Invictus School of Entrepreneurship and Consumer Professions

Invictus School of

Entrepreneurship and Consumer Professions

Invictus = “Unconquered”

Prospectus

Presented to the Office of the Mayor of Indianapolis The Honorable Mr. Greg Ballard

Charter Schools Office June 1, 2010

Invictus School of Entrepreneurship and Consumer Professions 2

Charter Applicant Information Sheet This sheet must be attached to the Prospectus and Full Application, and follow the cover page. Please type the information requested. Name of Proposed Charter School Invictus School of Entrepreneurship and Consumer Professions Proposed School Address (if known) 3125 Concord Ct (Currently in Negotiations) School District in which Proposed School would be located Indianapolis Public Schools Legal Name of Group Applying for the Charter Invictus Charter School Corporation Applicant's Designated Representative Rudy L Duran, PhD Address 4392 Gibbs Road City Danville State IN Zip Code 46122 Daytime Telephone (317) 294-5599 Fax (_______)______________ E-mail address [email protected] The proposed school will open in the fall of school year: __2010-2011 XX 2011-2012 __ 2012-13 __ Other (please specify year)___

Proposed Grade Levels & Total Student Enrollment

Grade Levels Student Enrollment

First Year K-8 300

Second Year K-9 350

Third Year K-10 400

Fourth Year K-11 450

Fifth Year K-12 500

Sixth Year K-12 550

Seventh Year K-12 600

Maximum K-12 650

Are you planning to work with an educational management organization (EMO)? Yes____ No XX If so, please indicate the name of EMO:____________________ Have you submitted this application to another sponsor? Yes ___ No XX If so, please indicate: Name of Other Sponsor:__________________________Date Submitted:________ Do you plan to submit this application to another sponsor before the Mayor of Indianapolis makes a final determination on your application? Yes __ No XX . If so, please indicate the name of the Sponsor: ___________________________________________


Executive Summary The problems that exist within the public schools in America are not just an Indianapolis, Indiana problem. In many instances, some area schools have had difficulty in providing the quality education that students require. Although the IPS elementary schools on the west side are some of the best in the city, they are still unable to perform at the average or above level on state assessments. Equally important, they continue to be unable to meet the federal requirements under No Child Left Behind. At the same time, the west side secondary schools are performing at a much lower level and show no signs of improvement. In other schools around the country the No Child Left Behind law has had at least a small measurable positive impact on some schools’ performance. However, overall performance in urban schools has not improved significantly. “Even the Department of Education,” Time wrote, “concedes that its remedies for chronic school failure are not working.” On the west side of Indianapolis where our school will be located it has been particularly challenging in recent years to get a complete quality education. Graduation rates are lagging and many students exit school without a viable education. In 2011, there is a possibility that a number of west side secondary schools will be taken over by the state due to their lack of performance. It is clear that on the west side additional actions need to be taken that are independent from the existing educational system design on the west side. Our proposal is to create a school that, not only provides the most comprehensive, positive educational experience available K-12, but also seeks to meet the needs of the entire community. This is based on the most effective educational research and best practices as exemplified in successful High Performing High Poverty (HPHP) urban schools around the country. It will not only provide a superior educational experience for all students, it will help prepare students for a career in consumer industry professions (hospitality and tourism) or as a small business owner. In addition, as part of the curriculum, students will have the opportunity to enhance their overall character development throughout their school experience at ISECP as part of the curriculum. With the school’s eventual secondary focus of entrepreneurship and consumer professions it will allow graduates to enter one of the best career fields in the world. Exposure through the curriculum and planned life experiences will endow students, starting in elementary school, with a better understanding of the world and the kinds of professions available in the hospitality and tourism industry. As one of the world's largest industries, hospitality and tourism (consumer professions) offers a wide variety of career choices at every experience level for students. According to the U.S. Department of Labor, employment was at an all-time high in the industry of 12,125,000 jobs in 2003. Moreover, the employment boom in the consumer industry is expected to continue; occupational forecasts indicate an increase of 17.8 percent in the industry through 2012, and the U.S. Bureau of Economic Analysis shows that total sales of U.S. tourism industries grew 11.6 percent ($20.5 billion) to $757.7 billion in the first quarter of 2004, exceeding the overall tourism sales for the industry's peak in fourth quarter 2000. As a profession, it is also one of the most diversified in types of careers that fall under its basic definition.


Also, we propose to address the education of English Language Learners (ELL) students in a more comprehensive fashion than most schools. We are locating our school on the west side of Indianapolis intentionally to attract significant numbers of Hispanic students who we desire to provide a quality educational opportunity. Specific complex issues that affect the education of ELL students will be addressed in a comprehensive fashion. We will also provide focused methodologies that are designed to not only address our regular education students but also address Special Services students. The school will utilize the most recent research as a model for developing the school curriculum and an effective learning culture. This research is exemplified in the “Turnaround Challenge Model”, the capstone research document created by the Gates Foundation and the MASS Insight and Research Institute. During this study, extensive analysis of High Performing High Poverty (HPHP) schools practice and effective schools research has revealed nine strategies that turn the daily turbulence and challenges of high-poverty settings into design factors that increase the effectiveness with which these schools promote a learning culture and high achievement. These strategies enable the schools to acknowledge and foster students’ Readiness to Learn, enhance and focus staff’s Readiness to Teach, and expand teachers’ and administrators’ Readiness to Act in dramatically different ways than more traditional schools. As understanding of these Readiness elements grows, it becomes clear that High Performing High Poverty (HPHP) schools are not making the traditional model of education work better; they are reinventing what has been a typical school culture in the past. They call this “New-World” schooling, in contrast to the “Old-World” model – a linear curriculum-driven “conveyor belt” that students and schools try (with little success in high-poverty settings) to successfully make work. The New-World model evokes instead the sense of a medical team rallying to each student, backed by a whole system of skilled professionals, processes, and technologies organized and ready to analyze, diagnose, and serve the goal of learning. This "New-World" model of education lies at the center of the Readiness Triangle (see appendix #1). What happens in classrooms between teacher and student is the most critical moment in the delivery of the education service. But the quality of that moment depends entirely on the readiness of the system and the people who are part of it to teach, learn, and act effectively and in accordance with the mission. The “New-World” model of education is founded on the following foundations:

Readiness to Learn Schools directly address poverty-related student deficits with such strategies as:

• Extended school day and longer year

• Action against poverty-related adversity

• Discipline and engagement

• Close student-adult relationships

Readiness to Teach • Shared staff responsibility for student achievement

• Personalized instruction based on diagnostic assessment and flexible time on task


• Teaching culture that stresses collaboration and continuous improvement

Readiness to Act • Ability to make mission-driven decisions about people, time, money, and program

• Leaders adept at securing additional resources and leveraging partner relationships

• Creative responses to constant unrest

It is critical that the reading levels of all our students be positively impacted as soon as possible. Research indicates that if students have not acquired proficient reading skills by the third grade they will have difficulty graduating. However, we will address our students reading proficiency at “every” grade level. We will be utilizing the proven processes developed by “Read-Right”; processes designed to be effective in multicultural environments and at all grade levels. This program will utilize small group tutoring, using the “Read-Right” methodologies and will be a significant intervention strategy for all students, including our ELL and Special Education populations. More importantly, Invictus School of Entrepreneurship and Consumer Professions (ISECP) staff will collaboratively take the state provided base curriculum, which is specifically aligned to the state standards, and be modified by using “backward curriculum design” to meet the current specific needs of our student population and the demands of state standards. Backward design is a process that focuses on assessment first and instructional activities last. It shifts teacher perspectives to the end result. Traditional curriculum design often begins with really interesting books or activities we want to teach or are required to cover. However, the connection to state standards is never made. Old methodology usually starts by designing a curriculum to match standards in theory, often at the last minute, and then some type of in-house assessment is decided on at the end, hopefully accurately measuring student learning. Backward design forces teachers to look at the big picture with the end goals in mind. In backward planning, teachers set the vision or the essential understanding of their curriculum or unit based on the standards, then decides how students will provide evidence of their learning, and finally, design instructional activities to help kids learn what is needed to be successful in class and on in house and state assessments. The ultimate effectiveness of the entire academic program will be determined by the results of our students on State ISTEP assessments; AIMSweb assessments; in-house formative and summative assessments; SAT and ACT scores; and high school graduation rates. We will develop in-house “formative and summative” assessments that will be continuously monitored for each and every student at specific and frequent measurement points. Formatives are small “incremental” assessments and summatives are longer assessments developed to measure learning over a lengthier period of time. These assessment results will be entered into a software program called “Mastery Manager”, which will allow “Learning Improvement Teams (LIT),” from particular grade levels and subject areas, to analyze student data on a regular basis. There will also be “vertical” collaboration between grade levels when analyzing student performance and curriculum planning. We will formulate adjustments to the overall curriculum based on the longitudinal performance of students on both the in-house assessments and the students’ performance on ISTEP. The State of Indiana is promising a “growth model” state testing


model that will facilitate this process in the near future. Measuring the longitudinal progress of our students will help us determine the effectiveness of our curriculum, teaching methods, staff development, and our teaching staff, while we continuously monitor the system as a whole. Sound fiscal plans, budget policies and procedures are necessary to ensure the viability and long term success of ISECP. To ensure quality in the educational program focus, the school will start with grades K through 8 the first year. It is critical that the educational needs of ISECP students in the west side communities be met as soon as possible. It is also a fact, that in many families of poverty, older siblings have childcare responsibilities. Having secondary and elementary on the same campus will facilitate the older children fulfilling these responsibilities. We will add a grade per year until we attain a full K-12 model. Additionally, we want to start a K-8 campus initially to assure that we have time to assist secondary students as they prepare to meet the rigor of the higher grades. The ISECP Start up Board was strategically selected to include dedicated and experienced individuals with the diverse skills needed to ensure that ISECP fulfills its mission as an effective and viable charter school. Start up Board Members’ professional and personal experiences related to their work on the Board include the areas of law, accounting, financial planning, hospitality industry, human resources, community organization and outreach, marketing, facilities management, and student recruitment for higher education.


TABLE OF CONTENTS Information Sheet……………………………………………………………………………………………………………………………………2 Executive Summary…………………………………………………………………………………………………………………………………3 Table of Contents……………………………………………………………………………………………………………………………………7 I. Vision………………………………………………………………………………………………………………………………………….8 A. Mission…………………………………………………………………………………………………………………………..8 B. Need………………………………………………………………………………………………………………………………8 C. Goals………………………………………………………………………………………………………………………………9 II. Who We Are……………………………………………………………………………………………………………………………..17 A. Founding Group……………………………………………………………………………………………………………17 III. Educational Services………………………………………………………………………………………………………………….18 A. Educational Philosophy………………………………………………………………………………………………..18 B. Curriculum……………………………………………………………………………………………………………………21 C. Assessment………………………………………………………………………………………………………………….26 D. Special Student Populations…………………………………………………………………………………………27 IV. Organizational Viability and Effectiveness…………………………………………………………………………………28 A. Enrollment/Demand…………………………………………………………………………………………………….28 B. Governance and Management……………………………………………………………………………………..29 C. Budget and Financial Matters……………………………………………………………………………………….32 D. Transportation……………………………………………………………………………………………………………..33 V. Appendices Appendix #1 – Turnaround Challenge Research………………………………………………………………………..35 Appendix #2 – Operational Guidelines – Board…………………………………………………………………………38 Appendix #3 – Code of Ethics - Board………………………………………………………………………………………..41 Appendix #4 – Duties of Executive Director of Education………………………………………………………….43 Appendix #5 – Discipline With Dignity Guidelines……………………………………………………………………..45 Appendix #6 – Discipline With Dignity Tiers………………………………………………………………………………50 Appendix #7 – AIMSweb……………………………………………………………………………………………………………52 Appendix #8 – Gates-MacGinitie Essentials……………………………………………………………………………….54 Appendix #9 – Ten Essentials of CHARACTERplus………………………………………………………………………56 Appendix #10 – Demographics………………………………………………………………………………………………….58 Appendix #11 – Budget……………………………………………………………………………………………………………..63 Appendix #12 – Bylaws……………………………………………………………………………………………………………..65 Appendix #13 – Resumes and Background Check Forms, Assurances Form, Memorandum


Prospectus Narrative Outline

I. Vision

A. Mission

Vision and Mission are not about what we are, it is about what we want to be and what we want to accomplish. At the Invictus School of Entrepreneurship and Consumer Professions we are focused on providing the kind of education that will allow students, no matter what their background, to participate in the American Dream. Our mission is the following: “Invictus School of Entrepreneurship and Consumer Professions (ISECP), working with parents and the local community, will enable all of its students to succeed academically and to become high school graduates capable of mastering their own destiny as business owners or college graduates equipped with the skills to succeed in their life pursuits. This will be accomplished by meeting the individual learning needs of each and every student as measured by a variety of internal and external assessments, including students who have a primary language other than English.

B. Need In 1994 the Improving America’s Schools Act introduced the concept of holding schools accountable for student performance on state assessments. The No Child Left Behind (NCLB) Act of 2001 changed that by requiring a regimen of annual testing in grades 3 through 8 and by imposing sanctions on schools that fail to make adequate yearly progress. In the school year 2006–07, 70 percent of 98,905 schools nationwide (64,546) made adequate yearly progress; 10,676 schools were designated as schools in need of improvement; and 2,302 schools were designated as schools in need of improvement restructuring. These schools generally have explored a variety of strategies to improve student achievement, but without rapid or clear success. Indianapolis area schools have struggled along with the rest of the country. The reasons they have not been successful are complex and multi-faceted. The strongest issues that have not been addressed very effectively in NCLB are students of poverty; school cultural environment; quality and training of teachers; and the effectiveness of administration. Unfortunately, No Child Left Behind has not been designed to address these issues in a specific fashion. Requiring “high quality” teachers in the classroom based on an arbitrary measure is not enough. At the same time, the issues that face schools attempting to meet the educational needs of Hispanic and Latino populations are compounded by the fact that not only are there language barriers, many times there are learning barriers created by the lack of education in their native language. Migration, war, lack of education facilities, cultural and economic circumstances can all interrupt a


student's formal education. Because some students enter a U.S. school with limited or even no history of schooling, they may lack understanding of basic concepts, content knowledge, and critical thinking skills. They may not even read or write in their home language. Nevertheless, they will be expected to develop higher-order thinking skills in English. Students with Interrupted Formal Education (SIFE) are “the highest of high-risk students” (Walsh, 1999). Although the needs of the SIFE population may overlap with those of English language learners (ELL) in general, students with interrupted formal education most often require additional assistance in acquiring fundamental skills that many English language learners already possess. To meet the needs of all our urban students it will require something more than incremental change. We must examine and utilize practices to raise and sustain student achievement within one to three years, not the four to five that many educational change theorists advocate. It is our strong belief that we must use the “New-Model” for education as laid out by the Gates Foundation and the MASS Insight and Research Institute in “The Turnaround Challenge” research to meet the needs of all our students. ISECP will address the major components that research has determined will make urban school students successful. We will also enhance our odds for success with all students by teaching our staff the cultural traditions, norms, practices, values, and learning styles that can enable education professionals to effectively deliver services and connect with culturally different individuals on a deeper level. The educators at ISECP will dedicate themselves to the acquisition of the skills needed to address these issues daily with extensive training in the summer of 2011. However, it is critical to keep in mind that all individuals, children, and families are unique; although their ethnic, cultural, and language backgrounds may influence them, they are not fully defined by them. Therefore, differences should be viewed as guidelines, not absolutes; serving to enhance services and communication, rather than to stereotype individuals. The goal of cultural learning is insight, not stereotype. General descriptions and guidelines will not apply to every person or situation, simply because there will always be exceptions when describing individuals. The barriers and walls between cultures begin to crumble when we further our understanding of others’ differences, respect their points of view, and strive toward cultural competence. An expanding body of research affirms that teaching and counseling students with interventions that are congruent with the students' learning-style preferences result in their increased academic achievement and more positive attitudes toward learning.

C. Goals Determining the educational performance goals for a school is one of the most critical aspects of effective school planning. Without having measurable goals we would not be able to determine when we have accomplished what we set out to do, which is to provide a rigorous viable education to our students. It is easier to develop goals after assessing your student population individually, than to guesstimate. Since we do not know who our students will be until they arrive, we have determined goals based on perceived needs and based on the current performance of surrounding school corporations. Our expectations are very high and our educational leadership has a proven


track record of success in high poverty environments. Individual learning goals will be determined for each student upon enrollment in ISECP.

Educational Performance Goals

School-Specific Goal #1 for the Invictus School of Entrepreneurship and Consumer Professions

Mission Statement: “Invictus School of Entrepreneurship and Consumer Professions (ISECP), working with parents and the local community, will enable all of its students to succeed academically and to become high school graduates capable of mastering their own destiny as business owners or college graduates equipped with the skills to succeed in their life pursuits. This will be accomplished by meeting the individual learning needs of each and every student as measured by a variety of internal and external assessments, including students who have a primary language other than English.

Performance Goal: Students will perform at “tier one” on all skills measured by AIMSweb assessments when measured annually.

Performance Indicators: At least 80% of students tested will perform at tier one on all Math and Language Arts skills as measured by AIMSweb assessment instruments measured annually.

Assessment Tools and Measures: AIMSweb Probe Assessments will be used to determine performance levels of all students grades one through eight upon enrollment and frequently thereafter.

Attachments: Appendix # 8

Rationale for Goal and Measures: This is important to assist us in the development of ongoing interventions that are needed for each student to reach academic goals as determined by their personal learning plans. If students cannot reach tier one on 80% of the skills measured they will have much more difficulty mastering the state standards. It will also provide us with data for “RTI” decisions.

Assessment Reliability and Scoring Consistency: The assessments are standardized and the personnel using them will attend significant training to ensure reliability in scoring. Data will be compiled online immediately via a palm pilot as assessment probes are conducted.

Baseline Data: Each student grades one through eight will be assessed upon entry to Invictus. This process will begin in the summer of 2011. Every student who enrolls at any time will also be assessed for a baseline.

3rd-Year Target:

• Does not meet standard: 60% of the students assessed will perform at tier one on the AIMSweb measured skills in Math and Language Arts.

• Approaching standard: 70% of the students assessed will perform at tier one on the AIMSweb measured skills in Math and Language Arts.


• Meets standard: 80% of the students assessed will perform at tier one on the AIMSweb measured skills in Math and Language Arts.

• Exceeds standard: 90% of the students assessed will perform at tier one on the AIMSweb

measured skills in Math and Language Arts. 6th-Year Target:

• Does not meet standard: 70% of the students assessed will perform at tier one on the AIMSweb measured skills in Math and Language Arts.

• Approaching standard: 75% of the students assessed will perform at tier one on the AIMSweb measured skills in Math and Language Arts.

• Meets standard: 85% of the students assessed will perform at tier one on the AIMSweb measured skills in Math and Language Arts.

