am asked to consider. I do not have an expected timetable on the Board. I will consider serving as long as my work on the Board is seen as worthwhile and effective. 2, ! %" ' " # "##( $%# ## "#!#( $! # ## $$# "!% ( $!#!# $ #(, I have served as a member of the Citizens School Advisory Council in my home town of Westborough and have been the liaison from the Advisory Finance Committee to the School Committee as well. Additionally, I have served in elected and appointed roles related to public libraries for many years. In all of my public service, I listen carefully to all sides of every issue, consider the desired outcomes that best serve the constituency (in this case, that would clearly be the students) and the constraints placed upon the current situation (typically financial or policy constraints), and work with all interested parties to find the best solution. 3, #"#! $!#!" !#!$"#- ! !(! $!#!" !$"#"# #$("$ !## "" # ."!#! "$!###" "&# #!$"+!$# "+ # #"# ",( (+# "#%" "# !# # #" #"! "# # ."'$#%!# !* !/ ! "## #$#+ "+ "$ !&#" & !#, #"& !" # #'# # ## # &+# ."(&"+ #!&"!! #"+ $#+#, 4, "!( $!" #!"# $ $ $# "## "#!#( $! #(#
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 123 In terms of the STEAM Studio educational mission – especially the Computing & Digital Arts STEAM community - I bring to the STEAM Studio founding team a deep knowledge of the computing/software industry and I have volunteered to lead the creation of an industry advisory board to this community. I have B.S. and M.S. degrees in Computer Science and have been a software engineer for my entire career. This work includes working for companies large (e.g., Adobe, Digital Equipment) and small (including Linkage Systems – a start-up I founded in 2000) for which I have shipped commercial products and received 4 patents. I developed and taught Software Engineering courses at the Brandeis University Division of Continuing Studies from 2001 to 2005. Regarding the Digital Arts, I have a life-long commitment to music and music technology. I am an amateur songwriter/musician and have been involved with semi-pro recording studios since my college days.
This experience gives me somewhat unique insights into the educational needs of students who are exploring various careers related to computing and software and the powerful inter-relationship between computing, math, and music. I have been a volunteer for CS Ed Week and other aspects of the computer science classes at my local high school and I have managed college co-op/interns. This has taught me a great deal about how today’s students view the computing field and how they apply their school and life experiences to the field.
In terms of the responsibilities that accompany starting and running STEAM Studio as an organization held in the public trust, I bring to the STEAM Studio Board of Trustees a deep knowledge of public policy, financial oversight, and governance. I have served 7 years as a member of the Westborough’s Finance Committee (2 years as Chair), 15 years as a Westborough Library Trustee (including 3 years as Chair and 12 years as Treasurer), and 12 years as a member of the Massachusetts Board of Library Commissioners (appointed by the Governor). I also have served on the Board of Trustees of 2 non-profit organizations related to public, academic, and school libraries and have served as the Treasurer, Secretary, and Chairman of the Strategy & Planning Committee for LYRASIS (a national non-profit serving libraries with an emphasis on digital content). My participation in the policy-making and budgeting process for governmental organizations and non-profits has given me a deep respect for open, transparent, and thoughtful decision-making. Working with many diverse groups has taught me the power of seeking, hearing, and balancing all points of view on complicated policies and decisions when confronted with resource constraints in terms of people, time, and money. " !# I have worked with David Birnbach in a number of capacities over the past 11 years. Though I knew David when we both worked in different parts of Digital Equipment Corporation’s Artificial Intelligence Technology Center, we hadn’t worked together directly until late 2002. Since then, I have worked with or for David in a number of consulting capacities for various organizations he has been involved with. In late 2012, David and I began a series of meeting based on earlier discussions about our mutual interest in public education. Those meetings led to the creation of the STEAM Studio model and the team that is presenting this application.
Richard Kelly (another person on the Founding team) also worked in one of Digital Equipment
!#
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 124 Corporation’s Artificial Intelligence Technology Center. However, I did not know him very well back then and had not worked directly with him until David invited him to be part of the STEAM Studio team in May 2013.
I was introduced to Andrea Brennan by David Birnbach in 2010 when we had preliminary discussions about another aspect of education (not related to starting a Charter School). So, we participated in some of the same meeting back then but had not worked together again until she began participating in the STEAM Studio work earlier in 2013.
