Hampden Charter School of Science-West Final Web viewHampden Charter School of Science will have positive impacts on the proposed communities. ... U.S. Department of Education ( ),

HAMPDEN CHARTER

SCHOOL OF SCIENCE

WEST

Charter Application

November 1, 2016

20 Johnson Road Chicopee, MA 01022Phone: 413 593 9090 Fax: 413 294 2648http://www.hampdencharter.org

Tarkan Topcuoglu, School [email protected]

http://www.hampdencharter.org/

HAMPDEN CHARTER SCHOOL OF SCIENCE

I. Table of Contents………………………………………………………………………………….iiI. Table of Contents………………………………………………………………………………….ii.....ii

II. Commonwealth Charter Applicant Information Sheet..........................................................................iv

III. Commonwealth Charter School Certification Statement......................................................................vi

IV. General Statement of Assurances.........................................................................................................vii

V. Statement of Assurances for the Federal Charter School Program Grant.............................................xi

VI. Executive Summary..............................................................................................................................xii

VII. How will the school demonstrate faithfulness to charter?......................................................................1

A. Mission.............................................................................................................................................1

B. Key Design Elements.......................................................................................................................1

C. Description of the Communities to Be Served.................................................................................6

D. Enrollment and Recruitment..........................................................................................................10

VIII. How will the school demonstrate academic success?...................................................................12

A. Overview of Program Delivery......................................................................................................12

B. Curriculum and Instruction............................................................................................................16

C. Student Performance, Assessment, and Program Evaluation.........................................................28

D. Supports for Diverse Learners.......................................................................................................35

E. Culture and Family Engagement....................................................................................................42

IX. How will the school demonstrate organizational viability?..................................................................47

A. Capacity..........................................................................................................................................47

B. School Governance.........................................................................................................................49

C. Management...................................................................................................................................58

D. School Finances.............................................................................................................................75

E. Action Plan.....................................................................................................................................78

X. ATTACHMENTS I................................................................................................................................1

A. Current Bylaws.................................................................................................................................1

B. Draft Recruitment and Retention Plan for Proposed School..........................................................13

C. Draft Enrollment Policy and Application for Admission...............................................................18

D. Draft School Calendar for Proposed School..................................................................................26

E. Draft Organizational Charts – Proposed School and Network.......................................................27

F. Graduation Requirements...............................................................................................................28

G. Sample weekly schedules...............................................................................................................29

H. Network Budget.............................................................................................................................29

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XI. ATTACHMENTS II...............................................................................................................................1

A. Draft Accountability Plan................................................................................................................1

B. Survey Results..................................................................................................................................5

C. Grading Scale...................................................................................................................................7

D. Sample Progress Report Card..........................................................................................................8

E. Bell Schedule....................................................................................................................................9

F. Teacher Evaluation System............................................................................................................10

G. Curriculum.....................................................................................................................................14

H. Extra and Co-Curricular Activities and Programs.........................................................................32

I. Lesson Plan Template......................................................................................................................35

J. Support Letters................................................................................................................................36

K. Resumes of the applicant group members.....................................................................................42

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II. Commonwealth Charter Applicant Information Sheet

This information is included with all application submissions. The application, including this form, will be posted on the Department website. Applicants are advised that the primary contact person may be contacted by the public and/or media with questions about the proposed school.

Name of Proposed Charter School: Hampden Charter School of Science - West

School Address (if known): Unknown

School Location: Westfield

Primary Contact Person: Tarkan Topcuoglu

Role or relationship of contact person to proposal: Director

Address: 20 Johnson Road

City: Chicopee State: MA Zip: 01022

Daytime Tel: 413 593 9090 Secondary Tel: 413 285 5720

Email: [email protected]

1. The proposed school will open in the fall of school year: 2017-2018 2018-2019

School Year Grade Levels Total Student Enrollment

First Year 6,7,8,9 252Second Year 6,7,8,9,10 336Third Year 6,7,8,9,10,11 420Fourth Year 6,7,8,9,10,11,12 504Fifth Year 6,7,8,9,10,11,12 525Sixth Year 6,7,8,9,10,11,12 546Seventh Year 6,7,8,9,10,11,12 567Eight Year 6,7,8,9,10,11,12 588

2. Grade span at full enrollment: 6-12

3. Total student enrollment when fully expanded: 588

4. Age at entry for kindergarten, if applicable: N/A

5. If applicable, the proposed Horace Mann charter school is: New or Conversion

6. If applicable, the proposed type of Horace Mann1 charter school is:

Horace Mann I Horace Mann II Horace Mann III

1 The revision of M.G.L. c. 71, § 89 in 2010 created three types of Horace Mann charter schools, each with a particular set of requirements.

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Questions #7-10 are for applications for a Commonwealth charter school ONLY.

7. If applicable, will this proposed Commonwealth school be a regional charter school? Yes No

If yes, list the school districts (including regional school districts) in the proposed region. Please only list districts that are included in District Information on Enrollment Projections for New Applications and Expansion Amendments at http://www.doe.mass.edu/charter/new/ when posted. (Use additional sheets if necessary.)

Agawam, Holyoke, Westfield, West Springfield

The Board of Elementary and Secondary Education shall not approve a new Commonwealth charter school in any community with a population of less than 30,000 as determined by the most recent United States census estimate [available at http://www.census.gov/], unless it is a regional charter school. (MGL c. 71 § 89(i)(1).

8. For all proposed Commonwealth charter schools, list the districts that are contiguous with the proposed school’s district or region. Please only list districts that are included in District Information on Enrollment Projections for New Applications and Expansion Amendments at http://www.doe.mass.edu/charter/new/ when posted. (Use additional sheets if necessary.)

SPRINGFIELD CHICOPEE SOUTH HADLEYLONGMEADOW EASTHAMPTON HADLEYSOUTHWICK-TOLLAND-GRANVILLE SOUTHAMPTON

9. Will the proposed Commonwealth charter school serve a district where overall student performance on the MCAS/PARCC is in the lowest 10 percent, as designated in District Information on Enrollment Projections for New Applications and Expansion Amendments or in any updated analysis performed by the Department?

Yes No

10. Will the proposed Commonwealth charter school serve a district or districts in which the 9 percent net school spending cap is, or could be, exceeded by 2016-2017 applications? Yes No

11. Have members of the applicant group previously submitted a prospectus or final application that did not result in a charter?

Yes No

12. Do members of the applicant group currently operate or are they employed by a private or parochial school?

Yes No

13. Are any members of the applicant group present or past members of a charter school board of trustees (other than the one applying for the new charter), a school committee, or other type of public governing body? Yes No

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http://www.doe.mass.edu/charter/new/

http://www.census.gov/

http://www.doe.mass.edu/charter/new/


III. Commonwealth Charter School Certification Statement

Proposed Charter School Name: Hampden Charter School of Science - West

Proposed School Location (City/Town): Westfield

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

Date: 10/22/2016Tarkan Topcuoglu

Address: 20 Johnson Road, Chicopee, MA 01022

Daytime Phone: 413-593 9-090 Fax: 413 294 2648

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IV. General Statement of Assurances

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

As the authorized representative of the applicant group, I hereby certify under the penalties of perjury that the information submitted in this application for a charter for HCSS-WEST to be located at Holyoke, Agawam, West Springfield or Westfield is true to the best of my knowledge and belief; and further, I certify that, if awarded a charter, the school:

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

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

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

4. Will enroll any eligible student who submits a timely and complete application, unless the school receives a greater number of applications than there are spaces for students. If the number of application exceeds the spaces available, the school will hold a lottery in accordance with Massachusetts charter laws and regulations (Mass. Gen. Laws c. 71 § 89(n), and 603 CMR 1.05).

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

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

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

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

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

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

11. Will meet the performance standards and assessment requirements set by the Board of Elementary and Secondary Education for all students in public schools including, but not limited to, administering the state assessment test (Mass. Gen. Laws c. 71, § 89(v), and 603 CMR 1.04(3)(k)).

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

13. Will submit an accountability plan no later than the end of the first year of the school’s charter, establishing specific five year performance objectives as specified in the state regulations (603 CMR 1.04 (3)(l)) and guidelines.

14. Will submit an annual independent audit to the Department of Elementary and Secondary Education and the Office of the State Auditor no later than November 1st of every year, as required by the charter school statute (Mass. Gen. Laws c. 71, § 89(jj), or at such other time as designated in 603 CMR 1.08 (3)).

15. Will submit required enrollment data each March to the Department of Elementary and Secondary Education by the required deadline (Mass. Gen. Laws c. 71, § 89(o), and 603 CMR 1.08(5)).

16. Will submit required waitlist report data as required by the Department of Elementary and Secondary Education by the required deadlines (Mass. Gen. Laws c. 71, § 89(n), and 603 CMR 1.08(6)).

17. Will meet enrollment projections through demonstration of support for the proposed charter school in the communities from which students would be likely to enroll (603 CMR 1.04(3)(c)).

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

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

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

21. Will employ individuals who either hold an appropriate license to teach in a public school in Massachusetts or who will take and pass the Massachusetts Tests for Educator Licensure (MTEL) within their first year of employment and meet all applicable staff requirements of the federal Every Child Succeeds Act (Mass. Gen. Laws c. 71 § 89(ii), and 603 CMR 1.06(4)).

22. Will provide the Department of Elementary and Secondary Education with written assurance that a criminal background check has been performed, prior to their employment, on all employees of the school who will have unsupervised contact with children (Mass. Gen. Laws c. 71, § 38R, and 603 CMR 1.04(7)(d)).

23. Will obtain and keep current all necessary permits, licenses, and certifications related to fire, health, and safety within the building(s) and on school property (603 CMR 1.04(7)(e), 1.04(7)(f), 1.05(7)(g), and 1.05(7)(h)).

24. Will maintain uninterrupted necessary and appropriate insurance coverage (603 CMR 1.04(7)(h)).

25. Will submit to the Department of Elementary and Secondary Education the names, home addresses, and employment and educational histories of proposed new members of the school’s board of trustees for approval prior to their service (603 CMR 1.06(1)(b)).

26. Will ensure that every member of the school’s board of trustees shall meet all training as required by the Department of Elementary and Secondary Education and any other requirements by other state agencies, including the requirements under the Commonwealth’s open meeting law and conflict of interest law (603 CMR 1.06).

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

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

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29. Will provide the Department of Elementary and Secondary Education with a federal taxpayer identification number issued solely to the charter school and all required information regarding a bank account held solely in the name of the charter school (603 CMR 1.04(8)).

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

31. Will notify the Department of Elementary and Secondary Education immediately in writing of any change in circumstances that may have a significant impact on the school’s ability to fulfill its goals or missions as stated in its charter (603 CMR 1.08(11)).

32. Will submit in writing to the Commissioner of Elementary and Secondary Education a request to amend its charter if the school plans to make a change to its operations as defined in 603 CMR 1.10.

Date: 10/22/2016

Tarkan TopcuogluDirector

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V. Statement of Assurances for the Federal Charter School Program Grant

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

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

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

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

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

Date: 10/22/16

Tarkan TopcuogluDirector

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VI. Executive SummaryHampden Charter School of Science West (HCSS-WEST) will be a 6-12 school serving 588

students from Agawam, Holyoke, Westfield, and West Springfield. The mission of HCSS-WEST is to provide a college preparatory-focused education to the youth of every race and ethnic group in Agawam, Holyoke, Westfield, and West Springfield in a safe, student-centered, academically challenging, and caring educational environment. Our promise is to sustain small school size; to provide extended math and science curriculum, individualized attention, college guidance, and university outreach programs; and to nurture student-teacher-parent partnerships. Our mission is to provide our students with the support necessary to empower them to reach their fullest intellectual, emotional, social, and physical potentials to ensure student preparation for college.

The vision of the HCSS-WEST is to increase the rate of college entry of the students in Agawam, Holyoke, Westfield, and West Springfield. Exemplary learning opportunities designed for college preparation in a technologically rich-environment will be the standard. The curriculum will focus on mathematics and science education to strengthen performance in STEM. We will provide college guidance to all students and encourage all students to both graduate from HCSS-WEST and pursue higher education. Individualized attention, tutoring, university outreach programs, social projects, and various scholarly extra-curricular activities such as lab projects, science fairs, debate contests, and math competitions will create an energetic and dynamic learning environment while encouraging all students to think independently and creatively. HCSS-WEST will place significant emphasis on family involvement. The instructors will be committed to teaching. HCSS-WEST will use external and internal assessment methods to measure the success rate of our students. Each year the rate of college entry will be analyzed and if it is necessary, the curriculum, the teaching methods, and the supporting modules will be improved. In addition to the fundamental academic skills, the students will gain excellent reasoning and problem solving skills. Therefore, the graduates who do not attend college will have these skills to bring to future career choices.

HCSS-WEST will be a public charter school with the following core beliefs:

1. Rigorous academic program with extended math, science, and computer technology curriculum

2. Problem and project-based instructional approaches for contextual learning

3. Individualized attention

4. College and career readiness

5. Supportive, structured, collaborative and positive school culture achieved by student-teacher-parent partnership

HCSS-WEST will replicate the successful model of HCSS (flagship school) in the cities of Agawam, Holyoke, West Springfield and Westfield. As a proven provider, the founding group of HCSS-WEST demonstrates the ability and capacity to serve the target population. The proven provider status of our team is based on the record of academic success and organizational viability. HCSS is a Level 1

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public charter school with an emphasis on science and math based in Chicopee. HCSS has surpassed its sending districts and the state average on statewide assessments in both SGP and proficiency rates. HCSS students achieved 100% proficient or advanced scores on both the 10 th grade math and English 2015 MCAS exams. In 2016, HCSS had 98% proficiency rate on 10 th grade ELA MCAS and 96% proficiency rate on 10th grade Math MCAS. Moreover, in both 2014 and 2015, HCSS was recognized for having the highest Student Growth Percentile (SGP) in 10 th grade math. HCSS was also ranked in top five districts in 2016 in highest Math median SGP in MCAS 10 th grade exam. In 2014, HCSS was recognized for having the highest SGP in 10th grade English and the second highest SGP in 2015.

100% of HCSS graduates have been accepted to a four year college. In the last three years, graduates have been offered 13.8 million dollars in scholarships averaging $150,000 per student. 96% percent of all HCSS graduates are attending college or university including special education and ELL students. 100% of students not attending college are fully employed.

One of the main reasons for a college preparatory charter school for the districts of Agawam, Holyoke, West Springfield and Westfield is the fact that student growth in all four districts is either moderate or low in terms of mSGP (median Student Growth Percentile). Another reason is that MCAS performance levels in four districts have been lower than the state from year to year.2HCSS students showed high growth, and MCAS performance levels have been higher than all sending districts and the state in last 3 years.

In addition to low growth and low achievement in STE and math, there is unmistakable evidence of the need for a college guidance and preparation program in those communities. According to a Holyoke Public School survey conducted in 2013-2014, only 18% of Holyoke High School graduates had plans to attend a 4-year college, while this intention statewide was 59%.

The need for Hampden Charter School of Science also appears on surveys conducted in proposed locations. Accordingly, the majority of the survey respondents in Agawam, Holyoke, and Westfield believed that there is a need for a college preparatory school. Again, the majority in these districts has an interest in sending their children to HCSS which signals the potential need for such a school. The survey also reveals the potential student population who will be eligible to attend the school. (See Attachments II-B)

HCSS-WEST is proposed to open in the 2018-2019 academic year in one of the municipalities of Hampden County: Holyoke, Agawam, West Springfield or Westfield. HCSS model and experience will be used to reach the goals. During the first year, HCSS-WEST will serve 252 students in grades 6 through 9. At full capacity, HCSS-WEST will serve grades 6 through 12 with 588 students.

The school day will run from 8:00 a.m. to 4:00 p.m. and is followed by after-school programs until 4:45 p.m. There will be 40 periods of instruction per week. In line with HCSS-WEST’s emphasis on math and science, the majority of hours will be spent on these subjects. Students will also spend a considerable amount of time with a range of courses such as computer science, foreign language, physical education, music, and the arts.

22 http://profiles.doe.mass.edu/

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HCSS-WEST will keep the class sizes small, with an average around 20 students per class. The small class size will be easy to manage, and teachers may adapt instructional methods according to the individual needs of students. HCSS-WEST will keep our student/teacher ratio around 11 to 1, allowing us to monitor each student’s achievement closely. Opening with a small school will create a family-like environment. Moreover, this enrollment will allow for a stable and steady growth of the student body, which is important to building and maintaining a positive and strong school culture.

HCSS-WEST believes that improving the educational results for children with disabilities is essential to ensure equal opportunity, full participation, independent living, and economic self-sufficiency. Special education program, and ELL services at HCSS-WEST will be provided in accordance with federal and state laws and regulations. HCSS-WEST shall not discriminate in admission based on a student’s disability.

To help bring success to both Special Education program and ELL services, HCSS is building relationships in the community. HCSS is a partner with Westfield State University’s Inclusive Concurrent Enrollment (ICE) Program. Partners meet every two months and include Agawam and Westfield school districts. This program provides dual enrollment opportunities for transitioning students, ages 18-21, with intellectual disabilities and/or autism spectrum disorder. To increase human capital and disseminate best practices, HCSS has partnered with the education departments at both Westfield State University and Western New England University’s to host practicum and pre-practicum students. HCSS has also conducted two trainings on Project Based Learning for Western New England University education students. HCSS is working with the Paulo Freire Social Justice Charter School located in Holyoke and conducted their special education training for general education teachers.

Another local organization that we will work with is the MassMutual Center Financial Group, which will hold workshops on financial aid, saving for college, and the options available for our students and families. HCSS has built relationships with professors from institutions such as UMASS, WNEU, Elms College, Westfield State, Northeastern, and Harvard which we plan to carry over to HCSS-WEST.

Benjamin Franklin once said, “Without continual growth and progress, such words as improvement, achievement, and success have no meaning.” The founding group, the Board of Trustees and current staff of HCSS, has embarked on replication. The founding group’s aim is to provide resources to help the community, families, and students of Agawam, Holyoke, Westfield, and West Springfield to meet high standards in school and in life.

The founding group is currently overseeing a very successful public charter school and is highly qualified to establish HCSS-WEST. The founding members have expertise in fields such as education, science, management, finance, and law. With the oversight of the current board of trustees and the founding group, HCSS has become a Proven Provider and Level 1 School.

HCSS has the organizational capacity to grow successfully while maintaining quality. The Board is ready to manage this challenge. To guarantee quality the Board will regularly evaluate the performance of both schools on the goals and objectives outlined in the accountability plan and the five year strategic plan. The performance evaluation of the schools includes, but is not limited to, student performance on

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internal and external assessments; financial reports showing projected and actual expenditures as well as the cash flow; annual independent audits; student recruitment and retention; and staff recruitment, retention, and advancement.

To ensure governance oversight and to support the healthy growth of the successful school, network structure will be created to manage both schools. The accumulated academic and operational experience and established employment and financial policies and procedures will be implemented to ensure true replication and smooth transition.

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VII. How will the school demonstrate faithfulness to charter?

A. Mission

The mission of Hampden Charter School of Science West (HCSS-WEST) is to provide a college preparatory-focused education to the youth of every race and ethnic group in Agawam, Holyoke, West Springfield, and Westfield in a safe, academically challenging, and caring educational environment. Our promise is to sustain small school size, to provide extended math and science curriculum, individualized attention, college guidance, and university outreach programs, and to encourage student-teacher-parent partnership. Fulfillment of our mission will empower our students with the support necessary to reach their highest intellectual, emotional, social, and physical potentials, building on the inherent promise to aid students’ preparation for college.3

B. Key Design Elements

Our mission is to provide a college preparatory-focused education to the youth of every race and ethnic group in a safe, academically challenging, and caring educational environment. To achieve our mission, we set high standards for our students and teachers, with emphasis on science and math. The educational foundation of HCSS-WEST is based on concrete teaching methods such as project-based and contextual learning, course structure and curriculum, computer-enhanced support, family involvement, and individualized learning. Hampden Charter School of Science West promises to use innovative and exemplary instructional methods to maximize student learning and prepare students for higher education. These teaching methods to provide a rich and interactive learning environment that enhances the academic, social, and emotional functioning of the students. Since our goal is to prepare students for college, our educational philosophy reflects our goals as follows:

HCSS-WEST will provide opportunities for students to experience deep student learning requiring critical thinking and conceptual understanding including project-based instruction.

HCSS-WEST will empower students to reach their highest intellectual and social potentials by providing unique and challenging opportunities by extended math, science, and technology curriculum.

HCSS-WEST will provide more individual attention and therefore empower student academic success.

HCSS-WEST will effectively prepare students for success in college, career, and beyond. HCSS-WEST will sustain a supportive, structured, collaborative and positive school culture by

promoting student-teacher-parent partnership HCSS-WEST will develop highly effective teachers in a professional working environment.

3 HCSS and HCSS-WEST will commit to the same mission in both districts.

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HCSS-WEST will collaborate with its sending district(s) to share innovative and best practices, providing models for replication.

HCSS-WEST will promote academic excellence for all students.

HCSS-WEST will work to realize the key academic and non-academic goals that are stated above. Measures for these goals are included in the attached draft accountability plan (see attachment II-A). HCSS-WEST will implement the following to expand and enhance the educational options for the targeted student population.

Rigorous academic program with extended math, science and computer technology curriculum Problem and project-based instructional approaches for contextual learning Individualized attention College and career readiness Supportive, structured, collaborative, and positive school culture achieved by student-teacher-

parent partnership

Rigorous academic program with extended math, science, and computer technology curriculum

Math, science, and technology are the subjects with which students in Agawam, Holyoke, West Springfield, and Westfield struggled over the years, based on the state test data. In addition to the rigorous curriculum, HCSS-WEST will focus on extended math and science education to close the gap for our students. HCSS-WEST’s academic programs are designed to help students excel in their strong subjects and improve their weaknesses.

The HCSS-WEST academic program includes the necessary elements to create the rigor for its students, including 21st century skills and project based, contextual learning, which help students connect what they learn to their daily lives, making their learning more meaningful. In addition to these necessary elements, HCSS-WEST will offer extended math, science, and computer technology curriculum. This helps teachers to address the material more deeply in a smaller setting where individual attention takes place, and teachers can manage the pacing based on the students’ needs.

In middle school every week, each student will take ten periods of math and ELA, two periods of lab classes in addition to the science classes, and two periods of computer classes. This allows teachers to create more learning opportunities for their students, and allows students the chance to learn the material at their pace. For example, students may enter an accelerated math path in 7th grade, creating the opportunity to take Algebra 1 in 8th grade. In regular track, students utilize the extended time to learn the material in more depth and with more practice, applying and enhancing what they learned. Student tasks are selected based on the Common Core Standards. AP and Honor courses are offered in the middle school and high school levels.

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Problem and project-based instructional approaches for contextual learning

Project Based Learning will be a school-wide instructional strategy that incorporates 21st century skills assessed on a rubric. Key elements include teamwork, critical thinking, appropriate and efficient use of technology, and oral and written communication skills. Each student at HCSS-WEST will be required to participate in at least two PBL units per year. When creating a PBL unit, teachers will present the PBL plan - including the driving question, project map, desirable outcomes, and rubric - to their classes, build student teams, and model effective collaboration, incorporating as necessary direct teaching strategies. As the culmination of the PBL, student teams will present their projects to a group of faculty and students representative of the community their project was created for.

We believe that students learn best when they collaborate and work together to make sense of “what is going on.” Additionally, the project-based instruction method emphasizes students' own artifact construction to represent what is being learned. HCSS-WEST will facilitate opportunities for students to perform active investigations that enable them to learn concepts, apply information, and represent their knowledge in a variety of ways. The collaboration among students, teachers, and others in the community will be shared and distributed among the members of the "learning community.” Project-based instruction reflects the core of the school’s mission because it makes academic research more relevant to the students. Moreover, the project-based instructional method facilitates contextual learning for real-life problems.

Individualized attention

At HCSS-WEST, the academic faculty and administration will be dedicated to improving individual student performance. The staff at HCSS-WEST will use individual action plans, an in-depth database, grade level and department meetings, data driven analysis, and continual communication among staff to ensure each student’s potential is reached. HCSS-WEST will provide its students individual attention inside and outside of the classroom. We will offer a 11 to 1 student/teacher ratio, which will allow our teachers to get to know our students and see that their academic needs are met.

HCSS-WEST staff members will be accessible to our students and go the extra mile in order to help each struggling student. Teachers will be available for tutoring during study hall, afterschool, and at Saturday School. The family-oriented atmosphere on HCSS-WEST campus will support student success, creating the bonds that build lasting relationships among students and staff. This culture and tradition will provide a safety net to nurture successful and happy students at HCSS-WEST.

The school will be in session for 182 days. HCSS-WEST will offer the same extended school days as our flagship school which include extended academic programs and study hall. The school day will run from 8:00 a.m. to 4:00 p.m. followed by after-school programs until 4:45 p.m. There will be 40 periods of instruction per week. In line with HCSS-WEST’s emphasis on math and science, the majority of hours will be spent on these subjects. Students will also spend a considerable amount of time with a

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variety of courses such as computer science, foreign language, fitness, music, and the arts. Extended school days will also create opportunities for individualized attention.

College and career readiness

HCSS-WEST will implement its mission to provide a college preparatory-focused education to youth of every race and ethnic group in Agawam, Holyoke, West Springfield, and Westfield field in a safe, academically challenging, and caring educational environment.

The college guidance counselor will work with the Dean of Academics to implement a college and career readiness program that will work to actualize HCSS-WEST’s mission.

We believe that curriculum and classroom activities play a major role in college and career readiness. The students will benefit from extra learning opportunities created in and out of the classroom. Small class size will help teachers to create a positive environment that will yield more opportunities for teachers and students. In addition to the small classroom size, students will receive extra hours of ELA, Math and Science. The number of the periods an HCSS-WEST student will receive every week from core subjects is shown below:

Subject Middle School Grade 9 Grade 10 Grade 11 Grade 12MATH 10 10 9 9 9ELA 10 9 5 5 5SCIENCE 5 5 5 5 Senior

ThesisScience LAB 2 2 2 2

These extra hours will give teachers time to create more opportunities for student learning. All students will also have study hall, and during study hall they have the opportunity to get extra help with their academics in small groups.

HCSS-WEST will also offer Saturday tutoring for the students who need help with their academics. Students will have a chance to prepare for the standardized tests including MCAS, PSAT, SAT, and ACT. Full-length practice SAT and ACT tests will be administered in the school. In addition, students will prepare for math and science competitions in and out of state.

To receive college guidance, high school students will participate in several college visits and college fairs where they will have a chance to meet with college representatives. In addition, HCSS-WEST will invite college representatives to the school to bring college awareness, information, and inspiration to the campus. A dual-enrollment program will be available to qualifying juniors and seniors.

Supportive, structured, collaborative, and positive school culture achieved by student-teacher-parent partnership

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Effective and ongoing communication will be essential for building school-family partnerships. It constitutes the foundation for all other forms of family involvement in education. The great diversity among families means that it is not possible to rely on a single method of communication to reach all homes with a given message. It is essential to use a variety of strategies, adapted to the needs of particular families and their schedules. HCSS-WEST will use many different strategies to maintain clear and strong communication with our parents including open houses, parent teacher conferences, home visits, phone calls, HCSS-WEST database, HCSS-WEST Wednesday folder, Grandparents’ Night, community leaders meeting our parents, muffin with moms & donuts with dads breakfast, grade level parents’ breakfasts, the HCSS-WEST website, and the open door policy for HCSS-WEST admin team.

Future impacts on community:

Hampden Charter School of Science will have positive impacts on the proposed communities. First of all, after graduation students will create a synergy within the community for a better future. They will be role models of achievement, both academically and socially, for their families, friends, and the community. They will give back to the communities that they are coming from. They will encourage younger students to go to Hampden Charter School of Science West in order to become responsible, knowledgeable, and motivated individuals. Their behaviors will be appreciated by their families as well. As the families see their children motivated to enter college, they will acknowledge the importance of education and will support the school in many ways. Parents will be encouraged to be involved in school activities, and they will be informed about their children’s intellectual, social, physical, and emotional development through parent meetings.

Hampden Charter School of Science West will work to ensure a high level of parental involvement throughout the academic year. Parental involvement has a positive impact on diminishing students’ destructive habits such as alcohol use, violence, and antisocial behavior. Reducing these behaviors will certainly affect the community positively.4 It is indicated that family involvement in children's learning is a critical link to achieving a high-quality education and a safe, disciplined learning environment for every student.5 Thus, we believe that families are educational partners and their involvement in education affects the success of children's learning.

The school proposes to meet the educational needs of special education students through extensive tutoring and also by ensuring smaller school size to achieve the mission of individualized attention for each student. HCSS-WEST aims to get students involved in extracurricular activities in order to provide moral support. The School proposes to teach lifetime social skills.

The school will have positive impact on all students. They will have high academic achievement. They will rank high on national standardized tests. They will meet or exceed the state’s

4. National Center For Education Statistics (http://nces.ed.gov/pubs98/fathers/Find1.asp) see “Parent Involvement and Student Outcomes”5. U.S. Department of Education (http://www.ed.gov), see “Building and Strengthening Partnership for Family Involvement in Education”

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mandated level of proficiency as defined by the state tests. Individual student needs will be identified and addressed by allocating the appropriate resources for greatest achievement. Students will be computer literate and will be able to utilize technology to engage in critical thinking, problem solving, and effective learning experiences. In addition to mastering fundamental academic skills, all students will acquire strong reasoning and problem solving abilities that they will use in pursuit of their studies, especially in mathematics and science.