• Exceeds standard: 95% of the students assessed will perform at tier one on the AIMSweb measured skills in Math and Language Arts.


Mission Statement: “Invictus School of Entrepreneurship and Consumer Professions (ISECP), working with parents and the local community, will enable all of its students to succeed academically and to become high school graduates capable of mastering their own destiny as business owners or college graduates equipped with the skills to succeed in their life pursuits. This will be accomplished by meeting the individual learning needs of each and every student as measured by a variety of internal and external assessments, including students who have a primary language other than English. Performance Goal: Students will perform at or above State average on all ISTEP measured performance outcomes and End of Course Exams. Performance Indicators: At least 80% of students tested will perform at State average levels or better on ISTEP assessments and End of Course Exams. Assessment Tools and Measures: Indiana’s state mandated assessment instrument ISTEP and End of Course Exams. Attachments: ISTEP and End of Course Exams are standardized assessments administered under the direction of the State of Indiana. Please see Indiana Department of Education website for samples.


Rationale for Goal and Measures: ISTEP and End of Course Exams are the performance assessments designed by the State of Indiana for accountability purposes. They are used by the state and the Federal Department of Education to determine if schools are meeting state standards and if they meet federal AYP accountability standards. In order to meet accountability standards our students need to perform at high levels. Assessment Reliability and Scoring Consistency: The assessments are standardized and the personnel using them will receive instruction on how to administer them in a reliable fashion. Baseline Data: Each student will be assessed at the designated grade levels during the first year of attendance at Invictus and in the designated grade levels thereafter. 3rd-Year Target:

• Does not meet standard: 40% of the students assessed will perform at state average or above on all ISTEP measures.

• Approaching standard: 50% of the students assessed will perform at state average or above on all ISTEP measures.

• Meets standard: 60% of the students assessed will perform at state average or above on all ISTEP measures.

• Exceeds standard: 70% of the students assessed will perform at state average or above on all ISTEP measures.

6th-Year Target:







Mission Statement: “Invictus School of Entrepreneurship and Consumer Professions (ISECP), working with parents and the local community, will enable all of its students to succeed academically and to become high school graduates capable of mastering their own destiny as business owners or college graduates equipped with the skills to succeed in their life pursuits. This will be accomplished by meeting the individual learning needs of each and every student as measured by a variety of internal and external assessments, including students who have a primary language other than English. Performance Goal: Students will increase reading proficiency by more than one year’s growth as measured by the Gates-MacGinitie Reading Assessment annually. Performance Indicators: At least 60% will meet the reading performance standard. Assessment Tools and Measures: Gates-MacGinitie Reading Tests® (GMRT®) Fourth Edition Forms S and T - Diagnostic tools are used nationally to help teachers know their student's level of reading achievement. Developmentally appropriate for all learners – from beginning readers to adults. Attachments: Appendix #10 Rationale for Goal and Measures: ISECP will be utilizing a comprehensive reading program called “Read Right” designed to assist students in learning to read using specific brain research. “Read Right” is also designed to assist ELL students to improve reading skills and language acquisition. Gates is an assessment regimen that can be tracked from Kindergarten to Adulthood and allow us to longitudinally track our students. Assessment Reliability and Scoring Consistency: The assessments are standardized and the personnel using them will receive instruction on how to administer them in a reliable fashion. Baseline Data: Each student will be assessed at every grade level beginning the first year of attendance at Invictus and in every year thereafter. 3rd-Year Target:






6th-Year Target:






Mission Statement: “Invictus School of Entrepreneurship and Consumer Professions (ISECP), working with parents and the local community, will enable all of its students to succeed academically and to become high school graduates capable of mastering their own destiny as business owners or college graduates equipped with the skills to succeed in their life pursuits. This will be accomplished by meeting the individual learning needs of each and every student as measured by a variety of internal and external assessments, including students who have a primary language other than English. Performance Goal: Students will graduate high school with a viable “career plan” focused on continuing their educational training or starting their own business. Performance Indicators: At least 70% will meet the performance standard. Assessment Tools and Measures: Beginning in seventh grade students will be assisted by staff to develop potential career plans based on a student’s interests. These career plans will be revisited each year to determine if changes need to be made to help students reach their goals. Counselors and teaching staff will assist students in exploring the many diversified careers available in the Hospitality industry.


Attachments: Rationale for Goal and Measures: It will be possible for a student to pursue any career or interest after graduating from Invictus. However, the school has an intentional focus that gives students the opportunity to assess the many viable careers in Consumer Professions such as Hotel management, Restaurant Management, Culinary Arts, Convention Center Operations, Tourism, Event management, and Hospitality careers. In addition, students will have learned the basics of Entrepreneurship that they can use if they desire to start their own business. Assessment Reliability and Scoring Consistency: The planning document that will be used initially is somewhat rudimentary. The real value will be to start the process of “thinking” about future plans early in an academic career. We will refine that process as we strengthen our relationship with Ivy Tech and IUPUI and get their input. We will seek additional assistance from those partners after the first year. Baseline Data: Each student at Invictus will start their career plan during their seventh grade year. However, during the school’s first year, we will also work with eighth and ninth graders to assist them in accelerating their thinking processes and career planning. Also, every new student who enrolls will complete a plan during their first semester with us.

3rd-Year Target:





6th-Year Target:






Organizational Viability Goals

Organizational Viability Goal #1: Maximize all public and private revenue resources. Performance Indicators: 100% of public resources will be properly attained and designated for use at ISECP based on a realistic budget developed in collaboration with school finance experts.

Rationale for Goal and Measures: In order to provide the most comprehensive and successful academic program for our students we will need to tap into any revenue resource we can garner. Public resources will include estimated per pupil allocations, Title I funds, Federal Start Up funds and any categorical funds that may be available. Start Up funds that are available from private sources will also be accessed. Although we are a public school, due to the make-up of our student population we should be able attain some private foundation funding, although these assumptions are not factored into budget estimates. Organizational Viability Goal #2: 100% of Governing Board members will receive training based on the “Key Works of the School Board” training program developed by the National School Board Association for local school boards as well as ongoing annual training. Performance Indicators: Governing Board Members will complete evaluations of all training upon completion. These will be retained in the ISECP school office. Rationale for Goal and Measures: In order for the Governing Board to reach the peak of their performance potential it is critical that they are trained regarding their roles as school board members. In addition, they need to be able to know what a quality school looks like and what questions they should be asking to ensure accountability of administration and staff. Organizational Viability Goal #3: Maximize initial and future enrollment by utilizing a marketing plan developed to meet the needs of the community, based on survey data and feedback from marketing efforts.


Performance Indicators: Actual enrollment names will be compared to survey results that indicated an interest in attending ISECP. In addition, we will ask enrollees to indicate where they heard about the school. This will help us analyze our marketing plans effectiveness. Rationale for Goal and Measures: We want to make sure that we are meeting the needs of the west side communities. If we are unable to get the word out about the school and what is available, then the community will not fully access the school and benefit from the academic programs. A viable marketing plan is essential to the success of any new endeavor that depends on public participation. Organizational Viability Goal #4: ISECP will maintain a 94% attendance rate for all students. Performance Indicators: Based on state daily attendance accounting we will average 94% per year. Rationale for Goal and Measures: It is imperative that we are able to maintain a high attendance rate for several reasons. First, we will be funded from the state based on our attendance. Second, if students are not in school they cannot be learning and will more likely fall behind. Accountability indicators also include attendance rates as measures of success.

Organizational Viability Goal #5: ISECP will establish and maintain authentic community partnerships. Performance Indicators: Written agreements of cooperation and partnerships will be developed and maintained by ISECP for each community organization that is willing to be active in their support. Regularly scheduled meetings will be held and attendance documented with written notes to be posted to the school’s website. Rationale for Goal and Measures: Community relationships are critical to the long term viability of the school and as resources for students and staff. Their inclusion in the development and culture of the school is vital to establishing the school as a community icon. Additional Goals will be presented in the final application.

II. Who We Are

A. Founding Group Most members of ISECP founding group have worked with or been involved with youth who have struggled with overcoming barriers to achieve their potential. Our founding group is united in the goal of providing students with a high-quality academic program and the social supports needed to graduate from high school and to succeed in college if they choose that option. Every member of


our founding group and advisory group has had on-going opportunities to comment and provide input via e-mail on the various components of this prospectus. Our prospectus has a primary author, but members of the founding group have been responsible for providing feedback throughout the process. Strategically, the founding group and advisory group will continue to evolve in the next few months to include members who strengthen the organization and will be able to help the school successfully educate its students and achieve its goals. Statements of commitment and resumes for each founding group member are attached in the Appendices.

III. Educational Services Provided A. Educational Philosophy In recent years, there has been significant research done in the area of school improvement and turning low performing schools around, particularly in schools that are high in poverty. Based on that research, and some founding member’s actual experience, our philosophy is solidly based on the most current research. Research in the area of school “turnarounds” has yielded the most significant results for high poverty and low performing schools because as a group they need the most assistance. Our philosophy is founded on that research with one distinct advantage, we don’t have to “change” a school culture we will be “creating” one based on the best research available. As mentioned in our executive summary, there are three fundamental readiness factors that define our philosophy. These readiness factors are:

Readiness to Learn --Since students living in poverty enter school already well behind their peers, and that gap only widens over time, it is imperative that schools operate in ways that address these deficiencies immediately and consistently. There are three school features ISECP believes should support students’ readiness to learn:

• Safety, discipline and engagement. A calm and orderly environment is a prerequisite for learning. From the very first day a student enrolls they will be expected to participate in the calm and orderly environment. Without it, little else can follow. Students living in poverty face extreme difficulties, and the school environment often reflects this. High poverty schools that beat the odds go the extra mile to support each child through each day and to create an atmosphere that facilitates critical connections between adults and students that is safe and orderly. And while we focus relentlessly on achievement in core academic areas, our school will employ curricula and instructional approaches that reflect a broad-based set of techniques, content, and experiences to engage and inspire each student to learn. Research shows that such robust curricula, coupled with project-based and other learner-centered instructional techniques, are a critical element of success for HPHP students.


• Action against adversity. Schools must counter the deficits students living in poverty bring to school every day by offering nutritious meals, medical exams and services, and behavior-based training that set students and parents up for success. We must ensure that the teaching staff have human services training themselves, so they better understand the life circumstances of their students and have the basic skills to address them effectively in their classrooms.

• Close student–adult relationships. A major success factor of high-performing, high-poverty schools lies within our ability to forge close relationships with students as the single most powerful lever for encouraging success to a population who primarily come from homes of poverty. We must make personal connections that reach out to our students on an individual level.

Readiness to teach—Everything is about “learning” which is the “result” of effective “teaching.” For us to be successful, the entire staff has to take responsibility for student achievement through strategies such as personalized instruction based on diagnostic assessment, flexible time on task, and a teaching culture that stresses collaboration and continuous improvement. The “Professional Learning Communities” model that emphasizes constant collaboration and data analysis will be the foundation of our organizational structure. Three crucial elements support a school’s readiness to teach:

• Shared responsibility for achievement. The entire community, students, parents, teachers, and often other community members must be intensively and relentlessly focused on raising student achievement. Adults are motivated to change their own behavior to better assist students in reaching success. Expectations are set high and the entire school community is engaged in facilitating students’ success.

• Personalized instruction. High-performing high-poverty schools organize instruction around a short feedback loop of formative assessment, adapted instruction, further formative assessment, and further adapted instruction. The high-performing high-poverty schools employ the data-driven decision making techniques of typical standards-driven school reforms but do so with more intensity. The assessments are highly targeted (often no more than 4-5 items) and given frequently (sometimes weekly); results are analyzed by teams within a day or two; and instruction is tailored in multiple ways to address gaps. Small group instruction, individual tutoring, and other strategies that explicitly address specific student misconceptions and learning challenges are immediately implemented after group analysis of student learning trends and individual cases. Assessment is seen by teachers and students alike as a critical tool for learning, rather than a disconnected chore or stressful high-stakes activity.

• Professional teaching culture. Teachers in high-poverty schools must work together and function

collaboratively, focusing on formative and ongoing assessments of student learning, every week and often every day. Typical practices at ISECP will include professional learning communities, joint planning time, and group reviews of student work. We will provide the time and support to facilitate these tasks, which are seen by everyone as a crucial part of their work, rather than an additional obligation. We will require team-based, school-wide professional development that is focused directly on improving instruction and achievement. Attendance at professional development is required and not optional. It is an “ongoing” process and not a one-time event.


Readiness to act—School leaders will have the ability to make mission-driven decisions about people, time, money and programs. They must be adept at securing additional resources, leveraging partner relationships, and developing creative responses to constant unrest. The ability to face the unique challenges of a HPHP school must be in the hands of the personnel who work with students daily. These elements support a school’s readiness to act:

• Resource authority—High-performing, high-poverty schools’ resource authority shows up across the gamut of school operations: the daily schedule, often the annual school calendar, the way teachers collaborate with each other and participate in school decision-making, the allocation of the school’s budget, and the very nature of instruction will be determined by results. In other words, the team has to be able to make adjustments to the functioning of the organization.

• Resource ingenuity—To accomplish what needs to be done, Principal and staff find every mechanism and tap every organization or group they can. We will employ a performance based pay system that will reward teachers for performance, based on the results of the whole student population, parent approval ratings, student attendance, teachers’ attendance and graduation rates. Acquisition of teaching skills is an expectation that does not warrant additional pay and will be built in the overall schedule. Internal personnel evaluation is considered a group responsibility not an “us versus them” approach. Goals should be realistic and will be reevaluated annually. The staff will hold each other responsible for results, as well as evaluations by administration.

• Agility in the face of turbulence—We must find ways to overcome the constant turbulence of a

high-poverty school—and be flexible enough to solve problems that crop up each day. This agility is essential to tackle the endless stream of circumstances that conspire to disrupt a school’s readiness to teach and readiness to learn. Responding to rapidly changing and difficult situations requires flexibility and persuasion, rather than rigidity and adherence to narrow standards of operational practice. Research shows that a strong culture of accountability in the face of constant unrest helps establish the expectations among adults and students alike that everyone is working together to tackle the tough work of reaching proficiency.

• Resiliency -- In addition, ISECP will foster a sense of resiliency in our students, defined as the

capacity to succeed in spite of adversity or life stressors. Considerable research has shown that students can overcome adversity and in some circumstances can actually use adversity as a springboard to growth and success. Students who chose to attend ISECP may already be resilient, in the sense that they have not quite given up on themselves, even when adults in their lives have given up on them. Providing resilient students with the educational skills at all levels will give these students an important internal resource – knowledge – that cannot be affected by external circumstances (e.g. poverty) that are beyond one’s control. In order to achieve our mission of educating resilient students, all members of the ISECP community will adhere to the following core guiding principles: we will set and meet high expectations; we will contribute to the global community; we will exercise choice wisely; and we will get to know one another and allow others to know us.


B. Curriculum When discussing a school’s curriculum it is imperative that we also discuss Instruction. Without a viable delivery system the curriculum has little impact. Everything we know about modern educational research has indicated that there is a need for a strong amount of instructional differentiation and we have incorporated that in our planning. There are several things to consider when choosing curriculum for any school. We know from all the research available that we must have a curriculum that can be adapted to the learning styles of our students, and that the learning styles of our students will have distinct characteristics that we need to address. Equally important, we will be exerting significant efforts to be aligned with the state standards so that our students perform above the state average on ISTEP and other state assessments. We know that to be successful we must have a curriculum that engages our students in a fashion that will encourage their learning. The foundation of our curriculum content will be a standards-based curriculum provided by the State of Indiana. However, it will only serve as the foundational starting point which will be revised over the summer by the teaching staff after they receive training in “backward curriculum design” to better meet our student’s specific needs. The goal is to develop an engaging effective curriculum that is solidly founded on the standards. Below is an example of the curriculum provided by the state that will be used as a starting point for our alignment efforts using backward curriculum design:


The state curriculum is very good as it is written. However, it will not be adequate in and of itself to accomplish our academic goals and we will adjust accordingly. (See Appendix #1)

Singapore Math

In addition, we will be utilizing a math curriculum and instructional method developed by the Ministry of Education in Singapore, China that has come to be known as “Singapore Math.” The reason we will use this curriculum is to address specifically the learning styles of students’ of poverty which perform better when actively engaged. What is Singapore Math? Singapore Math was first introduced in the United States through the distribution of Primary Mathematics, a Singapore textbook series adapted to US needs in 1988. The term came into use in the US around that time when academics, homeschoolers, schools and the media started referring to the books used by Singaporean kids as Singapore Math. In 2007, the California Department of Education approved the Primary Mathematics series (Standard edition) for use in all kindergarten and elementary schools in the state of California. Oregon followed suit in 2008, placing the Standard edition under its K-8 Mathematics Instructional Materials List for 2009-2015. Over 700,000 school children have since used Primary Mathematics both at school and in the home school environment. There are also a substantial number of parents supplementing their children's school program by tutoring at home with Primary Mathematics. Over 25 countries around the world have adopted the Singapore textbooks (adapted to local curriculum requirements). These include South Africa, Saudi Arabia, Jordan, Chile, Panama, France, USA, Pakistan, India, Indonesia and the Philippines. The Primary Mathematics Series was first published in 1982 and was the only series used in Singapore primary schools up till 2001. Primary Mathematics was written by members of a project team put together by the Ministry of Education, Singapore. Starting from 2001, textbooks for primary level mathematics have been privatized. The contents in the new series that were first published in 2001 remained the same as the 1999 reduced syllabus. What's so great about Singapore Math? Singapore scores highest in math education of any place in the world. Every four years, a prestigious study is conducted to assess the latest trends in Math and Science education around the world. It is known as the TIMSS. The Trends in Mathematics and Science Study (TIMSS) is designed to help countries all over the world improve student learning in mathematics and science. It collects educational achievement data at the fourth and eighth grades to provide information about trends in performance over time together with extensive background information to address concerns about the quantity, quality, and content of instruction. Singapore students have been number one on this test the last three times it was given. (See Appendix #8)

http://isc.bc.edu/�

http://isc.bc.edu/�


Read Right The most critical skill students need to learn in general is the ability to read. Every discipline requires it and the sooner it is attained the better. Since we will be enrolling students in grades K-8 the first year, we will have students enrolling who have not mastered the reading skills necessary to be successful. It is our job as educators to meet our students “where they are” and then make sure that they can move forward in a positive fashion. At the same time, there are very few reading programs that address secondary reading, but the one we have selected does. The few that had been developed in the past have been marginally successful. We intend to make sure our students have an advantage that is not a reality in most schools. We will be utilizing the one significant reading program that has appeared in recent years that has worked with all level of students called “Read-Right.” Read-Right is designed to address the students’ where they are right now in their ability to read effectively. Although designed primarily for students who are struggling with reading, the methods are so effective at improving reading skills all of our students will receive the tutoring and training. In addition, the program is designed to work effectively with Special Education students and English as a Second Language Students. The program was originally designed by its developer for her Special needs child. In schools where Read-Right has been implemented, the students have had remarkable success. This falls right in line with our goal of meeting the language and learning needs of our ELL population as well as our IEP students. (Appendix #8)