I was introduced to Ron Lasser by David Birnbach earlier in 2013 and have been collaborating with David and Ron on a software idea that is not directly related to STEAM Studio. 0& " " " " /1 % # # $ % + , " " " $ & " "$ &" $ ! & " " " & Though I have no financial interest in Alexander Aronson Finning and Co. (the firm that has been proposed as the accountant and/or auditor for STEAM Studio, that firm is also the firm that provides tax preparation services for my company (Linkage Systems Corp.) and my family. I was not involved in the selection of Alexander Aronson Finning and neither my company nor my family have received or will receive any preferential pricing or treatment based on any possible relationship STEAM Studio may have with them. 1& " " " " $ $ $ $ " " " " '" $ ! & & 2& " " ( " & If this situation presented itself, I would consult with the Board’s policies to see if there was a specified process for reporting the situation. If so, I would follow that specific policy. If there was no policy in place, I would report the situation to the Board Chair (unless the person was the Board Chair) to determine the proper course of action. If the Board Chair was involved or in the case that I felt that unsure of how to proceed, I would contact the State Ethics Commission (or other agency pointed to by the DESE) for guidance in terms of how to proceed. .-& " $ " " " " ' & ! $ ! & " $ $ ) * " &
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APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 125 " $ # % $ ! $& $ $ " & ! ! &
John Arnold 10/22/13
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APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 128
JoAnn Gantz Bendetson
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David Birnbach 10/25/2013
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APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 131 ! " ! # Andrea Brennen $% & " !+$ ! & Specialist, MIT Lincoln Laboratory M.Arch (Architecture) MIT; '& ! B.A (Math & Art) Grinnell College %&!$$% & " !+ &+!$!$ $% " $&$!! - N/A '& ! &$ ,& ! -!$ !! '""!$&$ ,& ! !) !% Medford, MA :9/ !) +!'! )$!&"$!"!%%!! 1 $!'"$!%% ! ! &&) &( $ -)! !$ + & :88@-&$!' + (! ( & "$!"!% &!$& !(& ! !$&!$+) & & !($' !! %&$ &/ ::/ +!+!') %&!%$(! &!$1& & "&! ! &!$)!' +!'! +- //%'% $"$%! !$&$%'$$1!) ! !+!' & "& $!&!$1 (&&%! & %&!! &!&&$"$"$%&' &%!$)!$ &:9%& &'$+ && & %% &) $#' $$& $% & %!' &$+2%"' '& ! %+%& &! !$"!$& +!& &%$%%+ &' !-%" +-!$$!) $! % %&' ! "! ! &!&!" 0 $& ("$! %! ( !'$ &$ % " $+ ! !$& ! / :;/ $!( %" * " %!& ! %&&+!'(& && ! %&$&+!'$! & &&! "' '& ! %$( +!'$&$&! ' &+/ 0 $%"! %&!#'%& ! 9/ 0 &&!3&$ % 4"' %!! %&' &% :/ % & +!'!$ & $>;!+!'$ + !)% $ +- 5!$ % %(!$+!&$ $%!&"$!"!%!$-"$!"!%%!! " !+6%7-!$ ( ' 6%7 &) &&"$!"!%'& ! &!$ ,& ! !$%!! %'""!$&!$ ,& ! - "" / && ( ' 6%7 %$ & &'$!&$ & ! % "6%7 ! * %&%/ 5 :?/ % & +!'!$ & $!+!'$ +%!$ +( &$%&>< &"$!"!%%!! ."$!"!%'& ! &!$ ,& ! !$%!! %'""!$&
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Andrea Brennen 18 Oct. 2013
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 133 Name Grant Gary %&!' # ",%! " ' Boston Green Academy. Mathematics Teacher B.S. Mechanical Engineering - University of Vermont (' "! M.S. Management Science and Engineering - Stanford University M.S. Mathematics Education - Boston University &'"%%&!' # ", !',"%"% Presently employed at a charter school in the %& # !%'%"" . Boston Public Schools called Boston Green (' "! ! !' %! -' "!."% Academy. "" (##"%' %! -' "! "*!"& ! Boston 40 "* ,"(" *%"'#%"#"&&"" 2 *& !"% "'#%"#"&&"" '%"('*"&"(%&0 %&'*&'%"( ,% ' )&'') %! !'!")%#( &"" &,&' 0&"!*&'%"() %!."!"' "(!%&"' %'%&"" 0 50 ,","(* &'"&%)"!'"%2'!' #'" "!'"%*"( ,"(" !,. 00&(& %#%&"!"%'%&(%%2"* "!","(!' #' ! %"'"%2 * &'"&%)"!'"%'" #%' &"" *%/ 1'(!'&%'(' '"&"%' ! &&,% *"% #%" & !*,''!#"& ' ) , '%!&"% &" ',0 1 '%&"" & !'%! "" '""% %& # !#%" '&.54&'!'(%,#" " &0 1 , '' "(& !&"( "!,''!!% )"!"'&' &"" (' "!& !'*"% 0 !' %&'5,%&"'&"" 3&%'% "!"'+#''"" !," 0 & &'"!&(% ! ! ,(' && '"% % "*!'% !'"&'"!( "" &,&' 0 !' #' ! %"'"%'%"(' &'' %&'%'%#% ""8,%&0 60 %") &# + # &"' "!&'',"()' !'' "!&'%',"(%" ' !''" #( (' "!!&%) !,"(%'%'" (! ',0 ) "!&'%' ," ' !''"#( (' "!," ! '"% % "*0!% ' & "*& #. )" '''"' ! ! !#( &"" "% ! ( "7,%&0& '"% % "* & !"'"! ,'"'.(''" #%")'&,&' #%'"0 70 ' &'%" "#( %'%&"" "%'%(&'2 "!&(%' !'%&'&" #( #%' &% ! ','&"" 0 "!&(%'&"" %& # &&', !'%('"'%'%!#%"% !' ) 0 "#%") "!''&!%&"(%&'"'&"" *!!&&%,0 " ##%" "''&"" '"'#( &* &'"!,#"'!' # ",&0 80 &% ,"(%&# !'%&'!(! $($( ' "!&'' "!&'%',"(%# ','" # !''#%"#"& &*% ''!0 )'#%'&'"$( ' "!&'" # !''#%"#"& &*% ''!/ 1 % ) , &'%3&%''!"%! )%& ',3&0&"" 0& !#%"&& %!'% & "&' !' '"'#%" ' " '' *"( '"' '&3&'(!'&'"(&0 1 )!( %"(&"!''&''!"%3&0&"" 145 '' !(' -'"%%( '&"" %& #&