There will be emphasis on science and math. Students will be more math and science literate than their counterparts. This will increase their opportunities for college and for finding employment after graduation.

C. Description of the Communities to Be Served

The founding group of HCSS-WEST consists of the Board of Trustees and current staff. Upon receiving our charter renewal in 2014, the HCSS Board initiated work to apply to replicate the successful HCSS model in another location, to serve students of three additional school districts.

One of the main reasons for a college preparatory charter school focused on math and science for the districts of Agawam, Holyoke, West Springfield, and Westfield is the fact that in all four districts, student growth (median Student Growth Percentile) and state test performance levels have been lower than the state or have not been improved to a desired level over the years.

For the last decade West Springfield and Holyoke have performed below the state proficiency rates on the 10th grade Math and ELA MCAS. The performance of 8th and 10th graders in Agawam, Holyoke, West Springfield, and Westfield on the Science, Technology, and Engineering MCAS is poor. Only 40% of 10th graders in Holyoke scored proficient or higher on the 2016 MCAS STE assessments, while the state average was 73%. Only 7% of 8th graders in Holyoke, 33% in Westfield, and 35% in Agawam scored proficient or higher on the 2016 MCAS STE assessments, while the state average was 41%.

In 2015 MCAS exams, proficiency rates on the math MCAS for all assessed middle and high school grades in Holyoke and Westfield are significantly below average. In Holyoke, just 19% of 6 th graders and 16% of 7th graders were proficient or higher, while the state average was 62% and 51% respectively. In Westfield, only 38% of 7th graders and 46% of 8th graders were proficient or higher, while the state average was 51% and 60% respectively.6 These results reveal that a college preparatory charter school focused on math and science, Hampden Charter School of Science West, is vital to begin to fulfill the achievement potential of students in these districts.

In addition to low growth and low achievement in STE and math, there is unmistakable evidence of the need for a college guidance and preparation program in those communities. According to Holyoke

6 http://profiles.doe.mass.edu/mcas.aspx

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Public School surveys conducted in 2013 and 2014, only 18% of Holyoke High School graduates had plans to attend a 4-year college, while this intention statewide was 59%.

Furthermore, to go to college students need to graduate. Graduation rates in these districts are; Holyoke 62%, Westfield 86.3%, West Springfield 80.7%, and Agawam 90.5%. Graduation rates for two of the four targeted districts are below the state average, with Holyoke not only 23% below the state average for graduation but with a dropout rate7 four times as high. Such grim data confirms the immediate need for a school community uniquely and expressly committed to its students, with the declared mission to deliver individual attention to support growth and success in a rigorous academic environment, to thereby develop student scholarship and self-esteem and buttress student motivation to attend college8.

The targeted student population must be motivated to gain admission to college and to complete 4-year degree programs in order to nurture and sustain an educated citizenry contributing within the ranks of leaders in mathematics and science. According to the US Department of Education, because community colleges are generally less expensive than 4-year colleges, “Price difference has prompted many students to begin at less expensive community colleges, and then move to a 4-year college.” While this path may be wise financially, if formal education is ended just two years post-high school there will be vast untapped potential in each and every one of those twenty year olds. There is a considerable difference between the state and targeted districts in terms of plans of high school graduates. Of the students in the proposed districts who do attend college, most earn a 2-year degree and enter the work force. Since many of the students in these districts are from low-income families – for example, while the state’s share of economically disadvantaged households is 27%, Holyoke’s is 66.1% – this is not surprising. HCSS-WEST will inspire and nurture students to grow the desire and stamina for advanced studies, to educate them to make significant contribution to scientifically and intellectually advanced communities.

Another need of the target populations for support and services for ELL students and for qualifying students with disabilities. The Holyoke area has a limited English proficient student population, with 46.3% whose first language is not English. The 4-year graduation rate for LEP students in Holyoke is 37.8%, while the state average is 63.9%. In addition, according to data for school year 2014-2015, the special education student population is 23.9% in Holyoke, 16.3% in Agawam, in West Springfield 20.1%, and 18.2% in Westfield.9 The 4-year graduation rate for special needs students is 32.1% in Holyoke, 65.2% in Westfield, and 50.8% in West Springfield while the state average is 69.9%. HCSS-WEST will aim to meet the needs of both ELL and special education students by providing equal academic opportunities to these students. HCSS-WEST will aim to increase graduation and college acceptance rate for both populations.

7 http://www.doe.mass.edu/infoservices/reports/dropout/2014-2015/summary.pdf8 http://www.doe.mass.edu, see the 2016 report for Dropout Rates in Massachusetts Public Schools 2014-2015.9 Given data is taken from: http://profiles.doe.mass.edu/state_report/selectedpopulations.aspx

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http://profiles.doe.mass.edu/state_report/selectedpopulations.aspx

http://www.doe.mass.edu/


HCSS-WEST will provide equal and improved educational options to students of every race and ethnic group in targeted student populations. Since HCSS will be a college-preparatory school with special emphasis on math, science and technology, students will be able to demonstrate understanding and appreciation of the significance of the science, math and technology and identify current issues in these fields and recount their ethical implications.

Since the majority of the student population lives in households at or below the federal poverty line, providing a free or affordable public education option is one of the promises of the school. While poverty does not affect all children in the same way, research shows that youth are more at risk of educational failure when poverty occurs early in their lives.

Providing a specific curriculum for students who have limited English Proficiency will be the second educational option. Language barriers, an obstacle to the mutual understanding, communication, and respect, will be eliminated through the ELL program, as reflected in the daily class schedule. Students will grow to understand and effectively use the conventions of Standard English in speech and in writing in a small class size.

There will be educational options for students with special needs. Students with special needs will be given individualized attention by school counselors who will implement student-specific educational plans for such students in order to increase their level of achievement. Academic teachers will work closely with Special Education teachers to ensure that content, activities, and outcomes have been differentiated appropriately for students with disabilities in classes. HCSS is committed to meeting all Federal and State requirements for facilities and instruction for any students with physical disabilities so that all students have access to appropriate instruction. In addition, HCSS proposes to provide extensive services to students who are at-risk or gifted and talented. Health services and breakfast-lunch-snack services are the other options which will be extended to the targeted student population.

At HCSS-WEST, we believe that all children are capable of learning at high levels when provided with appropriate education.

The need for HCSS-WEST is also evidenced by surveys conducted in the proposed locations. The majority of respondents in Agawam, Holyoke, and Westfield believe that there is a need for a college preparatory charter school and indicate that there is a student population eligible to attend. These results validate the need, interest, and demand for a second Hampden County HCSS campus. (see attachment II-B) Again, the majority of families in these districts want to send their children to HCSS-WEST, which confirms the need for our school. West Springfield is one of our current school districts. The feedback we receive from our West Springfield parents and applicants show that there is a need for a college prep school.

In order to assess parental support for a new school serving the towns of Holyoke, Westfield, and Agawam members of the HCSS networking team went out into these communities to gather the appropriate data. Staff and alumni went to local businesses, including the Holyoke Mall, the Westfield Walmart, and grocery stores in each community in order to gather signatures for a petition to support the replication of Hampden Charter School of Science. The number of signatures, combined with the

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positive comments both on the petition and in conversation, led us to believe that and the communities of Holyoke, Westfield and Agawam are in support of a charter school for their secondary school students. Another method we used was a short four-question survey that we administered in the same locations. Along with the petition and survey, we have garnered letters of support from local businesses, community leaders, alumni, and current and prospective families.

We will continue to work with many community-based organizations to publicize enrollment opportunities. Partner recruitment organizations include WIC programs, faith-based institutions, the YMCA, Boys and Girls Clubs, Cultural centers, shelters, neighborhood health centers, and public libraries. We will contract for roadway billboards in different prominent locations in the area. We will also utilize various forms of print advertising in non-English publications as well as a mailing to all grade-eligible students through a third-party mail house in partnership with the sending public schools. Finally, we will ensure that our current families across the existing school, often our most vocal champions in promoting opportunities to prospective families, have up-to-date information about enrollment opportunities with HCSS-WEST.

Finally, in addition to these efforts to publicize the school, the HCSS-WEST Enrollment Policy (see attachment I-C) provides more information on outreach. Based on strong interest from the communities, we project that HCSS-WEST will meet its first year enrollment objective of 252 students in grades 6-9 in school year 2018-2019.

HCSS-WEST will not discriminate against any student or student population during the enrollment process or during the daily operations of the school. As described in previous sections, the school and all curricular and extracurricular activities will be accessible by all eligible students. Various school policies will include specific language to attract and ensure full accessibility for all eligible students.

Parental involvement is a crucial factor in a child’s education. We propose to have parental involvement in the education system at HCSS-WEST. The parents and the teachers will meet periodically. There could be additional meetings upon the request of the parents. Grade level chairs will have the main responsibility to organize parent school communication. Student progress reports will be emailed to the parents weekly through the school database. These reports will be discussed in parent teacher meetings.

The daily homework assignments, grades, discipline records and the attendance will be posted on the database by the teachers. The parents will have a password to access their child’s assignments and grades. The parents will be able to monitor their child’s progress with the help of this web-based system.

We will invite the parents to attend the college workshops with their child. We will encourage the parents to have conversations with their child about the child’s areas of interest and their desire to go to college. HCSS-WEST will organize career days where different professions will be presented in the panel discussions, and will arrange seminars with professionals about different topics will be arranged. The parents will be strongly encouraged to attend these events as well as their child. HCSS-WEST proposes to not only educate the students but also give a new perspective to the parents.

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Parents will be invited to form a Parent Teacher Organization (PTO) to have a forum for their ideas about the education at HCSS-WEST. The PTO will adopt bylaws and elect members to the organization. The director will offer guidance and suggestions to the PTO regarding activities such as family picnics, classroom help, and field trip participation.

HCSS-WEST will encourage parents to be involved in their child’s education:

To engage in conversations with their child about his/her day at school, their homework, their favorite topic.

To regularly check the school website to access their child’s grades, homework assignments, projects.

To attend school-sponsored parent events to get to know other families.

The foundation of collaborative learning communities is collaboration -working together for common goals, partnership, shared leadership, co-evolving and co-learning - rather than competition. HCCS-West will collaborate with sending districts and surrounding charter schools in many different ways:

HCSS-WEST will make curriculum materials available to all public schools and will have an open door policy that allows their visits to our schools. We will invite and visit public schools periodically for: to discuss core values; using data to set priorities and focus strategies; sharing relevant, on-site professional development; setting, communicating, and supporting high and rigorous expectations; and addressing cultural differences.

HCSS-WEST will disseminate its best practices, such as testing system, Project Based Learning, Positive Behavior Intervention System, teacher evaluation model, afterschool programs, Saturday school program, math counts, science Olympiad and any other programs.

D. Enrollment and Recruitment

The number of students at each grade level and the overall student populations will be very similar to the flagship school, since we have a track record of outstanding results with these numbers. HCSS believes that one-on-one attention is a key element of our success. For this reason, HCSS-WEST will keep the class size relatively small, with about twenty students per class. This number will make the classroom environment easy to manage, will allow teachers to more successfully differentiate instructional methods according to the individual needs of students, and will enable frequent student participation in discussion. We plan to keep our student/teacher ratio around 11 to 1, allowing us to monitor each student’s achievement as closely as at HCSS. Opening with a small school enrollment will create a family-like school environment where everybody knows each other. The small class rosters will help teachers identify student needs more quickly and will contribute to closer relationships between parents and teachers.

HCSS-WEST plans to open with 252 students in grade 6-9 in its first year and grow over eight years to 588 students in grade 6-12. This enrollment plan allows for gradual and stable growth of the

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student body, a plan essential to building and maintaining a positive and strong school culture. The number of HCSS-WEST students to be enrolled each year over the 8-year period is shown in the table below:

K-5 6 7 8 9 10 11 12 TOTAL

2018-2019 0 63 63 63 63 - - - 252

2019-2020 0 84 63 63 63 63 - - 336

2020-2021 0 84 84 63 63 63 63 - 420

2021-2022 0 84 84 84 63 63 63 63 504

2022-2023 0 84 84 84 84 63 63 63 525

2023-2024 0 84 84 84 84 84 63 63 546

2024-2025 0 84 84 84 84 84 84 63 567

2025-2026 0 84 84 84 84 84 84 84 588

(See attachment I-C for the draft enrollment policy and admission application.)

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VIII. How will the school demonstrate academic success?A. Overview of Program Delivery

HCSS-WEST will deliver academic programs that provide improved academic outcomes and educational success for all students including all subgroups of student population. HCSS-WEST will utilize effective research-based educational practices and high standards for student learning. HCSS-WEST’s assessment, culture, and key elements are based on our mission and the effective strategies of our flagship school. HCSS has proven that effective program delivery results in high academic achievement and the attainment of the knowledge, skills, and experiences that ensures college and career readiness.

With the help of innovative instructional methods and college-preparatory curriculum, HCSS intends to integrate the educational philosophy into a comprehensive educational program. HCSS believes that the combination of our educational practices, teaching methods, curriculum, and the academic commitment of the teachers sets high standards for our student’s learning. The school is determined to provide equal education opportunities to the students of the targeted population. The educational program of the school is designed to promote the necessary educational tools and educational aids to increase the knowledge of students in math, science, and technology, thus succeeding in our goal. The educational program, which is designed to be implemented via effective instructional methods, finds its roots in the educational philosophy of the school. Also, it is clearly found in the college preparatory curriculum of the school. Individualized instruction, one-on-one tutoring, exploratory classes, science and math Olympiads and contests, extensive use of in-class technology are components of the educational philosophy, thus can be given as examples for the possible educational implementation.

The philosophy of HCSS places student’s needs first on the list for a better education. We believe that all students are unique in their personalities, abilities and interests. The students need guidance throughout their education, not only for higher achievement in classes but also for their future plans, including college preparation and application. Our individualized tutoring program is a comprehensive way to combine student’s needs with the school’s mission. The success of each HCSS student is a success of HCSS’s mission. The focus of the educational philosophy is to enhance student’s potential and enable them to succeed in their rigorous academic programs as well as meet the demands of the professional world today. Student progress will be evaluated on a regular basis by teachers, the dean of academics, and the guidance counselor, with the help of tests and interviews. The guidance counselor will also establish partnerships with parents and the school to keep the parents updated on the progress of their children.

The high number of immigrants and low income families in the Holyoke/Westfield area may require extensive ELL classes and individualized attention for each student. The educational philosophy of the school is designed to acknowledge and meet such diverse needs of students. In addition, the school’s curriculum and the intention to increase the math, science, and technology literacy of the

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students are the other areas the school will serve. After all, HCSS recognizes the fact that a student might not have developed proficiency in English but might have mastered concepts in Math. Science and Math have a universal language, not necessarily correlated to the English proficiency. Thus, our individualized approach identifies the needs of each of our students and helps them strengthen weaknesses while polishing achievements.

We believe that application of the new technologies such as the PRS system, chrome books, graphing calculators, smartboards, and tablets allow students to have more control over their own learning, to think analytically and critically, and to work collaboratively. In addition, the use of multimedia allows students to learn interactively and work on class projects while internet usage provides students to do research, engage in projects, and to communicate. There have been many studies indicating that computer-enhanced and technology-rich educational approaches affect student learning positively.

Another component of the educational philosophy is the parental involvement. National Coalition for Parent Involvement in Education states that family involvement in education has benefits for school and students as well as for parents themselves. Higher grades and test scores, better attendance and more homework done, positive attitudes and behavior, and higher graduation rates are some of the benefits to students due to parent involvement in education. Furthermore, the more extensive the parent involvement, the higher the student achievement.

Last but not least is the anticipated effect of our individualized approach and tutoring program. HCSS believes that it will be able to improve the academic achievement of its students. Our individualized approach will provide the required attention and support for each of HCSS’s struggling student, and bring the successful students to the highest of their potential.

Instructional TimeHCSS-WEST will be in session for 182 days. There will be staff orientation for 8 days in August.

Parents will be invited to meet with the teachers during parent orientation. School will begin the first week of September. There will be one-week vacations in December, February, and April (see attachment I-D for the draft school calendar).

HCSS-WEST offers extended school days which distinguishes it from the other schools in the area. Extended school days include extended academic programs and study hall, as well as after-school programs.

The regular school day will run from 8:00 a.m. to 4:00 p.m. and will be followed by after-school programs until 4:45 p.m. There will be 40 periods of instruction per week. In alignment with HCSS-WEST’s emphasis on math and science, the majority of hours will be spent on these subjects. In addition, students will spend a considerable amount of time in a range of classes such as computer science, foreign language, fitness, music, and art (see attachment II-E for the bell schedule).

The students will usually have classes with their grade level peers. Students in high school will be able to take multi-grade elective courses based on their interests. Students can also take multi-grade

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courses if they are in an honors program. Teachers will primary leadership in classes, but based on the need, they will have a paraprofessional in their classes for extra support. Some classes may be taught by the core subject teacher and the special education/ELL teacher. Each teacher will have an average of 6 periods of teaching, 2 periods of preparation, and a period for lunch daily. Teachers will teach an average of thirty 43-min periods per week. (See Attachment I-G for a sample middle and high school weekly schedules.)

Saturdays and Summer SAT Program

HCSS-WEST will offer a great opportunity for high school students on Saturdays and during the summer. The SAT program includes work on test taking strategies and time management skills, analysis of practice questions, and the experience of taking full-length SAT practice tests with the solutions. The SAT program consists of instruction in critical reading, math, and writing skills. HCSS has redesigned its SAT program to be aligned with the SAT for 2016. The program is at no charge for economically disadvantaged students. Students take a diagnostic test to help them understand their weaknesses and strengths, and teachers track student progress throughout the program, providing feedback to both students and parents. By offering free SAT Program, we level the college acceptance field for low-income students.

Extra and Co-Curricular Activities

HCSS-WEST will provide many extra and co-curricular activities and programs to fulfill student potentials. These activities and programs include the following:

MathCounts Science Fair Science Olympiad Robotics Middle and High School Student Council National Honor Society Student Ambassador Program Yearbook AMC Math Club Literary Magazine Fitness Club College Readiness Program Athletics Teams

o Boys and Girls Soccero Boys and Girls Cross Countryo Wrestling o Boys and Girls Basketballo Track and Field o Cheerleading

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(See attachment II-H for detailed information about extra and co-curricular activities.)

A Typical HCSS School Day from a Student Perspective

I started HCSS this year. I am in the 8th grade. I would like to tell you a little bit about my daily schedule. Today is Tuesday so my first class is math. Math class meets twice a day, once in the morning and once in the afternoon. In the first session we usually learn some basics of a new topic, and in the following session we work on mastery of this new topic by solving related problems, often in pairs. I believe that many of us learn better this way. Then I have social studies, where we are studying World History, learning about lots of historical topics and applying them to our world. Then, I have the first of two English sessions, one in the morning and one in the afternoon. This is followed by P.E. We get to go outside and use the outdoor gymnasium. Our 40-minute lunch/recess break is next, lunch first, and then recess. This break is great for us to relax and socialize with our friends. After recess I have music class which I love it because it’s a chance to express myself. Then comes my second session of English, followed by my second session of math. My last academic class of the day is physical science which I love. Every week we do experiments related to the material we have learned. We work in teams and get to explore science hands on using real lab equipment – including coats, goggles, and gloves. The interval between classes is 4 minutes, enough for us to stretch and get the books we need for the next class. At the end of every day we have study hall, a great chance for me to get my homework done and time for teachers to pull us out for small group tutoring. On Tuesdays and Thursdays I stay after school for Science Olympiad. Next year, I am planning to join another club to learn as much as I can at HCSS. I think clubs give us the chance to not only get a good education but also to develop good social skills.

A Typical Day from a Social Studies Teacher’s Perspective

I am a Social Studies teacher. Like my colleagues, I arrive at school approximately thirty minutes earlier than the kids. I use this time to go over my schedule and lesson plans for the day. I prepare my classroom and board, posting my learning standard, objective, and agenda. As a full-time teacher I’m with my classes thirty hours per week, and I also supervise and tutor two study halls per week. I usually spend about ten hours per week for course planning. I sometimes spend this early morning half hour grading, writing lesson plans, making copies, and preparing quizzes and tests. The teacher’s lounge is a great place to work with a very collaborative environment; I feel comfortable sharing ideas and teaching strategies with my colleagues. I also spend 2.5 hours per week in meetings with other teachers, with the school director, and with the parents as needed. There are about twenty students in each of my classes, which I believe is an ideal number.

In my classroom I have a state-of-the-art SmartBoard, which allows me to plan and implement highly engaging lessons. I use it daily to show interactive maps, and for creative activities that allow students to take ownership in their learning. They are always fascinated with high technology. As a history teacher, I frequently connect the past to our current world. My students show great interest in participating. I encourage them to volunteer to answer questions on the board and explain and discuss

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with the rest of the class. As they get to know me and my style of teaching, I usually find my students very active in class. Each class has some form of learning activity, whether it’s a station activity to explore Chinese inventions from the Golden Age, or a Gallery Walk to learn about daily life in the Roman Empire. Sometimes we use the computer lab to do research on a particular topic. I also typically give students homework that relates to the topic being studied, usually a reading with questions or a primary source document to analyze. Each Wednesday I also take students from study hall tutoring to review concepts.

HCSS teachers use the online database to enter attendance, grades, and homework assignments. This is a great tool that allows us to stay in touch with parents and keep them up to date on their student’s grades. I always upload my homework assignments to the database, too, so that if students are absent they can complete their missing work at home.

After classes are over, we have after school meetings on Mondays and after school tutoring/club time on Tuesdays and Thursdays. We have staff meetings with the director once a month. Other meetings include department meetings and grade level meetings. At these meetings we discuss a wide array of topics, including teaching strategies, lesson planning, and classroom management. We have half-day staff development meetings once a month to discuss topics such as Project Based Learning in great detail. We are in constant contact with parents through a variety of methods. We use the school database to update grades, we call and email parents, and we also participate in at least five home visits each year, as outreach to our students’ families.

B. Curriculum and Instruction

The state test results of the last three years clearly show the success of our current curriculum and instructional model. We want to provide that same successful education model and rigorous academic instruction to more students in Agawam, Holyoke, West Springfield, and Westfield.

HCSS developed a curriculum to prepare its students for success in college and beyond, as stated in the school mission. When developing the curriculum, the backward design approach is used. HCSS-WEST will implement the same curriculum currently used at HCSS. The curriculum is articulated thoroughly and completely in the online curriculum mapping ATLAS files, including for each course the course description, course calendar (which equals both scope and our sequence), and curriculum map with all unit elements: title, duration, learning standards, learning objectives, resources, and assessments.

The process that is used to ensure alignment of the curriculum to the MCF is multi-step. The department heads identify the learning standards for all courses and make them available in a drop-down in the teacher lesson plan template in the database (see attachment II-I) Teachers select and include the standards for each lesson in their uploaded plans, which department heads review to ensure well-structured organization and engaging and rigorous implementation. The dean of academics monitors the process.

All recommendations for modifications to the existing HCSS curriculum are brought to the table at

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regular department meetings, noted, and reviewed, and any/all adjustments are concluded in the final weeks of school, during the scheduled June department work afternoons. Teachers and department heads collaborate to make the revisions that are reviewed by the dean of academics. While the new campus will be located in a different municipality, the demographics of the student population remain similar, and the existing curriculum will not need to be changed. The HCSS-WEST curriculum protocols, policies, and procedures will be those at the existing school. ELA, math, science and humanities curriculum coordinators and department heads will support curriculum and instruction at both schools with the direction of the chief academic officer.

The personnel, process, and procedures used to evaluate whether the curriculum is effective and successfully implemented may be summed up in this way.

The department heads thoroughly read, review, and evaluate all HCSS course curricula in ATLAS using MA Teacher Rubric, Standard I-A-3, and provide feedback for revision to the teachers. They also read and evaluate lesson plans in the HCSS database weekly, noting time submitted, as well as reading, scoring, and giving constructive written feedback on the plan using MA Teacher Rubric, Standard I A-1, 2, and 4. As with the unit plans, teachers review the plan notes and submit revisions for plans scored needs improvement or unsatisfactory, which revision the DH rereads and rescores.

Department heads do classroom walkthroughs weekly and full period observations monthly, entering all notes and formative scores, and meeting weekly with individual staff for coaching and conversation on the effectiveness of the implementation as evidenced by student work. The director, the dean of academics, and the dean of special services also review and evaluate curriculum and do walkthroughs and observations to give feedback on the delivery of accommodations, the strength of differentiation strategies for student engagement, and the inclusion of WIDA standards and SEI strategies.

Detailed core content area course descriptions for 4 different grade levels are given below. (See attachment II-G for all other grade level course descriptions and detailed explanations about the curriculum.)

GRADE 6

ELA In this crucial transitional year, students review and extend skills taught in elementary school. In each unit students will work with an anchor text as well as multiple rigorous related readings to strengthen the reading, writing, speaking and listening skills of the MCF. For example, during Unit 4, with If Stones Could Speak: Unlocking the Secrets of Stonehenge as the anchor, students will read the poem “Travel” by Robert Louis Stevenson; Part 1 of “Passage to India” from Leaves of Grass, by Walt Whitman; a piece of informational text “Archaeology 101” from the Education Department of the Archaeological Institute of America; and watch, “Michael Fortin, Archaeologist: What Does Decoding Mean?” from The Exhibition: Indiana Jones and the Adventure of Archaeology, on the National Geographic website. Students will read these and other texts to explore diverse perspectives and history and will learn that archaeologists, like detectives, work to piece together the past through

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investigation. Students will read to understand complex texts, write in response to them, and analyze how claims support the main idea and reveal the author’s purpose.1

Math Course 1: This course will concentrate on five areas of mathematics based on the Common Core Math Standards for grade 6. The five areas are: ratios and proportional relationships, number system, expressions and equations, geometry and statistics and probability. The eight mathematical practices will be embedded into each of the areas of mathematics. Focus areas of the grade 6 course;

connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems

completing understanding of division of fraction and extending the notion of number to the system of rational numbers, including negative numbers

writing, interpreting, and using expressions and equations developing understanding of statistical thinking

Science The integrated nature of the science curriculum allows for the 6th graders to move from the introductory level understanding of the science concepts to a more competent level of application of their knowledge. The 6th Grade curriculum focuses on structure and function in both a microscopic world and macroscopic world. They will use models to help provide evidence about structure-function relationships in different science and technology/engineering domains. In Earth Science they will analyze maps to note location, interpret fossil distribution, and show evidence of sea floor spreading. They will also examine models of the sun-moon-earth positional relationships. In Life Science they will study cellular structure and the function of the major organelles in plant and animal cells, and the theory of evolution and the evidence that supports it. In Physical Science they will study the physical and chemical properties of matter and begin to learn the relationships between elements, compounds, and mixtures, as well as waves and their application in information transfer. In Technology/Engineering they will study engineering design process, materials and tools, and communication of information.

Social Studies

The incoming 6th grade students will start with World Geography. Understanding the effects on societies by ever-changing political, social, technological and cultural situations enhances students’ knowledge of the world. Sixth graders systematically study the world outside of the United States and North America by addressing standards that emphasize political and physical geography and embed five major concepts: location, place, human interaction with the environment, movement, and regions. Students systematically learn geography around the world continent by continent, similar to the way in which atlases are organized. They also learn about each continent in an order that reflects, first, the early development of the river valley civilizations and then the later development of maritime civilizations in the Mediterranean area and in Northern and Western Europe.

Arts Performing and Fine Arts curriculum will be closely aligned with the Massachusetts Department of Education’s Curriculum Framework. In 6th grade Fine Arts, students are introduced to basic art skills, such as color-theory and drawing and contouring with ink and

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brushes. In 6th grade Performing Arts students learn the basic skills of reading music and identifying basic chords. Students also begin practicing playing these chords on Penny Whistles.

GRADE 7

ELA ELA 7 is a rigorous course designed to improve essential reading comprehension, writing, and critical thinking skills that will promote high school and college readiness and success. Students will use a variety of texts and genres to explore and analyze multiple perspectives, as well as to deepen understanding of literary elements such as character, point of view, conflict, theme, and genre. As with all HCSS ELA courses and units, anchor texts and related readings are “at the center of the students’ negotiation of text meaning.”1 For example, in Unit 2 the students read the anchor text "How to Write a Memoir" from The American Scholar and consider how writers present the challenges adolescents face as they grow up. Students will learn about the craft of writing memoirs and explore their own voice and style as a writer, observing firsthand the connection between reading and writing.10

Math Grade 7 students will take either course 2 or Accelerated Mathematics Grade 7. Accelerated Mathematics Grade 7 is the first honor course students can take in middle school. Course 2: This course will concentrate on five areas of mathematics based on the Common Core Math Standards for grade 7. The five areas are: ratios and proportional relationships, number system, expressions and equations, geometry and statistics and probability. The eight mathematical practices will be embedded into each of the areas of mathematics. Accelerated Grade 7: This course will be accelerated and concentrate on five areas of mathematics based on the Common Core Math Standards for grade 7. In addition this course will cover some of the grade 8 standards. The coverage of grade 8 standards will allow students to take Algebra 1 during their 8th grade year. The five areas are: ratios and proportional relationships, number system, expressions and equations, geometry, statistics and probability. The eight mathematical practices will be embedded into each of the areas of mathematics.Focus areas of the grade 7 course;

developing understanding of and applying proportional relationships developing understanding of operations with rational numbers and working with

expressions and linear equations solving problems involving scale drawings and informal geometric constructions, and

working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume

drawing inferences about populations based on samples

Science Grade 7 students will further develop their ability to apply their knowledge of concepts

10 Shanahan, T. (2013). Letting the Text Take Center Stage: How the Common Core State Standards Will Transform English Language Arts Instruction. American Educator, 37(3), 4.