Differentiated Instruction

Although not a curriculum, Differentiated Instruction addresses the “delivery” of curriculum through a variety of proven effective teaching methods. In order to effectively meet the needs of our students based on the “New World” model, we will incorporate “differentiated” instruction that specifically addresses the needs of our At-Risk populations. Differentiated Instruction addresses the special learning characteristics and learning styles that each student comes to school with every day. In Differentiated Instruction students are placed at the center of teaching and learning. Each learner comes to school with a different set of learning needs, examples of which include differing educational, personal, and communal contexts and varying degrees of academic skill development. Differentiated Instruction advocates that the educator proactively plans a variety of instruction methods daily so as to best facilitate effective learning experiences which are suited to the various learning needs within the classroom. In its pursuit of this foundational goal, Differentiated Instructional methods attempt to qualitatively, as opposed to quantitatively, match learners' abilities with appropriate material; include a blend of whole-class, group, and individual instructional strategies; use numerous approaches to facilitating input, processing, and output; and constantly adapt to learners' needs based upon the teacher's constant assessment of all students.

http://en.wikipedia.org/wiki/Student-centered_learning�


Response to Intervention An additional critical component of ISECP school culture and curriculum delivery is “Response to Intervention” (commonly abbreviated RTI or RtI) which is a method of academic intervention that is designed to provide early, effective assistance to children who are having difficulty learning. Response to Intervention was also designed to function as one part of a data-based process of identifying learning disabilities. This method can be used at the group and individual levels. These intervention strategies assure that students’ individual needs are addressed before they become insurmountable. Any student experiencing difficulty with mastering school curriculum will be staffed with an “intervention” team made up of teachers, counselor, parent, special ed teacher, nurse, and administrator. The focus of the RTI team is to determine what interventions need to be taken to assist the student to succeed. It may be a curriculum issue or other problem, such as discipline that needs to be addressed. The key is to intervene early enough so that the student does not get too far behind. We will address the specific learning styles of our students based on concrete individual assessments and known prevalent learning characteristics of high poverty populations and particular ethnic groups. We will use the assessment tools from “AIMSweb” to determine the effectiveness of our interventions and the individual longitudinal progress of each and every student. The emphasis will be to assure that students, who come to us “behind,” a common occurrence in urban schools due to mobility issues, are provided the proper interventions to become successful academically in our high expectation environment. (See Appendix # 7)

Discipline with Dignity A critical component of a successful school is an environment in the building that is orderly and respectful. Like any other curriculum it must be planned and effectively implemented. Discipline with Dignity is a flexible program for effective school and classroom management that teaches responsible thinking, cooperation, mutual respect, and shared decision-making. Discipline with Dignity equips teachers and administrators with classroom skills and techniques that enable them to spend less time dealing with behavioral problems and more time on positive interactions with students and on instruction. Discipline with Dignity presents teachers with the framework, tools, and skills, for carrying out their own effective classroom management, and furnishes administrators with information and a basis for setting school-wide policy. Designed to allow teachers more time for instruction in a classroom environment conducive to learning, this approach also helps children develop a sense of self-esteem and gives them the encouragement and tools necessary for making responsible decisions in their lives, both inside and outside of the classroom.


Discipline with Dignity has been applied in classrooms throughout the world. The program’s popularity stems from the outstanding results obtained by K-12 teachers, principals, counselors, parents and others who work with children. Discipline with Dignity is an insightful, motivating and practical approach that can be adapted to fit the needs of any school or community. In addition, we will track students’ behavior using our AIMSweb assessment tools. This will allow us to also offer interventions when patterns show up in student behavior that is destructive. Our goal is to never let behavior become a causal factor for failure or for influencing the failure of others. This will also allow us to intervene quickly with concrete actions. In some cases, it may require a family intervention by our social work connections to assist in modifying behavior. (See Appendix #5 and #6)

CHARACTERplus® Process A responsibility that has fallen to us as educators in recent years is to assist parents in the development of character traits in students that will benefit them as good citizens. In recent years, the quality of Character Education has improved significantly. CHARACTERplus® was developed in Missouri and has become one the most effective character education programs in the country. It is a very flexible program that allows schools to adapt the curriculum to the needs of the local community. CHARACTERplus® works to advance the cause of character education and sustain its impact on the lives of educators and students by: • designing, promoting and facilitating processes and best practices; • serving educators and enhancing their commitment to character education; • actively recruiting and developing community support; and • continually evaluating the impact of programs and services.

Started in 1988 by a concerned group of educators, parents and business leaders who decided that something had to be done about the deterioration of basic values, CHARACTERplus now reaches more than 600 schools in over 100 districts, 25,000 teachers and more than 300,000 students throughout Missouri and Illinois. CHARACTERplus also has the support of over 30 businesses, countless individuals, as well as foundations, federal and state grants. It is the nation’s largest initiative in character education. CHARACTERplus helps schools build consensus about what values or character traits to teach and which programs to use. Using the CHARACTERplus Process, each school develops a character education curriculum and program that meets its community’s unique needs. (See Appendix #10)

http://www.characterplus.org/main.asp?nID=356&NavID=5�


C. Assessment

Assessment is the cornerstone of determining our students’ success. Many educational endeavors ultimately fail because they do not assess learning frequently enough. Without a clear picture of whether or not learning is taking place regularly in class, we will not be able to make interventions or adjustments quick enough to assist our students’ success. Our assessment program is designed to help us make informed decisions about individual students and the overall success of our school rapidly. The ability to perform well on ISTEP and End of Course Assessments is certainly a good measure of our effectiveness in meeting the state standards, but it does not give us enough specific data about the individual student. Our students will be assessed in a number of ways. First, our use of AIMSweb will allow us to assess students a minimum of three times a year to see how students are progressing in their acquisition of specific basic skills. These skills are necessary for students to also be successful on standardized state ISTEP assessments. These “probes” will be used to monitor longitudinal progress of students as well as help us choose interventions for specific students. (See Appendix #8) Second, our staff will develop in house assessments called “formatives” and “summatives” which will be used in all classrooms. These will be developed in conjunction with “instructional calendars” that will be developed at the beginning of the year and modified throughout the year as needed. These in-house measurements will be taken at least weekly and in some cases more often. The results of these assessments will be compiled and used to assist in planning for re-teaching and/or acceleration of curriculum delivery. Summatives will periodically be given over a longer span of time and will guide the staff in determining their effectiveness over time. This data will also be compiled and help LIT teams in planning and vertical discussions with different grade levels. Third, all of this data will be tracked longitudinally to assist staff in planning and programming for individual students from year to year. We will track data longitudinally for a number of reasons. Are students making the progress from year to year as needed? Are particular teachers doing a better job than others with their students? Is the curriculum delivering the punch that we need to be successful? Learning Improvement Teams (LIT) will determine if there are any other issues that might be revealed from the longitudinal assessments. Fourth, our year to year progression on state standards must be monitored as well. In other words, what did our students learn in grade one will determine how we plan for grade two. Conversations between grade levels must take place to assure the acquisition of skills that will be needed for the next grade. If something was not learned as well in grade one as needed in grade two we need to know that so we can plan to make that up. (See Appendix # 7)


D. Special Student Populations Ensuring Adequate Instructional Support for Students and Teachers – ISECP will aim to create a school-wide culture of acceptance, including that of learning differences. ISECP is committed to providing all students with full access to the curriculum and to ensuring that all students meet the expectations articulated in our mission statement. In order to provide this access, ISECP will maintain a Special Education Team, comprised of the Special Education Coordinator, classroom teachers, the school nurse, and the school counselor. ISECP will comply with all applicable laws related to special student populations and student services. ISECP’s Executive Director of Education will have the responsibility to hire appropriate staff and to ensure that the school provides adequate instructional support for students and teachers, including remedial instruction, linguistic instruction, and consultative services for teachers. Developing Individualized Education Plans (IEPs) and Compliance with State and Federal Special Education Requirements – ISECP will hire a Special Education Coordinator responsible for the administration of special education programs, including the development of IEPs, regular education teacher training, and the management of special education contractors. Teachers, staff or parents who identify areas of concern for a particular student will notify the Special Education Coordinator. The Coordinator will bring the referral to the RTI Team which will determine the appropriate intervention; he/she will also oversee the evaluation of each referred student and the creation of IEPs, as needed, in collaboration with teachers, staff and parents. Creation of new IEPs and annual reviews of IEPs will be conducted by a team including special education staff, teachers, and outside specialists, as appropriate. Consultations with parents, teachers, and staff will be an integral part of the entire process, ensuring that all parties have input and that students’ needs are met. ISECP will provide instruction, equipment and other supplementary aides, as well as the services of outside specialists, such as speech or physical therapists, as specified in the IEP and in accordance with state and federal regulations as outlined in IDEA. Students with disabilities will be integrated into the classroom as much as is feasible, embracing the principles of Least Restrictive Environment (LRE) and Free Appropriate Public Education (FAPE). ISECP will also maintain a Student Support room with the capability to coordinate and provide in-class support, out-of-class services, specialty services, supplementary aides, and professional development for classroom teachers and aides. Finally, ISECP recognizes its obligation to provide for all programs that are described in IEPs from previous schools. Location, Time, and General Staffing of Special Education Services – All reasonable efforts will be made to provide special education services within the regular classroom during academic instruction using techniques such as differentiated instruction through learning centers, which will allow the special education staff to be included in targeted instruction of both special education students and students at risk. Special education staff will use school professional development and common planning time to coordinate instruction and modify curriculum with classroom teachers. When a student requires individual instruction or services beyond what could be expected in the classroom, services will be provided outside of the classroom under the provisions of the IEP.


Identifying and Evaluating Students who Require English Language Proficiency Testing – ISECP will use home language surveys for new students as the first step to identifying Limited English Proficiency (LEP) students. If the home language survey indicates the students’ home language is not English, then interviews with the parents(s) and student will be conducted and screening tests such as IDEA Proficiency Test Oral (IPT) and the Language Assessment Scales-O (Oral) will be given. If the student is found to be non-English speaking or LEP, then the student will be designated and English Language Learner (ELL). Assessment will be administered by a consultant specialist with experience in immersion and bi-lingual teaching methods and the assessment of ELL Students. Services and Support for Students Who are English Language Learners – ISECP plans to train teachers in sheltered immersion practices. Teaching of English to speakers of other languages (ESOL) will use multi-sensory instruction and focus on ELA, emphasizing reading and vocabulary. ISECP will have on staff a certified English Language Learners (ELL) teacher. Web-based materials and technology will be used with the intent of making the learning of English, reading, and writing skills easily accessible in a variety of languages. These materials will be available to students’ families as well. Many ELL students often serve as interpreters for family and friends and are burdened with providing other types of familial support, while not being able to receive academic support from their families due to language barriers, hindering their academic involvement and achievement. ISECP will reach out to ELL families in an effort to bring them into the learning processes. In some cases this will also include ELL training for the parents. Mandatory tutoring and homework sessions, combined with the ability to take resources home, or access them from home, will be central to curriculum and instruction at ISECP. Targeted tutoring will occur during our Extended Day Program and additional opportunities will exist during voluntary morning and afternoon tutoring sessions that can take place before the school day begins and/or after the Extended Day Program ends. During this time, students will have extra opportunities to receive targeted English instruction. ISECP will aim to always have bilingual staff on site to provide support.

IV. Organizational Viability and Effectiveness

A. Enrollment/Demand The demand for an additional charter school on the west side is very apparent when you visit with the various organizations that represent the community and the parents. Several of the existing public schools on the west side face take over by the state in 2011 due to their poor academic performance. The parents on the west side hunger for a school that will meet their children’s needs. Many families of all ethnic backgrounds expressed frustration with the lack of communication between the current school communities and the parents. Hispanic families expressed that they did not feel a genuine effort to include them in the education of their children in spite of written documents translated in Spanish. Meetings often did not have someone there to speak Spanish. At the same time, they all felt like the west side was being neglected.


Surveys taken at the food banks on the west side asking parents if they would be interested in sending their children to Invictus received a positive response. In addition, Board members have established relationships with a local newspaper and radio station. We will utilize their services based on their willingness to donate the services for a lengthy period of ramp up time. We will also budget a direct mail campaign that will target specific zip codes on the west side. In addition, we are working with several local community organizations to utilize their established contacts and facilities where we will hold community meetings a number of times at each before fall 2011. With the connections that our future board president has with the religious community, and due to his position as the founder and president of Faith, Hope and Love International, LLC we will be able to gain access to their parishioners for small group meetings for several months before opening. The number of students within the viable radius of the school indicates a significant number of children who fit our demographic (See Appendix #12).

B. Governance and Management

Board of Directors – As required by the State of Indiana, ISECP will be governed by a Board of Directors. The Board of Directors will be responsible for: upholding the mission of ISECP; developing school policies and changing them when appropriate; hiring the Executive Director of education to manage the school’s day-to-day operations and holding him/her accountable for meeting established goals; and formulating a long-range strategic plan and Accountability Plan that will ensure ISECP’s continued stability. In addition to these responsibilities, the Board will be responsible for ensuring that ISECP is in compliance with all of the state and federal laws as they apply to the school, and that the Board itself is operating in accordance with the rules set out by all applicable Indiana laws and regulations. (See Appendix #12) Finally, the Board will be responsible for operating the school in accordance with its charter and with any approved amendments to its charter. To ensure oversight of each of these specific areas, the Board will elect a President, Vice-President, Treasurer, and Secretary, and will establish standing committees including, but not limited to, Finance, Development and Directorship. There are five individuals from ISECP’s founding group that are proposed members of the Board of Directors. ISECP’s founding group has made several policy decisions as a group. The founding group will continue to recruit members for ISECP’s Board of Directors by reaching out to members of our communities making a concerted effort to include members who possess skills in areas such as education, finance, development and law. Parent/Caregiver Involvement – Research has shown that there is a significant link between parental involvement and student achievement. Furthermore, research shows that as children progress through school, parental involvement drops off significantly. Therefore, ISECP will invite parents and caregivers to be active partners and participants in the learning process. They will have the opportunity to participate in individual and on-line learning opportunities by themselves or with their child. We will have on-going communication with parents through e-mails, e-newsletters, the


school website, and frequent mailings. We will also provide parents the opportunity to have involvement and input into the workings of the school through a School Council consisting of parent, faculty, and community representatives. The Council will hold monthly meetings open to all parents and interested community members; and meeting agendas will be posted and mailed out prior to each meeting. It is imperative that we have a clear grasp on governance and management roles in our school. A part of the preparation process for the board and administration will be to go through training to prepare for effective leadership by all. The National School Boards Association has developed board training that leads boards to discuss the concept of systems thinking as a framework for organizational thinking and learning. It also provides an overview of the key work of improving student achievement. This key work focuses on eight key actions: vision, standards, assessment, accountability, resource alignment, climate, collaboration, and continuous improvement. It includes a definition and explanation of the key action itself as an element of the key work. The board will participate in a self-assessment for gauging a board member’s own initial understanding and the current level of readiness of each board member in the elements of a key work. It will also lead the board through a list of questions the board should ask itself and provides an outline differentiating roles and responsibilities of board members and the Executive Director of Education (See Appendix #2, #3, #4).

Key Works

VISION Reflects the community's commitment to student achievement as the priority

STANDARDS Identifies community expectations for what students should know and be able to do

ASSESSMENT Determines how well students are meeting the standards

ACCOUNTABILITY Assumes responsibility for student results using explicit criteria and regular monitoring

ALIGNMENT Ensures support and resources for district priorities to improve student learning

CLIMATE Understanding that environment influences behavior and performance as well as community perceptions

COLLABORATION Enables networks of individuals to solve problems and achieve common goals for


student learning

CONTINUOUS IMPROVEMENT

Attitude of questioning, reflecting, monitoring, evaluating, to achieve excellence

Name Title/Department Organization

Involvement in Invictus School of


Merlin Gonzales President/CEO Faith, Hope, and Love International

Founding Group Member/Board President

Perla Williams Event Manager Consultant Founding Group Member/Treasurer

Derek Black Executive Chef Indianapolis Motor Speedway

Founding Group Member/Board

Member/Vice President

Donna Hovey Vice President CB Ellis Brokerage Founding Group Member/Board

Member/Secretary

Shane Toland Attorney Toland and Zapata Attorneys at Law

Founding Group Member/Board Member

Name Title/Department Organization

Involvement in Invictus School of


Charles Williams, M.D. Physician Community Medicine,

Anderson, IN Advisory Council

Gene Hotstetter Attorney Hotstetter and Ohara Brownsburg, IN Advisory Council

Jeff Bricker Department Chair of

Hospitality Administration

Ivy Tech Advisory Council

Sotiris Hji-Avgoustis, Ph.D.

Department Chair of Hospitality and Tourism IUPUI Advisory Council

Eric Bedel Director of Common Goal Greater Indianapolis Chamber of commerce Advisory Council

Amanda Cecil, Ph.D.

Professor of Hospitality and Tourism IUPUI Advisory Council

Rebekah Henssey Marriott Corporation Marriott Corporation Advisory Council


Criteria for Choosing an Executive Director of Education-- The single most important factor in determining the success of ISECP will be hiring an Executive Director of Education who is an extraordinary school leader. The Executive Director of Education must have skills and knowledge in the following areas:

⇒ vision development and implementation

⇒ hiring, managing and evaluating staff

⇒ and key stakeholders; overseeing all aspects of maintaining the CTAS facility; and

⇒ current effective curriculum practices and proven instructional practices

⇒ experience implementing professional learning communities

⇒ strategic planning

⇒ organizational development

⇒ budgetary management experience

⇒ knowledge of board governance (familiarity with working with boards)

⇒ demonstrated fundraising/entrepreneurial skills

⇒ knowledge of current educational reform

⇒ commitment to quality performance education

⇒ experience building collaboration relationships within the community

⇒ soliciting bids negotiating and finalizing contracts with vendors

In addition, the Executive Director of Education must be able to set high expectations and develop performance objectives.

C. Budget and Financial Matters

Budget Management—ISECP has secured the assistance of Beth Reynolds, Accountant/CEO in our projected budget development and will be using her company’s services as soon as the charter is granted. We will secure the services of a qualified business management person to coordinate our compliance with federal and state laws in conjunction with their services. Projections will take into account the fact that due to the proximity of our school to Wayne Township Schools and Speedway Schools we are estimating 20% of our students could come from those districts which would result in less revenue due to a smaller multiplier. We feel that at least 80% or more of our students will come from IPS. The basic allotment used for planning will be $6800/student based on an average. Until a business manager is secured, the financial management will be overseen by the Executive Director of Education. (See Proposed Budget Appendix # 13) Financial Management—As a former public school superintendent and building administrator the proposed Executive Director of Education has a significant background in financial management of public schools. In his position as a superintendent he has supervised building renovations and the building of new facilities. In addition, he has supervised and led in the creation of budgets for over thirty-five million dollars. He has never failed to stay within budget and has been able to build reserves


when targeted as a goal. He has also negotiated multi-million dollar land acquisitions and supervised large bidding processes as per state laws.