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APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 135
Grant A. Gary
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 136 Name Mary Kelleher Present Employer and Job Title Self-employed: Mary Kelleher Education Consultant Educated in Ireland: Barrister of Law (BL) Honorable Education Society of the King’s Inns. Incorporated Law Society of Ireland (Solicitor) Past or Present Employment by or Board Membership in a Charter School, Educational Past-President of PSPA (Parents of Students of Philips Management Organization, or School Support Academy) Organization Town of Residence Andover, MA Proposed Board Member Questions Please answer each question as fully as possible. 1. How did you become aware of the proposed school? David Birnbach and I met in 1995 around our shared interest in top notch education. I have watched David’s attempts to bring STEM education courses/opportunities to the Andover school district. 2. Why do you wish to serve on the board? What anticipated office on the board would you hold if any, e.g. such as chair person or treasurer? How long do you anticipate being a member of the board? We live in a digital age and I have a passionate interest in promoting a school that is focused on science/math/engineering education in our schools, I would like to be part of that project. I look forward to being a Board member that advising on education issues, and anticipate serving for a minimum of one year. 3. Provide specific examples of actions that you have taken that demonstrate your commitment to public education and serving your targeted community. • Search committee member for a new superintendent of Andover schools. • 3-year member of Andover Gender Initiative Committee, promoting/encouraging science/ math opportunities for young women. • Member of interview committees for teacher hiring at Andover High School. • The majority of my private education consulting clients attend public schools. • Volunteer college guidance counselor at Lawrence Boys and Girls Club (15 years) – serving Latino students. 4. What is the role of a public charter school board trustee? I would follow the guidelines of the trust document. I also consider that a trustee owes a duty of care to represent the entire community in an ethical way. 5. Describe your specific interest and unique qualifications that demonstrate your capacity to implement the proposal as written. See attached resume for my detailed background as an education consultant 6. Please indicate if you or an immediate member67 of your family knows generally, and/or is disfavored by other members of the proposed board, proposed school employee(s), or individual(s) affiliated with the proposed educational management organization or school support organization, if applicable. Indicate the individual(s) and describe the nature of the relationship(s) if one exists. N/A
67 Immediate family is defined as the proposed board member and his or her spouse, and the parents, children, brothers, and sisters of the proposed board member and his or her spouse.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 137 7. Please indicate if you or an immediate member of your family has or may have a financial interest68 in the proposed school; proposed educational management organization or school support organization, if applicable; or individual(s) or any other company that may contract or provide service to the proposed school, if applicable. Please include the possible leasing or selling of any real 8. property, and the purchase of equipment or services for the proposed school. If yes, please explain. N/A 9. Have or will you or any member of your immediate family receive funds, gifts, loans, services, or any other benefit for any purpose from the proposed school or any other company proposing to contract or provide services to the proposed school? If yes, please explain. N/A 10. Describe what you would do if you believed one or more members of the school’s board was acting unethically or not in the best interests of the school. I would ask that person to resign and in the absence of their doing so I would tender my resignation. 11. To the best of your knowledge, are there any situations which may give the appearance of a conflict of interest or that would make it difficult for you to discharge the duties of a board member and make decisions that are solely in the best interest of the school? None as far as I am aware.