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learned in earlier grades. The focus of the 7th grade curriculum is to apply their knowledge of Structure and Function to the Systems and Cycles of Earth and life. Earth Science content will focus on the structure and function of the layers of the planet, transfer of thermal energy within the planet, and the idea of geologic time and the evidence that allows us to infer the history of Earth. Life Science content will focus on animal behavior as a predictor for success, interdependency of species, exchange of energy in an ecosystem, and the biogeochemical cycles. Physical Science content will focus on motion and forces and the relationships that exist between objects, potential and kinetic energy, and thermal energy transfer between objects. Technology/Engineering will focus on communication systems, structural systems, and transportation systems.

Social Studies

Grade seven students study the Ancient and Classical Civilizations in the Mediterranean to the fall of the Roman Empire. Students begin by exploring the origins of human beings in Africa. They then move to other areas of study which include the ancient civilizations of Mesopotamia, Egypt, Israel, Greece and Rome. They study the religious, political and economic stages of these eras and analyze their effects on the course of world history. Test-taking strategies such as multiple choice questions, interpreting timelines, graphs, and charts, reading primary sources, constructed-response questions, short answer, and essay questions will be practiced.

Arts Performing and Fine Arts curriculum will be closely aligned with the Massachusetts Department of Education’s Curriculum Framework. In 7th grade students expand on their study of Fine Arts by working with collage and plaster skills. In 7th grade Performing Arts students continue their reading and understanding of musical chords and begin playing the keyboard.

GRADE 8

ELA ELA 8 is structured to provide authentic texts for instruction, readings at or above grade level with content appropriately complex and connected to themes, concepts, or topics students are learning. All students, including struggling readers, regularly have access to texts with academic language, rich vocabulary, and complex sentence structure. This does not mean that students do not also engage with texts on their reading level but that whole-group instruction remains rigorous and complex. Texts will be varied by genre and include such non-print texts as media, video, film, music, art, and graphics. Students will write memoirs, applying writing techniques from strong models and expert guidance.

Math Students in grade 8 can take either Course 3 or Algebra 1.Course 3: This course will concentrate on five areas of mathematics based on the Common Core Math Standards for grade 8. The five areas are: number system, expressions and equations, functions, geometry and statistics and probability. The eight mathematical practices will be embedded into each of the areas of mathematics. Focus areas of the grade 8 course;

formulating and reasoning about expressions and equations, including modeling an

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association in bivariate data with a linear equation, and solving linear equations and systems of linear equations

grasping the concept of a function and using functions to describe quantitative relationships

analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem

Algebra 1 Honors Middle School: This course will be accelerated and concentrate on 14 areas of mathematics based on the Common Core Math Standards for Algebra 1. In addition this course will cover the rest of the grade 8 standards that were not covered in Accelerated Mathematics Grade 7. The 14 areas are: quantities; seeing structure in expressions; creating equations; reasoning with equations and inequalities; the real number system; functions; interpreting functions; building functions; linear, quadratic and exponential models; interpreting categorical data and quantitative data; arithmetic with polynomials and rational expressions; ratios and proportional relationships; number system; expressions and equations; geometry; and statistics and probability. The eight mathematical practices will be embedded into each of the areas of mathematics.

Science Grade 8 students will move closer to a mastery level of the content by improving their ability to evaluate and analyze the concepts we are asking them to apply to the real world in addition to being able to use more abstract thinking skills. They will focus on Cause and Effect. Earth Science concepts will include Earth’s place in the solar system, the origins of the universe, solar system, and their components, the sun-moon-earth system, thermal energy transfer in the atmosphere and its impact on weather and climate, and the impact that humans have had on the planet. Life Science concepts will include the genetics and heredity, the differences between sexual and asexual reproduction, the process of natural selection, and the human impact of artificial selection. Physical Science concepts will include mastery of the relationship between atoms, molecules, and compounds, predicting changes in particles with changes in thermal energy, conservation of matter, and Newton’s Laws of Motion. In technology/Engineering they will put all of their previous knowledge together by solving a problem through the engineering design process of creating a product from beginning to end.

Social Studies

Students in 8th grade will take World History I. Students will examine the political, economic, religious, social and judicial systems of geographically and historically diverse societies that developed between the fall of the Roman Empire and the Age of Enlightenment, including but not limited to the emergence and expansion of Islam, challenges and accomplishments of medieval Europe, origins of European western expansion, civilizations of Central and South America, the Renaissance and the Reformation, and the Scientific Revolution. Within these societies, students will analyze and celebrate those cultures and individuals that advanced the beliefs of personal freedom, individual responsibility, and respect for human dignity, and explore the development of democratic, scientific, and secular thought.

Arts Performing and Fine Arts curriculum will be closely aligned with the Massachusetts Department of Education’s Curriculum Framework. In 8th grade students conclude their

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study of Fine Arts by learning skills such as printmaking and sculpture. Students culminate their study of Performing Arts by learning to play chords on the guitar.

GRADE 9

ELA In ELA I, students will be given the opportunity to explore and analyze the very idea of language through a wide variety of literary and informational texts. Over the course of the year, students will read Fahrenheit 451, Romeo & Juliet, and Antigone, as well as selections by Elie Wiesel, Sherman Alexie, Abraham Lincoln, and Martin Luther King, Jr. to not only analyze what a particular author is saying but also why and how. Through a combination of writing tasks, class discussions, and collaborative group activities, students will develop a deeper understanding of genre, theme, rhetoric, and authorial intent, and gain the necessary skills to think critically and communicate as writers, students, and members of society.

Math Students will take either Algebra 1 or Algebra 2 based on their math pathway.Algebra 1: This course will concentrate on 10 areas of mathematics based on the Common Core Math Standards for high school Algebra 1. The ten areas are: quantities, seeing structure in expressions, creating equations, reasoning with equations and inequalities, the real number system, interpreting functions, building functions, linear, quadratic and exponential models, interpreting categorical data and quantitative data, arithmetic with polynomials and rational expressions. The eight mathematical practices will be embedded into each of the areas of mathematics.Algebra 2 Honors: This course will concentrate on thirteen areas of mathematics based on the Common Core Math Standards for high school Algebra 2. The thirteen areas are: the complex number system, seeing structure in expressions, arithmetic with polynomials and rational expressions, reasoning with equations and inequalities, trigonometric functions, creating equations, interpreting functions, building functions, linear, quadratic and exponential models, interpreting categorical and quantitative data, making inferences

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and justifying conclusions and using probability to make decisions. The eight mathematical practices will be embedded into each of the areas of mathematics.

Science Students in grade 9 will study Biology. Course content will focus on the chemistry of cellular function, cellular organization and function of organelles, cellular respiration, cellular reproduction, genetics and heredity, anatomy and physiology of organs and organ systems in the human body, evolution and biodiversity, concepts of ecology and the interdependence of species, and the mastery of scientific inquiry skills. Particular emphasis is placed on the science and engineering practices of constructing models, engaging in argumentation from evidence, and communicating the information.

Social Studies

Students in 9th grade will take World History II. The second year of the two-year World History program builds on the skills and knowledge of World History I while placing an increased emphasis on the factors shaping the modern world. World History II is primarily a study of the 19th and 20th Centuries through the history of Europe, Latin America, Africa, the Middle East, South Asia, and East Asia.Students study the rise of the nation state in Europe, the French Revolution, and the economic and political roots of the modern world. They study the origins and consequences of the Industrial Revolution, 19th century political reform in Western Europe, and imperialism in Africa, Asia, and South America. They will explain the causes and consequences of the great military and economic events of the past century, including World War I, the Great Depression, World War II, the Cold War, and the Russian and Chinese revolutions. Finally, students will study the rise of nationalism and the continuing persistence of political, ethnic, and religious conflict in many parts of the world. The study of contemporary issues, and an understanding of their historical roots, is an integral part of this course as we help students make meaning of the world around them. Students are encouraged to think critically as they come to understand the forces that have shaped the modern world. Through primary and secondary sources, multimedia, discussions, debates and role plays, students will become more fluent in the issues of the world today.

Foreign Language

In 9th grade students are required to take the first of two years of the same foreign language. Foreign languages offered include Spanish and another language based on student survey. This course offers an introductory program that makes language acquisition a more natural process. It focuses on accomplishing the Stage 1 Standards of Foreign Language Education on Interpersonal Communication, Interpretative Communication, Presentational Communication, Cultures, Linguistic Comparisons, Cultural Comparisons and Connections. The purpose of the course is for students to achieve a desirable level of proficiency in speaking, listening, reading and writing in their chosen language.

The HCSS-WEST learning environment will be ideal for maximizing student learning, keeping the average class size being no more than 20 students. This small class size will be easy to manage, teachers

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will differentiate instructional methods according to the needs of students, and each student will participate in discussion more easily. HCSS-WEST would like to maintain a student/teacher ratio around 11 to 1 to facilitate monitoring each student’s achievement, identifying strengths and weaknesses in a shorter period of time. The family-like environment will contribute to closer relationships between the parent and the teacher. In addition to the class size, technology resources (i.e. computer-based science and mathematics classes, Personal Response System, web-based student monitoring system, and smart board) will create a constructive and productive learning environment for the students of HCSS-WEST.

Description of instructional practices

Teachers will follow HCSS’ description of instructional practices and will reflect these practices in their lesson plans. All lesson plans will include the following:

Standard(s): For English Language Arts and mathematics, HCSS-WEST educators follow the principles and teach the standards of the Common Core State Standards 2011. For history and social science, and science/technology/engineering, teachers follow the principles and standards of the Massachusetts Curriculum Frameworks, 2003 and 2016 respectively.

Learning Objective(s): The lesson’s learning objectives are most directly and effectively written using the learning standard in an SWBAT statement, i.e. Students will be able to compute by hand the integrals of a wide variety of functions by using techniques of integration.

Do Now (The hook): This opening activity is a well-chosen and powerful but brief task intended to get the students immediately engaged in the objective.

Learning Activity (How students will get there): The learning activities planned will include and engage every child in active exploration, study, and learning of the important concepts, knowledge, and skills of the lesson objective. The teacher may begin with a short lecture on necessary vocabulary followed by a demonstration possibly including video. The main activity – studying a topographical map, labeling a system diagram, drafting an organizer for descriptive paragraph, solving a set of word problems - is begun only when students can paraphrase the essentials of the introduction, as well as the directions and expectations for the assignment. The teacher pauses student work for a few moments several times during the learning activity to redirect student focus, clarify confusion, or highlight noteworthy discoveries or progress.

Closure (What they are now able to do): A closure activity is included in each daily lesson. It is the valuable tool for confirming what students have learned from the learning activity, what they now know and are able to do. For example, teachers might have students reference their lesson vocabulary chart and give a “Choral Response” when a term is called out, or s/he might have them “Turn to Your Partner” to compare solutions to a final math problem, or pause to compose a “One Sentence Summary” of their achievement on the objective. Student participation in the closure will inform the teacher’s plans for the next day.

Lesson Plans

Teachers will utilize the following when preparing their lesson plans:

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Data-Driven Planning and Instruction: HCSS-WEST lesson plans will be data-driven. Teachers will use data collected from classroom, school-wide, and state assessments to drive their instruction. Analysis of the data will inform decisions to build study groups and re-teach students in need of more time-on-learning. Quarter finals will be administered in ELA, math, and science classes. Results will be analyzed and action plans will be developed in department meetings.

Contextual Learning: Contextual learning is a school-wide instructional strategy which makes learning meaningful. Teachers will use every opportunity to make connections with real life situations and students’ prior knowledge and experience. Role plays, simulations, case studies, debates, and a variety of other active learning strategies will be implemented

Project Based Learning (PBL): PBL is also a school-wide instructional strategy, which incorporates 21st century skills assessed on a rubric - teamwork, critical thinking, appropriate and efficient use of technology, and clear oral and written communication are key elements. HCSS students will experience at least two PBLs in a year. Teachers will design PBLs often in collaboration with members of their grade-level teams. They will present the PBL plan - including the driving question, project map, desirable outcomes, and rubric - to the class, build student teams, and model effective collaboration, incorporating as necessary direct teaching strategies. As the culmination of the PBL, student teams will present their projects or published on the web. (See attachment II-G)

HCSS-WEST is committed to providing responsive general education classrooms for students of Holyoke, Westfield, West Springfield, and Agawam to meet the needs of all students including students with diverse learning styles, English language learners, students with disabilities, students who enter below grade level, students identified as at risk, and advanced students who perform significantly above grade level. To meet the needs of all learners HCSS-WEST’s science, math, English, and social studies curriculum will provide students with a range of general education supports in the classroom. Lessons will be created with all learning styles in mind with an emphasis on hands on learning and technology. HCSS-WEST embeds accommodations in its classes by providing small class sizes, low student/teacher ratio, online database system, online textbooks, double periods of mathematics and English Language Arts, science laboratory experiences, computer literacy classes, a positive behavior support system11, and more.

As part of the general education services, students will have a one period study hall and/or tutoring, access to the school nurse and counselor, and additional supports. Students may participate in Saturday tutoring, as well as in the high school and middle school mentoring program.

Struggling learners are referred to HCSS-WEST Child Study Team (CST) where highly qualified teachers and support staff make recommendations using the response to intervention methodology12. To meet the needs of advanced students, enrichment programs include advanced placement classes and after

11 Crone, D. (2015). Building positive behavior support systems in schools, second edition: Functional behavioral... assessment.12 Jimerson, S. (2007). Handbook of response to intervention: The science and practice of assessment and intervention. New York, NY: Springer.

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school clubs. In addition, HCSS-WEST provides technology13 for the classroom to better ensure academic success for all students. Technology resources include SMART Boards, clickers, mobile computer labs, laptops, document cameras, and more.

HCSS’ achievements in college and career readiness for diverse populations have surpassed both the sending districts and the state. HCSS college and career readiness achievements include:

Special Education students at HCSS’s MCAS median Student Growth Percentage (mSGP) for the 2014 school year was over 60 in both mathematics and English. Special Education students at HCSS’s median MCAS SGP for the 2015 school year was over 80 in both mathematics and English14.

Special Education students at HCSS’s median MCAS SGP for the 2016 school year was over 90 in both mathematics and English.

ELL students at HCSS’s median MCAS SGP for the 2014 school year was over 60 in both mathematics and English. ELL students at HCSS’s median MCAS SGP for the 2015 school year was over 80 in both mathematics and English5.

Thirty percent of the students earning the John and Abigail Adams Scholarship15 for the 2016 graduating class were students on IEP or 504 plans.

HCSS has graduated 126 students since 2013 and 95% of students are currently attending college or university16.

Over 90% of graduates on a 504 plan are currently enrolled in a college or university7. Seventy-nine percent of graduates who were on IEPs are currently enrolled in a college or

university17. Eighty-eight percent of graduates who participated in the ELL program are currently enrolled in

a college or university17. One-hundred percent of HCSS graduates not attending college or university including ELL

students and students on IEPs, are employed full-time17.

Collaboration and professional development will be valued practices of HCSS-WEST. Collaboration will take place formally in regularly scheduled meetings such as Child Study Team (CST), new teacher induction year program, grade level meetings, department meetings, academic team meetings, administration meetings, and whole staff meetings. These weekly, monthly, and quarterly meetings foster collaboration among teachers, department heads, and administration to improve implementation of the curriculum and instructional practices. Informally, collaboration occurs due to the small size of the school and the nature of the facilities. Having a welcoming teachers’ lounge and positive school culture encourages collaboration among staff at all levels.

Professional development at HCSS-WEST will foster growth in instructional practices and help to

13 Why Integrate Technology into the Curriculum?: The Reasons Are Many. (2008, March 16). http://www.edutopia.org/technology-integration-introduction14 Given data is taken from: http://profiles.doe.mass.edu/state_report/selectedpopulations.aspx15 Massachusetts Comprehensive Assessment System. (2013, November 29). from http://www.doe.mass.edu/mcas/adams.html16 StudentTracker for High Schools | National Student Clearinghouse. (n.d.)., from http://www.studentclearinghouse.org/high_schools/studenttracker/17 Data polled from HCSS graduates Sept. 2015

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address the unique needs of all students. HCSS-WEST will require all teachers to attend an orientation program based on our curriculum and educational settings, before the academic year begins. The orientation will allow time for staff team-building, curriculum development, and instructional workshops and training. During this time, administration will share school expectations and academic policies for both new and returning staff. In the first charter year HCSS-WEST staff will attend an additional orientation before school begins as part of their induction year program to provide system knowledge of HCSS-WEST and the district.

Throughout the year, professional development will take place weekly during Monday meetings. Regularly scheduled professional development half days will be scheduled throughout the school year to address the needs of the staff. The focus of professional development will range from differentiated instruction, building relationships with students and parents, and using data effectively, to effective classroom management strategies. Sessions will also incorporate accommodating the needs of ELL and Special Education students. Moreover, HCSS-WEST will also provide training to focus on specific classroom strategies. This will be achieved through the sharing of best practices among teachers. To enhance sharing, teachers will be required to complete peer observations quarterly.

Professional development needs will be determined by HCSS-WEST administration. The administration uses teacher surveys, special education and ELL self-evaluations, state mandated trainings, student and staff needs, and best practices to determine professional development topics. The administrative team will also encourage the staff to sign up for professional development opportunities outside of the school that they believe will benefit their professional practice.

At Hampden Charter School of Science, the faculty and administration are dedicated to improving individual student performance. The staff here at HCSS uses individual action plans, an in depth database, weekly grade level or department meetings, data driven analysis, and continual communication between staff members to assure each student’s potential is reached.

Individual action plans for students begin with a review of practice MCAS scores as well as the student’s individual GPA. Students who are failing courses or are receiving less than proficient scores on their MCAS will be referred to core teachers and be considered for individual action plans. These plans include tutoring during study hall as well as tutoring after school and on Saturdays. During these tutoring times, small groups of students work with the teacher on essentials skills, bolstering standards-based knowledge and abilities.

The HCSS database is an essential tool that staff and parents alike use on a daily basis to enrich the learning experience of the students. The database allows faculty to post assignments, by description or PDF file, allowing students to access their homework or class work remotely. Grades are entered on the data base weekly and students have open access to current grades and grading policy. The database is an effective tool for parents to keep track of how their student is doing in school and what work may be missed.

The faculty at HCSS-WEST will hold department and grade level meetings on alternating weeks to increase communication and sharing of best practices. During department meetings, teachers gather

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according to department and discuss curriculum, best practices, subject-centered issues and work on cross-grade projects. During grade level meetings faculty meet according to the grade they teach and use this time to assess issues with certain students, discuss best practices, plan cross curricular projects and share upcoming projects, exams or essays so that all faculty may work together more smoothly. Administrators visit meetings to check in and answer questions that the staff may have.

Data driven analysis and teaching is essential to the faculty and staff at HCSS. Review of test results by the administration and faculty allows both groups to identify the strengths and weaknesses of the students. Standard-based analysis and curriculum mapping are the two main tools used to assess student performance throughout the curriculum and state testing. By continually monitoring student achievement through data the staff is better equipped to design meaningful learning.

As in any good relationship, communication is paramount for a successful partnership between the HCSS administration, faculty, students and parents of HCSS Teachers and administration use e-mail and phone communication regularly to communicate with each other and parents. All faculty e-mail and phone numbers are on the school’s website so each faculty member may be reached in more than one way. A round table meeting with a struggling student, his or her parent, the teachers and the administration is a strategy used so that all stakeholders can collaborate on a solution.

Teacher Evaluation

HCSS uses its own Educator Evaluation System derived from the MA Model Educator Evaluation System with the addition of specific measurable HCSS indicators. (See attachment II-F for the HCSS Teacher Evaluation sample report and rubric)

Multiple steps are required to implement this system, which encompasses reviews of curriculum maps, pacing guides, and lesson plans; observation of teaching, use of technology, successful Project Based Learning units, student assessment, and student feedback survey results; family and community engagement via home visits, different tools of communication, and participation in school events; and performance on indicators supporting positive professional culture, including personal attendance, completion of peer observations, as well as timely response to tasks such as student attendance, emails, and preparation of substitute folders.

The process happens according to the timeline (please see attachment II-F for sample teacher evaluation calendar). HCSS educators receive training in SMART Goal formation (Aug-Sept), set and receive approval for goals and goal measures both state and district-determined (Oct-Dec), and implement plans to achieve Student Learning and Professional Practice Goals (Nov-June).

Mid-year formative evaluation meetings are scheduled for all staff in January/February to discuss progress on Student Learning and Professional Practice Goals, performance on the standards of the MA Teacher Rubric and HCSS indicators, and to confirm that teachers are receiving the supports necessary and to plan and implement any additional support.

End-of-year summative evaluation meetings are scheduled for all staff in May. When marking period three closes in April, teachers review and graph their available student learning goal and professional

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practice data in order to share their progress. Teacher reflection on this data merges with conversation on specifics of performance on indicators of the MA and HCSS rubrics to create positive and energizing dialogue. A significant outcome is that collaboration on formulation of both student learning and professional practice goals for the new school year begins, goals to be sharpened when school wide results from spring state tests are in.

C. Student Performance, Assessment, and Program Evaluation

Student Promotion and Graduation

Promotion, graduation standards and grading scale (see attachment I-C) will be the same as HCSS.

Promotion in middle school requires the students to meet the criteria below:

1. A student must maintain a yearly average of 65 or higher in each English, math, social studies and science course.

2. If a student does not meet the criteria above in any course, he/she must take a proficiency test in that course and earn 70 or above to advance to the next grade level.

3. HCSS does not offer summer school.

Promotion in high school requires the students to meet the criteria below:

2. A student must maintain a grade average at least 65 on a scale of 100 in order to earn the credit for the specific course.

3. HCSS does not offer summer school. At the end of the freshman, sophomore or junior year, students are encouraged to make up credits or courses lost during that year at an approved summer school to ensure that the number of credits necessary for graduation is achieved. It is recommended that a senior who has not met the graduation requirements attend an approved summer school (high school and/or college or junior college) and make up credits or required courses immediately in order to receive his/her diploma in August of the year he/she was to have graduated.

4. Students may not make up more than two required courses (ELA, math, U.S. history, etc.) in summer school.

5. The student must have all summer school courses approved by HCSS administration.6. Courses passed in summer school or courses that are taken through tutoring outside of the

normal semester or year-long timelines become a part of the student’s permanent record. A grade of Pass (P) or Fail (F) is recorded, and the grade is not calculated in the student’s GPA.

Regular school attendance is essential for the student to make the most of his or her education to benefit from teacher-led activities, to build each day's learning on the previous day’s, and to grow as an individual. It is also the law in the state of Massachusetts. Promotion in middle and high school requires the students to meet the attendance criteria below:

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1. If the student reaches (5) five unexcused absences within one quarter marking period, that student shall fail all subjects with a (45) forty-five within that marking period.

2. If the student reaches (10) unexcused absences within school year, that student shall fail for the entire school year. There will be no make-up exam for unexcused absences.

3. If the student misses fifty percent (50%) or more of classroom instruction periods within one quarter marking period, the student will receive an incomplete grade within that marking period whether the absences are excused or unexcused.

HCSS-WEST will prepare the students to meet the Standards for the Massachusetts Competency Determination and also cover all the requirements of The Massachusetts High School Program of Studies (MassCore) program. HCSS-WEST will set rigorous graduation requirements to make sure its students arrive at college well prepared, without the need to take remedial courses in college (see attachment I-G).

Student Assessment

HCSS implemented a well-structured assessment system to measure the students’ performance and progress as an important component of the academic program. This successful assessment system plays a critical role in the success of HCSS and will be replicated at HCSS-WEST.

The assessment systems are essential to evaluate and improve the student learning. Assessments will be implemented to eliminate misunderstandings and to ensure that the goals of a lesson, a unit, a standard or a course are being achieved successfully. Assessments provide data for further instruction, allowing educators to prepare a better educational environment and educational activities. Moreover, assessments are used not only for assessing students but also for assessing educators.

HCSS-WEST’s evaluation and assessment will be conducted on an annual, quarterly, weekly, and daily basis in all curriculum areas. These assessments will enable the faculty to identify each student’s individual strengths and weaknesses and design and implement individualized action plans for the students. They will also serve as the opportunities for the teachers and the administrators to follow the overall progress of the school and to critique the programs, adapt instructional approaches, and establish new goals and expectations to better serve the student population. The Dean of Academics has the responsibility to implement and oversee the assessment system.

External Assessments

The state tests will be administered according to the DESE schedule. The results of the state tests will help evaluate student and school progress and success in comparison to the districts HCSS-WEST serves and to the state.

Another standardized test HCSS-WEST will utilize is College Board’s PSAT. The PSAT is chosen because it is in line with the HCSS-WEST’s mission of career-oriented college preparation. Student progress will be monitored, and strengths and weaknesses will be identified. The college guidance

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counselor will work with students to have an action plan for college applications based on the analysis of the PSAT, other standardized tests, and previous data. All students will take PSAT, SAT and/or ACT before or in their senior year. Courses for SAT test preparation will be available as part of the college preparatory after-school and/or Saturday program. Students will be encouraged to take AP and SAT II tests to get ready for college. PSAT and SAT test results will provide comparative state and national data to ensure HCSS-WEST students’ college readiness.

Students will be encouraged to participate in regional, national, and international competitions and science fairs. Performance in these competitions will also be used as external assessment tools for those who participate.

Once enrolled in the school, each student will complete a home language survey. If the student indicates a native language other than English, the student will be tested to assess the need for ELL services. All students that qualify with ELL services will also be tested every spring. ELL students will take ACCESS test each year.

Internal Assessment System

Data driven instruction is an important part of HCSS. The school implemented a school-wide assessment system where students take in-class benchmark assessments during the quarter, and quarter final exams at the end of each quarter for math, ELA and science. This internal assessment system will also be replicated at HCSS-WEST.

In these quarterly tests, the state test format is followed to give students the experience of authentic state test questions to allow them to practice test taking skills. HCSS students benefit from this experience to improve themselves. Benchmark Assessments will help track student progress before the end of the quarter and give chance teachers to take critical action to help students in a timely manner. Benchmark assessments will be created with the collaboration of teachers and department heads. In math, ELA, social studies, and science classes 30% to 50% of the grade will be based on school-wide internal assessments. The rest of the grade will be based on classroom assignments and projects. Students will be expected to score at least 65% for each benchmark. Students who perform below proficiency level will be able to utilize benchmark corrections opportunity to master the assessed standards and increase their benchmark score. Quarter finals will be cumulative and include all standards assessed in previous benchmark assessments.

After the tests have been assessed by teachers and returned, students have the chance to discuss their test answers and strategies for solving questions, as well as evaluate their own open response answers against a rubric. This allows students to make necessary changes in their prose constructed responses and become familiar with state test open response expectations. These quarterly tests create opportunities for teachers to evaluate the progress of their students and determine areas of review for individuals or for the entire class. Teachers will provide all necessary help including whole class re-teaching and small group or individual tutoring to improve student mastery. Staff are trained at the beginning of the year to be able to use assessment tools effectively.

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Administration encourages and supports all teachers in utilization of the assessment system. After each quarter final, all results are analyzed by the administration. Teachers from the department, administration and special education teachers participate in the action plan meetings. Data derived from the internal assessments and previous years’ MCAS/PARCC results will be discussed in these action plan meetings. Along with internal assessment analysis, the Edwin Analytics tool will be utilized to in the analysis of the data.

Results are used to:

Assess whether teaching and learning objectives were mastered on the class or grade level

Assess individual proficiency.

Identify student strengths and weaknesses.

Allow teachers and administrators to review classroom data to use it for instructional planning

Identify effective and ineffective instructional strategies, track student progress, and improve overall student achievement.

Establish study groups for tutoring

Create action plans to help students close the gap

Dean of Academics will closely follow the implementation of action plans and student progress.

Class work and homework, benchmarks, quizzes, and written and oral exams within each subject will also be part of the internal assessment system. Homework will be graded both for mastery and effort. Quizzes will be administered at the end of topics, and exams will be administered at the end of units. Benchmarks are administered to measure the proficiency on different standards. Benchmarks and quarter finals are also used to create a standard-based report for students who will take the state test. Most tests will include open-ended questions.

Homework

Teachers will rely on homework to reinforce understanding of concepts introduced and discussed in class, ensuring fluency in the material. Students and parents are expected to take homework very seriously as one of the key components of the learning process. Homework will be graded both for mastery and effort.

At HCSS-WEST, we believe that teachers’ involvement in students’ academics is not enough; involvement must be a joint effort of school and parents. HCSS-WEST will utilize a database to inform parents about students’ homework. Teachers will post the assigned homework in the database. This web-based system will enable parents to monitor the grades, attendance, and also homework assignments.