In addition, the proposed Executive Director of Education has had significant experience developing and supervising Title I budgets and IDEA special education budgets. He is very familiar with special education programming and has consulted with other schools concerning their program development.

D. Transportation

Transportation is not funded by the state for charter schools. Charter Schools must be as creative as possible so that no student is prevented from attending ISECP due to lack of transportation. However, because transportation costs are not funded by the state, the school must also minimize transportation costs. In order to meet both goals, the school will work with parents to develop a plan according to the following guidelines: 1) The school will work with a transportation consultant to determine bus routes for students and

their families living within Indianapolis. ISECP will identify centralized pick up locations to minimize the buses needed and the cost. The school will explore grants and other funding sources to underwrite the costs for bus passes to and from the school for those families unable to afford them.

2) The school should establish a carpool network for families residing in areas not accessible to

public transportation, or who cannot use public transportation either for age reasons or accessibility. Parents who may volunteer for carpools developed by the school will be required to have background checks and proof of insurance.

3) The school will hire a private contractor to meet the school transportation needs of those

students and families that cannot walk, use public transportation nor participate in a carpool. Any private contractor will have to meet safety and accessibility requirements in the school’s liability insurance policy.


Appendices


Appendix #1

The Turnaround Challenge Research

THE PROBLEM

Five percent or 5,000 of America’s one hundred thousand public schools, representing more than 2,500,000 students, are on track to fall into the most extreme federal designation for failure by 2009-10. Many more schools will be placed in less extreme categories; in some states, the percentage will significantly exceed 50%. Nevertheless, a good portion of these schools will be so designated because of lagging gains in one or more student subgroups, under the federal No Child Left Behind Act. These schools face challenges that may be solved by fairly modest forms of assistance. But the 1,100 schools already in Restructuring – the most extreme designation – as well as those likely soon to reach it represent a level of persistent failure that commands swift, dramatic intervention.

Why Schools Fail

These schools fail because the challenges they face are substantial; because they themselves are dysfunctional; and because the system of which they are a part is not responsive to the needs of the high-poverty student populations they tend to serve. The school model our society provides to urban, high-poverty, highly diverse student populations facing 21st-century skill expectations is largely the same as that used throughout American public education, a model unchanged from its origins in the early 20th century. This highly challenged student demographic requires something significantly different – particularly at the high school level.


Turnaround: A New Response

Standards, testing, and accountability enable us, for the first time, to identify with conviction our most chronically under-performing schools. Turnaround is the emerging response to an entirely new dynamic in public education: the threat of closure for underperformance. Dramatic change requires urgency and an atmosphere of crisis. The indefensibly poor performance records at these schools – compared to achievement outcomes at model schools serving similar student populations (see The Benchmark, next page) – should ignite exactly the public, policymaker, and professional outrage needed to justify dramatic action. If status-quo thinking continues to shield the dysfunctions that afflict these schools, there can be little hope for truly substantial reform throughout the system. Turnaround schools, in other words, represent both our greatest challenge – and an opportunity for significant, enduring change that we cannot afford to pass up.

WHAT’S BEEN TRIED

The research on turnaround of failing schools reveals some scattered, individual successes, but very little enduring progress at scale.

Most schools in Restructuring (the federal designation for chronic under-performance) are like organisms that have built immunities, over years of attempted intervention, to the “medicine” of incremental reform. Low-expectation culture, reform fatigued faculty, high-percentage staff turnover, inadequate leadership, and insufficient authority for fundamental change all contribute to a general lack of success, nationally, in turning failing schools around and the near-total lack of success in conducting successful turnaround at scale.

Turnaround vs. “School Improvement”

Most of what’s applied to under-performing schools today represents an incremental-change effort or an incomplete attempt at wholesale change.

“Light-touch” efforts that redirect curriculum or provide leadership coaching may help some average-performing schools improve, but they are clearly not sufficient to produce successful turnaround of chronically poor-performing schools. This is not surprising, given that high-performing, high-poverty (HPHP) schools have evolved such fundamentally different strategies to achieve success, and that turnaround initiatives need additionally to break through existing inertia.

Turnaround, as we define it here, is different from school improvement because it focuses on the most consistently underperforming schools and involves dramatic, transformative change. Change that, in fact, is propelled by imperative: the school must improve or it will be redefined or closed.

The Inadequate Response to Date

Our collective theory of change has been timid, compared to the nature and magnitude of the need. Most reform efforts focus on program change and limit themselves to providing help. Some also allow


for changing people. A very few also focus on changing conditions and incentives, especially the degree of leadership authority over staff, time, and money.

Analysis of school intervention efforts to date confirms that they are generally marked by:

Inadequate design: lack of ambition, comprehensiveness, integration, and networking support

Inadequate capacity: fragmented training initiatives, instead of an all-encompassing people strategy and strong, integrated partnerships that support the mission

Inadequate incentive change: driven more by compliance than buy-in

Inadequate political will: episodic and sometimes confusing policy design; under-funding; and inconsistent political support. Focusing on program reform is safe. It produces little of the controversy that the more systemic reforms (human resource management, governance, budget control) can spark. NCLB, despite its intended objectives, has effectively endorsed and supported risk-averse turnaround strategies through its open-ended fifth option for schools entering Restructuring. The net result: little track record nationally – and that mostly at the district level, not the state – in comprehensive, system-focused, condition changing turnaround.

The full report and the supplement provide detailed analysis of the most prevalent intervention strategies, and profiles of efforts underway in ten states and four major districts.


Appendix #2

Operational Guidelines for the Invictus School Board

The purpose of these written operational guidelines is to make each member of the Board of Directors aware of the manner in which the Board agrees to operate internally. Operational guidelines are designed to indicate how the Board intends to conduct itself. They help individual Board members by making the group’s expectations clear about how to function as members of a school board. These operational guidelines may be adapted and changed from time to time by majority agreement of the Board. These will also be determined in many instances by our corporate bylaws.

Vacancies. If a vacancy occurs between elections, the Board will publicly advertise the vacancy, interview, and appoint the candidate to fill the vacancy. All of these activities will be conducted in public meetings.

Officers. There will be a President, Vice-President, Secretary, and Treasurer elected by a majority of Board members for one-year terms. Elections of Board officers will be held at the first meeting in the month of December.

Decision-Making Process. In making decisions, the Board will consider principles such as (a) the nature of the problem or issue to be resolved by the decision, (b) the comprehensiveness and accuracy of the factual information gathered to inform the Board of the true nature of the problem or issue to be resolved by the decision, (c) the transparency of the decision-making process used by the Board, (d) the likely affect, consequences, and short- or long-term impact of the decision, and (e) the likely effect of the decision on the efficiency of the District’s system of public schools. In all cases, the Board will strive to make decisions that are based on solid information and data, that are fair, educationally sound, and fiscally responsible, and that have a positive impact on student learning and achievement.

Public Representation. The President, or his or her designee, is the official spokesman of the Board. The President and/or the Executive Director of Education, or their designees, will present official Board decisions to the public and the press. Each Board member has the right at any time to make public statements, but when speaking to the public or the press, individual Board members will make it clear that they are giving their personal views as a Trustee rather than as a representative of the Board.

Goal/Priority Setting. The Board will set or review goals/priorities annually and will support and work with the Executive Director of Education and staff to develop their strategic plan to carry out the Board’s broad goals/priorities.


Evaluation. The Board will adopt a process to evaluate its own effectiveness in carrying out operational goals/priorities and a process to evaluate the Executive Director of Education in carrying out District goals/priorities.

Public and Staff Input. The Board welcomes the public to attend all official Board meetings, work and retreat sessions, and committee meetings and gives the President discretion to limit verbal public presentations (about three minutes) as appropriate. Members of the Cabinet (other than the Executive Director of Education, Attorney, and recording secretary) are expected to attend all official Board meetings.

Travel. The Board will discuss professional development opportunities that involve travel. Board members will be reimbursed for travel expenses for professional development as per school guidelines. All travel will be guided by whether it (a) strengthens the member’s knowledge and effectiveness as a Board member, (b) contributes to the effectiveness of other education or collaboration partners, or (c) contributes to the well being and quality of the educational standards and performance in the District.

Board Orientation. The Board will plan a formal orientation for newly elected or appointed Board members. The orientation will be conducted by Board members with assistance from the Executive Education Director and staff as needed.

Duties Delegated to the Executive Director of Education. The Board will delegate to the Executive Director of Education responsibility for the day to day operations and supervision associated with managing the schools, hiring personnel, developing budgets, and recommending policies and regulations. The Executive Director of Education will recommend the hiring of, and will assign and evaluate the staff.

Duties Delegated to the Attorney. The Board will hire an attorney whose primary responsibility is to the Board. The role of the attorney is to advise the Board and/or Executive Director of Education on all legal matters that come before the Board, the Executive Director of Education, or the school. The Attorney may respond to requests from the Executive Director of Education, the President, or individual Board members, but all requests by individual Board members will be shared with the entire Board.

Transparency. It is the philosophy of the Board to let the “sun shine” on its operations and processes and to go beyond, where legally permissible, the requirements of the Indiana open meetings law (which applies generally to meetings of at least a quorum of the Board called to conduct public business). This philosophy is rooted in the recognition that the public interest compels openness and transparency in Board operations, including (by example) work and retreat sessions, Board subcommittee meetings, and meetings of Compact created committees, all of which will be open to the public regardless of whether a quorum of the Board is present.

Respect. Each member of the Board is elected or appointed through a democratic process, and in showing respect for this process, each member will endeavor to demonstrate respectful behavior toward other Board members and all individuals addressing the Board.


Relationship to School Staff. Board members will make all inquiries regarding school staff through the Executive Director of Education, or his or her designee. The Executive Director of Education is the supervisor of all school employees and is responsible to the Board for implementing the goals, policies, and procedures of the District. Board members will exercise good judgment and discretion in communicating with staff and keeping the President and Executive Director of Education informed.

Public Communications. In consultation with the Executive Director of Education, the Board will develop a public information plan informing the public about the goals, policies, and strategic plans of the District.

Meetings. Official Board meetings will be conducted according to state statutes utilizing Robert’s Rules of Order.


Appendix #3

CODE OF ETHICS - BOARD MEMBERS

I. As a member of my local Board of Education, representing all the citizens of my school, I recognize:

1. That my fellow citizens have entrusted me with the educational development of the children and youth of this community.

2. That the public expects my first and greatest concern to be in the best interest of each and every one of these young people without distinction as to whom they are or what their background may be.

3. That the future welfare of this community, of this State, and of the Nation depends in the largest measure upon the quality of education we provide in the public schools to fit the needs of every learner.

4. That my fellow board members and I must take the initiative in helping all the people of this community to have all the facts all the time about their schools, to the end that they will readily provide the finest possible school program, school staff, and school facilities.

5. That legally the authority of the Board is derived from the State which ultimately controls the organization and operation of the school district and which determines the degree of discretionary power left with the Board and the people of this community for the exercise of local autonomy.

6. That I must never neglect my personal obligation to the community and my legal obligation to the State, nor surrender these responsibilities to any other person, group, or organization; but that beyond these, I have a moral and civic obligation to the Nation which can remain strong and free only so long as public schools in the United States of America are kept free and strong.

II. In view of the foregoing consideration, it shall be my constant endeavor

1. To devote time, thought, and study to the duties and responsibilities of a school board member so that I may render effective and creditable service.

2. To work with my fellow board members in a spirit of harmony and cooperation in spite of differences of opinion that arises during vigorous debate of points at issue.

3. To base my personal decision upon all available facts in each situation; to vote my honest conviction in every case, unswayed by partisan bias of any kind; thereafter, to abide by and uphold the final majority decision of the Board.

4. To remember at all times that as an individual I have no legal authority outside the meetings of the Board, and to conduct my relationship with the school staff, and local citizenry, and all media of communication on the basis of this fact.


5. To resist every temptation and outside pressure to use my position as a school board member to benefit either myself or any other individual or agency apart from the total interest of the school district.

6. To recognize that it is as important for the Board to understand and evaluate the educational program of the schools as it is to plan for the business of school operation.

7. To bear in mind under all circumstances that the primary function of the Board is to establish the policies by which the schools are to be administered, but that the administration of the educational program and the conduct of school business shall be left to the employed Executive Director of Education of Schools and his professional and nonprofessional staff.

8. To welcome and encourage active cooperation by citizens, organizations, and the media of communication in the District with respect to establishing policy on current school operations and proposed future developments.

9. Finally, to strive step by step toward ideal conditions for most effective school board service to my community, in a spirit of teamwork and devotion to public education as the greatest instrument for the preservation and perpetuation of our representative democracy.


Appendix #4

Duties of Executive Director of Education The responsibilities of the Executive Director of Education shall be: 1. To administer the development and maintenance of a positive program of education designed to meet the needs of the community. 2. To recommend the number and types of positions required to provide adequate personnel for the operation of the educational program in the community. 3. To recommend policies on administration, organization, finance, curriculum, instruction, school plant, personnel management and other functions of the school program. 4. To nominate for appointment, to assign and to define duties and responsibilities of all personnel. 5. To exercise general direction and supervision of all employees of the Board. 6. To suspend from duty, subject to the confirmation of the Board, any teacher or other employee for cause. 7. To supervise the preparation of the annual budget and to recommend it to the Board for approval. 8. To administer the adopted budget. 9. To recommend textbooks for adoption. 10. To recommend courses of study for consideration by the Board and to put adopted courses of study in effect. 11. To keep the Board informed on school matters. 12. To attend and to participate in all meetings of the Board. 13. To be an ex-officio member of all committees of the Board. 14. To conduct a continuous study and appraisal of the development and needs of the schools, and keep the public informed concerning the program and needs.


15. To exercise full power and authority of the Board in case of an emergency which may not be covered by a rule or regulation and report his action to the Board, no later than the next regular meeting. 16. To provide leadership in the negotiations process between the Board and representatives of various employee groups. 17. To perform all other duties and exercise all other powers that may be delegated by the Board. 18. To approve all requests for the collection of funds for charitable organizations 19. To authorize all school clubs and organizations.


Appendix #5 Discipline with Dignity Stresses Positive Motivation

By: Ellen Delisio

Threats and rewards may seem to change a student’s behavior, but do they last once the punishment and rewards are gone? Discipline with Dignity teaches educators to create positive motivators for kids so they take responsibility for their own behavior.

Included: Examples of Discipline with Dignity in action.

One of the many variations of a light bulb joke asks, “How many psychiatrists does it take to change a light bulb?”

None, goes the punch line. The light bulb has to want to change.

Without over-analyzing the joke, most people can see it illuminates a truth about human nature. While certain incentives or rewards might initially alter some behaviors, a person needs insight and motivation for more permanent changes to take hold. And that requires time and effort.

“Your goal as an educator should be to influence change,” according to Dr. Allen Mendler, one of the founders of the behavior management approach Discipline with Dignity. “To really inspire change in youngsters, you have to get them to want to change.”

Creating positive motivation for children to adapt new behaviors is at the heart of the Discipline with Dignity approach. Some administrators who are fans of the philosophy said it is straightforward and yields results, even if those results do not occur overnight.

“For schools, I don’t think there is anything better than Discipline with Dignity,” said Gerard Evanski, principal of Erie Elementary School in Clinton Township, Michigan. “I found it to be the most comprehensive and practical system - you sit down with teachers and say, “Use these words, this works,’ and tell them why.”

“I think Discipline with Dignity changed my life,” added Collen Zawadzki, principal of the Career Academy, an alternative high school operated by the Onondaga Corland Madison Counties (New York) Board of Cooperative Educational Services (BOCES). “No one wants to be a ‘screaming skull’ – at least I don’t. Not as a principal, teacher, or parent.”

Implementing Discipline with Dignity

Elementary school principal Gerard Evanski gave an example of some of the questions an educator using Discipline with Dignity might ask a student who misbehaved: What were you doing? “This can be very enlightening for a kid,” Evankski said.


What will happen if you continue this? What can you do differently next time?

BUILDING CONNECTIONS

Mendler, a former school psychologist, said the framework for Discipline with Dignity grew out of his experience working with difficult students. “I regularly got the lion’s share of children who misbehaved.”

“The core of it is to do what needs to be done to prevent problems from occurring.” Mendler told Education World, “That includes making curriculum relevant, building relationships, and making the classroom a safe place.”

Discipline with Dignity maintains that if teachers take the time to build relationships with students, the strength of those relationships can help minimize conflicts. If teachers spend time getting to know students, kids are more likely to want to be compliant, the theory goes. Strategies for building relationships include greeting kids when they enter the room, finding out about their interests, being visible, and asking their opinions. Once those relationships are built, teachers can draw on that good will when problems arise.

“You build connections for the bad times,” said Zawadzki, who trains teachers to use Discipline with Dignity and has used it since she started at her school 18 months ago, as well as at a prior school. “You have to see kids with an eye toward connecting with kids, so when the hard stuff comes up, they will listen to you.”

For example, Mendler said, instead of ranting at a student for wearing headphones in class, a teacher should ask the pupil what he or she is listening to, so the teacher can ask a question or make a comment about life that is relevant to that student.

One of the hardest aspects of training teachers to use Discipline with Dignity is convincing them that they are not taking on another task, Mendler added. “Most educators are feeling enormous amounts of pressure to get test scores up and are drilling kids, “he said. “In the process, it becomes easy to neglect things that build effective behavior management. It takes time to build relationships and defuse power struggles. It’s hard for teachers to convince themselves they have time for this. But when you take an extra minute or two (to get to know kids), it can save an enormous amount of time in dealing with difficult kids.”

LAYING THE GROUNDWORK

Evanksi, who also trains teachers to implement Discipline with Dignity and has been using the approach for about 18 years, said the technique requires adults to shift their thinking about how they deal with children. “It’s thinking about how you meet kids’ basic needs in positive ways,” he said. “We’re looking at long-term behavior changes.

Schools can start establishing Discipline with Dignity by letting students help develop rules that fall under the school’s principles. Discipline with Dignity also emphasizes ways to avoid adult-child power


struggles and to help students take responsibility for their own behavior. All disciplinary actions - often called logical consequences – are administered in private.

“You have to start to help kids realize that it (following the rules) is the right thing for them to do - not because someone is watching them but because it will make their lives better,” Zawadzki told Education World.

Teachers also have to learn to ignore the “hooks” that can get them pulled into power struggles with students. “If a (standing) student sits down when you tell him to, but wants to get in the last word, let him,” said Evanski. “It’s up to the adult to stop the hostility cycle.”

Mendler and his colleagues – who include his son, Brian, and Dr. Richard Curwin – work with educators to give them strategies to address what they consider three basic needs of youngsters: a connection, competence, and control. If kids don’t have those, Allen Mendler said, they can simply shut down from lack of motivation or act out.