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Signature Mary Kelleher Date: October 17, 2013
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APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 138 ! " ! # Richard Kelly &'"(!$ #-&" # ( Independent Contractor BA Animal Behavior, Bucknell 1977; )( #" MA English, University of New Hampshire, 1979 '(#&&'"(!$ #-!"(-#&#& !&' $ " &(& ## / None )( #" "!"(&" .( #"/#& ## )$$#&(&" .( #" #+"#' " Medfield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
=>!! (! - ' "'( $&#$#'#&!!&" '#& &'$#)'/"( $&"('/ &"/&#( &'/ "' '(&'#( $&#$#'#&!!&" '#& &'$#)'0
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 139 9. # $) % " $ " ) %" )# " )& $"#$96 $ " ## , " #%$ $ " *$ "# #% "$ " *$ + , " &% 3#4 " ) $" )$$ ) $"$ " " & #"&$ $ " ## + . # %$ ## # "# )" " "$)+ $ %"# !% $ "#"&# "$ " ## . )#+ #( . :. & "' ) % " ) " ) %" $ )"&% #+$#+ #+#"&#+ " ) $" $ " ) %" #" $ " ## " ) $" ) " # $ $"$ " " &#"&#$ $ " ## 0 )#+ #( . $ )$ ) $# $ $). & 5$)$. " $ ) $# 5# / " $ % $ ""$ & $ "# * " # $'" " $"#)#$ "$# . ) $# "$ % $ + ' &$ " $"%#$#$ " & $ $"#$.) $$+ & $"#$. ;. #"'$) %' % ) % & " " "# $# 1# "'#$ % $ ) " $ $#$ $"#$# $# . Talk to the person first. If not resolved, talk to the other board members about the situation. If not resolved, seek the advice of the Commonwealth's representatives. 76. $#$ ) %" ' +"$" )#$%$ #' )&$ " $ $"#$ "$$' % $% $ ") %$ #"$%$# " " # #$$"# ) $#$ $"#$ $# 0 $ )$ ) $# $ $). & 5$)$. " $ ) $# 5# / " $ % $ ""$ & $ "# * " # $'" " $"#)#$ "$# . ) $# "$ % $ + ' &$ " $"%#$#$ " & $ $"#$.) $$+ & $"#$.