HCSS-WEST will use data to measure progress towards non-academic goals, too. The school will implement a merit and demerit system that will clearly log students’ acceptable and unacceptable behaviors. The system will be followed through a discipline module in the student database. The system will articulate a list of behavior violations and assign a number of points for each specific example of

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misbehavior. When points are incurred, teachers or administrators will enter the points onto the school’s student database so that students and parents can check on accumulated point totals at any time. Students will also be able to earn reward points, which will decrease the number of discipline points. By carrying a negative balance of discipline points, by earning a greater number of reward points, students will be rewarded through various activities.

Through the point system, HCSS-WEST will be able to measure student progress and the efficacy of character education program. Quarterly school wide point reports will be analyzed by the Dean of Students.

Positive Behavior Interventions and Supports (PBIS) is another system tool HCSS-WEST will implement to reinforce positive student behavior. Students will receive positive behavior points called “wolf bucks” from their teachers for their positive behaviors or improvement. Students will be able to use wolf bucks to purchase supplies at the lunch time school store.

Student of the month is another program HCSS-WEST will use to reinforce positive student behavior. Student of the month and most improved student will be selected from each grade level in monthly grade level meetings. The Dean of Students will be responsible for following both PBIS and student of the month positive behavior systems.

Student progress reports will be sent to students and parents each month. These will contain student attendance information, academic grades, and the teachers’ comments about the students. Quarterly report cards will contain student attendance information, detailed academic and non-academic profiles, and teachers’ notes. The school will also make an effort to send report cards in foreign languages as needed. These report cards are available to the families through a securely accessible password protected website. A password-accessed database will be updated when the new grades are available. The database can be accessed by the Board of Trustees, teachers, and administrators; parents/guardians will be able to view this information for their children only. The dean of academics will be responsible in sending student progress reports and report cards. (See the attachment II-D for a sample report card.)

HCSS will send home an informational flier about how to use HCSS website to monitor student progress and communicate concerns/suggestions via website. For those who have never used a computer or the Internet, the school will try to provide a basic training, either through school resources or through collaboration with local non-profit organizations. Usually, low-income families work long hours and are paid hourly; thus, they might not be able to visit the school for teacher-parent discussions. To overcome this problem, home visits will be conducted by teachers as necessary. During home visits, teachers will discuss student progress, programs, and planning; parents will provide priceless feedback and input, and students, as a result, will improve both academically and socially.

To inform the public about the yearly progress of the school, HCSS will submit an annual report to the DOE which will include the results of internal and external assessments. Quarterly and annual summary reports will be disseminated to the charter authorizer, school board of trustees, school staff, parents, and the community at large.

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Professional development is a key to improving student performance. HCSS-WEST will provide frequent, diverse, and meaningful professional development with specific attention to the areas of academic weakness that are identified through assessment data. As a part of action plan meetings, administrators and teachers will discuss changes regarding practice and/or curriculum in the areas that need to be improved.

Action plan meetings and grade level meetings are the primary mechanism to monitor student progress in relation to the school’s curriculum. These meetings will, therefore, focus on student performance. Students in need of support will be identified, and curricular and instructional changes will be implemented. Teachers will prepare interventions to address the areas of weakness. They may modify their lessons, re-teach, or group students according to need. Students will be offered the opportunity to attend after school and/or Saturday school based on assessment results. During that time, students can receive help on their identified weaknesses and benefit from small group instruction or individual tutoring.

Teachers and administrators will use the assessment data to identify trends in terms of student areas of strength and weakness. Based on this evaluation they will determine whether students need one-on-one tutoring or some type of enrichment for a specific topic or course. Assessment data will also be used to determine appropriate student support services for those students who fail to attain the desired student outcomes.

HCSS-WEST teachers will engage in ongoing assessment of their students through observation, examination of student work, running records, exit tickets, and other informal methods so that they are aware of where each of their students is in relation to mastering the standards. School wide practice tests and quarter final assessments will be common in both schools and will be used for data comparisons. Sharing data across campuses will allow us to identify patterns in strengths and weaknesses. As a result, we will revise our curriculum and share best practices as well as collaborate to plan interventions for struggling students.

Directors are responsible for overseeing the administration of assessments. Data from both schools’ assessments will be collected and compared with the other schools in HCSS network. HCSS Practice MCAS tests and quarter finals are administered by classroom teachers during a set assessment window. After the assessment, teachers score the results, create action plans and enter them into our database system. Our customized ExamView program provide teachers with a wealth of valuable, real-time information: the program calculates student results, compares those results for each student with that student’s prior performance, disaggregates the data by standard assessed, and compares class, item, and school results with the results from all HCSS students in prior years, from Massachusetts students, and from students in the top performing districts. Data also evaluate student progress by comparing current results to the student’s performance last year and the student’s performance throughout the course of this year. The absolute results and growth data are also used in determining which students require more support to reach our achievement expectations.

HCSS-West plans to monitor English Language Development (ELD) for our ELL population by administering the ACCESS test in January and the WIDA MODEL (Measure of Developing English

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Language) in May of each year. These formal assessments will allow our ELL department to track English language development, create individual learning goals, and guide our determinations about students’ English proficiency levels.

Monitoring progress toward nonacademic goals is mostly done through teacher observation and self-reflection. In the arts and in PE, progress is assessed through teacher observation. For character development, progress is monitored through teacher evaluation and self-evaluation of how students are behaving against the character standards for each grade level.

We will report performance and progress in a variety of ways. We will report individual student progress to parents/guardians throughout the school year. We provide parents the report cards that detail their students’ academic and social conduct and attendance every week. Additionally, we provide parents with progress reports, three times annually.

Stakeholders will use data in different ways. The board of trustees will use the data to evaluate the Director(s), as they bear direct responsibility for student achievement, and to determine areas of success and areas of concern. School administrators will use achievement data to evaluate teachers, revise standards, guide revision of curriculum, and identify areas of strength and areas of concern. Teachers will use the data from their students to inform their own professional development, determine which students require additional support on which standards, and revise lesson and unit plans. Students will use their assessment data to reflect on their own performance and develop action plans to improve performance; we deliberately train our students to use data to set goals for themselves and decide how to work hard to reach those goals. Parents can use data to determine their own child’s level of performance, evaluate the effectiveness of the school, inform their opinions during parent meeting sessions and evaluations, and ultimately determine if they want their child to attend our school.

Subsequent to DESE approval of our HCSS-WEST application, but prior to the first day of school, the HCSS-WEST administration team will conduct a review of the accountability plan for HCSS-WEST and then present suggested changes to the School Board. The School Board will then approve any changes to the accountability plan of the original HCSS and incorporate the same changes into the draft of the accountability plan for HCSS-WEST. The School Board will then submit the approved draft to the DESE for approval.

The board will analyze data relative to the accountability plan through regular “dashboard” updates at each meeting. In addition, the board will review the school’s annual report each year, which will lay out the extent to which the school has met each goal of the accountability plan, and will use those results in turn to inform its annual evaluation of the CEO.

D. Supports for Diverse Learners

1. English Language Learners

HCSS-WEST is committed to providing comprehensive and high quality services for the English Language Learner (ELL) population and to meeting all requirements of state and federal legislation. HCSS-WEST will follow the Hampden Charter School of Science ELL Procedure Handbook. All

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teachers at HCSS-WEST will be supportive in creating a warm classroom environment where the ELL student is supported and accommodated in a Sheltered English Immersion (SEI) instructional model. Students will receive both components of Sheltered English Immersion Instruction through direct ESL instruction and sheltered content instruction that is aligned to the most current Massachusetts Curriculum Frameworks and integrates WIDA English Language Development (ELD) Standards.

Using the SEI model, HCSS-WEST will design and implement curriculum to assure that ELL students receive effective English language and content instruction at appropriate academic levels. Content and curriculum of sheltered content classrooms will be appropriate in age span and grade level of the students. HCSS-WEST ELL curriculum will be a living curriculum and based on the WIDA English Language Development (ELD) Standards, the Massachusetts Curriculum Frameworks/Common Core, and the instructional needs of our ELL population.

HCSS-WEST will provide ELL students equal access to academic programs and services. HCSS-WEST will provide access to the full range of academic opportunities and supports afforded non-ELL students, such as guidance, college and career counseling in a language that the student understands, special education services, Section 504 Accommodation Plans, Title I services, and all other school supports.

HCSS-WEST will ensure ELL students are taught to the same academic standards and curriculum as all students, and will provide the same opportunities to master such standards.18 ELL students will have the same opportunities to enter academically advanced classes, receive credit for work done, and have access to the full range of programs. HCSS-WEST will use grade appropriate content objectives for ELL students that are based on the district curricula in English language arts, history and social science, mathematics, and science and technology/engineering taught by qualified staff members.

HCSS-WEST will use qualified ELL staff and appropriate procedures and assessments to identify students who are ELLs and to assess their level of English proficiency in reading, writing, speaking, and listening. The ELL department using the Home Language Survey will screen new students at HCSS-WEST. The survey will be provided to all incoming HCSS-WEST students in their enrollment package. The survey will be available in English, Spanish, Turkish, Russian, and all other high incident languages. Interpreters will be available to help fill out surveys when needed.

Students whose Home Language Survey indicates they have once been evaluated for English as a Second Language (ESL) or currently participate in an ESL program will be evaluated by the WIDA Access Placement Test (W-APT). Students who attend HCSS-WEST Spring ELL W-APT testing day will also be administered the WIDA Access Placement Test (W-APT).

Students whose Home Language Survey indicates a first language other than English, but who did not attend the spring testing period will be screened to determine if ELL testing is appropriate. ELL staff will observe those students in a classroom setting, evaluating speaking and reading skills. ELL staff will evaluate a sample of students’ writing using the WIDA Grade 6-12 Rubric for Writing. ELL staff will

18 August, D., & T. Shanahan (Eds.). (2008). Developing literacy in second -language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum.

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discuss the students’ language proficiency and academic progress with their classroom teachers. ELL staff will compile the data from the observation, writing rubric, and teacher feedback. Using this data and the home language survey, the ELL staff will determine if it is appropriate to administer the WIDA Access Placement Test (W-APT). For those students for whom it is appropriate, the assessment is administered.

HCSS-WEST Child Study Team (CST) may also refer students during the school year to the ELL department. An ELL staff member will consult with the student’s teachers to determine if the student is having difficulty in their English language proficiency across the curriculum. If two or more teachers agree that the difficulty in the student’s academics could be due to their English proficiency, a record review will be conducted. When evidence shows an English proficiency issue exists, a W-APT will be conducted.

HCSS-WEST will annually assess the English proficiency of all ELL students in grades 6-12 using the ACCESS for ELLs, administered by qualified staff in modals of speaking, reading, writing and listening. Only staff members who have participated in training and who have passed a certification test in the relevant subtests of the assessment administer the ACCESS for ELLs test.

ELL teachers will provide ELL students with direct instruction in both the push-in and pullout settings depending on their ELL WIDA level. Qualified ELL students will experience direct pullout ELL instruction from licensed ELL instructors. Pullout instruction will be scheduled during non-core classes as much as possible. The same instructor may push-in to general education in the core classroom using the co-teaching model19 for additional direct instruction. By providing both push-in and pullout ELL instruction, students will grasp the content and improve their English language acquisition.

HCSS-WEST will have on staff each school year at least one teacher who has English as a Second Language or ELL licensure. HCSS-WEST will take steps to ensure that each core academic teacher of one or more ELLs, as defined in 603 CMR 7.02, participates in cohort training to obtain SEI Teacher Endorsement during the designated time frame. Teachers may choose to take the SEI course or the RETELL MTEL. The Dean of Special Services (DSS) will compile a list of SEI endorsed teachers and teachers awaiting endorsement.

HCSS-WEST will conduct periodic evaluations of the effectiveness of its ELL program in developing students’ English language skills and increasing their ability to participate meaningfully in the educational program. HCSS-WEST will evaluate the ELL program in multiple ways including English language proficiency test data of its ELL students individually and in the aggregate, state test scores, students’ grades, action plan meetings, and ELL self-evaluation. In areas that the program is not effective, HCSS-WEST will take steps to make appropriate program adjustments that are responsive to the outcomes of the program evaluation. These steps will be documented in a written report, action plan meetings, and as necessary in our ELL curriculum.

19 Zacarian, D. (2011). Transforming schools for english learners: A comprehensive framework for school leaders. Thousand Oaks, CA: Corwin Press. doi: http://dx.doi.org/10.4135/9781452219707

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In year one, the ELL department will be supervised by the Dean of Special Services (DSS) and will include up to two ELL teachers based on the needs assessment. In year three, an additional ELL teacher will be hired based on the need. The DSS will hold a Massachusetts Administration License and hold SEI Administration Endorsement, with a starting salary of $70,000. The ELL teachers will hold Massachusetts English Language Learner Teaching Licensure, with a starting salary of $45,000. According to the data provided on DOE’s web site20 for year 2015-16, the number of ELL students is 24.6% for Holyoke school district, 4.4% for Agawam school district, 8.3% West Springfield, and 4.7% for Westfield school district. Based on 10.5% average, the ELL teachers will devote 100% of their time to English Language Learner education. The Dean of Special Services (DSS) is a network position and will devote 50% of time to HCSS-WEST. Of this time, 30% will be devoted to English Language Learner administrative duties.

2. Special Education

HCSS-WEST is committed to providing comprehensive and high quality services for students with disabilities to meet all requirements of state and federal legislation. HCSS-WEST will follow Hampden Charter School of Science District Special Education and Civil Rights Procedure Handbook. It is our belief that the general education curriculum, guided by the Massachusetts Curriculum Frameworks, offers special education students the best opportunity to be successful in school and in life. HCSS-WEST believes that improving the educational results for children with disabilities is essential to ensure equal opportunity, full participation, independent living, and economic self-sufficiency.

HCSS-WEST is committed to the practices of inclusion and Universal Design for Learning (UDL)21. Inclusion is the practice of supporting students with disabilities in age-appropriate general education classes and providing the specialized instruction outlined by their individualized education programs (IEPs) within the framework of the common core curriculum22. HCSS-WEST will also practice Universal Design for Learning (UDL). HCSS-WEST practices UDL by providing small classroom sizes, low student teacher ratio, a student information system that provides homework, classwork, and grades online, and access to online textbooks. By combining the inclusion setting and UDL, HCSS-WEST will provide special education students with an academically rigorous education in the least restrictive environment23 while following the individual education program (IEP). In addition, HCSS-WEST will offer specialized study halls with homework support, a mentoring program, a positive behavior system, pullout services and an emphasis on inclusion and co-teaching to meet the needs of special education students.

Special education services will be available to students with special needs to fulfill the continuum of services criteria by providing full inclusion, partial inclusion, substantially separate, and

20 Given data is taken from: http://profiles.doe.mass.edu/state_report/selectedpopulations.aspx

21 Meyer, A., Rose, D.H., & Gordon, D. (2014). Universal design for learning: Theory and Practice. Wakefield, MA: CAST Professional Publishing.

22 Salend, S. J. (2011). Creating inclusive classrooms: Effective and reflective practices. Upper Saddle River, N.J: Pearson

23 Individuals with Disabilities Education Act (IDEA) Amendments of 1997, P.L. 94-142, 20 U.S.C. §§ 1400 et seq.

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home/hospitalization programs. Paraprofessionals will be provided to students when required by their IEP. Accommodations will be provided to students when required by their IEP or 504 plans. Pullout services are available to students who need more support than an inclusion class is able to provide.

The following special education services will be available at HCSS-WEST: special education services in the resource room

inclusion - special education services in the general education classroom related services - pull out and inclusion supported study hall counseling services social lunch group Autism Spectrum Disorder Services (ASD) speech and communication services vision services occupational therapy services hearing services transportation

HCSS-WEST will identify students with IEPs before the school year begins through the completed enrollment package. Requests for the IEP for each student with a disability will be issued to the student’s district of residence. This will enable HCSS-WEST to anticipate student needs along the continuum of services, including staffing needs. Special education programs and services at HCSS-WEST will be provided in accordance with federal and state laws and regulations (such as, but not limited to, section 504, IDEA, 603, 34 CFR §300.125, and CMR 28.00) relating thereto, as well as the individualized education program (IEP). A team meeting will be convened within the first four to six weeks of new students entering the school with an established IEP.

Students who do not have an IEP in place but are struggling in one or more academic areas may be referred for a special education evaluation. The referral may come from HCSS-WEST Child Study Team, parent/guardian, or an educational stakeholder. A referral may be made verbally or in writing to the Dean of Special Services (DSS). The DSS will contact the parent/guardian to inform them of the referral and discuss special education evaluation options. The procedural safeguards notice described in federal and state law, along with an initial evaluation consent form will be mailed home within five school days to be signed by parent/guardian. The consent form includes a list of types of assessments to be conducted. Once the consent form is signed, the DSS informs all members of the evaluation team. The evaluation team has appropriate credentials. An eligibility determination meeting is held with the evaluation team, parent/guardian, and all relevant team members within the allotted state and federal timeframe. Students who are found eligible for special education services are provided with an IEP within the time frame required by state and federal law.

Developing an IEP is a team process. HCSS-WEST values parent participation in all IEP meetings. HCSS-WEST will work hard to ensure that one or both parents/guardians of a student are members of any group that makes decisions on the educational placement or educational needs of a student. The IEP

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team consists of the student’s parent/guardian, an administrator with the authority to commit resources, a special education teacher, and a general education teacher. Other members may include relevant service providers, outside evaluators, and the student. The team may use any or all of the following data to develop the IEP:

• Quarterly grades• Last three year reevaluation results• Initial evaluation results• General education teachers’ observations • Special education teacher observations• MCAS scores• Mock MCAS/Final exam scores• Student behavior• Student progress• Parent input• Student input• Graduation requirements• Child Study Team recommendations• Service provider observations• Progress Report• HCSS-WEST online database• Stakeholder input

The IEP will contain specific and measurable annual goals in each area of need as well as the objectives required for the student to reach each goal. The IEP will state what special education and related services HCSS-WEST will provide and when and where those services will be provided. The IEP Team will review the IEP at least once a year. Progress reports will be sent to the parent/guardian quarterly. Additionally, every three years, or sooner if necessary, the school will, with parental consent, conduct a full re-evaluation consistent with the requirements of federal and state law. The IEP process will be centered on these three key points:

• The involvement and progress of each child with a disability in the general curriculum, including the addressing of the student’s unique needs that are tied to the disability,

• The involvement of parents, students, special educators, and general educators in meeting the individualized educational needs of students with disabilities,

• The critical need to prepare students with disabilities for independence and employment and other post-school activities through individualized transition plans. Formal transition planning begins when the student reaches the age of 14.

For students identified with a disability, the IEP Team considers and specifically addresses the skills and proficiencies needed to avoid and respond to bullying, harassment, or teasing. Whenever an IEP Team’s evaluation indicates that a student’s disability is in the area of ASD and/or affects social skills

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development, or when the student’s disability makes him or her vulnerable to bullying, harassment, or teasing, the IEP Team addresses the skills and proficiencies needed to avoid and respond to bullying, harassment, or teasing.

When an IEP is accepted in whole or in part by that student's parents/guardians, HCSS-WEST begins services on the date the signed IEP is received by the DSS. The DSS, with help from the special education department, disseminates the IEP to relevant staff members and service providers. Each teacher and provider specified in the IEP is informed of his or her specific responsibilities related to the implementation of the student’s IEP and the specific accommodations, modifications, and supports that must be provided for the student under law. The DSS schedules the appropriate services to begin immediately.

Special education services will be delivered within the school’s daily schedule. Special education teachers will provide students with both push-in and pullout services depending on their IEPs. Special education students will receive pullout instruction from licensed professionals such as the special education teacher, speech and language pathologist, vision specialist, occupational therapist, and/or school counselor as indicated on their IEP. Pullout instruction will be scheduled during non-core classes as much as possible. By providing push-in inclusive services, students are able to make progress comparable to their general education peers.

Each year HCSS-WEST will evaluate its special education program. HCSS-WEST will collect and analyze data to compile in a written report that makes recommendations for improvement of the special education program and school. HCSS-WEST will share the results of the evaluation and the data that was collected with participating groups, and appropriate staff and personnel, including the PAC. HCSS-WEST will follow-up with additional evaluation and/or trainings in the areas in need of improvement (in the following school year). HCSS-WEST will provide in-service training in the identified areas of need. HCSS-WEST will follow a three-year evaluation cycle. In year one, there will be self-evaluation by special education parents; in year two, self-evaluation by general education teachers; and in year three, Coordinated Program Review.

In year one of HCSS-WEST, the Special Education Department will include the Dean of Special Services (DSS), two Special Education teachers, and four paraprofessionals. Each subsequent year, an additional paraprofessional will be hired, making a total of eight paraprofessionals in year five. In year three, an additional Special Education teacher will be hired. The DSS will hold Massachusetts Special Education Administration Licensure and have five years of relevant experience with a starting salary of $70,000. The Special Education teachers will hold Massachusetts Special Education Teacher Licensure with a starting salary of $45,000. The paraprofessionals will hold a minimum of a bachelor’s degree with a starting salary of $25,000. According to the data provided on the DOE’s web site24 for year 2015-16, the number of Special Education students is 23.9% for the Holyoke school district, 16.3% for the Agawam school district, 20.1% for the West Springfield school district, and 18.2% for the Westfield school district. Based on the 19.6% average, the Special Education teachers will devote 100% of their time to special education. The paraprofessionals will devote 90% of their time to special education. The

24 Given data is taken from: http://profiles.doe.mass.edu/state_report/selectedpopulations.aspx

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Dean of Special Services (DSS) is a network position and will devote 50% of time to HCSS-WEST. Of this time, 70% will be devoted to special education administrative duties. HCSS-WEST anticipates to outsource some services such as speech and language therapy and occupational therapy to Future, Inc. HCSS-WEST anticipates outsourcing ADS consulting and psychological evaluations to James Levine and Associates, P.C.

E. Culture and Family Engagement

1. School Culture and Strategies

The goal of HCSS-WEST will be to provide the highest level of education to students of every race and ethnic group and to support these students emotionally, physically, and socially as we provide them with the overall skills expected from a college-preparatory school. Students at HCSS-WEST will look forward to small class sizes, a safe environment in which to learn, opportunities to celebrate their cultural diversity, and programs that are offered to make learning fun and competitive. Staff members at HCSS are willing to spend the extra time to make sure that every individual will be reaching their potential and will be pushed to become a better student. The culture of HCSS will be carried over to HCSS-WEST and to do so, we have plans in place that will be implemented over the first few years and throughout the life of the school.

2. Staff Members

The backbone of our school will be our high standards for both educational rigor and behavioral expectations for all students. In order for this goal to be realized, staff members must submit to the same, if not higher, standards of success. Staff members will attend orientations, professional developments, and trainings on a weekly, monthly, and quarterly basis. Staff members will be provided with tools for success and will be given ongoing opportunities for collaboration and clarification. In order to keep teachers accountable, administration will develop a Teacher Evaluation System and a system of checkpoints in order to collect accurate data. Checkpoints will be scheduled for various items such as updating grade policies, reviewing the number of assignments given, and peer observations. At the end of the year, administration will review the data for every staff member in the school to make sure that we hire returning staff that match our level of dedication. Staff members will be encouraged to become active members of the HCSS community. Staff involvement in after school activities, attendance at sporting events, and chaperoning school events will be important for building a positive school culture. Our staff will be dedicated not only to their rigorous workload but also to the overall well-being of their students.

3. Educational Programs

HCSS has developed an array of educational programs and supports that we will implement at HCSS-WEST. The first will be the structure of our school days. We have created a school day where we

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provide two periods of math and ELA classes for all middle school students and schedule science lab two periods each week. The study hall at the end of each day (Monday-Thursday) is written into our charter to allow students a time for quiet, self-directed study. This will allow students a unique time to work on assignments if their home environment is not conducive to it. Our tutoring program will be held during study hall so that core teachers can work with small groups to help struggling students. If students need more time, they can stay for after school tutoring. Saturday School will be another great opportunity for students. This will be optional for both staff and students..

4. Character Education

This class was created by HCSS to instill in our students values such as accountability, compassion, integrity, tolerance and leadership, and reaffirms our strength as a drug-free, gang-free, peer pressure-free, bully-free, truancy-free, fight-free, and crime-free campus. Every middle school student will be required to take this class every year and its curriculum developed to build upon itself as the students go from sixth to eighth grade.

5. After School Activities

To foster the individual talents and interests of our students, a wide variety of extra-curricular activities will be offered. HCSS West will make sure that students have the opportunity to participate in the competitive math and science teams that have become a staple for HCSS. Math Counts, AMC Math Club, and Science Olympiad will also be featured activities from the inception of HCSS-WEST. We will begin to build the foundation of an athletic program from year one, recognizing that this will take time and student commitment. As with our flagship school, we will hold after school tutoring and clubs Tuesdays and Thursdays from 4:00 pm to 4:45 pm and offer clubs that will be relevant to the lives and interests of our students. Examples of after school clubs include: Science Olympiad, MathCounts, AMC Math, Student Ambassador, Fitness Club, Robotics, Yearbook, Broadcast, Student Council, National Honor Society, and Art Club.

6. Student Behavior and Discipline

a. Handbooks

HCSS-WEST will use the same set of handbooks that has been developed for HCSS. This set includes a comprehensive Staff Handbook, Parent Handbook, Student Handbook, and Code of Conduct. All school rules and policies will be found in these handbooks. They will be mailed to parents before the beginning of school; a form testifying that they have read the handbooks in full will be signed by both the students and parents and returned to the school. The handbooks will also be available on our school website.

b. Discipline

Our Discipline System will be based through the administrative hierarchy that we have set in place. The chain of command includes our Director, Dean of Students, and Assistant Dean of Students,

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working together to keep our school safe. One tool we use will be our discipline points system (DPS), which allows teachers and staff members to assign demerit points to students who are not following school policy and assign merit points to students exhibiting behavior that is above and beyond school expectations. Demerit points will be tracked and at certain thresholds will result in after school detentions, Saturday detentions, contact parent/guardians, and suspension. Merit points will be tracked as well, and can be used to “buy” back demerit points, as credits at the school store, and even tallied to unlock group prizes for each grade every quarter. In this way, we will be able to not only address poor behavior, but reward good behavior- which is commonly overlooked in many discipline strategies. Along with the issuance of discipline points, we will have an alternate study room used when students are sent out of their class and in need of redirection. The full discipline plan has already been developed and will be implemented at HCSS-WEST. In order to make this plan fair for both the general student population and the special needs students, staff members will attend multiple meetings over the course of the school year to understand classroom differentiation techniques, de-escalation practices, and the laws and policies in place. This background knowledge should help staff members deal with situations in an appropriate manner for all students, especially those with special needs.25

c. Dress Code Policy

The HCSS dress code policy was created to ensure a safe and orderly environment, instill discipline, eliminate the competition and distractions caused by varied dress styles and reduce the pressure of brand name dressing, which may especially affect students from low-income families. All students will be required to wear their school uniform every day, beginning the first day of school. The uniform will consist of a school ID, school shirts with HCSS-WEST logo and either tan or navy khaki pants. School shirts will be available for sale from the school. Khaki/navy pants may be purchased at any clothing store. Students scheduled for enrollment in the school who cannot afford to purchase the school’s shirts will be able to request grant support from the Business Manager.

7. Family Engagement

a. Database

Our database will be the main parent communication tool at HCSS-WEST. It will be an online program where staff members can perform a plethora of tasks, including review student information, assign classwork and homework, post grades and discipline points, leave comments, and track attendance. Both students and parent/guardians will have a username and password that allow them to access the database at any time. This will be the best way for parents to track their students’ progress. At each parent orientation and conference, we will have database trainings available for parents/guardians who do not know how to use the system in particular or the computer in general. If parents/guardians do not have access to the internet, we will locate local facilities such as libraries and community centers that they can use.

b. Parent Communication Policy

25 Bear, G. G., Yang, C., & Pasipanodya, E. (2015). Assessing School Climate Validation of a Brief Measure of the Perceptions of Parents. Journal of psychoeducational assessment, 33(2), 115-129.

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The Parent Communication Policy will be important to running our school smoothly and efficiently. HCSS-WEST staff members will be required to answer any parent communication - phone, email, etc. - within 24 hours of contact. Staff members will be encouraged to call parents for both positive and negative classroom behaviors and all parent communication will be logged.

Keeping parents informed about policies, upcoming events, and school news will be a major responsibility for the Activity Coordinator. The Wednesday Folder will be a weekly newsletter that will be emailed to all families with weekly updates and reminders. The Activity Calendar will be updated by the Activity Coordinator and includes all school tests, school vacations, and upcoming events including athletic events and senior milestones. This calendar will be found online on the website or in print form at the main office. Our website will be updated constantly to reflect the news and events we would like to highlight. The Activity Coordinator will also run our social media platform and will make news available on Facebook and Twitter.

c. Family Engagement

Family engagement events are central to developing our positive school culture. These range from Parent Teacher Conferences, PTO Meeting and Events, Cultural Celebrations, Fundraisers, Information Meetings, Athletic Events, School Concerts, and College Preparatory/Financial Aid Consultations. We believe it will be important to celebrate with our families as well as take the time to educate them about our school and the services we provide to them and their students. The Parent Teacher Organization will be a way for families to have an integral role in helping to form the culture and traditions at HCSS-WEST. Using HCSS bylaws, the PTO will be formed in the first year of HCSS-WEST and will meet once a month plus any scheduled PTO events.

d. Home Visits

One system that has proven successful at HCSS is the Home Visit Program. Staff members will be required to complete a minimum of 5 home visits each school year. This will be a more informal and warm way to get to know the students and their families and show that the school is willing to go above and beyond for the success of the students. Parents with modest incomes frequently work longer hours and may be unable to attend school activities and teacher meetings. Home visits will contribute to building a community, learning about the student and family, increasing parental involvement, and providing parents with additional means of interaction with their child’s school.