Curwin gave examples at the 2008 ASCD conference of two ways to deal with a potentially class-disrupting event. If a student refuses to sit down after entering the class, the teacher can say to the pupil, “Sit down or I will call your father.” The student might sit down, but will resent the teacher’s response. That student is not motivated to change his future behavior.

Curwin recommends never attempting to alter behavior when emotions are high. Instead, try saying to the student, “It takes courage to sit down when you have been told to sit. Not everyone is that brave.” Offer to borrow a music stand so the student can stand up for the class if that is what she or he wants.

Then deal with the underlying issue later. The teacher can ask the student after class what was going on. Curwin suggested saying, “I know when you usually have a hard decision to make, and you do it well. I’m glad you are in my class.”

“You need optimism,” according to Allen Mendler. “Once you surrender optimism, you lose to skepticism and pessimism. You need to be difficult to offend and quick to forgive.”

Other key strategies include: to listen, acknowledge, agree, and defer, said Evanski. That is, listen to a student’s comment, acknowledge what he or she said, agree that he or she is upset, and then defer acting on the situation until after class. Then speak quietly to the student.

“You look at it as a continuum of consequences,” Zawadzki said. “You have to make sure a kid knows what he did was wrong, but also what he needs to do to do things right. Almost all the punishments have learning opportunities.

Understanding Unmotivated Kids

Brian Mendler, a former teacher who also works for Discipline with Dignity, said that measuring a student’s achievement against his or her prior performance – rather than against other students – can help motivate a student to do better.


“The biggest motivation killer is when kids do the very best they can and still don’t do well,” he said. “In the case of some difficult kids, they may have been motivated at one time, but they did their best on something and did not get a good grade. When difficult kids start with an assignment that has no right or wrong answer, there is a high completion rate.

“Evaluate kids as individuals - compare the kids to themselves,” Mendler suggested. “See if they do better than they did before.”

DISCIPLINE WITH DIGNITY IN ACTION

Zawadzki recalled how Discipline with Dignity played out when she saw a boy smoking on school grounds, a violation of school rules and state law. She and the school’s social worker met with the student and talked about how smoking is an addiction and the harm it can do to one’s health. The students said he would not smoke on school grounds again and got off with a warning.

A short time later, Zawadzki saw him smoking on campus again, and it took all of her willpower to hang on to her Discipline with Dignity training. “I wanted to march out there, publicly address it, humiliate him, and call his parents,” she told Education World. “But you have to get over how you were raised. Kids don’t have the part of the brain that looks into the future. I was upset – but you have to override instinct. Don’t take it personally if someone backslides.”

Instead, she restrained herself and at the end of the day waited for the student on the school bus. When he got on, they had a discussion about planning an alternative consequence for his behavior. Zawadzki assigned the student to create a health lesson on the perils of smoking and present it to the school – which she viewed as a very logical consequence for his behavior.

“You have to ask yourself, “Is it (the penalty) inflicting punishment or creating learning opportunities?”

Students and faculty thought the presentation was good, and the boy said he learned a lot. While he is still a smoker, he entertains conversations about trying to stop and no longer smokes on campus. “He understands the law and honors us by not smoking on school grounds,” Zawadzki noted.

In another situation, a student was being belligerent and disrespectful to the teacher in class. The teacher sent him to the time-out room several times, which anyone can access if they feel the need to take a break, Zawadzki said.

When the student’s behavior did not improve, the teacher, student, Zawadzki, and the student’s mother had a discussion. Educators have to consider that there could be more behind a student acting out than just defiance, Zawadzki noted. “We sat around and asked the right questions. What it really was, was boredom. The student is very bright and the teacher was doing a lot of review.”

The solution was to give the student a laptop so he could work on an independent project in class while the others were reviewing. None of the other students complained about the student being able to use a laptop. “They were just happy he’s back in class,” Zawadzki said.


You have to personalize the approach, but don’t take it (students’ actions) personally,” added Zawadzki. “As Dr. Mendler said once, “If you went to the doctor, he wouldn’t give you an aspirin when you walked in just because that’s what he gave the last person.”

“You need optimism. Once you surrender optimism, you lose to skepticism and pessimism. You need to be difficult to offend and quick to forgive.”

WHY EDUCATORS THINK IT WORKS

A major reason Discipline with Dignity is so effective is that it helps students build skills that they can apply, not just in school but in all aspects of their lives, said Zawadzki, especially at a time when many students don’t have positive role models. “Discipline with Dignity is a blend with what makes sense in the world and what makes sense for what kids need to learn,” she said. “They need to be able to navigate when no one is around. Responsibility is when kids do the right thing when they walk out of the classroom.

“So many kids are not learning the mores and structures to live in society,” she continued. “They are not getting the face time of working with people – they can’t negotiate the ups and downs of growing up. We’re trying to develop systems that pro-actively engage kids.”

Many educators also are desperate for an effective behavior management strategy and find Discipline with Dignity can reduce their stress as well. “If anything has changed in my career, it is that there are more students in each class that can be challenging. And if teachers can’t manage them, they become frustrated, and that leads to burnout,” Mendler said.

That is why Discipline with Dignity is worth the time and effort for her staff to implement, Zawadzki said. “We work very hard to be calmly engaged in problem-solving consequences,” she said. “It also has taught me to stand back and think before I cast any stones. One of the kids said, “Ms. Z, maybe you should just be meaner.’ But I maintain my dignity and require my teachers to maintain their dignity. I take a breath and ask good questions that get to the bottom of issues. Then I get to the bottom line and use logical consequences.”


Appendix #6

DISCIPLINE WITH DIGNITY BEHAVIOR MANAGEMENT PROGRAM COMPONENTS

TIER ONE (PREVENTION): The behavior management approach for all students system-wide based on research based methods that prevent problems from occurring.

1. Develop strong teacher-student relationships (i.e. H or H; Four H: 2 minute intervention; double initials; I’m good at board).

A. In-classroom relationship building methods. B. In-school but outside relationship building methods (i.e. hallway, cafeteria, gym). C. Outside of school relationship building methods.

Much more material in our publications, THE TAMING OF THE CREW; CONNECTING WITH STUDENTS).

2. Developing Effective Rules and Consequences based on school values A. Identify school/classroom values. B. Identify places in the school/classroom or problem situations that especially require

rules (data collection). C. Develop rules based on school values and problem situations. D. Establish a non sequence-based set of consequences. E. Methods for involving students in the process of making/modifying rules and

consequences. F. Review system & analyze data regularly. G. Modify components as needed.

Much more in our publications DISCIPLINE WITH DIGNITY (Chapters 4 & 5); THE TAMING OF THE CREW; WHAT DO I DO WHEN)

3. Implementing strategies that motivate students A. Getting students to do and complete homework. B. Using “challenge” to motivate. C. Using instructional groups to work collaboratively and productively. D. Identifying and implementing “preferred learning activities” (i.e. John Goodlad; Multiple

Intelligences) to motivate. E. Establishing classroom expectations and tasks based on what is fair for each student,

not necessarily what is the same for all students. (Much more in our publications MOTIVATING STUDENTS WHO DON’T CARE; THE TAMING OF THE CREW; DISCIPLINE WITH DIGNITY)


TIER TWO (TARGETED INTERVENTION) – The behavior management approach for targeted, at-risk students who disrupt learning.

A. Identify which of the basic needs is likely responsible for motivating the misbehavior (i.e. connection-competence-control).

B. Develop a plan for implementing strategies based on the identified basic need (i.e. if the need is control, strategies might include asking the student to share an opinion; invite the student to solve a problem or come up with an alternative consequence; have the student share a strength or talent with others).

C. Assess the effectiveness of the plan and adjust as needed. D. Enforce consequences with effective implementation methods. E. Learn to quickly defuse potential power struggles while keeping the offending student(s) in class

and get back to teaching rapidly F. Learn how to make it difficult for students to get kicked out of class but also what circumstances

might require a student to temporarily leave the classroom, how to send the student out of the room and how to use other resources effectively when students need to leave the room.

G. Effective strategies to involve parents. Much more in our publications POWER STRUGGLES; THE TAMING OF THE CREW; DISCIPLINE WITH DIGNITY; MORE WHAT DO I DO WHEN).

TIER THREE (INDIVIDUAL INTERVENTION): The behavior management approach for students who chronically misbehave.

A. Identify the internal (within the student) and environmental (within the environment) factors that are likely sustaining the behavior.

B. Internal factors are multiple but might include lack of empathy, feeling incapable of success or anger management problems.

C. Develop a plan to address internal factors individually or in a themed group (i.e. Teaching the student more appropriate social skills to get what he wants; Figuring out a safe way for a student who lacks empathy to be a helper of others less fortunate; Learning self-control strategies to manage anger less aggressively).

D. Environmental factors are multiple but might include the student being in an academic environment that is beyond his capability or needing to impress peers for her reputation by being rude to the teacher.

E. Develop a plan to address environmental factors in the classroom (i.e. putting a student in charge of a problem (class complainer); using coupons & other self-regulatory methods to limit inappropriate behavior; effective use of behavior modification strategies such as rewards and contingencies.

F. Effective strategies to involve parents. Much more in our publications DISCIPLINE WITH DIGNITY (Chapters 8 & 10); THE TAMING OF THE CREW; DISCIPLINE WITH DIGNITY FOR CHALLENGING YOUTH).


Appendix #7

AIMSweb

National Review Committee Honors Early Literacy, Reading and Math AIMSweb Progress Monitoring Tool

Bloomington, MN (PRWEB) June 22, 2009 -- The Assessment and Information group of Pearson today announced the National Center on Response to Intervention (NCRTI) gave AIMSweb, the company's web-based assessment and data management system suited for response to intervention (RTI) implementation, the highest possible rating for predicative validity and reliability.

"NCRTI's independent rating is another proof point that AIMSweb is a leading RTI tool, providing effective, valid and reliable assessments in early literacy, reading and math that can positively impact student achievement," said Carol Watson, president and general manager, Clinical Assessment North America. "AIMSweb has now been honored twice by this leading RTI standard-setting organization, ensuring educators can trust our single, rigorous solution to measure their student progress in both reading and math."

NCRTI's Technical Review Committee evaluated ten progress monitoring tools for grades kindergarten through eight as a part of the organization's first annual review of Progress Monitoring Tools, creating an interactive chart that shows the technical adequacy of each reviewed tool. The chart also includes information about how to obtain, access and implement the progress monitoring tools.

NCRTI defines progress monitoring as "repeated measurement of academic performance to inform instruction of individual students in general and special education in grades K-8." The monitoring needs to be conducted at least monthly to estimate student improvement, identify students not adequately progressing, and compare the efficacy of different forms of instruction, according to NCRTI.

As a progress monitoring system, Pearson's AIMSweb uses direct, frequent and continuous student assessment to identify students at risk for falling short of year-end academic targets; measure student progress in an accurate and timely manner; and access, interpret and manage this data for teachers, parents, students and administrators.

"For school districts leery of a pieced-together RTI assessment program, AIMSweb provides a complete, easy and proven system to match instruction to need, meaningfully measuring progress. Our system is a step above the rest because it expands - not drains - teachers' time to focus on student success by offering quick, reliable assessments that yield immediate, onsite reports," added Watson.

NCRTI established its standard process to evaluate the scientific rigor of commercially available tools and interventions as a part of its mission to provide technical assistance to states and districts and to


build the capacity of states to assist districts in implementing proven models for RTI and early intervening services. The review process requires three Technical Review Committees of national experts to evaluate each product against evidence standards.


Appendix #8

Gates-MacGinitie Reading Assessments

Time to administer PR and BR (75-100 min); Level 1 and 2 (75 min); Other levels (55 minutes)

Administration Individual or Group

Grades Pre-K,K,1,2,3,and higher

Cognitive elements supported

Reading Comprehension Language Comprehension Cipher Knowledge Letter Knowledge Concepts About Print Phonological Awareness

Subtests and skills assessed

Literacy Concepts -- Student must demonstrate knowledge of print mechanics (e.g. identify a word, identify a letter, text runs left-to-right and top-to-bottom, etc.) Oral Language Concepts -- Students must demonstrate skills in a variety of tasks including phoneme sequencing, phoneme matching, phoneme segmentation, and word length. Letters and Letter-Sound Correspondences -- Student must demonstrate knowledge of letters and must match letters with appropriate sounds (phonemes). In higher-levels, students must demonstrate knowledge of initial consonants and consonant clusters, final consonants and consonant clusters, and vowels. Listening (Story) Comprehension -- Students must listen to a passage of text read aloud, and must answer comprehension questions about the passage. Basic Story Words -- Student must demonstrate understanding of text-related vocabulary. Word Decoding -- Student must accurately identify isolated words in grade word


lists. Comprehension -- Student must read a passage of text and correctly answer relevant comprehension questions. Word Knowledge -- Student must select an appropriate word based on given cues.

Language(s) tool can be administered in

English

Score reporting and test design data

Raw scores can be converted into national stanines, normal curve equivalents (NCEs), national percentile ranks, grade equivalents, and extended scale scores. About 65,000 students from all part of the country from both public and private schools were tested in the fall of 1998 and spring of 1999 for the Fourth Edition. Additional score interpretation is available from the Riverside Scoring Service.

Notes Level PR is appropriate for preschool aged children (for students who are about to be taught how to read), Level BR is appropriate for kindergarten students and beginning of Grade 1(designed to provide a benchmark measure at the beginning of Grade 1), and the Levels correspond to grade levels (level 1 to 1st grade and so on). Machine scorable booklets are available from the publisher for a fee.


Appendix #9

Ten Essentials of the CHARACTERplus® Process 1. COMMUNITY PARTICIPATION Educators, parents, students and members of the community invest themselves in a consensus-building process to discover common ground that is essential for long-term success.

2. CHARACTER EDUCATION POLICY Character education is a part of the district’s philosophy, goal or mission statement, including a formal, written policy adopted by the school board. In this way it becomes a part of the leadership of the school and community. The district policy also should be affirmed and supported at the building and classroom levels.

3. IDENTIFIED AND DEFINED TRAITS Parents, teachers and community representatives agree on which character traits to emphasize and what definitions to use. Developing consensus on the definitions is key and the early involvement of students enriches the process. Once the traits are defined, they should be highly visible throughout the school and community.

4. INTEGRATED CURRICULUM Character education is an integral part of the curriculum at all grade levels. Character traits are connected to classroom lessons so students see how a trait might figure into a story, be part of a science experiment, or how it might affect them. These traits are a part of the instruction of the day — in every class and every subject.

5. EXPERIENTIAL LEARNING Students are given many opportunities to experience character traits and express them in action. Community-based, real-world experiences that illustrate character traits are included in the curriculum. Service learning, cooperative learning and peer mentoring can be an important part of this approach. Ample time is also allowed for discussion and reflection.

6. EVALUATION The character education initiative — including the implementation process, program activities and impact on students — is evaluated on a regular basis to determine if it is achieving the anticipated results and to validate that the processes and structures being implemented are working. Evaluation data are used to improve the program.

7. ADULT ROLE MODELS Children “learn what they live” so it is important that all adults in the school community who interact with children on a daily basis demonstrate positive character traits at home, school and in the community. Adults need to reflect and focus on important character traits and how to model them


systematically and intentionally. If adults do not model the behavior they teach, the entire program will fail.

8. STAFF DEVELOPMENT Significant time and resources are allocated for staff development activities so that staff can create and implement character education on an ongoing basis. Time for discussion and understanding of both the process and the programs, as well as for creation of curriculum and lesson plans, is an important part of training activities.

9. STUDENT INVOLVEMENT AND LEADERSHIP Students are involved in age-appropriate activities and allowed to connect character education to their learning, decision making and personal goals as the process is integrated across the school curriculum.

10. SUSTAINING THE PROGRAM The character education program is sustained and renewed through implementation of the first nine essential elements, with particular attention to: a high level of commitment from the top; adequate funding; support for district coordination staff; high-quality and ongoing professional development; and a networking and support system for teachers who are implementing the program.


Appendix # 10

C:\Users\Rudy Duran\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.IE5\QW0D1VIC\4-year Budget 052710 - Invictus

Invictus School of Entrepreneurship and Consumer Professions4-year Budget

Year 1 Year 2 Year 3 Year 4

2010-2011 2011-2012 2012-2013 2013-2014ADM Count: - 275 325 375

INCOME3111 Basic Grant - 935,000 2,040,000 2,380,000

State Basic Support - 935,000 2,040,000 2,380,000 5300 Common School Loan - 935,000 170,000 170,000

Common School Loan - 935,000 170,000 170,000 1611 Student Lunch - 29,391 34,734 40,078 3151 State Matching Funds 400 400 400 4291 Federal Lunch Program - 117,563 138,938 160,313

Student Lunch Revenue - 147,353 174,072 200,791 1920 Grants and Contributions 230,000

Contribution Income 230,000 - - - 4514 Title I 80,000 94,545 109,091 4990 Title II 15,000 17,727 20,455 3910 Textbook Reimbursement 35,000 40,000 45,000 9999 Charter School Facilities Grant - 68,750 81,250 93,750 4222 Federal Special Ed - 50,000 59,091 68,182 4599 Federal Planning Grant & Implementation 225,000 225,000 225,000

State/Federal Grants 225,000 473,750 517,614 336,477 1510 Interest Income - - - -

Interest Income - - - - 1942 Textbook Fees - 15,469 18,281 21,094 1741 Student Fees - 1994 Overpayments/ Refunds -

Other Income - 15,469 18,281 21,094 Total Income 455,000 2,506,572 2,919,967 3,108,362 EXPENSESInstructional Expenses

Teacher Salaries 600,000 693,600 790,704 Special Ed Teacher 35,000 35,700 36,414 Instructional Aides 120,000 153,000 156,060

Salaries & Wages - 755,000 882,300 983,178 PERF/TRF Expense - 56,625 66,173 73,738 Payroll Taxes - 57,758 67,496 75,213 Employee Ins 144,000 196,560 262,008 Unemploy Tax 5,481 11,000 6,500 7,000

Payroll Taxes & Benefits 5,481 269,383 336,728 417,959 Classroom Supplies 30,000 35,455 40,909 Textbooks 75,000 225,000 75,000 30,000

Supplies/Materials/Equipment 75,000 255,000 110,455 70,909 12610.319 Special Ed Services 20,000 23,636 27,273

Professional Services - 20,000 23,636 27,273 22120.312 Curriculum Development 20,000 22130.312 Staff Training 15,000 15,300 15,606

Training Expenses 20,000 15,000 15,300 15,606 11100.319 Class Trip 2,000 2,364 2,411 27700.510 Class Trip Transp 3,000 3,545 3,616

Other Expenses - 5,000 5,909 6,027 Total Instructional Expense 100,481 1,319,383 1,374,328 1,520,953