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$%" Richard Kelly $ 76277278
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APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 140 ! " ! # Name Ronald Lasser Present Employer and Job Title Professor of the Practice, Tufts University
Education Ph.D., M.S., and B.S., Mechanical Engineering, Carnegie-Mellon University Past or Present Employment by or Board Membership in a Charter School, None. Educational Management Organization, or School Support Organization Town of Residence Andover, MA 3, &( $ &! # ! "" . %! ! # #$ !#! ##%, 4, ( ( $&"# "!% # !.# # # # !& $( $ (* ,,"$"! !" !#!"$!!. & ( $ # # ! # !. $! !"#$ #"# "! %#%!!"* #!"# # (* " !# # " %" # ! "+ # #& ! # !# " $!!$$ +' ## # ! ! $!(!" !$ ##" "#! "# ! "#!#-$ # "#(-"##, 5, ! %" ' " # "##( $%# ## "#!#( $! # ## $$# "!% ( $!#!# $ #(, !# # "# # # " ! #!( " # "+ ! # # 0"$ !#%! $"% #", 6, #"#! $!#!" !#!$"#. $"!# #" /" "" $# "* "$! ###(!%+ !# -! "# "$!#" /" # $"##(+ # "$!###" " "$""* ! )# (%*#$# ##! " #"!#!* ! "#"!#!! &, 7, "!( $!" #!"# $ $ $# "## "#!#( $! #(# ## ! ""&!## , " $!!$$ *%% &$!!$$ ! -% ! $!""* ! !" # #"#$ #" &# ! " " " $# "# # " #(+ ! " !"# ! #$ #" #! ! + !$ !"# #! $# ! " $# $"! #"* !# "# ! # !" !"# "# ! #"## " # #*"" # ! # #! $ $"&!# * # ! # ! # " "#$ #"%% ""! #! ! #" 8, " #( $ ! # !93 ( $! ( &" !(* 0 !" "% !( #! !" # ! " !* ! "" (1"2* ! %$1"2 #&## ! "$# # ! )# !" "$ !# ! )# * , ## %$1"2 "!# #$! #!# " 1"2 '"#",
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APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 141
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Ronald Lasser 10/24/2013
76 $"#$# # )$ " $")& %.
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 142
! " ! # Name Howard Lurie Vice President, E-Learning Strategy, Consulting &'"(!$ #-&" # ( Services for Education MAT – Teachers’ College, Columbia University, - )( #" 1986; BA, University of Massachusetts, Amherst - 1983 '(#&&'"(!$ #-!"(-#&#& Board Member, Another Course to College, BPS, !&' $ " &(& ## / 2008-2010 )( #" "!"(&" .( #"/#& ## )$$#&(&" .( #" WGBH Educational Foundation, 2008 - 2012 #+"#' " Brookline, Mass. 60 #+ -#)#!+&#( $&#$#'' ## 2 &"#)(( () # &(&( &#) $&* #)'"#"1$&# (")( #" +#& " $&("&' $'+ ( * &" 0 70 -#-#)+ ' (#'&*#"( #&2 ("( $(# #"( #&+#) -#) # "-/ 00') ' &$&'#"#&(&')&&2 #+ #"#-#)"( $( "!!&#( #&2 *&68-&( "&&"6;-&''1 &" "4 ( )( #",)( */ 3*" #!! (((#,$" "#$$#&()" ( '#& '()"('#&!"--&'/ &'('( &/& #" ( ##& "(#&" (&' &(#&#$&#&!( "# #-#& " '(#&-")&' *'/ 1' )( #" #)"( #"0 #&&"( -/ 3* ( &$&#'' #" * #$!"(#&('( #'(#" "0 &#) #)(( '#&('/ 3*#&!-) ""')$$#&((# ""#*( *$&# ('#&' ## ' + &''& ( $' "#)&)&&"($) )( #"'-'(!0 &(& .( () #' ') "#&(/'(!#"'(&(- (3' ""#*( *' "/$$&# "#!! (!"((#%) (-" , " 80 &#* '$ ,!$ '#( #"'( (-#) *( "( (!#"'(&(-#)&#!! (!"