8. Stakeholder Support

One measure of a school’s success is how it is viewed by its stakeholders. The stakeholders at HCSS-WEST will be our parents, faculty, and students. HCSS-WEST will use a data analytics company (for example Panorama Survey) in order to collect school climate surveys. HCSS-WEST will administer school surveys for parents to complete, teacher surveys for students and administration surveys for staff to fill out. The data will be analyzed and used to help build a stronger school.26

9. Community Outreach

26 Bear, G. G., Yang, C., & Pasipanodya, E. (2015). Assessing School Climate Validation of a Brief Measure of the Perceptions of Parents. Journal of psychoeducational assessment, 33(2), 115-129.

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Having a presence in the Holyoke, Westfield, West Springfield, and Agawam communities will be an important factor in engaging with our students and families. HCSS has built a relationship with local professors from institutions such as UMASS, WNEU, Elms, Westfield State, Northeastern, and Harvard which we plan to carry over to HCSS-WEST. These professors have been guest judges for the science fair, speakers at assemblies, and have helped with STEM related field trips and events. Student organizations such as the National Honor Society and Middle and High School Student Councils will work with local organizations to give back to the community. All HCSS-WEST students will have 40 hours of mandatory community service before graduation, to enable our students to give back to the community and bond with the people we serve.

10. Ancillary Services

HCSS-WEST knows that in order for all students to reach their potential, the school must provide certain ancillary services for individuals with special needs. Under the direction of the Dean of Special Services, HCSS works with a long list of professionals to meet the needs of our student body. Some ancillary services that will be provided at HCSS-WEST will be Speech and Language Therapy, Autism Spectrum Disorder Consultant, Vision Therapy, Occupational Therapy, and counseling and nurse services. Programs that will be developed are the social lunch group, peer mentoring program, and supported study halls.

HCSS has already begun a relationship with Westfield State University and the Inclusive Concurrent Enrollment (ICE) Program. This program provides dual enrollment opportunities for transition students, ages 18 - 21, with intellectual disabilities and/or autism spectrum disorder. In this way, we ensure that our students have all of the tools they need to succeed even after they leave our building. Another local organization that we will work with is the MassMutual Center Financial Group, which will hold workshops about financial aid, saving for college, and the options available for our students and families. We will also try to utilize community resources and contacts to assist with the recruitment of students and master teachers based on our recruitment and retention plan.

11. Nutrition Plan

We believe that school nutrition plan is key a factor to reduce student behavior issues and increase student attendance. At current school, all students receive lunch and breakfast at no charge with its partnership with Springfield Public Schools since it has been added to Community Eligibility Program (CEP) through National School Lunch Program (NSLP). HCSS-WEST will develop a similar plan if possible. HCSS-WEST will follow all federal regulations addressing proper nutrition. Daily breakfast and lunch will be available and offered to all students. If students choose to stay after school for extra help, tutoring, or extra-curricular clubs, the school will provide a nutritional snack and a beverage for each student to adhere to all federal nutritional guidelines.

12. School Nurse

The function of our school nurse is to be present for all medical issues on a daily basis and in medical emergencies. S/he will be responsible for maintaining up-to-date files of student medical records, medications, and emergency contacts- among other things. S/he will understand all state and

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federal laws in regards to position and function and will make sure that HCSS-WEST is following them. We plan to hire our school nurse as soon as the application is approved.

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IX. How will the school demonstrate organizational viability?A. Capacity

The founding team recognizes that establishing and running a successful public charter school requires a diverse set of experiences and qualifications in the areas of education, management, finance, development, and law, in addition to commitment to public service. The members of the founding team have experienced this through establishing and running the flagship school.

The founding team of HCSS-WEST consists of the Board of Trustees and current staff members of HCSS, the flagship school. The table below summarizes briefly the required set of skills that has committed to delivering the same high quality education to new communities.

Since the founding group is currently overseeing a very successful public charter school, they are highly qualified to establish HCSS-WEST in the proposed region. Under the oversight of the current board of trustees and founding group of HCSS became a Proven Provider and Level 1 school. At the same time HCSS received the top scores in MCAS and SGP in the Commonwealth of Massachusetts.

The founding members have expertise in fields such as education, science, management, and law. Founding members with teaching backgrounds provided guidance in developing and reviewing the curriculum and assessment sections, and members with management and law backgrounds provided guidance primarily for developing and reviewing the organizational structure and viability. The chart below shows the experience and qualifications of the founding group in the required areas:

Relevant Experience/Skills and Role in Founding Group

Dr. Volkan Yesilyurt Higher Education, ManagementTarkan Topcuoglu Education, Management, Finance, Community Zully Dinc Community, EducationDr. Ahmet Gunay Community, Higher EducationDiane H. Hunter Community, BusinessPinar Karaaslan Law, Real EstateDr. Nigar J. Khan Higher Education, Management, Development

Currently, the founding team consists of eight members, seven current board members and one HCSS administrator. Summaries of each member’s qualifications are as follows:

Tarkan Topcuoglu has been in education field for more than 18 years, having worked in urban and suburban school settings, specifically in college prep schools, as a teacher, department head, academic dean, and principal. He worked as an academic dean and in start-up process of HCSS in 2009-2011. His most recent administrative experience was working as Chief Education Officer in a college prep charter school serving students K-12 in NJ for five years. Under his leadership, the school has been recognized as a 2016-National Blue Ribbon School Awardee by the US DOE. The school has been transformed from a Low-performing to a High-performing college-prep school, named a Top 10 School by

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JerseyCAN, awarded Silver status as one of America’s Best High Schools by US News and World Report, and recognized as a Reward School by the New Jersey Department of Education. Mr.Topcuoglu has been selected to receive the Terrel H. Bell Award for outstanding school leadership by the U.S. Department of Education at its 2016 National Blue Ribbon Schools Awards Ceremony in Washington D.C. One of seven award recipients nationwide, Mr.Topcuoglu, was selected from a candidate pool of almost 329 principals of National Blue Ribbon Schools. He is married, has two children, and resides in Agawam, MA.

Zully Dinc is a parent of three, residing in Springfield, and a teacher in the Springfield Public Schools. Her teaching experience in Springfield and involvement in the community have been great assets for HCSS. As a long term resident of Springfield she will be a liaison to the local community.

Dr. Ahmet Gunay received his Ph.D degree in chemistry from the University of Rochester. He worked for the University of Delaware and then Worcester Polytechnic Institute as a post-doctoral researcher. He has published several research papers in internationally accredited science journals including the Journal of American Chemical Society. He currently teaches chemistry at Westfield State University as a part-time faculty. He is the father of three and he resides in Agawam.

Diane H. Hunter has been serving on the board for two years. Mrs. Hunter contributes to HCSS through her strong ties with the community and her entrepreneurial spirit. She owns and runs Miss Diane’s Family Childcare in Springfield.

Pinar Karaaslan is a paralegal working for a law firm in Springfield. Her area of expertise is real estate, and her vast knowledge in real estate and law has been providential for HCSS. She has been serving successfully on the board since the inception of the flagship school.

Prof. Nigar J. Khan is the retired Associate Dean of the Graduate School at the University of Massachusetts. Before joining the university she taught social studies in the Amherst-Pelham Regional School District at junior and middle and high school levels. In her current as well as previous positions, she works closely with the science, mathematics, and engineering departments of the University of Massachusetts in developing summer study programs for underprivileged inner city high school students. These programs have worked very well not only in giving students an exposure to these areas of study but also encouraging and preparing them for their future choices. She is also a parent. She will oversee the overall educational program of HCSS.

Dr. Volkan Yesilyurt is one of the founding board members of HCSS and has been serving as chair of the Board of Trustees since 2008. He is currently a post-doctoral research associate in the Koch Institute for Cancer Research at MIT. He is highly motivated with the desire to contribute to community and to help the youth in low performing districts. He holds a Ph.D. from UMass-Amherst in chemistry, and he is also a parent.

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B. School Governance

1. Current and Proposed Charter School Network

HCSS has been serving the community since 2009, and since then the Board of Trustees (BoT) has learned more about the weaknesses and challenges of the education in not only the sending school districts but also in surrounding districts. After receiving charter renewal and observing the weaknesses and sharing their observations with their colleagues, BoT intended to replicate the successful model of HCSS in another location serving three additional communities to give more parents and students a chance to have a high quality education. HCSS has already demonstrated excellence in education as evidenced by its MCAS scores and by the Level 1 school status awarded by MA DESE. Additionally, the BoT is motivated by the idea of helping the youth in the low performing neighboring districts. They feel a responsibility to those communities, and they are driven by a sense of civic duty. In this context, they have embarked on this project to replicate the successful model of HCSS. The feelings of having contributed to the community and helped children, parents, and teachers alike through this replication will be their reward for their efforts. They believe nothing is more crucial to securing a bright future, and they aim to provide the resources to help the children of the Holyoke, Westfield, West Springfield and Agawam to meet high standards. Therefore, they are passionately committed to providing an exemplary environment for the exploration of learning in pursuit of a college degree.

By governing multiple schools, the BoT intends to nurture and support a generation of adolescents that will excel in science, math, and technology, and intends to foster students who will represent the very best both academically and socially, for their families, friends, and communities. Since the founding group is currently overseeing a very successful public charter school, they are highly experienced and qualified to establish and oversee HCSS-WEST for the proposed cities. The BoT is well aware of the challenges and is poised and energized to overcome those challenges.

The BoT’s target is a new school that will be as successful as our current school over the next five years. It is expected that the replication will be less demanding than establishing a brand new school from the beginning, however, we are aware of the challenges. Although the demographics of the new sending districts will be similar to that of the current districts HCSS has been serving, they will not be exactly the same. For example, the Holyoke school district, a Level 5 school district, is currently under receivership due to its chronically underperforming status. Additionally, the Holyoke school district has the highest dropout rate in the state. Therefore, it is highly expected that it will be a serious challenge for us to improve the student achievement and growth for Holyoke students.

The BoT experienced similar challenges in the past because the majority of our students come from Springfield, another low performing school district in the area, where most of the middle and high schools are Level 3 and Level 4 schools. However, the academic success of HCSS steadily increased year by year due to the oversight of the Board, the clearly expressed expectations from the school director, and the policies and procedures put in place. We also believe that parent involvement will help us to reduce the higher dropout rates in Holyoke. HCSS has made significant progress in reaching out to families to establish student-parent-teacher partnerships. Every year HCSS school staff conduct home

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visits. When parents are involved, students get motivated and achieve more regardless of income, education levels, and cultural backgrounds. As a result, building strong relationships with parents will definitely help us to motivate parents and students and to reduce the higher dropout rates.

Although the Board will need to exercise great diligence in its oversight of HCSS-WEST, their demonstrated success will lead to realization of the vision. Academic and financial dashboards will be created to efficiently monitor the schools to allow intervention as needed in a timely manner.

The founding team is motivated to provide the choice of the high quality education that has been available to the communities of the flagship school in three new communities. Holyoke will be challenging because of its history of low performance. There may be challenges in identifying a school facility there that will house the proposed enrollment. Another limitation may be the state limit for charter schools in Holyoke. No matter what the possible limitations, the founding team will work closely with the Charter School Office of DESE to modify and develop the best plans.

One important goal for the Board is to not impact negatively current successful operation of the flagship school. Focusing more on one of the network schools or a particular challenge should not limit the Board or the school administrators from orderly operation of the whole. When a particular challenge is faced, the CEO will shift human resources to overcome the challenge capably. External third parties, consultants, and professionals will be hired based on the challenges.

With the addition of a new schools, the Board will need to monitor the academic program and organizational viability of two campuses, ensure faithfulness to the charter at two locations, and provide support and guidance to each school director on various issues. The Board is ready to manage these challenges.

To ensure the quality of the network the Board will regularly evaluate the performance of both schools. The Board will assesses performance of the schools throughout the school year based on the progress towards the goals and objectives outlined in the accountability plans and in the five year strategic plan. For example, some of the criteria the BoT will use for the performance evaluation of the schools includes, but is not limited to, student performance on internal and external assessments; financial reports showing projected and actual expenditures as well as cash flow; annual independent audits; student recruitment, retention and attrition; and staff recruitment and retention. In addition, the board will perform oversight through its sub-committees, such as the finance and education committees, whose chairs will report and make recommendations to the Board regarding the financial and educational status of the school.

During the past seven years the Board has successfully prepared sound budgets, monitored school’s finances, conducted long-term and strategic planning, and evaluated its Director. The biggest source of revenue is per pupil tuition. Therefore, the Board of Trustees will ensure that the proposed school’s annual budget is sustained by its enrollment. The finances of HCSS-WEST will be closely monitored at the monthly meetings through study of monthly cash flow and yearly forecasts.

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2. Governance Structure

The Board of Trustees has ultimate authority and responsibility for the school. The Board will be responsible for monitoring the financial, educational, and managerial well-being of the school. The current Board of the flagship school, HCSS, will adapt the network model and act as the Board of Trustees for HCSS Network upon approval of HCSS-WEST.

Composition of the Board and governance structure will not change, as a single charter becomes a network of charters. The only change will be increased responsibility to ensure replicating the same high quality education to the new school as quickly as possible sustaining the success of the flagship school. The Board will consider new members from the new region to increase representation.

The management model that the Board proposes is a network management model described below in details. The Board will hire and appoint a CEO who will be responsible day-to-day operation of the network of schools. The CEO will report directly to the Board primarily in the monthly meetings and in other ways as needed. School directors and network staff will report to the CEO.

The Board composition will be the same as - Chair, Vice Chair, Treasurer, and Board members. The Board will have regular monthly meetings and will absolutely comply with the open meeting law. A very important perspective of the Board when running the meetings, preparing agenda, tabling agenda items and voting for resolutions will be successful replication of the model and sustaining success in both schools.

The primary role of Chairperson is to uphold the integrity of the Board processes and represent the Board to outside parties.

1. Chairperson will ensure that the Board behaves in a manner consistent with its own policies and appropriately enforce the Board Members' Code of Conduct.

2. Chairperson shall preside at Board meetings in an efficient and effective manner, and shall set the tone for each meeting through positive leadership.

3. Chairperson will assign Trustees to committees and monitor their functions.4. Chairperson will attempt to arrive at a consensus by the members on Board decisions.5. Chairperson is authorized to officially speak for the Board.6. Chairperson may call special meetings as required.7. Chairperson encourages the team to raise funds.8. Chairperson shall ensure that other Board members are informed of current and pending Board

issues and processes.

The process of the selection and term of office for the Board Chairperson is included in the bylaws (see Attachment I-A).

The role of Vice Chair is primarily to act as Chair in the absence of the Chair.

The role of Treasurer is to head the Finance Committee and present financial reports to the Board.

The role of Board Members is to actively attend Board meetings, carry out their responsibilities in their assigned committees, be actively involve in the discussions, and vote for motions.

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The organizational structure of the Board and decision-making process will be the same as it has been for the flagship school. Upon approval of HCSS-WEST, the Board will adapt the proposed network model and act as the governing body of the network of schools. The Board proposes to hire network staff, which will function under management of the CEO to carry out its responsibilities outlined in the Management section. One significant shift in the Board’s decision making and policy setting practices will be based on not only starting up a new school but also ensuring the replication of the model successfully and smoothly. Sustaining the high quality education at the flagship school is also a primary goal of the Board. The same idea will be a fundamental driving force for subcommittees and administrators.

The Board has established subcommittees that assist and guide the Board in the successful operation of the flagship. The subcommittees will function the same way for HCSS network. These subcommittees will consist of the board members and the school administrative staff. Subcommittees will prepare and present reports to the Board and will require the Board’s final approval before taking any action. These subcommittees will include, but will not be limited to, Governance, Finance, Academics, Facilities, Personnel, and Public Relations committees. The CEO will be a non-voting ex-officio member of the Board.

The Board has utilized professional consultancy services in the past and will continue to have training sessions in the areas of Open Meeting Law, Board Effectiveness, Board self-evaluation and School Leader evaluation. The Board has been working with reputable law, real estate, and consulting firms and other third party companies as needed.

The selection process and term of office for the Chairperson is included in the bylaws (see attachment I-A).

Outside help in the areas of Open Meeting Law, Board Effectiveness and Board/School Leader evaluation has been utilized. DESE-approved professionals conducted these trainings during the annual HCSS board retreats.

3. Roles and Responsibilities

The Board of HCSS will hold the charter for HCSS-WEST and will have ultimate authority as the governing body of this new school along with the flagship school. The Board will be responsible for monitoring the financial, educational, and organizational well-being of the school by ensuring all are aligned with the mission. Key responsibilities of the Board include:

1. Ensuring that the school is in compliance with federal and state laws and regulations 2. Ensuring that the school meets public accountability expectations and is faithful to the terms

of its charter3. Ensuring that the school meets its educational goals and objectives 4. Monitoring the current needs of students and the community and setting goals and objectives

for the school aligned with these needs5. Developing and approving school policies and regulations6. Recruiting, supervising, and evaluating the CEO of the HCSS Network

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7. Approving and/or recruiting school staff8. Approving the school’s business and management plan9. Approving the school’s annual budget10. Overseeing the fiscal health of the school11. Selecting and evaluating the school facilities and approving renovation plans12. Holding monthly meetings open to the public13. Ensuring meetings are held in compliance with the open meeting law14. Providing the means for the professional development of staff and the board itself

The Board will not be involved directly in decisions concerning curriculum, personnel, budget allocation, and vendor selection except through its supervision of the CEO and participation on committees in support of the administration of the school, such as the finance committee. While the Board will set overarching goals, outcomes, and general structures, the school administration will carry out the day-to-day implementation and management.

The Board will comply with the Open Meeting Law requiring boards to hold open, public discussions regarding their actions (unless a specific exemption permits an executive session), inform the public of all meeting times, and keep accurate records of what occurs at their meetings. All meetings are held in the HCSS Board Room, Hampden Charter School of Science, 20 Johnson Road, Chicopee, MA 01022, a location that is accessible to persons with disabilities. Also, this law applies to Board committees or subcommittees. As with meetings of the full Board, the law applies to all subcommittee meetings.

The HCSS Board of Trustees meets monthly. The Board as a whole and each committee have a set of goals and objectives for the year. Members may bring forward new issues for consideration at Board meetings, which may then be referred to the appropriate committee or, if necessary, to an ad-hoc committee appointed by the Board for that purpose. Board committees meet to pursue goals, develop policies, and prepare recommendations for the Board to discuss and vote on at its monthly meetings. For a policy to be adopted, it must receive a majority vote of members present in a legal session of the Board. In each of its monthly meeting, the Board:

1. Reviews and acts upon Federal and State Laws policies for the operation of the charter school

2. Establishes and monitors progress on the mission, vision, goals, and objectives of the school 3. Monitors the needs of the students ensuring that the goals are aligned 4. Conducts, manages, and controls the affairs and activities of the school, and makes rules and

regulations5. Sets priorities and goals and monitors progress6. Evaluates the school leader7. Conducts long term-term financial and strategic plan8. Reviews and acts upon administrative recommendations for hiring and non-renewal of

faculty and staff9. Reviews and acts upon the budget and fiscal operations of the school

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10. Hires qualified personnel to manage the school’s day-to-day operations and holds them accountable for meeting established goals

11. Formulates a long-range plan and charter school accountability plan that ensure the school’s continued stability

12. Manages the property and affairs of the school district according to authority vested in the annual meeting

13. Promotes clear, effective communication between and among community members, the board, and the charter school

14. Performs such other duties as required by state law

The HCSS Board of Trustees meets monthly and fosters open, deliberate, and thorough discussions of each issue that is on its agenda. Members may bring forward new issues for consideration which may then be referred to the appropriate committee or, if necessary, to an ad-hoc committee appointed by the Board for that purpose. Board committees meet to pursue goals, develop policies, and prepare recommendations for the board to discuss and vote on at its monthly meetings. For a policy to be adopted, it must receive a majority vote of members present in a legal session of the Board.

Hampden Charter School of Science Complaint Procedure

Both the school and the Board work in conjunction with one another to hear and resolve any complaints. If a problem arises, both the school and the Board encourage the complainant to address the issue directly with the staff member(s). If the complainant is dissatisfied with the proposed resolution by the appropriate faculty or staff member, a meeting should be scheduled with the Dean of Academics. If the situation has still not been resolved, a meeting should be scheduled with the Director. If this meeting does not resolve the relevant complaint, the complainant should follow the guidelines set by M.G.L. c. 71, § 89(jj) and 603 CMR 1.10. If A parent, guardian or other individuals or groups who believe that the Hampden Charter School of Science (HCSS) has violated or is violating any provision of M.G.L. c. 71, § 89, or 603 CMR 1.00 may file a complaint with the HCSS Board of Trustees. The HCSS Board of Trustees shall respond in writing no later than 30 days from receipt of the complaint in writing to the complaining party. 603CMR 1.10(2). A complaining party who believes the complaint has not been adequately addressed by the HCSS Board of Trustees may submit the complaint in writing to the Commissioner of Elementary and Secondary Education, who shall investigate such complaint and make a written response. In the event HCSS is found in non-compliance with M.G.L. c. 71, § 89, or 603 CMR 1.00, as a result of a complaint or upon investigation, the Commissioner or Board of Elementary and Secondary Education may take such action as it deems appropriate, including but not limited to suspension or revocation of the charter under 603 CMR 1.13, or referral of the matter to the District Attorney or the Office of the Attorney General for appropriate legal action. A parent, guardian, or other individuals or groups who believe that a charter school has violated or is violating any state or federal law or regulation regarding special education may file a complaint directly with the Department of Elementary and Secondary Education

Complaints Regarding Harassment or Acts of Discrimination: An individual who believes that he/she is the victim of harassment or any form of discrimination as a member of one of the fourteen

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protected classes may report such harassment or discrimination to the identified individual in the charter school building who has received training in handling such accusations. Charter schools must ensure that such an individual has been identified and received the appropriate training.

The Hampden Charter School of Science has adopted preliminary procedures to deal with complaints before they reach the attention of the Board. For example, the charter school’s policy could include the following procedure:

“Open Meeting Law Guidelines,” Commonwealth of Massachusetts Office of the Attorney General (2005). 7 I.e., race, color, national origin, creed, sex, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or a foreign language, prior academic achievement.

Step 1: The complaining party should go directly to the staff member with direct responsibility for the problem and try to work the problem out. Step 2: If Step 1 fails, discuss the problem with the school leader. Step 3: If Step 2 fails, meet with several individual Board members or the whole Board before filing a formal complaint. Step 4: If Step 3 fails, file a formal complaint with the school’s Board of Trustees. Step 5: If Step 4 fails, file a complaint with the Commissioner of Education.

The process the Board will use for its own evaluation and development

The board will be evaluated in two ways: self (internal) and external evaluations. For self-evaluation, the board will develop a self-evaluating tool, a survey prepared by the board members. The board members may add new questions if needed. The survey will include questions seeking answers for: 1) Attendance at the annual calendar of meetings. 2) Fundraising 3) Carrying out the charter school's mission and goals. To fully meet this goal, the Board of Trustees must actively participate in the planning process. 4) Efficiency of the board meetings and performance of the board members.

The Board has been working with a few DESE-approved, well-known consultants who are expert in their areas. They evaluate the effectiveness of Board meetings and Board performance. The consultants will also be given the reports of the Board’s self-evaluation studies. The consultant’s report is also to be used in the design of the annual Board development program, if necessary. The Board will continue working with the same consultants for external evaluation and further training.

In 2012, during the renewal process for the HCSS charter, the site visit team required certain training and evaluation for the Board. The Board immediately acted upon the recommendation and hired a consultant, John Tarvin, for regular evaluation and training. The Board received a two-day training and completed webinars on open meeting law. The Board has improved in many ways by means of this evaluation and training. A similar training was repeated in May 2015.

4. Policy Development

Policy development is one of the prime responsibilities of the Board. The Board will focus on the broad organizational policies and the development of the operating policies and procedures. The policy-making process will include the following steps:

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1. Recognize the need for the policy. Committees, the Chairperson or a member of the Board, a staff member, parents, students, or community member can bring forward a need for a new policy to the Board for a discussion (see below how non-members of the Board can bring the idea to the Board).

2. Assign a task force. The full Board will consider the policy need and establish general considerations for the policy. To draft a new policy the Board will assign a team, which may consist of any member of the school including parents and students, and/or outside consultants. The director will be the head of any team established regarding operating policies and procedures. The Board will define the timeline for the task force to execute its job.

3. Draft the policy. The task force will draft the policy based on the Board’s input during the discussion and any suggestions they collect from the members of school. The task force may seek legal and/or expert advice, depending on the policy.

4. Consult legal counsel. Depending on the policy, the task force may seek legal and/or expert advice.

5. Present to the Board for approval. After the task force completes its job and presents the draft to the Board, the Board will review and discuss the draft. The Board may approve the draft or may ask the task force for revisions. If revisions to the draft are required, the second draft must also come to the Board for approval.

6. Review periodically. The Board will review all its policies periodically and revise as needed.

The Personnel Handbook developed by the Founding Group includes administrative procedures that cover hiring, evaluation, promotion, and separation policies; salaries, payroll, workers compensation and benefits package; work day and week hours, vacations, holidays, sick and personal days; snow emergency procedures; health and safety issues; sexual harassment; conflict resolution and arbitration procedures, and all other policies.

Plan for seeking feedback from the school staff, parents and the larger community when setting policy

Parents will have monthly meetings, open to all parents, at which the Director, other staff, and occasionally Board members will discuss school policies and programs and welcome suggestions. Parents will also be encouraged to participate in the programs of the school in many ways, matching their skills and the school’s needs, and they and community members will be invited to attend periodic exhibitions of student work. As well, the Director and school staff will be available to meet with parents or community members as needed, and will often seek out their perspective. At least once a year parents will be asked to complete a survey, which will include the opportunity to comment on school policies.

Feedback from the staff, parents, students, and the community will be the responsibility of the Director. The Director will collect feedback using the following mechanisms:

1. The school’s website will have an option for everyone in the community to submit comments and suggestions through e-mail.

2. The staff will be able to discuss the policies at the monthly full-staff meetings.

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3. The parents will be able to bring their comments and concerns to the Parent Association either in person (coming to the meetings) or through e-mail to the Parent Association President.

The Director will collect and sort the received feedback and report it to the Board during the Board meetings. The Board will make a decision if the feedback requires an action and if the proposed action is appropriate.

5. Board Sustainability

Recruitment, selection, and development plans for Board members

The board will look for new board member/s if the number of board members is less than five, or if special expertise is needed. The individual should have expertise in at least one of the following areas: education, business, science research, real estate, finance, human resources, law, or non-profit management. The board recruitment committee will screen the qualification of the new board member/s and invite him/her for an interview. At the interview, the candidate will be informed about the activities of the board. After acceptance, the new board member/s will have orientation. Along with the new board member/s, all the board members will attend professional development programs for the board. The board will arrange seminars given by professionals from educational institutions and companies. The board members will be encouraged to attend the charter school conferences organized by Department of Education, Massachusetts Charter School Association, and national charter school associations.

The Board always keeps doors open for new expertise and representations. The founding team has been and will continue to be in touch with community members in the new sending districts. A pool of potential candidates will be invited to the school and introduced to the mission of the new school. If and when there is a need for recruitment of new members, experts from the pool of potentials will be invited to join the Board.

Orientation process for new Board members

Board orientation is intended to prepare new board members for their board role in the charter school. The board Chairperson and the CEO typically facilitate the orientation session.

1. Ensure introductions.2. Review several topics, including:

mission, vision, and core beliefs of the charter school the charter school's history the Open Meeting Law and other applicable laws and regulations.

3. Roles and responsibilities of the board and the staff

the administrative calendar that schedules major activities of the board charter school chart, including the list of current and planned committees how the board conducts meetings adequate time for questions and answers. consider assigning a current board member to help orient a new board member.

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involve new members as soon as possible in relevant advisory committee work by asking new members to consider membership on current or new advisory committees.

The majority of the board members have been serving and have continued serving since the inception of the flagship school. Over time some members had to leave. The board has been able to replace them with new members without any interruption in the functions of the board.

The Board will rely on the expertise it developed over the years through the successful governance of HCSS. Also, the Board will also increase its capacity by recruiting new members with expertise in finance, real estate, and management, especially regarding the location of the new school and also seek candidates from consulting firms that have experience managing multiple schools. During the last five years the Board has successfully prepared sound budgets, monitored school finances, conducted long-term and strategic planning, and evaluated its Director. The budget development process is taken on at the Finance subcommittee meetings (composed of the Treasurer, board members, and Director). The school’s finances are closely monitored at the monthly meetings through the study of monthly cash flows and yearly forecasts. Long-term and strategic planning (including the expansion plans) are prepared through committee work. In the past five years, we have been lucky enough in recruiting and retaining two highly qualified and effective individuals with expertise in scientific research and education. We currently have seven members serving on the Board, and we would like to recruit two to three new board members in the next two years to give the Board the necessary diversity and sustainability.