General & Administrative24100.110 Principal 40,000 80,000 81,600 83,232 24100.120 Admin Assistant 5,000 28,000 28,560 59,131 24100.120 Business Manager 10,000 35,000 35,700 36,414 24100.110 Counselor 40,000 40,800 41,616

Salaries & Wages 55,000 183,000 186,660 220,393 24100.214/216 PERF/TRF Expense 4,208 13,725 14,000 16,529 24100.211/212 Payroll Taxes 4,208 14,000 14,279 16,860 24100.220 Employee Ins 7,200 28,800 34,560 48,006

Payroll Taxes & Benefits 15,615 56,525 62,839 81,396 24100.532 Postage 500 3,600 3,672 3,745 24100.550 Printing - - - - 24100.611 Supplies 5,000 30,000 35,455 40,909 26400.440 Equip Rent 6,000 25,000 25,500 26,010

Supplies/Materials/Equip 11,500 58,600 64,627 70,665 23150.318 Legal Fees 5,000 5,100 5,202 5,306 24100.319 Prof Services 5,000 5,100 5,202 25150.314 Payroll Services 1,200 2,500 2,550 2,601 25160.319 Accting Fees 9,000 35,000 40,000 40,800 25195.871 Bank Fees - - - -

Rudy Duran

Text Box

Appendix # 11

Rudy Duran

Text Box

63

C:\Users\Rudy Duran\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.IE5\QW0D1VIC\4-year Budget 052710 - Invictus

Invictus School of Entrepreneurship and Consumer Professions4-year Budget

Year 1 Year 2 Year 3 Year 4

2010-2011 2011-2012 2012-2013 2013-2014

26400.430 Equip Mtnc/Repair - 1,000 1,020 1,040 Professional Services 15,200 48,600 53,872 54,949

23220.540 Advertising 15,000 15,000 15,300 15,606 23220.611 Marketing Supplies - - - -

Community Relations 15,000 15,000 15,300 15,606 24100.580 Travel 300 1,200 1,224 1,248 24100.810 Dues 2,500 2,550 2,601 25191.876 Refund - 25720.540 Emp & Place Ad 2,000 500 510 520

Other Expenses 2,300 4,200 4,284 4,370 Total General/Admin 114,615 365,925 387,582 447,378

Facilities Expense46000.730 Furniture & Equipment 80,000 65,000 102,000 104,040 26200.611 Janitorial Supplies 3,600 3,672 3,745

Supplies/Materials/Equip 80,000 68,600 105,672 107,785 45500.440 Rent 200,000 200,000 200,000 45100.450 Leasehold Improvements - - - -

Rent/Leasehold Improvements - 200,000 200,000 200,000 26200.319 Professional Services 3,000 3,060 3,121 26200.420 Cleaning Services 5,000 5,100 5,202 26200.430 Bldg Mtnc/Repairs 10,000 10,200 10,404 26200.412 Trash Removal 2,500 2,550 2,601 26300.319 Grounds Mtnc 5,000 5,100 5,202 26600.533 Security Monitoring 5,000 5,100 5,202

Professional Services - 30,500 31,110 31,732 24100.531 Telephone 6,000 6,120 6,242 26200.621 Electricity 30,000 30,600 31,212 26200.622 Gas 30,000 30,600 31,212 26200.411 Water/Sewer 5,000 5,100 5,202

Utilities - 71,000 72,420 73,868 26700.520 Insurance 40,000 48,000 57,600 26700.624 Treas Bond 300 330 363

Insurance Expense - 40,300 48,330 57,963 Total Facilities Expense 80,000 410,400 457,532 471,349

Technology Expense46000.747 Software 75,000 15,000 15,000 15,000 46000.741 Computers 75,000 40,000 20,000 20,000

Supplies/Materials/Equip 150,000 55,000 35,000 35,000 22360.430 Tech Mtnc/Repair 30,000 30,600 31,212

Professional Services - 30,000 30,600 31,212 Total Technology 150,000 85,000 65,600 66,212

Debt RetirementCommon School Loan Repayment - 50,000 75,000 85,000

School Lunch31400.614 Food Purchases - 169,456 200,183 230,909 31900.614 Other Food Purchases 1,200 1,224 1,248 1,273 31200.611 Kitchen Supplies - - -

Total School Lunch 1,200 170,680 201,431 232,183

Transportation27700.510 Student Transportation 100,000 141,818 196,364

Total Transportation - 100,000 141,818 196,364 Total Expense 446,296 2,501,387 2,703,291 3,019,438 Net Income 8,704 5,185 216,675 88,923

Beginning Cash Balance - 8,704 13,889 230,564

Net Income 8,704 5,185 216,675 88,923

Ending Cash Balance 8,704 13,889 230,564 319,488

Rudy Duran

Text Box

64

BYLAWS

OF INVICTUS CHARTER SCHOOL CORPORATION

ARTICLE I

General

Section 1.1. Name. The name of the corporation is the INVICTUS CHARTER SCHOOL CORPORATION.

Section 1.2. Purpose and PowerIncorporation, filed with the Indiana Secretary of State on April 19, 2010 (the "Articles"), the Corporation is organized and shall be operated exclusively for educational or charitable purposes as may qualify it for exemption from Federal income tax under Section 501(c)(3) of the Internal Revenue Code of 1986, as amended, or the corresponding provisions of any future United States internal revenue law (the "Code"), and the regulations promulgated thereunder. Such purposes shall include, but not be limited to the following:

. Pursuant to the Corporation's Articles of

a.) Educational purposes serving Indianapolis urban communities as a public charter school

Section 1.3. Resident Agent and Registered Office. The name of the resident agent of the Corporation is United States Corporation Agents, Inc and the address of the registered office of the Corporation is 4010 West 86th Street, Suite D, Indianapolis, Indiana 46268.

Section 1.4. Place of Keeping Corporate Books and Records. The records, documents, and papers of the Corporation shall be kept at any place as directed by the board of directors of the Corporation (the "Board"). In the absence of a direction, the records, documents and papers shall be kept at the principal office of the Corporation.

Section 1.5. Seal. If the Board determines that the Corporation shall use a seal, the seal shall be circular in form and mounted upon a metal die, suitable for impressing the same upon paper.

Section 1.6. Certain References

. All references in these Bylaws to the Indiana Nonprofit Corporation Act of 1991 (the "Act") and the Articles shall include the Act and the Articles, respectively, as now in effect or as may be amended hereafter from time to time.

ARTICLE II Fiscal Year

The fiscal year of the Corporation shall begin each year on July 1 and end on the last day of June of the following year.

ARTICLE III

Rudy Duran

Text Box

Appendix # 12

Rudy Duran

Text Box

65

Membership

The Corporation shall have no members pursuant to its Articles.

ARTICLE IV

Board of Directors

Section 4.1. Powers

(a) The Board shall have the power to enter into legally binding agreements with any federal, state, county, or local government; or with any private company, funding organization, or individual for the purpose of implementing programs or providing services.

. The Board shall manage the property and affairs of the Corporation and shall exercise all powers of the Corporation as are not prohibited by the Act, its Articles, or these Bylaws. The corporate powers, properly, and affairs of the Corporation, except as otherwise provided by law or these Bylaws shall be vested in, exercised, conducted, and controlled by the Board. The powers of the Board shall include, but not be limited to the following:

(b) The Board shall guide major personnel, organizational, fiscal, and program policies.

(c) The Board shall render final approval of all program proposals and budgets.

(d) The Board shall determine program priorities and plans, including provisions for evaluating progress verses performance.

(e) The Board shall establish policies relating to proposed impact, extent, and quality of programs.

(f) The Board shall elect all officers of the Corporation.

(g) The Board shall have all powers granted to it by any and all applicable Federal and state laws.

Section 4.2. Number of Directors and Term of Office. As designated by the Board, the board shall consist of the number of "Directors" as determined by the Board as may be changed from time to time by the Board, but the Board shall be comprised of at least seven (5) Directors and no more than eleven (11) Directors. Directors shall serve staggered three-year terms and may serve any number of consecutive terms.

Section 4.3. Election and Term of Office. Directors shall be elected by the Board at the Annual Meeting of the Corporation held once each calendar year. The term of office shall be three (3) years, with one-third (1/3) of the Directors elected each year. The initial Board appointed in the Articles provided for the initial Directors to have either a one (1), two (2) and three (3) year terms to implement this rotation. The first annual election of Directors will replace those Directors having one (1) year appointments with a three (3) year term. The second annual election will replace those having two-year appointments with a three (3) year term. Thereafter all Directors shall be elected for three (3) year terms.

Rudy Duran

Text Box

66

Section 4.4. Vacancies and Resignations. Should a vacancy occur in the Board during a term of appointment or election, the replacement Director shall be elected by vote of a majority of the remaining Board. Any Director may resign effective upon giving written notice to the President, Secretary, or Board. Unless the notice specifies a later time for the effectiveness of the resignation, the resignation shall be effective when given.

Section 4.5. Suspension or Removal. Any Director may be suspended or removed at any time, with or without cause, by the affirmative vote of two-thirds (2/3) of the actual number of Directors then in office, provided such Director shall be given reasonable notice and an opportunity to be heard before such action is taken.

Section 4.6. Compensation. No Director of the Board shall be compensated for their services, nor may any part of the Corporation's earnings (profits) benefit any Directors, founders, contributors, or individuals. The Board may establish guidelines to compensate Directors for expenses incurred on behalf of the Corporation or for attending Board functions.

Section 4.7. Regular Meetings. Regular meetings of the Board shall be held at such times and places as may be fixed by the Board. Such regular meetings of the Board may be held upon on 24 hour announcement and posting notice or as may be fixed by the Directors.

Section 4.8. Annual Meeting of Board. One regular meeting each year shall be designated by the Board as the Annual Meeting, at which time a year end summary financial report shall be given and the Board and officers of the Corporation shall be elected.

Section 4.9. Special Meetings. The President, Vice-President, or any three (3) Directors may call a special meeting of the Board. Reasonable notice of the time place and purpose of the special meeting of the Board shall be given to all Directors.

Section 4.10. Conduct of Meetings. At any meeting of the Directors, a majority of the elected Directors then in office shall constitute a quorum. Each Director shall have one (1) vote. If a quorum exists, action on a matter shall be approved if the votes cast favoring the action exceed the votes cast opposing the action, unless the Act or Articles provide otherwise.

Section 4.11. Consent Action by Board. Any action required or permitted to be taken at any meeting of the Board or of any committee thereof may be taken without a meeting, if one (1) or more written consents describing the action taken is signed by all the Directors or such committee, as the case may be, and such written consent is filed with the minutes of proceedings of the Board or committee or filed with the corporate records reflecting the action taken. Action taken under this Section is effective when the last Director signs the consent, unless the consent specifies a different prior or subsequent effective date.

Section 4.12. Meeting Participation. Any or all of the Directors or of a committee designated by the Board may participate in a meeting of the Board or committee by means of a conference telephone call or similar communications equipment by which all persons participating in the meeting can communicate with each other, and participation in this manner constitutes presence in person at the meeting.

Section 4.13. Interest of Directors in Contracts. A contract or other transaction between the

Rudy Duran

Text Box

67

Corporation and a Director of the Corporation or any other corporation, firm, association, or entity in which the Director is a director, officer or is financially interested, may be either void or voidable because of this relationship or interest. However, if the Director is present at the meeting of the Board (Or a committee of the Board) that authorizes, approves, or ratifies the contract or transaction and if: (a) the fact of the relationship or interest is disclosed or known to the Board (or committee) that authorizes, approves, or ratifies the contract or transaction by a vote without counting the vote of the interested Director; and (b) the contract or transaction is fair and reasonable to the Corporation, then the contract or transaction shall be valid. The interested Directors may be counted in determining the presence of a quorum at a meeting of the Board or a committee of the Board that authorizes, approves, or ratifies the contract or transaction. The Board may adopt a conflict of interest policy for the Corporation.

ARTICLE V

Officers and Duties

Section 5.1 Principal Officers. The principal officers of the Corporation shall be a President, Vice President, Secretary, and Treasurer.

Section 5.2. Election and Term of Office. The principal officers of the Corporation shall be chosen annually by the Board at its annual meeting. Each such officer shall hold office for a minimum of one (1) year and until his or her successor shall have been duly chosen and qualified, or until death, resignation, or removal.

Section 5.3. Removal Any principal officer may be removed with or without cause, at any time, by resolution adopted at a regular or special meeting of the Board by a majority of the Directors then entitled to vote.

Section 5.4. Subordinate Officers. In addition to the principal officers set forth in this Article, the Corporation may have one or more Assistant Vice Presidents, Assistant Secretaries, Assistant Treasurers, and such other officers, agents and employees as the Board may deem necessary or appropriate, each of whom shall bold office for such period, may be removed with or without cause, have such authority and perform such duties as the Board may from time to time determine. The Board may delegate to any principal officer the power to appoint and to remove any such subordinate officers, agents, or employees.

Section 5.5 Resignations. Any officer may resign at any time by giving written notice to the Board, President, or Secretary. Any such resignation shall take effect upon receipt of such notice or at any later time specified therein, and, unless otherwise specified therein. No acceptance of such resignation shall be necessary to make it effective.

Section 5.6. Vacancies. Any vacancy in any office may be filled by the Board at any regular or special meeting Board.

Section 5.7. President. The President shall be the chairman of the Board and shall preside at all meetings of the Board and shall perform such other duties and have such other powers as, from time to time, may be assigned by the Board. Subject to the control and direction of the Board, the President may enter into any contract or execute and deliver

Rudy Duran

Text Box

68

any instrument or document in the name and on behalf of the Corporation. In general, the President shall perform all duties and have all the powers incident to the office of the President, as herein defined, and all such other duties and powers as, from time to time, may be assigned to the President by the Board. The President shall also serve as an advisor to the Board for one (1) year after leaving office.

Section 5.8. Vice President The Vice President shall perform such duties and have such powers as the Board or President may from time to time assign. In the absence of the President, the Vice President shall perform duties and exercise the powers of the President. The Vice President shall be given first consideration to be President when that office becomes vacant.

Section 5.9. Treasurer. The Treasurer shall have charge and custody of, and be responsible for, all funds and securities of the Corporation and shall deposit all such funds in the name of the Corporation in such banks or other depositories as shall be selected by the Board. The Treasurer shall upon request exhibit at reasonable times the financial records to any of the Directors of the Corporation; shall upon request by the Board provide a statement of the financial condition of the Corporation at any meeting of the Board; shall receive, and give receipt for, moneys due and payable to the Corporation from all sources; and in genera], shall perform all duties incident to the office of Treasurer and such other duties as may be assigned by the President or the Board. The Treasurer shall provide or cause to be provided the year end summary financial report given at the annual meeting of the Board. The Treasurer may be bonded for the faithful discharge of his or her duties if the Board requires.

Section 5.10. Secretary

ARTICLE VI

. The Secretary shall prepare and keep or cause to be kept in the books provided for that purpose the minutes of the meeting of the Board; shall provide all notices required to be given in accordance with the provisions of these Bylaws and the Act; shall be custodian of the records of the Corporation and attest to or authenticate all documents and records of the Corporation, the execution of which on behalf of the Corporation under the Secretary's attestation is duly authorized in accordance with the provisions of these Bylaws; and, in general, shall perform all duties incident to the office of Secretary and such other duties as may be assigned by the President or Board.

Committees

Section 6.1. Committees. The Board may designate one or more committees, each of which, to the extent provided in the resolution or these Bylaws, may exercise the authority granted to such committee by the Board or these Bylaws. Persons who are not members of the Board may serve on committees as invited by the Board. Authorization of committee action must be by vote of the Board and committees must report to the Board at regularly held Board meetings. However, no such committee has the authority to amend the

Rudy Duran

Text Box

69

Articles or the Bylaws, or elect, appoint or remove Directors and fill vacancies on the Board. The calling and holding of meetings of any such committee and its methods of procedure shall be determined by the Board or by the committee subject to the direction of the Board. A member of the Board shall not be liable for any action taken by any such committee if he is not a member of that committee and has acted in good faith and in a manner he reasonably believes is in the best interest of the Corporation, but nothing herein shall operate to relieve the Board or any member thereof of any responsibility imposed upon it or him by the Act.

Section 6.2. Finance Committee

ARTICLE VII

Indemnification of Directors and Officers.

. The Board shall have the power to create a finance committee of the Board (the "Finance Committee") consisting of such number of its members as the Board may determine. Members of the Finance Committee shall be chosen by the Board from the current Board. The Treasurer shall act as chair of the Finance Committee. The Finance Committee is responsible for developing and reviewing fiscal procedures, fundraising, and annual budget with staff and other Board members. The Board must approve the budget with staff and other Board members. The Board must approve the budget, and all expenditures must be within the budget. Any major change in the budget must be approved by the Board or the Executive Committee. Annual reports are required to be submitted to the Board showing income, expenditures and pending income. The financial records of the organization are public information and shall be made available to the Board and the public

Section 7.1. Definitions

(a) "Liabilities" and "Expenses" shall mean monetary obligations incurred by or on behalf of a person in connection with the investigation, defense or appeal of a Proceeding or in satisfying a claim thereunder and shall include, but shall not be limited to, attorneys' fees and disbursements, amounts of judgments, fines or penalties, excise taxes assessed with respect to an employee benefit plan, and amounts paid in settlement by or on behalf of Director or officer.

. For purposes of this Article, the following terms shall have the following meanings:

(b) "Other Enterprise" shall mean any corporation, partnership, joint venture, trust, employee benefit plan or other enterprise, whether for profit or not, for which a person is or was serving, at the request of the Corporation, as a director, officer, partner, trustee, employee or agent of said entity.

Rudy Duran

Text Box

70

(c) "Proceeding" shall mean any claim, action, suit or proceeding (whether brought by or in the right of the Corporation or Other Enterprise or otherwise), civil, criminal, administrative or investigative, whether formal or informal, and whether actual or threatened or in connection with an appeal relating thereto, in which a Director or officer may become involved, as a party or otherwise, (1) by reason of his being or having been a Director or Officer of the Corporation (and, if applicable, an officer, employee or agent of the Corporation) or a director, officer, partner, trustee, employee or agent of an Other Enterprise or arising out of his status as such, or (ii) by reason of any past or future action taken or not taken by a Director or officer in any such capacity, whether or not he continues to be such at the time he incurs Liabilities and Expenses under the Proceeding.

(d) "Standard of Conduct" shall mean that a person, based on facts then

known to the person,, discharged the duties as a director or officer, including duties as a member of a committee, in good faith in what he reasonably believed to be in or not opposed to the best interests of the Corporation or Other Enterprise, as the case may be, and, in addition, in any criminal Proceeding had no reasonable cause to believe that his conduct was unlawful. The termination of any Proceeding, by judgment, order, settlement (whether with or without court approval) or conviction or upon a plea of guilty, shall not create a presumption that the party did not meet the Standard of Conduct. The termination of any Proceeding by a consent decree or upon a plea of nolo contendere, or its equivalent, shall create the presumption that the party met the Standard of Conduct.