((# $) )( #""'&* "-#)&(&(#!!)" (-0 &*#" (#*0 )&&-3' * '#&-#)" /'' "(#( ')#!! ((#") "#&!( #"0 &*'#&!!&#&"#( &#)&'(## / #(/755;17565 !&#( )( #" #)"( #"(!')$$#&( "( &( #"# ' ( #"# &'#! "/& ( '#)&#&( &'"'()"('0 90 ( '( &# #$) &(&' ## #&(&)'(2 $) &(&' ## (&)'($&#* ''(&( "#$&( #" ) "(# '$('#&( "" !$ !"( "')$& ( *)( #" "* &#"!"(#&'()"('/( &! '/"( #!!)" ( ' + &( - *0 ( "( '!"(/(&)'(+ '&*( ' ## /") ( !( -( #!!#"+ ( /- "')& " (-(#'(("& +'"( ' ## &(&/'+ ' $ "( ' ## " (&#! ,(&" )" "/&'& "& (#$$#&()" ( '0 * +(&)'('"*#(""!''#& #&' ## /+ '#"')& " &"(#( #&! '' #""#$&( #" &%) &!"('0 :0 '& -#)&'$ "(&'(")" %)%) ( #"'( (!#"'(&(-#)&$ (-(# !$ !"(( $&#$#' '+& (("0
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 143
(&& +*"$& % & '& ! 1 $ "' '$ !&&" !"$& ! "%%0 ( %!$! $ & ! !$& ! %) & !0 &$%&- !$!($- % !)&'$$ ' $ % !'%!' ! %&$&&( &+ ! )"&)+%!$)!$ !$ ! $ %%$ - "!& & +! & ! % 0 ;0 % & +!'!$ & $<9!+!'$ + !)% $ +- 4!$ % %(!$+!&$ $%!&"$!"!%!$-"$!"!%%!! " !+5%6-!$ ( ' 5%6 &) &&"$!"!%'& ! &!$ ,& ! !$%!! %'""!$&!$ ,& ! - "" 0 && ( ' 5%6 %$ & &'$!&$ & ! % "5%6 ! * %&%0 !%'$ & ! % "%* %&0 <0 % & +!'!$ & $!+!'$ +%!$ +( &$%&<: &"$!"!%%!! ."$!"!%'& ! &!$ ,& ! !$%!! %'""!$& !$ ,& ! - "" .!$ ( ' 5%6!$ +!&$! " +&& +! &$&!$"$!( %$( &!&"$!"!%%!! - "" 0 % '&"!%% % !$% ! +$ "$!"$&+- &"'$%!#' " &!$%$( %!$&"$!"!%%!! 0 +%-" %*" 0 !%'$ & ! % "%* %&0 =0 (!$) +!'!$ + $!+!'$ & +$ (' %- &%- ! %-%$( %-!$ + !&$ &!$ +"'$"!%$! &"$!"!%%!! !$ +!&$! " +"$!"!% &!! &$& !$"$!( %$( %&!&"$!"!%%!! 2 +%-" %*" 0 ! >0 %$ )&+!')!' ! +!' (! !$ !$ $%!&%!! 3%!$)%& ' & +!$ !& &%& &$%&%!&%!! 0 (%'% &'& ! * %&- )!' ! ( & & !&!$- !& +& %!! *'& (& - % !' % $! & 0 870 !&%&!+!'$ !) -$&$ +% &'& ! %) + (&""$ !! & ! &$%&!$&&)!' & ' &!$+!'&! %$&'& %!!$ $ % ! %&&$%! + &%& &$%&!&%!! 2 !- !&&!&%&! + !) 0
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APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 144
Howard Lurie # ! " Signature Date
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 145
! " ! # Name Stephen Miran #$ % ! *# % Macro Analyst, Fidelity Investments PhD in Economics (Harvard), BA in Economics, &% Philosophy, Minor in Math (Boston University) $% # #$ % ! * %* # # #$! #%# ,
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
% & ) $%+!'"!%%%%"$!%% ! *"$& %/ ! ' &+$( $ + !!3 &$+ " '& ! '& ! ' $ % % ' $ $ ! $+'& ! '& ! '& ! $% " ) ' %!'$% 3'% %% !! "$!( & !! !($ & 3 $&' '& ! %&&
I recognize that all information, except home address, personal email, or personal telephone, submitted with this proposed board trustee questionnaire becomes a matter of public record, subject by law to disclosure to members of the general public. I certify that the information contained in this document and attached resume is true and complete to the best of my knowledge under the penalties of perjury.