6. School Management Contract

The Board of Hampden Charter School of Science West does not intend to get into a management contract with any educational management organization (EMO) or charter management organization (CMO).

C. Management

HCSS-WEST will implement the same organization chart used at the flagship school. The model has been successful in the operations of the flagship school for 7 years. There have been a few minor modifications in the past. The final version is described below. With the establishment of the second school a network staff structure will be formed to manage multiple schools. With this new structure the Board will hire a Chief Executive Officer (CEO). The CEO will lead the network staff and the schools in the network. The CEO will report directly to the Board.

The network staff duties will be carried by HCSS – flagship school administration to facilitate the replication of the structure at the first year. Director of the flagship school will act as Chief Executive Officer (CEO), Dean of Academics – Chief Academic Officer (CAO), Business Manager- Chief Financial Officer (CFO), IT Manager – Chief Technology Officer, Department Heads - Curriculum Coordinators, and Dean of Special services will serve two schools. As network grows and adds more schools, network staff will be considered as separate positions.

The organization chart of HCSS-WEST will be as follows. The Board of Trustees will govern the

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school. The Board of Trustees sets up all general policies ensuring alignment with the school mission. The Board will be responsible for hiring and supervising the Chief Executive Officer. The CEO will hire the School Director. The Director will report to the CEO. The Deans and the Business Manager will report to the Director. They will also work with their counterparts in the network staff if applicable. The Director will manage the daily operations of the school. The Business manager will be responsible for the fiscal operations of the school.

HCSS-WEST will implement the same chart that has been used in the flagship school. The only difference will be the number of positions in the first year of operation and when the school is at full capacity.

Brief roles and responsibilities for the key personnel of the school will be as follows:

School Director: The school’s Director will be the person responsible for day-to-day operations of the school. He will work closely with the CEO. The director will be a vital link between the CEO and administrative staff, teachers, parents and the school community in creating cohesive relationships. The Director will supervise and evaluate administrative staff of the school. He will also work closely with the CFO to manage the school within approved budget. He will oversee staff professional development plan. He will also be responsible of guidance of school program and curriculum development and instruction adjustments.

Dean of Academics: The Dean of Academics will work closely with the Director and report to him or her. The Dean of Academics will also work closely with the counterpart in the network staff, the Chief Academic Officer (CAO). He or she will supervise individual student performance assessment and achievement. He or she will supervise assessment of curriculum and instruction and will recommend improvements. Subject teachers, SPED teachers, tutors, and students will be under his or her supervision. The Dean of Academics will supervise the Guidance Counselor of the school, who will advise students regarding college majors, admission requirements, entrance exams, financial aid, trade or technical schools, and apprenticeship programs. The Dean of Academics is also the second person in school in the chain of command and will take the role of Director in the event of Director’s absence.

Dean of Students: This individual will provide guidance and monitoring of students to ensure safe and orderly instruction of the school. Parents will communicate with Dean of Students to ensure in-class support for students, teach social skills/character development, and coordinate parent involvement programs. The Dean of Students will be responsible for developing and implementing student discipline policies and organizing parent involvement activities. The Dean of Students will oversee student attendance, discipline matters, and community and parent relations. He or she will supervise the school health services.

Business Manager: The Business Manager will run day-to-day business operations of the school under the guidance of the Chief Financial Officer (CFO). He or she works closely with the CFO and helps the Director develop and monitor the budget, sending out alerts to the Director and CFO well in advance of any crisis. The Business Manager will help in the development of the school budget and in collecting data and feedback from school staff. He or she will help the Director and CFO in fiscal planning and

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developing the yearly budget. The Business Manager will consult with the Director on decisions regarding instructional needs and costs in the annual budget and seek approval from the Director and CFO for large fiscal decisions. Business Manager will manage and supervise school operations such as custodial services. The Director and the Business Manager will make necessary preparations for an effective decision with the CFO together about the operations of the school, such as meals, transportation, security, schedule, hours, outside visitors and other operational issues.

The organizational structure of HCSS-WEST is represented in the chart below. The organizational chart presented relies mainly on the organization chart utilized at the flagship school. While the structure of the individual schools is kept the same, the chart presented is modified for the network structure. The Chief Executive Officer will report to the Board and will hold overall responsibility in overseeing the day-to-day operations of the network of schools and the network staff. The CEO will appoint a Director, who will be responsible for the orderly and safe operation of the school. The Director will work in collaboration with the network staff and his administrative staff to fulfill the needs of the school. The Director will directly report to the CEO and will be ultimately responsible overseeing the day-to-day operation of the school. The Director, with the approval of the CEO, will appoint the administrative staff including the Business Manager, the Dean of Students, and the Dean of Academics. The administrative team will help the Director run the school efficiently and in an accountable manner. The instructional staff including the teachers, tutors, and special education and ELL teachers will report to the Dean of Academics. Staff members such as the school nurse and guidance counselor will report to the Dean of Students. The custodian and other support staff will report to the Business Manager. The Information Technology (IT) manager will directly report to the Director.

Under the guidance of Director and supervision of Dean of Academics, teachers collectively will assess efficacy of curriculum and instruction and will make recommendations for curriculum and instruction improvements. Teachers will assess the student success continuously in order to revise both curriculum and instruction and will discuss any changes in the curriculum with the Dean of Academics and Director. The Director will ensure that the teachers will receive ongoing training related with the curriculum. All activities and efforts are performed with coordination and guidance and approval of Chief Academic Officer (CAO).

The Dean of Academics will supervise the individual student performance assessment and achievement. The teachers will discuss and inform in-class student progress to the Dean of Academics. The Dean of Academics will report individual student achievement results to the families through standards-based report cards delineating student progress.

The Director shall develop, with the help of Business Manager, the charter school’s annual draft of operating budget. The CFO will finalize and present the annual budget for approval of the Board at the end of the each fiscal year. All amendments to the budget if and when needed during the year need to be approved by the Board. The CFO shall prepare monthly balance sheets and cash flow and income statements. These statements will include a detailed reporting of asset, liability, operational incomes, revenues and expenses, and a comparison between year-to-date actual and year-to-date budget data.

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Financial statements shall be presented to and reviewed by the CEO and the Board of Trustees. If a need for developing the budget is overseen, the CFO and the Business Manager will work closely in preventing a crisis.

Ultimately personnel decisions will be made by the CEO. The CEO will get input from the School Director, Business Manager, Dean of Academics, Dean of Students, and teaching faculty when needed. Through frequent administrative and instructional meetings, the school staff will be free to discuss any issues regarding the cooperation and coordination of the school’s personnel, especially with regard to its impact on the students. .

The organization chart for the network of multiple schools is presented below. The Board and the senior management team recognize that replicating success in a new location and with new communities is a significant task. Success of transition is very crucial. To be able to establish and sustain successful replication, the founding team has been doing research and visits. The founding team has gathered information and best practices from experienced networks, such as Pioneer Charter School of Science Network in Everett and Brooke Charter School Network in Boston.27

After careful consideration of other practices the founding team has developed the organization structure below:

27 We would like to thank Pioneer Charter School of Science for their assistance through the application process. Some parts of this section were taken directly from PCSS with their permission.

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HCSS NETWORK OFFICE

Board of Trustees

Chief Executive Officer(CEO)

Chief Academic Officer

ELA Curiculum Coordinator

Math Curriculum Coordinator

Science Curriculum Coordinator

Humanities Curriculum Coordinator

Dean of Special Services

Chief Financial Officer

Chief Technology Officer

HCSS-EAST Director

HCSS-WEST Director


The network of schools will be overseen by the Board of Trustees, who will be responsible for governing the schools in accordance with their charters. A detailed description of the roles and responsibilities of the Board is given elsewhere in the application. A Chief Executive Officer (CEO), appointed by the Board, will manage the network of schools and directly report to the Board. The CEO will hire network staff to help run the network. The network staff will provide services to each school and coordinate resource sharing. This office will be formed by the following personnel: Chief Academic Officer, Chief Financial Officer, Chief Technology Officer, Dean of Special Services, each of whom will be hired by and report to the CEO. The schools in the network will have a School Director, who will be responsible for the safe and orderly operation of the school and student success. The Directors will report to the CEO.

The network office will facilitate the replication of the structure and culture at HCSS-WEST. The experience and expertise developed over the years (know-how) will be shared through the network office personnel with HCSS-WEST. The School Director will be ultimately responsible for the success of the replication. However, the network office will play a key role in the development of the second school. Replicating to a second school will also enable the network to benefit from economies of scale in operations and program. Network office will facilitate sharing of best practices between schools.

The Board will develop a dashboard for the CEO that will focus on the replication process and also overall sustainment and development of the network. The Board will pay special attention to the replication process during initial years. However we are also cognizant of the fact that the continued success of the flagship school is important too. The organizational structure is simple enough to clearly illustrate who is responsible for the ultimate success of the schools and the network. It also represents an extension of the model that worked successfully at our flagship school. The network office will be the depository of the know-how developed so far for a successful operation. The network office will relieve the Directors from organizational and administrative duties so that they can focus on student achievement in their buildings.

Qualifications, Recruitment, and Evaluation of the School Leader

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Board of Trustees


HCSS NETWORK OFFICE

HCSS EAST/WEST Director

Dean of Academics

Department HeadsGrade Chairs

Special ServicesCounselors

Dean of Students

TransportationNurse

Security

Bussiness Manager

Cafeteria ServicesCustodian

Building Maintenance

IT Manager Secretary


The Board will seek an outstanding candidate for CEO position who would ideally possess the following qualifications: commitment to the school’s mission and vision; demonstrated teaching experience, strong organizational and interpersonal skills; excellent communication and public relations skills, demonstrated management and leadership skills, and willingness for self-improvement.

The process of recruitment will start as soon as the charter is granted. The Governance Committee will develop a job description for the CEO according to the qualifications described. Qualified candidates will be invited for an interview. The process will be finalized within a month of the charter approval. The Board will consider the current school leader as one of the candidates. Experience within the model is an important qualification to lead the network.

The Board will evaluate the CEO annually according to the following criteria:

Dedication to the schools’ mission and vision, Success in achieving the goals set by the Board, Successful replication of the proven model to the new location. Student academic achievement, as demonstrated by internal and external test indicators, School organizational viability, including financial health, organizational growth, and

stable infrastructure, Acquisition, professional development and retention of highly professional administrative

and instructional personnel,

For the evaluation of the CEO, the Board will appoint an evaluation task force that will consist of trustees. The task force will develop and implement the evaluation procedure, performance expectations, and deadlines. The task force will conduct the evaluation annually, using the developed tools and within the set timeline, and report to the Board. The guidelines will differ from current school leader evaluation to reflect the operations of network of schools rather than a single school. The guidelines and rubric will be presented to the CEO during the hiring process.

The network office will play a key role in the management of the network of schools. The role of each officer in the network office is summarized as follows:

Chief Academic Officer (CAO): The main responsibility of the CAO is to coordinate the academic operations of the network including but not limited to curriculum, assessment, and professional development. CAO will also be responsible for the overall assessment and accountability of the schools. Specifically, CAO will assist the Director and the Dean of Academics in planning and evaluating the instructional programs, evaluating and improving the student performance, and planning of innovative education programs. CAO will also help the Directors and Deans of Academics in managing the information systems to manage and track progress on the goals and academic excellence indicators of the schools. CAO will assist the Directors in recruiting the key academic personnel including the DoAs. CAO will work closely with the Curriculum Coordinators.

Chief Financial Officer (CFO): The CFO will be responsible for the operation of all financial and business affairs of the schools. Fiscal management will include managing the budget, accounting,

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payroll, and procurement for each school. CFO will ensure the financial practices are compliant with the federal and state laws and regulation and in line with the financial policies established by the Board. The CFO is also the chief financial adviser to the CEO and the Board of Trustees. The CFO will help drafting the school budget with input from the school’s director, other network staff personnel, and the CEO. CFO will also manage the human resources department for the network.

Chief Technology Officer (CTO): The CTO will be responsible for all aspects of the technological needs of the network schools and the network staff. The CTO will ensure all the schools have a sound information technology (IT) and classroom technologies infrastructure. The CTO will work closely with the IT Manager of each school in implementing the school’s needs.

Dean of Special Services (DSS): The DSS will be responsible overseeing the implementation of all services for special populations including the special education students, English Language Learners, and students of 504 plans. The DSS will ensure that all special services programs activities conform to federal and state regulations and guidelines, will complete all required reporting, and will communicate effectively will all members of special services department is HCSS-WEST and other schools in the network. The DSS will be instrumental in establishing an optimum learning environment for special student populations. The DSS will develop a comprehensive curriculum and program of services and will also establish a comprehensive program evaluation and improvement of services provided.

Curriculum Coordinators (CC): CCs will work in coordination of CAO to ensure that both networks schools are successful academically. Department Heads will be responsible for curriculum development, program evaluation and refinement, teacher professional growth, new teacher induction, resource management, and best practice sharing in the network schools. They will report directly to the CAO. Curriculum Coordinators will also collaborate with both school’s directors, dean of academics, and department heads in both network school campuses.

The CEO will establish the network staff with the following concept in mind: Network staff positions are created to provide services to the individual schools to coordinate, monitor and evaluate all services that impacts student performance. Another primary role of network staff personnel is to provide training and guidance to the individual schools. To help school personnel work better, there will be counterparts to the positions at the individual schools, such as academic, operational, executive positions. CEO will work more closely with School directors. CAO will work with Dean of Academics. CFO will work with Business Managers etc. While the communication between the schools will be facilitated through the work of network staff the ultimate lines of authority within the school will be between the Directors and the administrative team and the line of authority at the network staff will be with the CEO. Both Directors and Network staff personnel will report to the CEO. There will not be a direct line of authority between the Network staff and the Directors. The CEO will facilitate the working relationships.

School Leadership Roles and Responsibilities

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HCSS-WEST will utilize the curriculum developed at the flagship school. However, the curriculum is always a work in progress at HCSS and it will be reviewed and improved continuously. The process will start with teachers who will be responsible for aligning the curriculum and instructional methods. Teachers will consult with department heads as well. The Dean of Academics will be the administrator responsible for overseeing the curriculum and instruction at the school and will work closely with the CAO at the network staff. Student achievement and monitoring the progress of student cohorts will be the responsibility of the Dean of Academics. The Dean of Academics will work closely with teachers of special needs populations and benefit from the services of the Dean of Special Services at the network staff to ensure that needs of students with disabilities and LEP students are met. The Dean of Academics will report to the Director who has the ultimate responsibility for student achievement and implementation of the curriculum and instruction in his/her building.

The Director in collaboration with the Dean of Academic will set goals for professional development. During this process they will benefit from services that will be provided by the CAO. While there will be some network wide professional development goals and programs the Director will have considerable flexibility to propose activities that are suited to the specific needs of the building. The Director is ultimately responsible for a professional culture in the building that is based on high expectations and accountability.

The Board will set the goals for fiscal planning annually and review the results on a monthly basis. The Director working in collaboration with the Chief Financial Officer will assist in the preparation of a budget for the individual school. The budget then will be presented to the Finance subcommittee that will include the CEO, CFO, Board Treasurer and Board members. The Finance subcommittee will prepare the annual operating and capital budget as well as the cash flow budget, and recommend them to the Board. The CFO will be responsible to administer the daily fiscal and accounting practices, coordinate all financial transactions, and oversee purchasing and record keeping related to these areas. The Director, CFO, and CEO will have regular meetings to make decisions on financial issues.

The CEO has the final authority on staffing decisions. However, school Director in collaboration with the CEO and network staff will work on building staffing needs. Directors and building level administrators will start the process of recruitment. Candidates they find suitable for the positions will be referred to the CEO for final decision.

At the building level operations will be followed up by the Business Manager. He or she will manage operations, oversee the facilities personnel and outside contractors related to operations. The Business Manager will also follow on lunch, transportation, and other non-academic programs.

The Board of Trustees will appoint the CEO, who must possess strong management, communication, and leadership skills. The CEO will answer to the Board and will also serve as a non-voting member of the Board. The CEO will be responsible for implementation of the educational plan; supervision of budgeting; facilities management; supervision, and evaluation at the network level. The

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CEO will also establish and maintain regular communications with state officials, local boards of education, superintendents, and county administrators as needed.

The Director will be responsible for the safe and orderly operation of each individual school and student success. The Director will hold overall responsibility in overseeing day-to-day operations of the school. Some responsibilities of the Director at the school level are:

Implementation of the educational plan

Management of the instructional and support staff

Safe learning environment

Deans will help the Director lead the school in an efficient and accountable manner and will report to the Director. Teachers will report to the Dean of Academics, who will plan and supervise instructional programs, develop and manage the educational program, and implement multiple forms of evaluation and assessment. The Dean of Academics will collaborate with Dean of Special Services to supervise the special education and ELL teachers.

The Dean of Students will oversee student attendance, discipline matters, and community and parent relations. The Dean will provide guidance for students and be responsible for developing and implementing student discipline policies; organizing parent involvement activities; and supervising the nurse, counseling, and the interactive web systems that will facilitate the monitoring of students’ educational activities by parents.

The Business Manager will manage bookkeeping, order requisition, and human resources management on the site. He/she will mainly perform the clerical duties while decision making will be carried over by the Director and CFO under the supervision of the CEO.

The onsite IT Manager will be responsible to ensure smooth working of educational technology. He will trouble shoot any network or technology related problems. In collaboration with the Chief Technology Officer he will make recommendations to the Director on the most efficient way of utilizing technology in the classroom.

While the Director for each school and the CEO for the network will ultimately be responsible for student achievement, the Dean of Academics (assisted by the CAO) will carry out the work to ensure high student achievement in each school. Similarly each Director is responsible for the personnel, financial management, and operations for their buildings. The staff will discuss daily issues related to their functions with their reporting administrators (either Dean of Academics or Dean of Students as described in the organizational chart). While the Director and the CFO will be the most of the planning work for the financial management, the operations will be followed up by the Business

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Educational Leadership

The key task of school personnel is continuous work on improving curriculum and teaching techniques as a means of consistent improvement in student achievement. The Director will work with Dean of Academics to lead the process of supervising, coordinating, and evaluating the ongoing process of the teachers’ curriculum improvement and professional development. The school staff will be proactive in addressing their performance goals to reduce the level and degree of corrective actions. All teachers will have alternating weekly meetings at three levels, during which they will discuss students’ assessment data and how to improve the education:

1. School Level: All teachers, Director and both Deans will be present in this weekly meeting. The overall educational outcomes of the whole school, the areas that need improvement at the school level, and plans for immediate action and long term actions will be discussed.

2. Grade Level: Teachers who are teaching the same grade will be present in this weekly meeting. Grade level achievement, areas that need improvement in the grade level, and plans for immediate action and long-term actions will be discussed.

3. Department Level: Each department will meet weekly to discuss achievement in their subject at all grade levels. Curriculum and instructional methods will be discussed as well.

School level and department level meetings will be used to align the curriculum vertically, while grade level meetings will be used to align the curriculum horizontally.

In addition to these meetings, the Director will have weekly meetings with both deans to discuss overall student achievement and outcomes of the weekly meetings. These administrative meetings will be used to improve instruction and to plan staff development programs.

All meetings will focus equally on strengths and accomplishments, weaknesses, and areas for improvement. Corrective actions may include (a) professional development seminars concentrating on key areas for improvement, (b) the establishment of a Board committee assigned to a problem area, (c) teachers mentoring each other or working together with students who have difficulties, or (d) participation in creating and evaluating short and long term goals to reach objectives.

Staff development days will be planned based on the outcomes of these meetings. As described throughout the application HCSS-WEST will have a lot of professional development built into its calendar. The staff development programs before each school year will provide teachers with an opportunity to design their goals, objectives, and curriculum for the upcoming school year by using the assessment data collected in the previous year. The half-day staff development programs will be planned with coordination of the Director, the deans and department chairs, according to the needs of the staff. High levels of selection, participation, involvement, and follow-through are expected.

There is a strong correlation between teacher quality and the level and quality of professional development. Because the innovative strategies described previously are implicit in HCSS-WEST’s

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mission and educational goals and objectives, the staff of HCSS-WEST will constantly collaborate to help children reach their full potential.

To that end, HCSS staff will receive training and ongoing development in competency-based instruction that will be delivered by university faculty and specialized consultants. Staff development will also include innovative research-proven instructional and assessment strategies. In addition, current professional magazines, books, and films regarding innovative educational methods will be made available to faculty and staff. Faculty and staff will also be provided opportunities to study, travel, attend workshop and conferences and exchange practices with schools within and outside of the network. The school will provide necessary funds for training and professional development activities.

The applicant group has not decided on a school leader or any other position at this point. We would like to recruit best candidates available to run HCSS-WEST. The experience gained at the flagship school will be an important component during the search process. However, we do not want to limit ourselves at this point and also consider talents from outside as alternatives.

The process of recruitment for school leader will start with hiring of a CEO, which in turn will be responsible for hiring the school Director. A recruitment committee will be developed as soon as the charter application is approved. Desired skills of the Director include but not limited to: commitment to the school’s mission and vision; demonstrated teaching experience, strong organizational and interpersonal skills; excellent communication and public relations skills, demonstrated management and leadership skills, and willingness for self-improvement. As mentioned above experience with HCSS model or charter schools will be an important factor in the decision.

The school Director will be the ultimate educational leader in the building. However, Deans of Academics at each school will assist the Director in carrying out this responsibility. This model has been successfully performed at the flagship school.

CEO will be hired, evaluated and rehired by the Board. The Board has been utilizing a rubric for director evaluation. In the new structure, current rubric will be modified based on the changes in the multiple school setting. The rubric is heavily relied on DESE administrator evaluation guidelines. The CEO will evaluate school leaders. A guideline will be prepared for school leaders as well. The Board understands the importance of setting goals and evaluation criteria for the CEO and the directors during hiring process. This provides a mutual and clear understanding for both the Board and the administrators to plan recourses and efforts accordingly. The Directors will evaluate the Deans and other administrative staff within the building. We intend to utilize the same evaluation rubric currently in use at our flagship school.

Network Leadership Roles and Responsibilities

The Board sets the goals to carry out the mission, develop all policies and monitor all results and outcomes of the schools periodically. The Board’s decision-making philosophy is to answer the question of “How well?” such as “How well are the students performing? How well is the budget prepared and being run? How well is the school compliant with all laws and regulations?” The Board delegates its

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power to the CEO to run day-to-day operations. The CEO, coordinating and orchestrating the entire school team, make decisions and runs the school through the question of “How will?” such as “How will student outcome be maximized? How will the best teachers be hired and trained and retained? How will the budget be managed the most efficient way?”

The CEO will work with the school directors in the first place as well as the network staff personnel. Chief positions in the network staff will work closely with their counterparts in the schools. Decision-making in general will be with involvement of every stakeholder in an organized manner. It will work in two ways from top to bottom and from bottom to top. Open and clear communication is a key in the process. In the process, collection and use of data is the most essential component. All related data is collected and analyzed at every level. Periodic meetings are where and how data is analyzed and new suggestions/decisions are developed.

The CEO will discuss and finalize major decisions about curriculum and instruction, student achievement, professional development, budget planning, staffing, and operations with the school directors and primary staff like, CAO, CFO at the network staff. In this decision making process all related data which comes from all stake holders will be tabled, analyzed and finalized. Special attention is paid that decisions are realistic, measurable, and achievable in a certain timetable. It will be communicated clearly and timely with all related parties. A close follow up and monitoring mechanism convert progress into data. A continues evaluation is a part of process for further improvements. Upper management is always open to the ideas and feedback either before a major decision is made or during implementation form related parties to increase outcome and to make things work smoother.

The motivation of the Board with this application is to provide the same high quality education of HCSS to new communities in the area. One of the strengths of replication is the accumulated experience at the flagship school. The founding team has consulted with existing charter networks and adapted the network staff model to increase productivity and student outcome.

The Board also believes that by becoming a network HCSS will be able to improve productivity through sharing resources and bringing down the per school costs of products and services. A network will be able to use economies of scale and be able to undertake bigger projects with ease. While increasing the productivity, the Board believes that its upmost responsibility is to ensure high quality education and student achievement. To that effect the Board will measure the progress of the network and each individual school by relying on measures of student achievement. The Board will also measure its effectiveness through the success of the network and how quickly the new school in the network will replicate the success of the flagship school.

Through the network staff, accumulated experience of the flagship school will be transferred to HCSS-WEST. Key personnel in this transfer will be the CEO, CFO, and CAO. Overall planning will be the responsibility of the network staff. Training plays a significant role in the transfer of the experience. A full week of summer orientation for new staff, students and parents will be the very first tool to transfer the model. Proper introduction of the model is crucial. Having all stakeholders come to the same

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understanding will take time. Process will be closely followed. Feedback will be gathered constantly so that decision-makers can intervene timely to ensure the success of the replication.

Planning and training will play the most significant role in opening and sustaining the proposed school based on the successful model of the flagship school. Almost every staff member will take role in training of the counterpart role on the new school. Location of the new region will allow common training sessions and professional developments where staff members from both schools will get together and share best practices. The network staff personnel will plan and coordinate all training efforts with the school leadership. There will be visits to the flagship school as well as from flagship school to the replication school to assist with the process. Key teachers will be identified at the flagship school that will act as mentors to the replication school. As mentioned previously the recruitment for the administrative team at the replication school will include personnel from the flagship school as candidates. We also plan to approach several flagship staff members to see whether they would transfer to the replication school. This in turn will assist with the development of the culture at the new schools.

The documented procedures and programs at the flagship school as well as the know-how will be transferred to the replication school. Both Directors will meet with the CEO on a regular basis. Similar meetings between schools will be carried out by other administrators too.

The flagship school has been identifying and developing potential administrators and leaders at various positions for both to run the school successfully and prepare for the future growth of organization in terms of human resources. A testing coordinator position is an assistant to the Dean of Academics who is prepared for the next Dean of Academics. Department Heads have administrative responsibilities in addition to their teaching roles. We believe there is a pool of seed talents to transfer the model to the new school.

The Board will also run a very rigorous hiring process for the leadership positions. Current director of HCSS, Mr. Tarkan Topcuoglu, is a member of the applicant team. He has been serving as the school leader of the flagship school and he has been leading the school very successfully. He is experienced in both start- up of a brand new school and running a school successfully. He is among the candidates we will consider for the CEO positions. The Board believes that reputation of the flagship school, a rewarding working environment, and self-satisfying outcome of the hard work will attract passionate school leaders and teachers. Compensation and benefits for the teachers are above average of other charter schools. Area colleges and universities are main sources of recruitment. Proper training and shadowing/mentoring for newcomers will get them to the same understanding as the flagship school culture.

To ensure the quality of the network the Board will regularly evaluate the performance of all schools. A performance rubric will be used to evaluate the performance of each school. This rubric will include among other components student performance on internal and external assessments, financial reports showing projected and actual expenditures as well as the cash flow, annual independent audits, student recruitment, retention and attrition, and staff recruitment and retention.

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The Board will also develop a similar rubric to assess the effectiveness of the services provided to network schools through the network staff.

The Board would like to utilize the expertise developed at HCSS for key positions. However, it also does not want to restrict itself in case there are other suitable candidates. As mentioned previously Mr. Topcuoglu, current HCSS Director is a strong candidate for the CEO position. He has been serving as the school leader of the flagship school and he has been leading the school very successfully. The Board is also open to other alternatives.

The Board is focused on the successful replication of the high performing model of our flagship school in Holyoke. This point will play a significant role in hiring and evaluation of the CEO. Current director evaluation criteria will be expanded to account for the new network structure. There will be new criteria such as efficiency of network staff, effective sharing of resources, smooth and successful implementation of the model in the new location. The founding team overcame a number of challenges when HCSS started up in 2009. The accumulated experiences and lessons from the establishment of flagship school are great tools to be utilized in Holyoke. Therefore, we expect the process of starting HCSS-WEST to be less challenging than the flagship school. However, replication of the model in a new location while sustaining the same high quality education at the flagship school will be a new challenge and new task. The CEO will be expected to manage this new challenge.

The Board will evaluate the Director annually according to the following criteria:

Dedication to the school’s mission and vision, Success in achieving the goals set by the Board, Successful replication of the proven model to the new location. Student academic achievement, as demonstrated by internal and external test indicators, School organizational viability, including financial health, organizational growth, and

stable infrastructure, Acquisition, professional development and retention of highly professional administrative

and instructional personnel, For the evaluation of the director, the Board will appoint an evaluation task force that will

consist of trustees. The task force will develop and implement the evaluation procedure, performance expectations, and deadlines. The task force will conduct the evaluation annually, using the developed tools and within the set timeline, and report to the Board.

Human Resources

An ideal teacher at Hampden Charter School of Science- West, regardless of the subject matter he/she plans to teach, will be:

a) Dedicated to teaching and learning

b) Motivated by student success and driven to increase student performance

c) Able to identify and solve problems independently and immediately

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d) Committed to the mission of HCSS-WEST, including academic achievement of all students

e) Responsible and responsive

f) Collaborative, cooperative, and supportive of colleagues

The educators at HCSS, our flagship school, are committed to the school mission, the academic achievement of all students. HCSS-WEST will use the same resources, hiring practices, and procedures to identify and hire highly qualified teachers. We are confident that we will be able to retain these teachers as well as advance them professionally.