Section 7.2 Indemnification

(a) If a Director or officer has been wholly successful on the merits or otherwise with respect to any such Proceeding, he shall be entitled to indemnification for Liabilities and Expenses as a matter of right. If a Proceeding is terminated against the Director or officer by consent decree or upon a plea of nolo contendere, or its equivalent, the Director or officer shall not be deemed to have been "wholly successful" with respect to such Proceeding.

. If a Director or officer is made a party to or threatened to be made a party to any Proceeding, the Corporation shall indemnify the Director or officer against Liabilities and Expenses incurred by him in connection with such Proceeding in the following circumstances:

(b) In all other situations, a Director or officer shall be entitled to indemnification for Liabilities and Expenses as a matter of right unless (i) the Director or officer has breached or failed to perform his duties as a Director or officer in compliance with the Standard of Conduct and (ii) with respect to any action or failure to act by the Director or officer which is at issue in such Proceeding, such action or failure to act constituted willful misconduct or recklessness. To be entitled to indemnification pursuant to this Section 2(b), the Director or officer must notify the Corporation of the commencement of the Proceeding in accordance with Section 5 and request indemnification. A review of the request for indemnification and the facts and circumstances underlying the Proceeding shall be made in accordance with one of the procedures described below; and the Director or officer shall be entitled to indemnification as a matter of right unless, in accordance with such procedure, it is determined beyond a reasonable doubt that (i) the Director or officer breached or failed to perform the duties of the office in compliance with

Rudy Duran

Text Box

71

the Standard of Conduct, and (ii) the breach or failure to perform constituted willful misconduct or recklessness. Any one of the following procedures may be used to make the review and determination of a Directors or officer's request for indemnification under this Section 2(b)

i. by the Board by a majority vote of a quorum consisting of Directors who are not parties to, or who have been wholly successful with respect to, such Proceeding;

ii. if a quorum cannot be obtained under (A) above, by a majority vote of a committee duly designated by the Board (in the designation of which, Directors who are parties to such Proceeding may participate), consisting solely of two or more Directors who are not parties to, or who have been wholly successful with respect to, such Proceeding;

iii. by independent legal counsel selected by a majority vote of the full Board (in which selection, Directors who are parties to such Proceeding may participate); or

iv. by a committee consisting of three (3) or more disinterested persons selected by a majority vote of the full Board (in which selection, Directors who are parties to such Proceeding may participate).

Any determination made in accordance with the above procedures shall be binding on the Corporation and the Director or officer.

(c) If several claims, issues or matters of action are involved, a Director or officer may be entitled to indemnification as to some matters even though he is not entitled to indemnification as to other matters.

(d) The indemnification herein provided shall be applicable to Proceedings made or commenced after the adoption of this Article, whether arising from acts or omissions to act which occurred before or after the adoption of this Article.

Section 7.3. Prepaid Liabilities and Expenses. The Liabilities and Expenses which are incurred or are payable by a Director or officer in connection with any Proceeding shall be paid by the Corporation in advance, with the understanding and agreement between such Director or officer and the Corporation, that, in the event it shall ultimately be determined as provided herein that the Director or officer was not entitled to be indemnified, or was not entitled to be fully indemnified, the Director or officer shall repay to the Corporation such amount, or the appropriate portion thereof, so paid or advanced.

Rudy Duran

Text Box

72

Section 7.4. Exceptions to Indemnification

(a) for any Liabilities and Expenses for which payment is actually made to or

. Notwithstanding any other provisions of this Article to the contrary, the Corporation shall not indemnify a Director or officer:

on behalf of a Director or officer under a valid and collectible insurance policy, except in respect of any excess beyond the amount of payment under such insurance; or

(b) for any Liabilities or Expenses incurred in a suit or claim against the Director or officer arising out of or based upon actions attributable to the Director or officer in which the Director or officer gained any personal profit or advantage to which he was not legally entitled.

Section 7.5. Notification and Defense of Proceeding

(a) the Corporation will be entitled to participate therein at its own expense;

. Promptly after receipt by a Director or officer of notice of the commencement of any Proceeding, the Director or officer will, if a request for indemnification in respect thereof is to be made against the Corporation under this Article, notify the Corporation of the commencement thereof; but the failure to so notify the Corporation will not relieve it from any obligation which it may have to the Director or officer under this Article or otherwise. With respect to any such Proceeding as to which the Director or officer notifies the Corporation of the commencement thereof:

(b) except as otherwise provided below, to the extent that it may so desire, the Corporation, jointly with any other indemnifying party similarly notified, will be entitled to assume the defense thereof, with counsel reasonably satisfactory to the Director or officer. After notice from the Corporation to the Director or officer of its election to assume the defense of the Director or officer in the Proceeding, the Corporation will not be liable to the Director or officer under this Article for any legal or other Expenses subsequently incurred by the Director or officer in connection with the defense thereof other than reasonable costs of investigation or as otherwise provided below. The Director or officer shall have the right to employ counsel in such Proceeding, but the Expenses of such counsel incurred after notice from the Corporation of its assumption of the defense thereof shall be at the expense of the Director or officer unless:

(i) the employment of counsel by the Director or officer has been authorized by the Corporation;

(ii) the Director or officer shall have reasonably concluded that there may be a conflict of interest between the Corporation and the Director or officer in the conduct of the defense of such Proceeding; or

Rudy Duran

Text Box

73

(iii) the Corporation shall not in fact have employed counsel to assume the defense of such Proceeding;

in each of which cases the Expenses of counsel employed by the Director or officer shall be paid by the Corporation. The Corporation shall not be entitled to assume the defense of any Proceeding brought by or in the right of the Corporation or as to which the Director or officer shall have made the conclusion provided for in (ii) above; and

(c) The Corporation shall not be liable to indemnify a Director or officer

under this Article for any amounts paid in settlement of any Proceeding without the Corporation's prior written consent. The Corporation shall not settle any action or claim in any manner which would impose any penalty or Limitation on a Director or officer without the Director or officer's prior written consent. Neither the Corporation nor a Director or officer will unreasonably withhold its or his consent to any proposed settlement.

Section 7.6. Other Rights and Remedies. The rights of indemnification provided under this Article are not exhaustive and shall be in addition to any rights to which a Director or officer may otherwise be entitled by contract or as a matter of law. Irrespective of the provisions of this Article, the Corporation may, at any time and from time to time, indemnify Directors, officers, employees and other persons to the full extent permitted by the provisions of the Act, or any successor law, as then in effect, whether with regard to past or future matters.

Section 7.7. Continuation of Indemnity . All obligations of the Corporation under this Article shall survive the termination of a Director's or officer's service in any capacity covered by this Article.

Section 7.8. Insurance. The Corporation shall purchase and maintain insurance on behalf of any Director, officer, or other person or any person who is or was serving at the request of the Corporation as a Director, officer, partner, trustee, or agent of an Other Enterprise against any liability asserted against such person and incurred by such person in any capacity or arising out of his status as such, whether or not the Corporation would have the power to indemnify such person against such liability under the provisions of applicable statutes, this Article or otherwise.

Section 7.9

Section 7.10. Severability. In case any one or more of the provisions contained in this Article shall, for any reason, be held to be invalid, illegal or unenforceable in any respect, such invalidity, illegality or unenforceability shall not affect any other provision of this Article, but this Article shall be construed as if such invalid, illegal or unenforceable provision or

. Benefit The provisions of this Article shall inure to the benefit of each Director or officer and his respective heirs, personal representatives and assigns and the Corporation, its successors and assigns.

Rudy Duran

Text Box

74

provisions had never been contained herein.

ARTICLE VIII

Prohibited Activities

Section 8.1 The board and organization may not

a) Discriminate against any organization and/or individual based on race, gender, sex, age, sexual orientation, nationality and/or country of origin.

:

b) Engage in political propaganda, or otherwise attempt to influence legislation. c) Participate in any political campaign on behalf of any candidate for public office. d) Engage in any of the activities proscribed as prohibited transactions by Section 503(b)

of the Internal Revenue Code.

ARTICLE IX

Amendments

The power to make, alter, amend or repeal these Bylaws is vested in the Board by the approval of at least two-thirds (2/3) of the entire number of Directors then serving. Directors must be given at least five (5) days prior notice of any special or regular meeting of the Board at which an alteration, amendment or repeal of the Bylaws will be considered. Such notice shall be accompanied by a draft of the proposed alteration, amendment or repeal; provided, however, that the Board shall have full power and authority to adopt different language from that contained in such draft in altering, amending or repealing these Bylaws.

Rudy Duran

Text Box

75

Rudy Lynn Duran Resume

1422 Twin Oaks Drive Arnold, MO 63010

317-294-5599 [email protected]

Educational Background Doctor of Philosophy, Texas A&M University, College Station, TX. Educational Administration, May 1994. (Support Area in Curriculum and Instruction) Masters of Education, Stephen F. Austin State University, Nacogdoches, TX. Counseling, August 1989. Bachelor of Science in Education, East Texas Baptist College, Marshall, TX. History, English, Ministry, May 1981. Awards, Scholarships, and Honors National School Board Association “Twenty to Watch” for 2009. Based on successful implementation of Technology in the Classroom. Minority Merit Fellowship, Texas A&M University, 1989-93. Graduate Assistantship, Texas A&M University, 1989-90. Sara Jane Youree Award, for outstanding achievement in education, East Texas Baptist College, 1981. Additional Training and Teaching Certificates Earned Superintendent Certificate, Missouri, Arkansas, Texas Secondary Principal Certificate, Missouri, Arkansas, Texas Elementary/Middle Principal Certificate, Missouri, Arkansas, Texas Elementary Curriculum Supervisor Certificate, Arkansas Secondary Curriculum Supervisor Certificate, Arkansas English Teaching Certificate, Missouri, Arkansas, Texas History teaching Certificate, Missouri, Arkansas, Texas Mathematics Teaching Certificate, Missouri, Arkansas, Texas Stephen Covey Trainer, March 1996 Stephen Covey Trainer of Trainers, April 1997 Dupont Leadership Development Trainer, September 1991 Dupont Leadership Development Trainer of Trainers, November 1993 Total Quality Management Trainer, April 1996 Total Quality Management in the Classroom, May 1994 Gallup SRI Teacher Perceiver Administrator, August 1994 Texas Mediator Training, February 1996

mailto:[email protected]�

Employment History/Experience Public School Administration Experience Superintendent of Schools, Windsor C-1 School District, Imperial, Missouri, 2005-2009 Superintendent of Schools, Steelville R-3 Schools, Steelville Missouri, 2003-2005 State Monitor, Arkansas Department of Education, Little Rock, Arkansas, 2002-2003

Duties Included: Leading and Supervising a school district declared “academically distressed” to improve test scores and overall performance.

Assistant Professor, Educational Leadership, Management, and Administration, Graduate School of Management, Leadership and Administration, University of Central Arkansas, Conway, AR, January 1999- 2002. School Principal, Head Principal, Thomas Jefferson High School, Dallas Independent School District, Dallas, Texas, June 1997-1999. High School Principal, Head Principal, Clear Creek High School, Clear Creek Independent School District, League City, Texas, June 1994-1997.

Middle School Principal, Patti Welder Middle School, Victoria Independent School District, Victoria, Texas, June 1992-1997 High School Principal, Rio Vista High School, Rio Vista Independent School District, Rio Vista, Texas, June 1991-92. Assistant Middle School Principal, Christa McAuliffe Middle School, Southwest Independent School District, San Antonio, Texas, August 1990-91. Private School Administration Experience Headmaster/Athletic Director/Teacher, Brazosport Christian School, Lake Jackson, Texas, October 1982-June 1984. Additional University Teaching Experience Adjunct Professor, Educational Administration, University of Houston, Clear Lake Campus, Houston, Texas, January 1994-August 1997. Adjunct Professor, Educational Administration, University of Houston, Victoria Campus, Victoria, Texas, summer of 1993. Graduate Assistant/Minority Merit Fellow, Department of Educational Administration,

Texas A&M University, College Station, Texas, September 1989-Summer1990.

Classroom Teaching Experience Math Teacher, Wells High School, Wells Independent School District, Wells Texas, August 1987-June 1989.

Duties included: Teaching All math courses for the High School including, Pre-Calculus, Algebra II, Algebra I, Computer Math, and Pre-Algebra.

Math Teacher/Coach, Danbury High School, Danbury Independent School District, Danbury, Texas August 1984- June 1987.

Duties Included: Teaching Algebra II, Trig, Elementary Analysis, and Pre-Algebra; coaching girls volleyball and basketball.

History Teacher, Burton High School, Burton Independent School District, Burton, Texas, August 1981-82.

Duties Included: Teaching History and government.

Professional Activities Research/Publications Duran, R.L. (Fall, 1993). If you think Inclusion is Special Education, You May Have Just Missed the Boat! Texas Study, Vol III No. 1. Presentations made to professional audiences

Duran, R.L. (February, 2001). How Can School Districts With Growing Populations of Non-English Speaking Students Succeed in the Accountability Movement of Today. Duran, R.L. (November 2000). What Does Educational Leadership Look Like Shaped by the ISLLC Standards? Paper presented at the Southern Regional Conference on Educational Administration, Nashville, TN. Duran, R. L. (November 2000). Convener at the Southern Regional Conference on Educational Administration, Nashville, TN. Duran, R.L. (June, 1999). Finding college funding for high school seniors. Presentation at the Summer Conference of the Texas Association of Secondary School Principals, Austin, Texas.

Duran, R.L. (June, 1995). Restructuring schools for the twenty-first century. Discussion leader, Texas Association of Secondary School Principals, Austin, Texas. Duran, R.L. (June, 1996). Teacher evaluation using portfolio assessment. Discussion leader, Texas Association of Secondary School Principals, Austin, Texas. Duran, R.L. (June, 1997). Public relations, a principal’s perspective. Discussion leader, Texas Association of Secondary School Principals, Austin, Texas. Duran, R.L. (June, 1992). Site-based decision making in the small school. Presentation at the Summer Conference of the Texas Association of Secondary School Principals, Austin, Texas. Professional Service Activities Community/State

Former member, Cooperating School Districts, Legislative Committee, 2005-2007. Former member, NCATE Curriculum Frameworks Committee, College of Education, University of Central Arkansas, 2001 Former member, Curriculum Committee, Graduate School of Management, Leadership, and Administration, UCA, 2001 Former member, Long Range Planning Committee, Texas Association of Secondary School Principals, 1994

Former member, University Interscholastic League Committee, Texas Association of Secondary School Principals, 1995.

Former member, Legislative Planning Committee, Texas Association of Secondary School Principals, 1996.

Former member, Victoria County, Board of Directors, Educational Scholarship Foundation, 1994.

Former member, Region III Educational Service Center, Board of Directors, Administrator Training Planning Committee, 1994. Former member, Region III Educational Service Center, Board of Directors, Teacher Preparation Program, 1994.

Professional Organizations Membership

American Association of School Administrators Missouri Association of School Administrators MOASBO ASCD Phi Delta Kappa Delta Kappa Pi Golden Key Honor Society National Staff Development Council

Scott Elementary, Pulaski County Special School District

The effectiveness of the Learning Culture that I advocate can be documented below. The most recent documentation is the results of the fourth grade ACTAAP, a state criterion referenced test, scores at Scott Elementary in the Pulaksi County Special School District, Little Rock, AR. The positive results are documented below. They include a significant increase in the proficient level of the fourth grade students and an increase upward of all groups. There are significantly fewer students in the Below Basic classification and an increase in the number of students in the Basic, Proficient and Advanced.

** Note that there were more students in Math moving from the Below Basic into the Proficient Level and above than from the Below Basic into the Basic Level. There was an increase of 3 percentage points in the Basic numbers, in Math, but an increase of 29 percentage points in the number of Proficient or above.

There was a 46-percentage point drop in the number of Below Basic students in Literacy. There was only an 8 percentage point increase in the Basic numbers, but a 38 percentage point increase in the Proficient and above.

Scott Elementary General Population ACTAAP Results

All Students

Shirley Elementary, Shirley AR

An additional school where the process was instituted is in Shirley AR, Shirley Elementary. At Shirley, we targeted the SAT9, a norm referenced test, scores and the ACTAAP. This student population was much different than the one at Scott but the results were still excellent. We developed a very compressed training for the entire staff that focused on raising test scores by focusing on the Standards. Again, the results were significant. On all of their testing they achieved phenomenal results. The number of students in the bottom quartile was almost eliminated completely and the number of students above the 50th percentile is more than significant. The results on the Norm Referenced Tests were as follows:

Shirley Elementary General Population ACTAAP Results

All Students

A Middle School Turnaround In Three years!

This middle school was an extremely difficult school to turn around located in a town of about 75,000. The student

population was 85% free and reduced lunch and 25% non-English speaking. In addition, the school was infested with

more than one gang who basically had taken over the climate of the school. Teachers were frustrated with the previous

administration that had been in the school for twenty-five years and had pretty much given up on making any significant

impact. Violence was a common occurrence and weapons were sometimes involved. We implemented a turnaround

model that was not common at the time at all. After evaluating the particular circumstances it was determined that

significant changes had to be made immediately. We started by restoring discipline and order and immediately attacked

the academic issues that were present. An interdisciplinary curriculum was selected and training began immediately. We

also studied issues with our African American boys who were not performing as well as their female counterparts. We

were able to affect our African American boys test scores by 40 points in one year. Many other things were done that

completely changed the “learning culture” of this school. Additional information about this particular turnaround is

available. All subgroups were positively impacted immediately. See graphs below.

27.3 25

45.443.8

35.6

48.3

63.1

37.9

54

0

10

20

30

40

50

60

70

Rea

din

g

Mat

h

Wri

tin

g

Economically Disadvantaged Students Middle School 92-94

1992

1993

1994

60.1

36.9

55.955.8

36.6

57.1

66.2

55.2

64.7

0

10

20

30

40

50

60

70

Rea

din

g

Mat

h

Wri

tin

g

Hispanic Students Middle School 92-94

1992

1993

1994

56.7

45.3

56.5

67.6

56.363

83

56.365

0

10

20

30

40

50

60

70

80

90

Rea

din

g

Mat

h

Wri

tin

g

White Students Middle School 92-94

1992

1993

1994

43

24.5

4958

35

54

72.5

40

62.1

01020304050607080

Rea

din

g

Mat

h

Wri

tin

g

African American Students Middle School 92-94

1992

1993

1994

Urban High School With 90% Free and Reduced Raises Test Scores!

This inner city high school was over 90% free and reduced lunch. The students came from the toughest police beat in the

city. Nearly 50% of the students were studying English as a second language. It was deemed near impossible to raise

test scores in the existing “learning culture.” The school had metal detectors at each door due to the weapons danger

and gangs. We moved immediately to impact the population in a positive fashion. We worked closely with the teacher

union and determined how to get the best results as quickly as possible. Within the first year we were able to change

the direction of the school which lasted long term. The most significant aspect of the entire process was the fact there

were improvements in every group and sub-group at significant levels. This was especially challenging due to the make-

up of the student body and the lack of teacher longevity.