Stephen Miran October 15, 2013
98 &$%& % % +& !! ! !$ ! &$+( '0
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 147
Name Karen Postal, Ph.D., ABPP-CN "# $ )" $ Clinical Neuropsychologist %$ Ph.D., Clinical Psychology #$ " "# $ ) $) " " "# "$" + Lecturer in Psychology, Harvard Medical School %$ $ " *$ + " % "$ " *$ ' # Andover, MA 2, ') % '" $ " ## . ' $ % "#+&" +$" %&" %# % $) $ # &", 3, ) ) %'#$ #"& $ ".$ $ $ $ "' % ) % )+ ,,#%#" "# "$"#%"". ' ) % $ $ " $ ". $% #"$ %$ " &" $##%"" % % $#+" $ ) &$ $ $ ##" , )#"$ #"& $ "#$ #" )#$" $$$#$) %$ "$% $)' #$" $ %" % $), $ $ $ " % $ $# ##$ $"& , 4, " &# ( # $ #$$) %&$ $$ #$"$) %" $ $$ % %$ #"& ) %"$"$ % $), %" #) #$, ) "$ # $"$#$% $#'$ " # $# # / $ """#$ " "##,"!% $ )$$ # $ #+ ' "'$$"#+ " $#+ # #$"$ "$ & %$ #, $ +# #$"$#$" % %$$#$$" $ & %$# %$ " " # #####$% $#' " & % $) $" "$% "# #$$ #, # # ) $ ) $$ $ %" # #%##+$" $"# " #$"$#$ " $#, 5, $#$" % "$"# "$"%#$. "%#$#""# # " #%" $$$# ##%##% ) #$ $#"$", $ +"%#$#""# # " $ "# $# + #%" $# #'$ '# "% $ #+# $ #$ $# "+ $" $ $"$#+ # $ " $"%#$ "# $ "#, 6, #") %"# $"#$ % !%!% $ #$$ #$"$) %" $)$ $$ " # #'"$$ , & #" ( " - " $ "#,#"&#$ "# $ $ ##%#$$# #) ## $ +$ "# $ $ ##%#$$# %" #) $)+ $ %"" $ "# $- $ $ " ) %" #) ), $ + )26)"# ( " # %" #) #$+' " '$#$% $#+ " $#+$"#+ # #$"$ "#$ ####%$ " " # & " "$%$ # " " ' " ) $)$ $$"$" " # , 7, # $) % " $ "88 ) %" ) '# " )+ / "# #& ") $" "# $ " # "+ " ## )0#1+ " &% 0#1
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APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 148
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I recognize that all information, except home address, personal email, or personal telephone, submitted with this proposed board trustee questionnaire becomes a matter of public record, subject by law to disclosure to members of the general public. I certify that the information contained in this document and attached resume is true and complete to the best of my knowledge under the penalties of perjury.
Karen Postal 10/21/2013
78 %#$%$ $ *% # %#*' &/
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 149
Name Melanie Ziegler President & Principal Consultant, MSZ Consulting $% & " !+$ ! & LLC BA Mathematics & Computer Science, University of '& ! Rochester (1984). %&!$$% & " !+ &+!$!$ $% " $&$!! . None '& ! &$ ,& ! .!$ !! '""!$&$ ,& ! !) !% Andover, MA 66/ !) +!'! )$!&"$!"!%%!! 1 !$ + $!!' .( $ 67/ +!+!') %&!%$(! &!$1& & "&! ! &!$)!' +!'! +. //%'% $"$%! !$&$%'$$1 !) ! !+!' & "& $!&!$1 & "&%$( % $ $!&!$."$!( ! &$ '& ! $"$% && ! % *'& ( $$! &!&)$ '%&$+/ &'% %& &!%$(! &!$! &' !$&$!! %$&!""!$&' &+&! % & %& "&&!%&' &%- '& ! !($ +! / + $!' %!&)$( !" &*'& () "$!'& (!$ $!$& % (!$/ ( "$&!& !($! ' &+!$ $ +75+$%. (:&$%&' & & !($' !! %/ & "&%$( 608 +$%/ 68/ $!( %" * " %!& ! %&&+!'(& && ! %&$&+!'$! & &&! "' '& ! %$( +!'$&$&! ' &+/ • '$$ & +%$( +9&! %'& (&$ ! &%&&0 &!! !' !$!'& !! &$+. !($' $& $% "!$/ $ / • '$$ & + +8$+$%! ' & ! % !$&!'&!! .$%"! % !$ &% & ! %& &! && %&%$(! ' & ! %/ • &"$!%%!%&& '" ! %&!$ %&$%!! $ &"$!$ !$%&' &% &!'&!! / •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
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 150