HCSS-WEST will identify openings and recruit staff through postings on education job sites and with local colleges and universities (UMass Amherst, Westfield State College). The school will provide seven days of orientation including such topics as school expectations, policies and procedures, duties and responsibilities, diverse learners, behavior management, and school database usage, once staff is hired, generally seven weekdays that precede the first day of school.

To retain and advance staff HCSS-WEST will implement a teacher Induction program. The goal of this program is to support first year teachers and teachers new to HCSS. The Dean of Special Services will meet informally with new teachers to identify areas of need and interest, will set the agenda, schedule speakers from school departments, and facilitate the meetings, at first held weekly, and then bi-weekly and monthly. Department Heads will be the mentors and will meet with their inductees once a week, either one to one or as a group, to give ongoing support, answer questions, provide a feedback, and facilitate adjustment to HCSS protocols to ease the stress of a new position and to support teacher retention.

Administrators will provide in-school professional development activities throughout the year to improve instruction, and will encourage staff to attend off-site professional development opportunities to increase their depth of experience, their growth as professionals, and to extend and enrich their professional network. In addition, the school will offer a tuition reimbursement plan for college credits to support teacher currency with coursework, research, and licensure.

At HCSS-WEST teachers will be assigned (30) periods of teaching, (10) periods of preparation, and (5) periods for lunch (one lunch period for each weekday) per week. If a teacher is assigned fewer than (30) periods of instructional time, the teacher will be given extra school related responsibilities such as lunch recess for those periods. If a teacher is given more than (30) periods of instructional time, the teacher will be compensated $700 per period up to (5) periods for the school year. As an option, teachers will be asked to coordinate a club activity in the after-school program and/or participate in the one-on-one tutoring program. Teachers will participate in at least (5) home visits during the school year to have better parent communication and to live out the belief that education of children is a well-traveled path from school to home and home to school. Teachers will have one 4pm Monday meeting every week, alternating rotating grade level, staff, and department meetings.

Our compensation packages will be very competitive with charter schools in the area. In the first year, all full-time employees have access to comprehensive health and dental packages with HCSS

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paying 80% of the cost for staff members. The school will also offer 100% health reimbursement account to cover deductibles. In the second year all eligible, full-time employees will be covered with short disability insurance and life insurance which is fully funded by the school. In addition, in the second year, teachers will be eligible for bonuses based on student achievement on the state tests. In the third year, all eligible employees have access to a 401(k) retirement account with a 3% employer match. All details of the benefits will be described in the Staff Handbook. In addition to these, to attract highly qualified staff we will ensure excellent working conditions, making investments in our facility to ensure staff is satisfied.

Compensation will be determined based on the market and the annual Massachusetts Charter School Association Annual Salary Survey. The Board annually approves a budget that includes the amount the school intends to spend on staff salaries; the finance committee will work to ensure that staff is happy and feels safe working within HCSS-WEST.

The average teacher salary is approximately $43K, based on candidate educational level and work experience. Salaries may be adjusted every year based on the consumer price index (CPI), however, the school plan is to increase staff salary every year based on employee’s evaluation result as following: Unsatisfactory: No Increase, Needs Improvement: %1, Proficiency:%3, Exemplary: %5.Please see the attached Salary Scale in the Budget Workbook for details.

The staffing chart below shows how the school will grow in the first five years. Staff positions are what we believe we will need, based on our experience at the current school. Job roles and responsibilities have already been developed at the current school and are clearly stated in employee’s contract.

Department 2018-19 2019-20 2020-21 2021-22 2022-23ELA 4 6 8 10 10

MATH 4 6 8 10 11

SCIENCE 3 4 7 8 9

HUMANITIES 7 9 12 14 15

SPED 2 2 3 3 3

ELL 2 2 3 3 3

Paraprofessionals 4 5 6 7 8

Secretary 1 1 2 2 2

Assistant of Dean of Students 0 1 1 1 1

College Guidance 0 0.5 1 1 2

Adjustment counselor 1 1 2 2 2

Director 1 1 1 1 1

Dean of Academics 1 1 1 1 1

Activity Coordinator 1 1 1 1 1

Business Manager 1 1 1 1 1

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IT Manager 1 1 1 2 2

Security 1 1 1 1 1

Custodian 1 1 1 1 1

Lunch Aide 1 1 1 1 1

Nurse 1 1 1 1 1

Coaches 0.5 0.5 1 1 1

Dean of Students 1 1 1 1 1

Teacher Total 22 29 41 48 51Staff Total 38.5 48 64 73 78

Student / Teacher Ratio 11.45 11.59 10.24 10.50 10.29Student /Staff Ratio 6.55 7.00 6.56 6.90 6.73

HCSS-WEST will keep the student/teacher ratio around eleven or lower at all times.

The student profile will be the key factor governing staffing decisions, and changes will be made as necessary to support student’s needs. If more than our anticipated number of students with IEPs and 504 plans are enrolled, we will need to hire an additional certified special education teacher as well as an additional adjustment counselor to provide required services.

Facilities and Student Transportation

After proposed charter is granted on February 2017, the founding group will have 18 months to complete a facility search, negotiate a lease or purchase agreement, and oversee the renovations. However, we have already started exploring all available properties and lands for lease or sale in sending districts. One of the Board members and School Administration met with a local real estate agency, Samuel D. Plotkin Associates located in Springfield, to identify potential sites. Based on preliminary space need analysis, our requirements for a viable school facility in the first school year are 14 classrooms including science labs, a large meeting room, cafeteria, and enough lavatories. Based on the space need analysis, our realtor has narrowed down our requests and identified some viable options

Option I: 1575 Northampton St, Holyoke, MA. (Lynch middle school) This school building is currently under contract with Florida base developer and developer plans to change the zoning and lease it as a retail store. Our realtor has been communicating with the developer to lease it to us as a school. This facility is in a good condition and it is already designed as a school. It occupies 87,369 square feet of interior space including cafeteria and gymnasium and satisfies our needs for the first school year.

Option II: 11 Interstate Drive, West Springfield, MA. This facility is a three-story building with 143,000 square feet and needs to be renovated to be suitable for our needs.

Option III: The school board is also considering to purchase a land to build its own school. We have identified two lands options, one of which is located in Agawam (218 Shoemaker Ln), and the second one

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is located on East Mountain road in Westfield. The land in Agawam is sized at 8.5 acres and meets with our expectations. School administration, school architect and one of the Board members have visited the land and discussed a feasibility plan for a construction project. This land is verbally confirmed by the city inspector that a school can be built. Based on our needs, preliminary drawing is completed. Additionally, the other land option in Westfield is sized at 64 acres and available for subdivision.

The founding team has been in contact with a nationwide reputable school development company, Charter School Development Corporation in Washington DC area, and they provided a letter of intent to support the proposed school. CSDC has purchase power and financial strength to be able to acquire (and renovate if need) potential buildings. Mass Development is another institution we have been in contact for funding solutions to build our own school building.

We also have been communicating with Fontaine Brothers, Inc., a well-known Springfield base private developer for facility solutions. Fontaine Brothers either builds a school and lease or may renovate current possible buildings to lease. They have been completed many public school projects all around in Massachusetts.

If Hampden Charter School of Science West is granted, our move-in date goal is July 1, 2018.

Students who live in the district, in which the school is located, will be eligible for transportation equivalent to that provided to students attending to other public schools in the district. The school will also provide buses to bring students to and from school who are not eligible to be provided transportation .As much as possible, the school will do its best to minimize the amount of travel time students spend in the bus.

In addition, Hampden Charter School of Science West will ensure that transportation services and school accommodations are handicap accessible to ensure compliance with the state and federal as well as ADA requirements.

D. School Finances

Fiscal Management

HCSS has been operating effectively since its establishment. The Finance committee prepares the annual operating and capital budgets and recommends them to the Board. The Board has responsibility for recommending any changes and for approving the budget.

The CEO and CFO are responsible for the set-up and maintenance of the School’s financial systems. The CFO generates monthly standard financial reports, which include comparisons of actual results to the approved budget, as well as forecasts of revenues and expenses for the remaining months.

The CFO monitors all financial activities, and meets with Finance Committee on a bi-monthly basis. Additionally, The Board meets on a monthly basis and reviews the financial reports with either the Finance Committee or the CFO on alternating months.

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The school will continue to work with their current part-time contracted Controller. The Controller visits school once a month and she is responsible for general ledger review, month end closing including reconciliation of account, and financial report preparation. We believe this is a key factor in building proper internal controls.

The Board selects the independent auditor and the Finance Committee will see the audit to completion.

The School’s onsite Business Manager is responsible for the daily bookkeeping and operation of the facility. This position reports to the CFO, as well as the School Director.

These proven effective practices will continue to be followed, with the addition of the following to support the proposed network of schools. A second Business Manager will be hired. Allowing for an onsite Business Manager at both locations. The CFO will have overall responsibility for both locations and will split his time between both locations. The CFO will hold an MBA and will have least 5 years Charter School experience.

Over the past seven years, HCSS has managed approximately $25 million dollars of public state tuition funds. Annual audits verify that the school has established and implemented sound financial policies and practices to be comply. Its net assets have increased on an annual basis, resulting in decreased financial risks.

In addition to state tuition dollars, HCSS has managed around 1.5 million dollars of federal No Child Left Behind (NCLB) funds over the past seven years. The School successfully completed the requirements of the Title I program review with no findings reported.

The Board will increase efficiencies by sharing human resources, academic and operational experience earned, and established employment and financial policies and procedures. Additionally, the reputation of the existing school will benefit the start-up of HCSS-WEST in both enrollment and relationships with vendors, banks and the community at large.

The Board has direct responsibility for approval of the School’s annual operating budget. It meets on a monthly basis to review the School’s financial position. Financial reports reviewed by the Board include: Balance Sheet, Statement of Activities including a comparison of actual results versus budget. An annual audit is performed and audited financial statements are presented to the Board by the Auditors.

The CFO will be responsible for the preparation of an individual cash flow schedule for each operating bank account. The Cash Flow Schedule will be updated on a semi-monthly basis, and will be presented to the Board monthly.

Contingency planning includes the use of the School’s line of credit to cover temporary fund receipt cash shortfalls. School currently has $450K line of credit limit and has strong relationship with the bank. School plans to apply for line of credit for HCSS-WEST as well. Please also see the enclosed support letter from the bank.

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The School is already well known to the surrounding communities and surveys show there is big demand for the school. However, should enrollment and budget fall short of projections, the School plans to implement the following additional efforts:

• Board fundraising- The Board of Trustees will lead these efforts. The School Business Manager and Activity Coordinator will also be involved.

• Competitive grant applications• Increased student recruitment through the use of various advertisement, including open housesA worst-case scenario would have the School borrow HCSS surplus funds from prior years, for

capital projects, as needed.

Operating Budget and Budget Narrative

To ensure the accuracy of the budget a budget committee is formed, consisting of the following staff members: School Administrators, Department Heads, and the Athletic Director. The process is as follows:

• The individual budget committee members assess the needs of their individual departments.• The needs are submitted to the CFO.• CFO meets with the Finance Committee and the CEO to review the list of needs and prioritize

them based on the School’s mission. • Using the Prioritized list of needs along with the School’s fixed costs the CFO prepares the draft

budget for presentation to the Board, in Excel with formulized format.

The cash flow is prepared using a combination of historical, budgeted and forecasted revenues and expenses, which are updated on a semi-monthly basis in order to keep current with changes that may occur.

The school generated financial forecast from start-up through its fifth year based on realistic sources and expenditures. In addition, Cash flow and Network budget also created. Assumptions and detail explanations of revenue and expenses are included in the attached spreadsheet in formulized format.

The network’s central office expenses will be shared based on the number of enrollment of each school. Central office personnel will be on current school payroll and will receive all benefits as a school personnel. Other expenses will be budgeted and paid by HCSS as well. HCSS-WEST will reimburse their share of cost to the flagship school as Purchased Management Services under Administrative operating expenditures. According to the enrollment projection of the schools, we budgeted $250,771 for first year and $468,379 for last year as Purchased Management Services. The anticipated cost per student is $995 in the first year and $892 in the last year. Please see attached network budget for details.

Start-up period will be from March 1, 2017 to June 30, 2018 for the opening school year. During start-up we will hire an administrative assistant in March, 2017. She/he will play an active role in organization of the all activities including preparation of the recruitment. There will also outstanding recruitment and advertisement expenses as shown in the pre-operational year budget. These expenses will be covered by start- up grant.

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Tuition for the first year is based on 244 FTE students, as outlined in the budget, and we anticipate to increase tuition dollar every year since we will be having more high school students. Following years enrolment is calculated is based on %97 of maximum enrollment.

In addition, Federal grant income line item is including Title I, Start-up, IDEA and E- Rate. Transportation reimbursement is calculated as %60 of prior year expense.

Realistic calculations of revenue and expenses were forecasted based on estimates using our flagship school in Chicopee as a model. There will not be a cash flow problem in the first year since start-up grant is available.( See attached 1st Yr. Cash Flow Projection) The budget projects a positive cash balance at Year 1, as each year a more surplus is expected.

E. Action Plan

Assuming Hampden Charter School is granted a charter, we will immediately begin the process of preparing for the school opening in September, 2018. CEO and CFO will be hired by March 1st. We plan to use our current capable and experienced human resources to fill these positions. To ensure governance oversight and support the healthy growth of the successful school, network structure will be created to manage both schools. Earned academic and operational experience and established employment and financial policies and procedures will be shared to have smooth replication and transition.

The Action Plan below assumes the successful hiring of each of these roles.

Action Items Point Person Completion DateGovernance Recruitment of Board Members Board OngoingHiring CEO Board 1-MarBudget Approval Board 1-MayEvaluating CEO Board Ongoing Annual Board Meeting Schedule Board 1-MarFACILITY Signed lease/purchase & sales agreement Board/CEO 1-AprFinal inspection and occupancy certificate CFO/BM 1-JulCompletion of renovations CEO/CFO 1-JulPhone lines/numbers BM 1-JulElectric, Gas/Oil, Water, Sewer, Trash BM 1-JulFirst day of school Director 1-AugADMINISTRATION Hire attorney CEO/CFO 1-MaySubmit grant application CFO/Director 1-AugAdopt school policies: CEO/Director OngoingCode of Conduct, Dress Code Board/CEO 1-MayImplement marketing & PR strategy Board/CEO Ongoing

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Staff Handbook Board/CEO 1-MayBids for Furniture&Equipment&Services CFO/BM 1-AugEDUCATIONAL&OPERATIONAL Finalize curriculum adoption CEO/CAO 1-JulDetermine assessment mechanism CEO/CAO 1-JulStudent orientation Director 1-AugOrdering Curriculum materials Director/BM 1-AugComputers Director/BM 1-AugStudent transportation CFO/Director 1-Aug Food service vendor CFO/Director 1-Aug Nursing services Director 1-AugADMISSIONS Hold informational meetings/hold events as necessary to recruit enrollment targets

CEO 1-Mar

Approve brochure CEO 1-MarAdopt enrollment form and package CEO/CAO 1-MarAdopt parent/student handbook CEO 1-MarHold lottery CEO Mid-MarchEstablish wait list CEO 1-MarSend to CS office the pre-enrollment report CEO 1-MarHUMAN RESOURCES Hire Director Board/CEO July 1Advertise teachers’ positions CEO 1-AprHealth insurance arrangement CEO/CFO 1-AprStart interviewing teachers Director 1-JulCriminal background checks BM 1-Aug FINANCIAL MANAGEMENT Identify check signers Board 1-MarIdentify and hire auditor CFO 1-May

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X. ATTACHMENTS IA. Current Bylaws

Article I. Name

The name of the School is the Hampden Charter School of Science (hereinafter the “School”), which is a public school chartered by the Commonwealth of Massachusetts pursuant to MGL ch.71 sec. 89. The mission of the Hampden Charter School of Science (HCSS) is to provide a college preparatory-focused education to the youth of every race and ethnic group in Agawam, Holyoke, West Springfield, and Westfield in a safe, academically challenging, and caring educational environment. Our promise is to sustain small school size, provide extended math and science curriculum, individualized attention, college guidance, university outreach programs, and to encourage student-teacher-parent partnership.

Article II. Membership

The trustees of the Board of Trustees as defined in Article III below constitute the entire membership of the Board of Trustees and there are no additional members of the Board of Trustees. All rights of membership vest solely in the Board of Trustees of the School (hereinafter the “Board”) who hold the charter from the state for the Hampden Charter School of Science. Actions which would otherwise require approval by a majority of all members or approval by the members require only approval of a majority of all Trustees or approval by the Board of Trustees (hereinafter the “Board”).

Article III. Board of Trustees

A. Powers:

The Board is a public entity which operates independently of a school committee. The individual trustees are special state public employees of the Commonwealth of Massachusetts. The Board of Trustees shall have general monitoring over all of the property, affairs, and funds of the school and shall exercise all of the powers of the School, except as otherwise provided by law, the charter, these by-laws. The Board of Trustees holds the charter from the state and is therefore responsible for ensuring that the school and Board members

i. comply with all applicable laws and regulations

ii. ensure that the school is an academic success, organizationally viable, faithful to the termsof its charter, and earns charter renewal.

Attachments I 1


The Board is a public employer for the purposes of tort liability (M.G.L. Chapter 258) and for collective bargaining purposes (M.G.L. Chapter 150E).

The Board shall not exercise managerial powers over the day-to-day operations of the school.

Without limiting the generality of the powers hereby granted to the Board, but subject to the limitations of any applicable state laws, the Board shall have all the powers enumerated in these Bylaws, and the following specific powers:

To elect and remove Trustees;

1. To establish and monitor the mission, goals and objectives of the school and work closely with the School Director who is responsible for running day-to-day operations of the school.

2. To enter into contracts, leases and other agreements which are, in the Board's judgment, necessary or desirable in obtaining the purposes of promoting the interests of the School;

3. To carry on the business of operating a charter school and apply any surplus that results from the business activity to any activity in which the School may engage;

4. To act as trustee under any trust incidental to the School’s purposes, and to receive, hold, administer, exchange and expend funds and property subject to such a trust;

5. To oversee the financial affairs of the school and approve the annual budget;

6. To acquire real or personal property, by purchase, exchange, lease, gift, devise, bequest, or otherwise, and to hold, improve, lease, sublease, mortgage, transfer in trust, encumber, convey or otherwise dispose of such property;

7. To borrow money, incur debt, and to execute and deliver promissory notes, bonds, debentures, deeds of trust, mortgages, pledges, hypothecations and other evidences of debt and securities;

8. To lend money received only from private sources and to accept conditional or unconditional promissory notes therefore, whether interest or non-interest bearing, or secured or unsecured; and

9. To indemnify and maintain insurance on behalf of any of its Trustees, Officers, employees or agents for liability asserted against or incurred by such person in such capacity or arising out of such person's status as such, subject to the limitations for public entitities and the limitations noted in these Bylaws.

10. To determine the general school policies in compliance with state and federal law.

11. Not to discriminate against potential Trustees on the basis of race, color, national origin, creed, ancestry, ethnicity proficiency in English language, age, sex, gender identity, religion, marital status, sexual orientation, or non-disqualifying handicap or mental condition.

12. To select and remove Officers, and School Director; who will be hired, evaluated, and/or removed by the Board, to prescribe powers and duties for them; and to fix their compensation;

Attachments I 2


the School Director shall be responsible for the selection, hiring, evaluation, and/or removal of all other staff.

B. Number of Trustees:

The Trustees of the School shall consist of not less than five nor more than nine individuals.

C. Election of Trustees:

1. Election: The Board shall elect the Trustees by the vote of a majority of the Trustees then in office, whether or not the number of Trustees in office is sufficient to constitute a quorum, or by the sole remaining Trustee.

2. Eligibility: The Board may elect any person who has expressed written interest in serving on the board of trustees and who is in its discretion it believes will serve the interests of the School faithfully and effectively. There shall not be membership of a majority of the Board of Trustees to be bound or affected by any other entity.

3. Term of Office:

a) Formal vote of the Board is required to accept new trustees onto the Board. The term of each Trustee shall continue for three (3) years.

b) The term of office of a Trustee elected to fill a vacancy in these Bylaws begins on the date of the Trustee's election, and continues: (1) for the balance of the unexpired term of the former Trustee in the case of a vacancy created because of the resignation, removal, or death of a Trustee, or (2) for the three (3) year term specified by the Board in the case of a vacancy resulting from the increase of the number of Trustees authorized. At the end of the remaining years of the former Trustee’s term, or at the end of three (3) years for Trustees elected upon an authorized increase in the number of Trustees, the Board may re-elect a Trustee for an additional three (3) year term. At the end of a second term, the Board by re-elect a Trustee for a final three (3) year term. Following a Trustee’s third term, a Trustee is required to step off the Board for at least one year, at which time he/she may be re-elected to the Board should there be an vacancy or should an increase in the number of Trustees be authorized.

4. Time of Elections: The Board shall elect Trustees whose terms begin on August 1st of a given year at the Annual Meeting for that year, or at a Regular Meeting designated for that purpose, or at a Special Meeting called for that purpose.

D. Removal of Trustees:

Only the Board of Trustees has right to remove a Trustee in accordance with the provisions of the Education Law.

The Board may remove any Trustee who:

Attachments I 3


1. Has been declared of unsound mind by a final order of court;

2. Has been convicted of a felony;

3. Has been found by a final order or judgment of any court to have breached any duty imposed by the Education Law and the Not-for-Profit Corporation Law;

4. Has been invol

5. ved in any activities that the Board deems to be conduct unbecoming a Board member and is detrimental to the mission and reputation of the Hampden Charter School of Science.

E. Resignation by Trustee:

A Trustees may resign by giving written notice to the Board Chair or Secretary. The resignation is effective upon receipt of such notice, or at any later date specified in the notice. The acceptance of a resignation by the Board Chair or Secretary shall not be necessary to make it effective, but no resignation shall discharge any accrued obligation or duty of a Trustee. If any Trustee shall fail to attend three consecutive meetings without excuse accepted as satisfactory by the Trustees, he or she shall be deemed to have resigned, and the vacancy shall be filled.

F. Vacancies:

A vacancy is deemed to occur on the effective date of the resignation of a Trustee, upon the removal of a Trustee, upon declaration of vacancy pursuant to these Bylaws, or upon a Trustee's death. A vacancy is also deemed to exist upon the increase by the Board of the authorized number of Trustees.

G. Compensation of Trustees:

Trustees shall serve without compensation. However, the Board may approve reimbursement of a Trustee's actual and necessary expenses while conducting School business.

Article IV. Main Office

The Main office shall be at the following address:

20 Johnson Road, Chicopee, MA 01022

or at such other place as the Board may select by resolution or amendment of the Bylaws. The Secretary shall note any change in the main office on the copy of the Bylaws maintained by the Secretary.

Article V. Meetings of The Board

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A. Place of Meetings:

Board Meetings shall be held at the main office or at any other reasonably convenient place as the Board may designate.

B. Annual Meetings:

An Annual Meeting shall be held in the month of July of each year for the purpose of electing Trustees, making and receiving reports on corporate affairs, and transacting such other business as comes before the meeting.

C. Regular Meetings:

Regular Meetings shall be held bi-monthly throughout the year and other times as the Board determines.

D. Special Meetings:

A Special Meeting shall be held at any time called by the Chair, or by any Trustee upon written demand of not less than one-fifth of the entire Board.

E. Executive Session: The Board may go into executive session for the purposes set forth in M.G.L. Chapter 30A Section 21 (a) 1-10 and pursuant to the procedures required by M.G.L. Chapter 30A Section (b) 1-5).

F. Adjournment:

A majority of the Trustees present at a meeting, whether or not a quorum, may adjourn the meeting to another time and place.

G. Notices:

Public notice will be given of the date, time and location of all meetings in accordance with the law pertaining to open meetings of governmental bodies. (M.G.L. Chapter 30A Sections 18-25).

1. A five days' notice including the time, date, and the location of the Board meetings will be delivered to Trustees five days prior the meeting personally or by first-class mail or telephone, facsimile or email.

2. At least a two days' notice including the time, date, and the location of the Board meetings will be delivered to Secretary of State’s office, with a copy to the Executive Office for Administration and Finance in accordance with the law pertaining to the open meetings of the governmental bodies.

3. Special Meetings shall be held upon four days' notice by first-class mail or 48 hours' notice delivered personally or by telephone, facsimile or e-mail. Notices will be deemed given when deposited in the

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United States mail, addressed to the recipient at the address shown for the recipient in the School's records, first-class postage prepaid; when personally delivered in writing to the recipient; or when faxed, e-mailed, or communicated orally, in person or by telephone, to the Trustee or to a person whom it is reasonably believed will communicate it promptly to the Trustee.

G. Recording:

Detailed, accurate records of every meeting will be adopted and kept in accordance with the law pertaining to the open meetings of governmental bodies (M.G.L. Chapter 30A, Sections 18-25).It shall be required that a record of every meeting be adopted and kept, including the time, date, and location of the meeting, the members present or absent, and all action taken at the meeting, including formal votes taken.

H. Waiver of Notice:

Notice of a meeting need not be given to a Trustee who signs a waiver of notice or written consent to holding the meeting or an approval of the minutes of the meeting, whether before or after the meeting, or attends the meeting without protest prior to the meeting or at its commencement, of the lack of notice. The Secretary shall incorporate all such waivers, consents and approvals into the minutes of the meeting.

Article VI. Action by the Board

A. Quorum:

Unless a greater proportion is required by law, a majority of the entire Board of Trustees shall constitute a quorum for the transaction of any business or of any specified item of business.

B. Action by the Board:

Actions Taken at Board Meetings: Except as otherwise provided by statute or by these Bylaws, the vote of a majority of the Board present at the time of the vote, if a quorum is present at such time, shall be the act of the Board. If at any meeting of the Board there shall be less than a quorum present, the Trustees present may adjourn the meeting until a quorum is obtained.

Board Participation by Other Means: In all events, a quorum of Trustees must be physically present to lawfully conduct a Board Meeting of the charter school. Once a quorum is physically present for purposes of voting additional Trustees may participate in a Board meeting through use of video-conferencing equipment, so long as all Trustees participating in such meeting can hear one another and there is no objection from any Trustee or any person in the public audience. Trustee participation by video- and/or tele-conference is not permissible for purposes of a vote or quorum. Trustees may not participate in a Board meeting through the use of e-mail and/or proxies

C. Committees:

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Appointment of Committees: The Board may create committees for any purpose, and the Chair of the Board shall appoint members to and designate the chairs of such Boards. A Board Standing Committee will consist of not less than three Trustees, who shall serve at the pleasure of the Chair of the Board.

Authority of Board Committees: The Chair of the Board may delegate to a Board committee any of the authority of the Board, except with respect to:

a. Election of Trustees;

b. Filling vacancies on the Board or any committee that has the authority of the Board;

c. Fixing of Trustee compensation for serving on the Board or on any committee;

d. Amendment or repeal of Bylaws or the adoption of new Bylaws; and

e. Appointment of other committees of the Board, or the members of the committees.

Procedures of Committees: The Board may prescribe the manner in which the proceedings of any Board Committee are to be conducted. In the absence of such prescription, a Board Committee may prescribe the manner of conducting its proceedings, except that the regular and special meetings of the Committee are governed by the provisions of these Bylaws with respect to the calling of meetings including compliance with the Open Meetings Law.

D. Standard of Care:

1. Performance of Duties: Each Trustee shall perform all duties of a Trustee, including duties on any Board Committee, in good faith and with that degree of diligence, care and skill, including reasonable inquiry, as an ordinary prudent person in a like position would use under similar circumstances.

2. Reliance on Others: In performing the duties of a Trustee, a Trustee shall be entitled to rely on information, opinions, reports or statements, including financial statements and other financial data, presented or prepared by:

a. One or more Officers or employees of the School whom the Trustee believes to be reliable and competent in the matters presented;

b. Legal counsel, public accountants or other persons as to matters that the Trustee believes are within that person's professional or expert competence; or

c. A Board Committee on which the Trustee does not serve, duly designated in accordance with a provision of the School's Charter or Bylaws, as to matters within its designated authority, provided the Trustee believes the Committee merits confidence and the Trustee acts in good faith, and with that degree of care specified in Paragraph D.1., and after reasonable inquiry when the need is indicated by the circumstances, and without knowledge that would cause such reliance to be unwarranted.

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3. Investments: In investing and dealing with all assets held by the School for investment, the Board shall exercise the standard of care described above in Paragraph D.1. and shall consider among other relevant considerations the long and short term needs of the School in carrying out its purposes, including its present and anticipated financial requirements. The Board may delegate its investment powers to others, provided that those powers are exercised within the ultimate direction of the Board.

E. Rights of Inspection:

Every Trustee has the right to inspect and copy all books, records and documents of every kind and to inspect the physical properties of the School, provided that such inspection is conducted at a reasonable time after reasonable notice, and provided that such right of inspection and copying is subject to the obligation to maintain the confidentiality of the reviewed information, in addition to any obligations imposed by any applicable federal, state or local law.

F. Participation in Discussions and Voting:

Every Trustee has the right to participate in the discussion and vote on all issues before the Board or any Board Committee, except that any Trustee shall be excused from the discussion and vote on any matter involving such Trustee relating to: (a) a self-dealing transaction; (b) a conflict of interest; (c) indemnification of that Trustee uniquely; or (d) any other matter at the discretion of a majority of the Trustees then present.