84.4

40

75

86.7

56.3

93.5

0

10

20

30

40

50

60

70

80

90

100

Rea

din

g

Mat

h

Wri

tng

White Students Urban High School 97-98

1997

1998

53.3 49.6

61.961.953

67.4

0102030405060708090

100

Rea

din

g

Mat

h

Wri

tng

African Americans Urban High School 97-98

1997

1998

43

27

49

62

40

63

0

10

20

30

40

50

60

70

80

90

100

Writing Math Reading

Hispanic Students Urban high School 97-98

1997

1998

51.345.2

59.662.457.1

74.1

0102030405060708090

100

Rea

din

g

Mat

h

Wri

tng

Economically Disadvantaged Students Urban High School 97-98

1997

1998

Suburban High School Closes Achievement Gaps in Just Three Years!

This high school was located in a suburban area of predominantly middle class families. The Free and Reduced

population was only 20%. The faculty was convinced that they were performing at the highest levels possible with the

student population that they had. They were not receptive to the idea that they could get more from their students.

Upon arrival of the turnaround specialist they ridiculed the idea that they could compete with another local high school

with very similar demographics. In a matter of three years they were not only competing they were statistically

performing at the same levels. In addition, the achievement gaps between the significant demographic groups had

narrowed significantly. In some cases, the achievement levels of the groups were almost statistically no different. After

this “learning culture” was changed it never reverted back to the previous mediocre levels. Additional information about

this school situation is available.

0

20

40

60

80

100

120

1994 1995 1996 1997

Closing the Gap in Writing !

White

African American

Hispanic

Economically Disadvantaged

0

20

40

60

80

100

1994 1995 1996 1997

Closing the Gap In Reading!

White

African American

Hispanic


0

20

40

60

80

100

1994 1995 1996 1997

Closing the Gap in Math!

White

African American

Hispanic


63.2

34.2

73.767.6

38.2

72.779

46.8

85.584.476.1

95.7

0102030405060708090

100

Rea

din

g

Mat

h

Wri

tin

g

African American Students High School 94-97

1994

1995

1996

1997

61.1

34.2

47.251.745.2

58.6

70.8

52.1

80.374.1

61

79.3

0102030405060708090

100

Rea

din

g

Mat

h

Wri

tin

g

Economically Disadvantaged Students High School 94-97

1994

1995

1996

1997

66.1

41.3

60.3

73

42.4

69.273.4

57.8

80.679.7

64.9

81.1

0102030405060708090

100

Rea

din

g

Mat

h

Wri

tin

g

Hispanic Students High School 94-97

1994

1995

1996

1997

81.9

62.4

84.185.875.6

88.693.4

73.2

9594.585.8

96.4

0102030405060708090

100

Rea

din

g

Mat

h

Wri

tin

g

White Students High School 94-97

1994

1995

1996

1997

w w w . f h l i n t e r n a t i o n a l . o r g

5730 Bruce Boulevard, Noblesville, IN 46062 ~ 317.372.0371

Merlin G. Gonzales Biography

Merlin Gonzales was born in the Philippines. After four years of college education, he accepted an accounting position in Miami, Florida in 1984. This allowed him to pursue his dream of exploring opportunities in the U.S. He worked on a cruise ship and was able to visit several countries in Europe, Central America and the Caribbean. A few years after moving to the US in 1985, he started his own business which led him to relocate to several states. Merlin was exposed to different lifestyles in many different countries and U.S. cities that opened his eyes to the core need of human heart. In 2000, Merlin returned to Indiana and became a Corporate Recruiter. In 2001, he took a two-year study in church leadership. Through this training, he started and implemented several outreaches and mercy services in his church, Northside Vineyard Community Church. In early 2005, Merlin became the Outreach Pastor of his home church where he implemented several evangelistic, discipleship and outreach programs. He resigned in July 2009 to focus his full attention to his next calling. A mission trip to Costa Rica in 2002 was the turning point of Merlin’s life. Immediately, after the trip, he saw the need to encourage people to reach out in their own communities. In 2003, he founded ConsumingFire Ministries to bring the teachings of the Bible to different communities through various evangelistic events and concerts. His passion to disciple and to bring the love of God to His people in the surrounding communities continued in 2005 when he founded Faith, Hope and Love Community, Inc. (FHL) www.fhlinternational.org The vision of FHL is to mobilize volunteers to serve in their own neighborhoods. It started with a Faith, Hope and Love week during which seven churches and 200 volunteers participated in a wide variety of outreaches. FHL also served victims of Hurricane Katrina in 2005 by sending 3 groups of volunteers and several semi-trailers full of supplies. In 2006, the FHL week was joined by 50+ churches and more than 1200 volunteers from several states. Since 2006, the State of Indiana and numerous cities proclaims the last full week of July to be Faith, Hope and Love Week. Merlin is currently working to expand FHL to build communities of faith, hope and love around the world. The name of the ministry was changed to Faith, Hope and Love International, Inc. Merlin is the CEO and President of FHL. He speaks at churches, businesses, government, educational and faith based organizations to bring the message of love of God for His people. He is the Executive Producer of “BREATHE”, a CD compilation of various Christian artists’ songs. He is also a Church Consultant helping pastors to reach out to their communities and to raise and train leaders. When not working, Merlin spends his time with his wife Annie and his two children, Kayla, 21 & Andrew, 19. They like camping, canoeing and hiking.

http://www.fhlinternational.org/�

http://www.fhlinternational.org/�

Rudy Duran

Typewritten Text

Board President

Rudy Duran

Typewritten Text

Donna Hovey Phone 317.714.6222 932 North Park Alt: 317.917.1811 Indianapolis, IN 46202 [email protected] Objective Seasoned, commercial real estate professional seeks new opportunity. Action-oriented, customer focused with reliable ability to size up situations and people. Background includes strong presentation skills, excellent written communication and a high level of integrity and trust. Solid computer skills and knowledge. Prior marketing management experience and operations of 25+ associate, marketing department for a Midwest REIT. Strong, goal oriented individual with great personality and smile. Experience 4/2005 – Present CB Richard Ellis Indianapolis, IN Vice President Retail Sales and Leasing

• 100% commissioned real estate salesperson • Business model for a retail practice with emphasis on tenant and

landlord representation plus experience in land and investment sales • Built an Indianapolis retail team and book of business from scratch • Successfully negotiated more that 100 transactions in past 4 years,

valued at +175M 1/1994 – 3/2005 Duke Realty Corporation Indianapolis, IN Assistant Vice President Marketing 1994 - 1996 Vice President Marketing 1996 – 2005

• Primary responsibilities included marketing communications and public relations efforts for newly formed publically traded real estate investment trust

• Responsible for multi-market, multi-product marketing planning and execution for commercial real estate product and customers

• Overall budget and management responsibility for department – grew from 4 staff in 2 locations to 25 staff in 5 locations

9/1993 – 12/1993 Abbey Home Health Care Indianapolis, IN Branch Manager

• Responsible for overall branch operations for durable medical equipment and home health company

10/1985 – 8/1993 Visiting Nurse Service Indianapolis, IN Volunteer Coordinator 1985-1987 Community Relations Coordinator 1987-1989 Vice President Community Relations 1989 – 1993

• Began career as part-time Volunteer Coordinator • Built knowledge of health care, nursing and reimbursement in order to

communicate with referral sources and increase likelihood of VNS as discharge choice for home care

• Expanded role to include marketing and communications for $20M home health care, not-for-profit firm

• Coordinated communications between United Way, CICOA and other relevant agencies

10/1978 – 1/1981 Lazarus Department Stores Indianapolis, IN Assistant Department Manager 1978-1979 Department Manager 1979-1981

• Began career at Castleton Square Mall in the Children’s Department • Promoted to Manager of Children’s Department at Lafayette Square Mall

in January 1979 • Promoted to Manager of Junior’s Department at Greenwood Park Mall in

August1979 Education 1979 Indiana University Indianapolis, IN BA School of Public and Environmental Affairs (SPEA) Major: Public Affairs Minor: Consumer Affairs 1975 CW Baker Academy Baldwinsville, NY New York State – Regents Diploma Personal

• State Director for Indiana – International Council of Shopping Centers (ICSC) 2007-Present

• Founding President of Indianapolis Commercial Real Estate Women (IndyCREW) 1999-Present

• Board member of Mary Rigg Community Center, Community Centers of Indianapolis, IndyCREW, Junior Symphony Group, IUPUI Library Advisory Committee

• Volunteer with Junior Achievement, Mentoring at KIPP School and Boy Scouts

• Enjoys running, gardening, reading and being with family/friends

Rudy Duran

Typewritten Text

Invictus

Rudy Duran

Typewritten Text

Invictus

PERLA A. WILLIAMS 7413 Castleton Farms North Drive Indianapolis, IN 46256 Mobile: (317) 313-7266 E-mail: [email protected]

EDUCATION

• Associate in Applied Science degree in Hospitality Administration- Event Management. Magna Cum Laude. Ivy Tech Community College. Indianapolis, IN (2009)

• Bachelor’s degree in Business Administration. Instituto Tecnológico y de Estudios Superiores de Monterrey. Querétaro, México (2002)

CERTIFICATIONS

• ServSafe NRAEF Certification (2007-2012).

• Other NRAEF Certifications: Menu Marketing and Management (2009), Hospitality and Restaurant Management (2009), Inventory and Purchasing (2008), Cost Control (2008), Human Resources Management and Supervision (2008), Nutrition (2007).

• HR Management Certificate Program. Indiana University – Purdue University of Indianapolis (September - December 2004)

WORK EXPERIENCE

• Office of the Mayor. Gregory A. Ballard, Mayor. International and Cultural Affairs, Project Manager. Indianapolis, IN (August – December 2009) As Project Manager assisted First Lady Winnie Ballard in community involvement, financial literacy initiatives and scheduling. Other projects included: Managing the planning and post-event processes of the “First Mayor’s Latino Soccer Cup”; managing the Mayor’s suite at Conseco Field house; handling event tickets; assisting in various Latino events; translating official documents, brochures and website information from English to Spanish; serving as Translation Assistant for the local government TV show “Somos Indianapolis” (Channel 16); and providing general support to all requests received from the Latino community via phone and e-mail.

• Instituto Tecnológico y de Estudios Superiores de Monterrey. Administration Services Center. Income Department Executive. Querétaro, México (July 2005 – September 2006) Served as communication channel between IT department and Administration offices in each of the 32 campuses around the Country. Responsibilities included monitoring and support on administrative activities at the campuses such as enrollment process for each academic term, invoice generation, development and configuration of the income system, and training for campus administrative staff.

mailto:[email protected]�

• Irizar Mexico. Finance Department, Accounts Payable Coordinator.

Querétaro, México (November 2003 – September 2004) Responsible for updating suppliers’ accounting system and coordinating internal/external monthly payments.

• Irizar Mexico. Finance & Human Resources Assistant. Querétaro, México (December 2002 - August 2003) Performed all duties assigned by the Finance Director, including updates on the suppliers accounting system, filing and handling confidential personnel files of employees.

VOLUNTEER ACTIVITIES

• Mayor Ballard’s Office of International and Cultural Affairs. Projects completed as Ivy Tech Intern: Planned and executed the “First Mayor’s Latino Soccer Cup” event; served as Translation Assistant for the “Somos Indianapolis” TV show of Channel 16, and updated the Indianapolis International Partner Directory for internal use. Indianapolis, IN (October 2008 – August 2009)

• “April in Paris” Ivy Tech fundraising event. Event planning and operation. Indianapolis, IN (April 2008 and 2009)

• Indianapolis International Film Festival. Special events assistance and data entry. Indianapolis, IN (2007 and 2008)

• Morris Butler House Museum. Assistance in administration office and gallery set-up. Indianapolis, IN (February – April 2007)

• The Children’s Museum of Indianapolis. Assistance in pre-school classes and museum store. Indianapolis, IN (November 2004 – February 2005)

PERSONAL

• Native Spanish speaker, fluent in English

• Attributes: Honest, task-oriented, punctual, personable with colleagues and customers.

Law Practice/Work: Shane Toland is an attorney on the Southside of Indianapolis and handles a variety of law including: estate planning; Medicaid planning and elder law; family law; civil litigation including disputes, collections, and personal injury; criminal law; and business law. Shane believes that each client is a gift and that he has a duty to attempt to serve each person that he comes in contact with to the best of his ability. Shane believes that by focusing on providing excellent service to others, he and his family will be blessed in the process. Shane is an Adjunct Professor at Indiana Wesleyan University where he facilitates courses on Business Law, International Business, Strategic Management, Negotiations, and Economics. Background and Family: Shane is a graduate of Center Grove High School in Greenwood Indiana and now lives in Carefree North with his family. Shane has been married for ten years and has two wonderful children; Aaron who will be a second grader and Heather who will be a kindergartener at North Grove Elementary in the upcoming school year. Shane believes that his most important responsibility in life right now is to be a good husband and father. Education: Shane acquired a Bachelor of Science degree in Business Management, Human Resources, and International Business with a Minor in Economics from Indiana University at Indianapolis. He continued his education, earning a Doctorate of Jurisprudence (JD) from Indiana University School of Law and a Masters degree in Business Administration (MBA) from Indiana University’s Kelley School of Business. Shane continues to stay abreast of changes to the law as well as trends in the business world and overall economy. Extracurricular Activities and Organizations: Shane is currently the Treasurer of the North Grove Dad’s Club and is also actively involved in his son’s Cub Scout troop. Shane is an active member of the Martinsville Church of the First Born – Independent where he functions as a Bible teacher and member of the business board and planning committee. Shane is involved with the Beyond Your Best organization, Rainmakers, the North Grove Dad’s Club, Christian Business Leaders Group, the Indiana State Bar Association, and other networking and professional organizations.

Background Check Authorization Form I, Shane A. Toland , submit this background check authorization as part of the proposal from, Invictus Charter School Corporation (name of school), for a charter pursuant to I.C. 20-5.5 from the Mayor of Indianapolis. I certify that all of the information provided in my resume is true and accurate to the best of my knowledge. I also certify that the following information, which should facilitate the background check process, is also accurate, true and correct to the best of my knowledge: Other names or aliases you are known by (indicate maiden name): None Have you ever been convicted of a criminal offense? Yes If yes, please indicate date, charge and city where convicted: Operating Vehicle While Intoxicated 2000. Please list all of your residences (by city, county and state) other than Indianapolis during the past ten (10) years: 532 Ho Hum Court, Greenwood, Indiana, Johnson County I hereby give my written consent to any and all investigation and checks into my background which the sponsor deems relevant to the consideration of the proposal, including, but not limited to, a criminal history check with the Indianapolis Police Department and the Indiana State Police, or any other local or state government, and a national criminal background history check and/or a check of my credit history. I hereby authorize and request all persons to whom this request (original or reproduction) is presented, having information relating to or concerning me, to furnish such information to the Indianapolis Charter Schools Director or his representatives, and understand and agree that any such information may be disclosed to representatives of the Mayor’s Office, the Mayor's Charter Schools Advisory Board or other officials of the City of Indianapolis as is necessary to evaluate the proposal submitted by Invictus Charter School Corporation (name of school). Furthermore, I authorize the disclosure of such information to the organizer and/or its Board of Directors, or other party related to this proposal. I am aware that this information may be of a personal nature and may otherwise be protected from disclosure by my constitutional, statutory, or common law privileges. Although I understand that the information is intended to remain confidential, I understand that Indiana law may require release of any or all information obtained. I hereby waive all

privileges which may attach to such communication or disclosure and release all persons, firms, and corporations, as well as the Mayor’s Office, the Indianapolis Charter Schools Director, Mayor's Charter Schools Advisory Board, the Consolidated City of Indianapolis and all their officers, employees and agents for all claims, of any nature, as a result of said communication or disclosure. These records will be retained on file with the Mayor’s Office.

. toland

Signature Social Security Number 4-1-1974 ________________________ ______________________ Date of Birth Date Board member Position with proposed school (e.g., school leader, business manager, governing board member)

Memorandum of Skills Dr. Rudy L. Duran – Dr. Duran brings a plethora of educational experiences to the founding group. He has had educational experiences in some of the best school districts in the country and some of the worst. His background is founded on Leadership, Curriculum and Instruction. Through the years, he has been asked to lead educational organizations to perform at the highest levels. He has worked in high poverty schools in various parts of the country. He has also been involved in schools that were guarded with metal detectors and armed guards. His successful experience in high poverty schools brings a unique set of skills to bear on the problems that will be faced by a new charter school. He also has extended experiences working with Title I schools and meeting the needs of Special Services students.

Rev. Merlin Gonzales – As the founder and current president/CEO of Faith, Hope, and Love ministries Mr. Gonzales brings a very clear understanding of the needs of the population to be served by Invictus. As the president of the governing board, he will be able to bring visionary leadership to the group based on a unique daily contact with the people we serve. His organizational skills will also facilitate his leadership role as he guides the board and administration to high achievement and high expectations. His fervor for the poor will be a major asset to Invictus as we try to meet the needs of the west side communities. Mr. Gonzales also brings a wide variety of connections in the community ranging from politicians to pastors in the city. He is also well connected with the Hispanic media in a very positive fashion. His experience in human resources will be invaluable as we move forward and develop our team.

Perla Williams – Ms. Williams is an exciting dedicated founding board member. Her existing connections in the Hispanic community will be a major asset as we forge partnerships with community groups and local government. Her experiences with finance will be a valuable asset as she serves as the board treasurer. In addition, her background in event management will serve as a basis for excellent input into the development of curriculum with Ivy Tech in Hospitality Management. Ms. Williams will also be available to assist with Public Relations and Communication with the Hispanic community of Indianapolis.

Donna Hovey – Ms. Hovey has a vast range of experiences including past experience working with charter schools land acquisition. Her knowledge of how charter schools work and their financial fundamentals are wonderful assets to the team. In addition, her life experiences with children with special needs will help the team focus on the specific needs of kids. Also, her connections to financial institutions in the city will be an asset as we pursue facility financing.

Derek Black – Mr. Black is an extraordinary individual who brings a needed perspective to the board that only an Executive Chef could provide. His contacts in the city with culinary organizations and his work at the Indianapolis Motor Speedway will be a major plus on the team. His understanding of the opportunities for our students to have a career in the culinary arts will be invaluable. Also, his experiences as a father of exceptional children will provide us with perspectives that must not be overlooked.

Shane Toland – Mr. Toland is an excellent attorney with a unique heart for kids. His legal background will bring a perspective to the board that is always needed. He will be able to add his legal perspective anytime a question of legality arises. In addition, his unique perspective as the father of a biracial child will bring a perspective that will be tapped often if an issue arises.

Invictus School of Entrepreneurship and Consumer Professions

Documents

Transcript of Invictus School of Entrepreneurship and Consumer Professions