! !'&'" '& %'%2 ,'!'&"% "% %1 • (',"%6 *,&' ! !' &' !'%&'&"' & "" / ! !'"('( ! "%%&#"!& ' &! ! & "!%( , • ('," ", ',6!"' !"* ! ," !!,' !' '*"( % ' & "" • ")"' !"!!, ''% !* ' , )#%&"! !'%&'2 :=2 &% ,"(%&# !'%&'!(! $($( ' "!&' ' "!&'%',"(%# ','" # !'' #%"#"& &*% ''!2 • 2 )% ! ' ." #('% !! )! #%' ! !' ""'*%%"(') "# !'"%<9,%&2%& !* 4) #%' )! )%&!&''"' %'/! ) ! ( "'!& !/"%# !"% ' "!,&' &/'! ,' &.' &( -' "!/""' &/!5 "(3& !'%#% &## ' "!) "# !'2 " ! • 2 )!' +(' )""'*%%"(') "# !'"%< " #! &")%' #&':<,%&2 !' &# ', )!%&#"!& "%1 o 7:8( !! ! ,#%"(' )' &' ' )#%"( !(&'%,3 ! #%"('&/ o 7;8&#%'"' "%#"%'+(' ) /#%' #!' ! & ! !'"%#"%' & "!&!!&(% !' !! ' .* 3 !"' (& !&&2 o 7<8) "# !. !' ! !#%'!%& #&* ' !(&'%,%"(#&."%#"%'%'!%& ! • (%%!' ,%(! ,"*!"!&( ' !#%' ) & !"'*%%"(' " #!, %& # &2 ! :>2 & ! ' ,"("%! ' %?A","(% , !"*&!% ,/!5"% & &)"%,"' % %&"' #%"#"&"%/#%"#"&& "" # ",7&8/"% ! ) ( 7&8 '* ' ' #%"#"&(' "! ! !'"%! -' "!"%& "" &(##"%'"%! -' "!/ ## 2 ! '' ! ) ( 7&8!&% ' !'(%"' % ' "!& #7&8 "!+ &'&2 "! :?2 & ! ' ,"("%! ' %","(% , &"% , ) !! !'%&'@9 !' #%"#"&& "" 0#%"#"&(' "! ! !'"%! -' "!"%& "" &(##"%' "%! -' "!/ ## 0"% ! ) ( 7&8"%!,"' %" #!,' ' ,"!'%'"%#%") &%) '"' #%"#"&& "" / ## 2 & ! (' #"&& & !"%& !"!,% #%"#%',/!' #(% &"$( # !'"%&%) &"%' #%"#"&& "" 2 ,&/# &+# !2 " :@2 )"%* ,"("%!, %","(% ' ,% )(!&/ '&/ "!&/&%) &/"%!, "' %! '"%!,#(%#"&%" ' #%"#"&& "" "%!,"' %" #!,#%"#"& !'""!'%'
?A ' , & !&' #%"#"&"% %! &"% %&#"(&/!' #%!'&/ %!/%"' %&/ !& &'%&"' #%"#"&"% %! &"% %&#"(&2 @9 !! !'%&' & !&!,' !""!" "% "!'%,) (2
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 151
"!" &#"&#$ $!" ! ## - )#*! #(! , 35, #"'$) %' % ) % & " " "# $# .# "'#$ % $ ) " $ $#$ $"#$# $# , ' % "#$#! "$ )'$$ " "0#1$ #$"'# #% "#$ " #$%$ $$ % " ) ""$, #$ &$"$ ##% ' % "#$ " $ $ "#' ""# %$ , 42, $#$ ) %" ' *"$" )#$%$ #' )&$!!" $ $"#$ "$$' % $% $ ") %$ #"$%$# " " # #$$"# ) $#$ $"#$ $# -
# $ '"#) %! ####!" ## (!"$#+ % $)"& " ) / $") ! %$ %$ % "# # % " " ")%$ %$ %$ "#! ' % # %"# /%# ## !" & $ &" $ /"$% %$ #$$
I recognize that all information, except home address, personal email, or personal telephone, submitted with this proposed board trustee questionnaire becomes a matter of public record, subject by law to disclosure to members of the general public. I certify that the information contained in this document and attached resume is true and complete to the best of my knowledge under the penalties of perjury.
Melanie Ziegler 10/16/2013
APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 152
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APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 153
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I recognize that all information, except home address, personal email, or personal telephone, submitted with this proposed school employee or other founding member questionnaire becomes a matter of public record, subject by law to disclosure to members of the general public. I certify that the information contained in this document and attached resume is true and complete to the best of my knowledge under the penalties of perjury. David Birnbach 5416816457 $%"$
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APPLICATION FOR A COMMONWEALTH PUBLIC CHARTER SCHOOL 2013-2014 154