G. Duty to Maintain Board Confidences:

Every Trustee has a duty to maintain the confidentiality of all Board actions, which are not required by law to be open to the public, including discussions and votes, which take place at any Executive Sessions of the Board. Any Trustee violating this confidence may be removed from the Board.

Article VII. Officers

A. Officers:

The Officers of the School consist of a President (hereinafter “Chair”), Vice President (hereinafter “Vice Chair”), a Secretary and a Chief Financial Officer (hereinafter “Treasurer”). The School also may have such other officers as the Board deems advisable.

Chair: Subject to Board control, the Chair has general supervision, direction and control of the affairs of the School, and such other powers and duties as the Board may prescribe. If present, the Chair shall preside at Board meetings.

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Vice Chair: If the Chair is absent or disabled, the Vice Chair shall perform all the Chair's duties and, when so acting, shall have all the Chair's powers and be subject to the same restrictions. The Vice Chair shall have other such powers and perform such other duties as the Board may prescribe.

Secretary: The Secretary shall: (a) keep or cause to be kept, at the Main office, or such other place as the Board may direct, a book of minutes of all meetings of the Board and Board Committees, noting the time and place of the meeting, whether it was regular or special (and if special, how authorized), the notice given, the names of those present, and the proceedings; (b) keep or cause to be kept a copy of the School's Charter and Bylaws, with amendments; (c) give or cause to be given notice of the Board and Committee meetings as required by the Bylaws; and (d) have such other powers and perform such other duties as the Board may prescribe.

Treasurer: The Treasurer shall: (a) keep or cause to be kept adequate and correct accounts of the School's properties, receipts and disbursements; (b) make the books of account available at all times for inspection by any Trustee; (c) deposit or cause to be deposited the School's monies and other valuables in the School's name and to its credit, with the depositories the Board designates; (d) disburse or cause to be disbursed the School's funds as the Board directs; (e) render or cause to be rendered to the Chair and the Board, as requested but no less frequently than once every fiscal year, an account of the School's financial transactions and financial condition; (f) prepare or cause to be prepared any reports on financial issues required by an agreement on loans; and (g) have such other powers and perform such other duties as the Board may prescribe.

B. Election, Eligibility and Term of Office:

Election: The Board shall elect the Officers annually at the Annual Meeting or a Regular Meeting designated for that purpose or at a Special Meeting called for that purpose, except that Officers appointed to fill vacancies shall be elected as vacancies occur. A formal vote of the Board of Trustees to accept all new Officers is required.

Eligibility: A Trustee may hold any number of offices, except that neither the Secretary nor Treasurer may serve concurrently as the Chair.

Term of Office: Each Officer Serves at the pleasure of the board, holding the office until resignation, removal or disqualification from service or until his/her term as Trustee has ended pursuant to Article III C (2)

C. Removal and Resignation:

The Board may remove any Officer, either with or without cause, at any time. Such removal shall not prejudice the Officer's rights, if any, under an employment contract. Any Officer may resign at any time by giving written notice to the School, the resignation taking effect upon receipt of the notice or at a later date specified in the notice.

Article VIII. Non-Liability of Trustees

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The Trustees shall not be personally liable for the School's debts, liabilities or other obligations.

Article IX. Indemnification of Corporate Agents

The Hampden Charter School of Science may, to the fullest extent now or hereafter permitted by and in accordance with standards and procedures provided by Sections 721 through 726 of the Not-for-Profit Corporation Law and any amendments thereto, indemnify any person made, or threatened to be made, a party to any action or proceeding by reason of the fact that he, his testate or intestate was a Director, Officer, employee or agent of the School, against judgments, fines, amounts paid in settlement and reasonable expenses, including attorneys' fees.

Article X. Self-Dealing Transactions

The School shall not engage in any self-dealing transactions, except as approved by the Board. “Self-dealing transaction” means a transaction to which the School is a party and in which one or more of the Trustees has a material financial interest (“interested Trustee(s)”). Notwithstanding this definition, the following transaction is not a self-dealing transaction, and is subject to the Board's general standard of care:

A transaction which is part of a public or charitable program of the School, if the transaction (a) is approved or authorized by the Board in good faith and without unjustified favoritism, and (b) results in a benefit to one or more Trustees or their families because they are in a class of persons intended to be benefited by the program.

Article XI. Other Provisions

A. Fiscal YearThe fiscal year of the School begins on July 1 of each year and ends on June 30.

B. Execution of InstrumentsExcept as otherwise provided in these Bylaws, the Board may adopt a resolution authorizing any Officer or agent of the School to enter into any contract or execute and deliver any instrument in the name of or on behalf of the School. Such authority may be general or confined to specific instances. Unless so authorized, no Officer, agent or employee shall have any power to bind the School by any contract or

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engagement, to pledge the School's credit, or to render it liable monetarily for any purpose or any amount.

C. Checks and NotesExcept as otherwise specifically provided by Board resolution, checks, drafts, promissory notes, orders for the payment of money, and other evidence of indebtedness of the School may be signed by the Director or Treasurer.

D. Construction and Definitions Unless the context otherwise requires, the general provisions, rules of construction, and definitions contained in the Not-for-Profit Corporation Law and the Education Law shall govern the construction of these Bylaws. Without limiting the generality of the foregoing, words in these Bylaws shall be read as the masculine or feminine gender, and as the singular or plural, as the context requires, and the word “person” includes both a school and a natural person. The captions and headings in these Bylaws are for reference and convenience only are not intended to limit or define the scope or effect of any provisions.

E. Conflict of InterestThe Board will comply with the state conflict of interest law, M.G.L. Chapter 268A. Trustees must disclose any financial interest or business transactions that they (or any immediate family member) have in any charter school in Massachusetts or elsewhere with the state ethics commission, the Department of Elementary and Secondary Education, and the city town clerk within 30 days of joining the Board and by September 1 annually, including the year after service is completed (unless services is less than 30 days in that year).

The Board shall request the appointment of a trustee to the Board only where the Board has not reason to know that the trustee has a financial interest under M.G.L. Chapter 268A which may preclude a majority of the Board from participating in deliberations or voting on certain matters that are expected to come before the Board. The Board shall exercise due diligence prior to determining that a proposed trustee does not have such a financial interest.

Any Trustee, Officer, key employee, or Committee member having an interest in a contract, other transaction or program presented to or discussed by the Board or Board Committee for authorization, approval, or ratification shall make a prompt, full and frank disclosure of his or her interest to the Board or Committee prior to its acting on such contract or transaction. Such disclosure shall include all relevant and material facts known to such person about the contract or transaction that might reasonably be construed to be adverse to the School's interest. The body to which such disclosure is made shall thereupon determine, by majority vote, whether the disclosure shows that a conflict of interest exists or can reasonably be construed to exist. If a conflict is deemed to exist, such person shall not vote on, nor use his or her personal influence on, nor be present during the discussion or deliberations with respect to, such contract or transaction (other than to present factual information or to respond to questions prior to the discussion). The minutes of the meeting shall reflect the disclosure made, the vote thereon and, where applicable, the abstention from voting and participation. The Board may adopt conflict of interest policies requiring: (1) Regular annual statements from Trustees, Officers and key employees to disclose

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existing and potential conflicts of interest; and, (2) corrective and disciplinary actions with respect to transgressions of such policies. For the purpose of this section, a person shall be deemed to have an “interest” in a contract or other transaction if he or she is the party (or one of the parties) contracting or dealing with the School, or is a Director, Trustee or Officer of, or has a significant financial or influential interest in the entity contracting or dealing with the School.

F. Complaint Procedure (1) Any parent, guardian, or other individuals or groups who believe that the School has violated or is violating any provision of M.G.L. c. 71, §89, or 603 CMR 1.00 may file a complaint with the Board.

(2) The Board shall respond no later than 30 days from receipt of the complaint in writing to the complaining party.

(3) The Board shall, pursuant to a complaint received under 603 CMR 1.10, or on its own initiative, conduct reviews to ensure compliance with M.G.L. c. 71, §89, and 603 CMR 1.00. The School and the specific individuals involved shall cooperate to the fullest extent with such review.

(4) A complaining party who believes that complaint has not been adequately addressed by the Board may submit the complaint in writing to the Commissioner of Elementary and Secondary Education, who shall investigate such complaint and make a written response.

(5) In the event that the School is found in non-compliance with 89 M.G.L. c. 71, §89, or 603 CMR 1.00, as a result of a complaint or upon investigation, the Commissioner of Elementary and Secondary Education, or designee, or the Board of Elementary and Secondary Education ,or designee, may take such action as it deems appropriate, including but not limited to suspension or revocation of the charter under 603 CMR 1.13, or referral of the matter to the district Attorney, the Office of the Attorney General, or any other agency for appropriate legal action.

(6) A parent, guardian, or other individuals or groups who believe that the School has violated or is violating any state or federal law or regulation regarding special education may file a complaint directly with the Department of Elementary and Secondary Education.

G. Interpretation of CharterWhenever any provision of the Bylaws is in conflict with the provisions of the Charter, the provisions of the Charter shall control.

Article XII. Amendment

A majority of the Trustees may adopt, amend or repeal these Bylaws. Each amendment recommendation is reviewed and discussed by the By-laws Committee. The committee may accept the proposed amendment as submitted or make changes to the proposed amendment or combine two or more related proposals or reject any proposed amendment. The amendments shall be subject to the approval of the Board of Trustees and the Department of Education.

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B. Draft Recruitment and Retention Plan for Proposed School

Draft Recruitment Plan2018-2019

School Name: HCSS-WESTDate: September 1, 2016Describe the school’s general recruitment activities, i.e. those intended to reach all students.General Recruitment Activities:Between March 2017 and April 2018, HCSS-WEST will

1) Hold weekday and weekend Open Houses once we have acquired a location.2) Make flyers, posters, and videos available for prospective student and parents.3) Request and obtain a mailing list of students from the public schools of Holyoke, Westfield, West

Springfield and Agawam in order to reach out to students in every demographic.4) Send brochures and fliers to these potential students.5) Place advertisements in local newspapers such as The Republican, The Holyoke Sun, and the

Westfield News.6) Air HCSS-WEST spots on local TV and radio channels.7) Invite prospective applicants (individuals and groups) to visit the campus and meet with faculty

members from HCSS-WEST and Student Ambassadors from HCSS.8) Deliver application information to local community organizations, health centers, libraries, and

community centers.9) Hold information meetings at local community centers.10) Visit local K-5 charter schools and private schools in Holyoke, Westfield, West Springfield, and

Agawam.11) Utilize online publications to post information about our application process.12) Develop a broader Social Media presence and post information about our school and the

application process.13) Post on our website testimonials of current parents, including and especially parents of specific

subgroups noted in the chart below.14) Attend local school showcases to meet potential students and provide them with flyers, brochures,

posters, etc.Recruitment Plan –Strategies List strategies for recruitment activities for each demographic group.Demographic Group Strategies

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Special education students

Contact each of the sending district’s schools with students in grades 5 through 8 and ask them to place HCSS-WEST brochures and applications in their Special Education, ELL, and Guidance offices.

Initiate contact with the sending districts’ Parent Advisory Councils in order to share with them HCSS Mission and programs, as well as invite them to Open Houses specifically geared towards SPED sub groups. In attendance at these Open Houses will be all sped/ell teaching staff, ready to answer questions.

Post on the school website and social media pages testimonials from parents and alumni regarding the excellence provided in our SPED programs and services at HCSS.

Initiate contact with Special Education advocacy groups such as the Baystate Family Advocacy Center, the Federation for Children with Special needs, and the Multicultural Community Services of the Pioneer Valley, Inc. in Westfield and Agawam to request that we place HCSS-WEST Special Education information, our brochure, and application form in their facilities.

Highlight the guidance counselor support regarding college selection and application in brochures and open houses.

Limited English-proficient students

Make cultural celebrations such as the Multicultural Night, Hispanic Heritage Festival, and Black History Month Presentations open to the public or highlighted by local media and school social media posts.

Advertise HCSS-WEST in Spanish, Russian, Middle Eastern, Turkish, Nepalese, Lao, and Somalian publications and to have current staff members and parents/guardians host informal information sessions in their homes, churches, or other local facilities.

Make all necessary school documents and most supplementary documents available in Spanish, Russian, Arabic, Turkish, and Chinese.

Highlight staff and student diversity in HCSS-WEST brochures and advertisements.

Students eligible for free or reduced lunch28

Highlight in HCSS-WEST brochures and advertisements that the school will have free and reduced breakfast and lunch program.

Make our brochure and application available to families residing in low-income housing developments throughout our sending districts by placing them in local Boys and Girls Clubs, PVTA (Pioneer Valley Transit Authority), local and state aid agencies, food banks, and community organizations.

28 Please note: The Department has a new metric, called Economically Disadvantaged. Please see here for information: http://www.doe.mass.edu/infoservices/data/ed.html

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http://www.doe.mass.edu/infoservices/data/ed.html


Students who are sub-proficient

Highlight information about our tutoring services, Saturday School Program, Study Halls, and extra support services in brochures, advertisements, and open houses.

Advertise the results of these programs through the increased MCAS performances of HCSS students in grades 6 through 10.

Make our brochure and application available in tutoring and academic enrichment centers such as The Homework House of Holyoke, Action Centered Tutoring Services in Agawam, and Roots Learning Center in Westfield.

Students at risk of dropping out of school

Highlight our Peer Mentoring Program and the College Guidance Counselor support in the brochures and Open Houses.

Make our brochures and applications available to programs in our sending districts that service at risk youth such as the Holyoke Youth Task Force or the Gandara Center in Holyoke.

Host college awareness information sessions at local libraries, YMCAs, and Boys and Girls Clubs.

Students who have dropped out of school

Request students contact information from local guidance counselors and GED programs in our area in order to send brochures and applications to students who have dropped out in our sending district.

Initiate contact with local Job Corps and ask them to distribute our brochure and application.

Other subgroups of students who should be targeted to eliminate the achievement gap

Communicate directly (e.g., letters, phone calls, brochures, and fliers) with selected groups of prospective applicants.

Draft Retention Plan

2018-2019

Overall Student Retention Goal

Annual goal for student retention (percentage):

90%

Retention Plan –Strategies List strategies for retention activities for each demographic group.Demographic Group StrategiesSpecial education students

Make sure that all special education, ell, and 504 students are performing at or above their potential, the SPED/ELL/Guidance

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Director will hold weekly Child Study Team meetings with teachers and grade level heads to discuss at risk students and devise individualized success plans.

Continue our Inclusive Concurrent Enrollment (ICE) Program with Westfield State, which provides dual enrollment opportunities for transition students, ages 18 - 21, with intellectual disabilities and/or autism spectrum disorder, to participate in an inclusive college experience. Students have the opportunity to take college courses, for credit or audit, with supports determined through their IEP and TPF.

Facilitate the Special Education and Parent Advisory Council. Continue to offer after school, study hall, and Saturday school

tutoring. Hold professional developments for all staff members, such as

differentiation techniques and how to read and follow an IEP. Set in place a make-up test procedure guideline in which all SPED

students will be given the same opportunity to learn the material and improve HCSS finals and benchmarks.

Limited English-proficient students

Classroom teachers will keep in constant communication with ELL teachers and director to monitor LEP student progress and explore differentiation techniques for the classroom.

Assign LEP students with a staff advisor who speaks their language, is compassionate and supportive, and can communicate with their families.

Ensure that LEP students have support in their daily assignments and understand the material, LEP students will work closely with the ELL coordinator and teachers.

Embrace students’ heritage, cultural clubs and events will be provided.

ELL Director and ELL staff members will make themselves available after school and during Saturday school for extra support.

Students eligible for free or reduced lunch29

HCSS will make breakfast and lunch available for every student. Help those families outside of school, we will provide school

supplies, uniforms, and food for homeless families over long weekends and vacations.

Make free dental care available twice a year. Have an active Parent Teacher Organization (PTO) that plans

fundraisers and uses profits for families who request help.

29 Please note: The Department has a new metric, called Economically Disadvantaged. Please see here for information: http://www.doe.mass.edu/infoservices/data/ed.html

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http://www.doe.mass.edu/infoservices/data/ed.html


Students who are sub-proficient

Utilize the database, quarter finals, and benchmarks to identify students as early as possible and to take appropriate action immediately.

Provide academic and emotional support such as tutoring, Saturday school, peer mentoring, academic advising and counseling.

Students at risk of dropping out of school

Identify high risk students in high school through the work of our CST (Child Study Team). These weekly meetings are in place to device individualized plans for each student in the school who is at risk of failing. These plans include extra check-ins and attention from teachers, differentiation techniques, and teachers increase the frequency of their communication with families about individual assignments.

Use the CST list as well as teacher observations to identify at risk students and provide them with extra help from our College Guidance office.

Help students at risk identify four year colleges and universities that they can apply to and to help them through the application and financial aid process.

Students who have dropped out of school

Reach out to each student during the school year and offer guidance to find a new school or any available programs.

Other subgroups of students who should be targeted to eliminate the achievement gap

The goal at HCSS is that students of all race, gender, or socio-economic class receive a rigorous, balanced, individualized education that prepares 100% of students for a four year college. The whole structure of our charter- from extended school hours and Saturday school to implementation of the database and beyond- are designed to reach all students in our school.

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C. Draft Enrollment Policy and Application for Admission

1. General Policy Statement

Hampden Charter School of Science West (HCSS-WEST) accepts applications from students who reside in Massachusetts. HCSS-WEST serves students in grades six through twelve and accepts applications for students in grades six through nine. G.L., c. 71, §89 (m).

HCSS-WEST does not discriminate against students on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or in a foreign language, or prior academic achievement when recruiting or admitting students. HCSS-WEST will not set admissions criteria that are intended to discriminate or that have the effect of discrimination based upon any of these characteristics. The process of enrollment will be conducted according to the laws and the regulations of Massachusetts (M.G.L. c. 71, § 89; 603 CMR 1.05). The School’s student recruitment and retention plan conforms with the outline set forth in M.G.L. c 71 §89(m); 603 CMR 1.05(f).

Throughout the year the School will provide information about HCSS-WEST to all students and families interested in joining HCSS-WEST community.

The information below about the enrollment process and lottery will be distributed in four major languages spoken in the districts: English, Spanish, Russian, and Turkish. The notice of all application deadlines will be announced on HCSS-WEST website at least one month in advance.

HCSS-WEST implements a student recruitment and retention plan as outlined in M.G.L., c. 71, §89(f) and CMR 603 1.05(f) that is updated annually and included in HCSS-WEST Annual Report.

Application forms will be available to families at the School’s open house events, at the main office of the School, and on the School’s website. At all such locations information will be provided to prospective applicants about the mission, the vision, and the education philosophy of the School. Also, outreach efforts such as announcements and posts in the local newspapers, community centers, libraries, and schools will be conducted annually to ensure a diverse enrollment process. Application forms will be updated yearly to reflect application dates and deadlines. HCSS-WEST will publicly provide the latest up-to-date information on the application dates and deadlines at least one month in advance. HCSS-WEST will not make statements in meetings intended to discourage, or that have the effect of discouraging, parents/guardians of students with disabilities, students with limited English proficiency, or any other protected group of students from submitting an application form to the School. Attendance at the open house Information Sessions is strongly encouraged for students and their families but not required as a condition of enrollment. HCSS-WEST will strive to make accommodations for families with individual hardships.

HCSS-WEST will notify in writing of the rights of students with diverse learning needs to attend the charter school and to receive accommodations and support services, including students who may have disabilities, require special education, or are English language learners. 603 CMR 1.05(4).

HCSS-WEST provides information regarding the availability of services mentioned above in the school’s outreach materials, the student handbook, and on the school’s website. 603 CMR 1.05(4).

HCSS-WEST does not use financial incentives to recruit students. 603 CMR 1.05(3)(a).

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HCSS-WEST intends to provide transportation to all residents of its charter region (Holyoke, Westfield, West Springfield and Agawam) in accordance with the Charter School Technical Advisory 07-2: Transportation. A regional charter school’s commitment to provide transportation services to residents of the charter region during the scheduled school year, including those students who reside outside the city or town where the school is located, will establish the school’s eligibility for regional transportation aid.

2. Definitions

Enrollment Policy: The document that clearly communicates the charter school’s adherence to applicable laws and regulations with the objective of creating a transparent and fair enrollment process.

Application: As defined in the school’s enrollment policy, the primary document/form used to make a request for admission to the school.

Applicant: Someone who formally asks (applies) for admission to the school.

Siblings: Children who share a common biological or legal parent as opposed to children who live in the same household but do not share a common parent. Reasonable proof of current residency or sibling status is required at the time an offer of admission is made. 603 CMR 1.05(10)(a).

Residents: Students who live in the city or town in which the charter school is located or who live in the districts of the region served by the charter school (Holyoke, Westfield, West Springfield, and Agawam) at the time of the lottery. Residents enrolled in district, charter, private, or parochial schools get equal preference for Commonwealth Charter Schools. Residency is determined by where the child actual lives, irrespective of guardianship, custody, and domicile. Students must be residents of one of the four relevant cities, towns, or school districts at the time of application. Charter schools require proof of current residency.

Non-residents: Students who live within Massachusetts but outside the cities or towns which the charter school serves. For HCSS-WEST, non-resident students are those students who live outside of the school districts specified in the school’s charter.

Admitted: To accept an offer of admission to the school.

Currently attending: Students who are currently participating in classes at the school.

Attending: Students are considered to be attending the charter school if they come to school.

Enrollment: Students are considered to be enrolled in the charter school if an offer of admission is made and an acceptance is received in accordance with the school’s enrollment policy. After the student is enrolled, the school may determine through placement testing provided to all students whether the student needs to be placed in a grade other than the one for which he/she applied. If this is the case, the charter school must provide a space in the appropriate grade. Each year, HCSS-WEST will determine the number of spaces available by grade level. At each grade level preference for admission will be given first to applicants who are “siblings” of students currently attending in HCSS-WEST in the year of application, followed by applicants in the “Residents” category, and then by applicants in the “Non-Residents” category, regardless of when their application form is submitted, provided that it is prior to the application deadline.

Attachments I 19


3. Description of the Eligibility Criteria for Enrollment

Students must reside within the Commonwealth of Massachusetts at the time that they submit an Application Form as well as at the time that they attend the School, if offered enrollment. Reasonable proof of current residency must be provided at the time an offer of admission is made. G.L. c. 71, § 89(ff).

Proof of Massachusetts residency in the form of a utility bill or other official business mail must be submitted with the application form. The bills must reflect the place where the child and parent/guardian actually reside. It cannot reflect an alternate address such as a vacation home, relative’s address, business, or rental property where the family does not reside.

Such proof is not required for applicants who are homeless.

Any falsification of documentation or misrepresentations will result in the loss of enrollment status.

An incomplete application will not be considered for the lottery.

Candidates for admission must apply for the grade immediately following their current grade.

Information requested in the application, such as language spoken at home or race/ethnicity, is not intended and will not be used to discriminate. G.L. c. 71, § 89(m); 603 CMR 1.05(2).

For a given school year, at the beginning of August, HCSS-WEST will publicize its four (or more) information sessions and invite families to attend and fill out an application form. Attendance at information sessions and participation in interviews are not conditions of enrollment, and families may obtain an application form directly from the School or the School’s website www.hampdencharter.org, (click on admission, and then click on Apply Now). 603 CMR 1.05(3)(a).

Families who do not have access to a computer should contact the Registrar’s office by calling the school.

HCSS-WEST does not administer tests to potential applicants or predicate enrollment on results from any test of ability or achievement. 603 CMR 1.05(3)(a).

4. Description of the Enrollment Process

HCSS-WEST accepts applications for students in grades 6 through 9 each year. However, HCSS-WEST will determine the number of seats available at each grade level each year. Applicants must have successfully completed (or be expected to complete) the grade preceding the grade to which they seek admission.

For a given school year, HCSS-WEST will accept applications from the day after the previous lottery to the second Wednesday of March. Public notice of all application deadlines will be made at least one month in advance. If there are more eligible applicants than there are available spaces within a given application cycle, HCSS-WEST will conduct a lottery after this initial lottery enrollment period on Friday of the second week of March at 5:30 pm in HCSS school’s gymnasium, 20 Johnson Road, Chicopee, MA, and will publicize the date, time, and location with reasonable notice of at least one week before the lottery date. 603 CMR 1.06(6). The lottery is open to the public - all are welcome.

HCSS-WEST will not set any principal application deadlines or hold any enrollment lotteries for student admission for the upcoming school year until after January 1, and shall conclude its principal enrollment process no later than March 15 of each year. 603 CMR 1.05(3)(c).

Attachments I 20


Letters informing families of the results of the lottery will be prepared and mailed the next business day to all families whose children were accepted. Families who have been offered an available space will be given a final date of second Friday of April to accept offers of enrollment.

If there are still seats remaining after the first lottery and if a wait list does not exist, or if the School receives additional applications after the second Friday of March for the upcoming school year, HCSS-WEST may hold additional enrollment lotteries and the required lottery process will again be strictly followed, including public notification and deadlines. Public notice for all application deadlines will be given one month in advance, and notice for all new lottery dates will be given at least one week in advance.

If a student stops attending the School during the academic year, prior to February 15, a student from an appropriate waiting list will be offered admission for grades 6, 7, 8 and 9. Parents of students accepted from the waiting list will be required to reply by the end of the month about their decision to enroll. If a student in grades 6, 7, 8 and 9 leaves the School subsequent to February 15, such student’s seat shall be backfilled in the next grade in September of the following year as determined by waiting list procedures. Seats for students who have accepted an offer of admission in the charter school but have never attended are exempt from this provision. 603 CMR 1.05(10)(c).

Upon request, the school will provide the names and addresses of students to a third party mail house for mailings unless the parent requests that the school withhold their child’s information. G.L. c. 71, § 89(g); 603 CMR 1.05(6)(e).

At the time of enrollment parents and guardians will be offered to consent to or deny permission to disclose information to other parties, and upon request to a third party mail house for mailings by other schools or districts. G.L. c. 71, § 89(g); 603 CMR 1.05(6)(e).

Reasonable proof of current residency or sibling status is required at the time an offer of admission is made. 603 CMR 1.05(10)(a).

5. Description of the Lottery Procedures

HCSS-WEST will determine the number of spaces available each year by grade level. All lotteries are conducted in public at HCSS, located at 20 Johnson Road, Chicopee, MA. The lottery will be conducted electronically which corresponds to the identification number of each applicant. And a neutral party shall certify that the process is fair and that selection is random 603 CMR 1.05(9). The parent or guardian of each applicant is entitled to know their child’s identification number in advance of the drawing to ensure the transparency and fairness of the process. The identification number will be provided at the main desk if requested. Reasonable public notice is given at least one week prior to the lottery date held on the second Friday of March. 603 CMR 1.05(9).

Receive Sibling Preference:

Children who live in different households but share a common biological or legal parent

Siblings of students who are due to graduate at the end of the school year in which the lottery is held

If a student moves out of the local city or town but remains enrolled, that student’s siblings have preference in admission even though they are nonresidents at the time of application

Attachments I 21


Do Not Receive Sibling Preference:

Children who live in the same household but do not share a common biological or legal parent

Foster children

Siblings and children of alumni/ae

Siblings of applicants who have been accepted for admission but are not yet attending (including twins)

Preference for admission is given first to applicants in the "Siblings" category followed by applicants in the “Residents” category and then by applicants in the “Non-Residents” category without regard to when their application was submitted as long as it was prior to the application deadline. HCSS-WEST does not offer admission to applicants on a first come first serve basis.

Primary preference for admission will be given to siblings (resident and non-resident) of students “currently attending” (participating in classes) at HCSS-WEST.

Secondary preference for admission is given to students who are residents of the (Holyoke, Westfield, West Springfield and Agawam) districts of Massachusetts at the time that they are offered admission to the School. Reasonable proof of current residency is required at the time an offer of admission is made. G.L. c. 71, § 89(m); 603 CMR 1.05(6)(b).

HCSS-WEST does not give preference to children of the School’s staff or Board members;

HCSS does not give preference to siblings of students accepted to the School but not yet attending.

6. Description of the Waitlist

HCSS-WEST will maintain waiting lists for “Siblings,” “Residents,” and “Non-Residents” for the duration of each school year. These lists will contain accurate records of names (first, middle, last), dates of birth, home addresses, telephone numbers, and grade levels of students who entered the lottery but did not gain admission. No student will be admitted ahead of other eligible students on the waiting list unless the student is either a sibling of a currently attending student at the time an offer of admission is made, or a resident of the towns in the charter schools district(s). All students on the waiting list will be contacted by phone and/or in writing as openings become available. However, if a space becomes available and the enrollment of a student from the waiting list would cause the sending district to exceed its net school spending cap, the School may skip over that student but keep him/her on the waiting list. If that student on the waiting list is a sibling of a student currently enrolled at the School, HCSS-WEST may enroll that student and the Commonwealth of Massachusetts will pay the tuition to the School, subject to state appropriations. HCSS-WEST does not maintain a waiting list from year-to-year. The application and lottery process starts over each consecutive year. G.L. c. 71, § 89(n).

The families of students will be notified at the lottery and by mail of their admission status if accepted. If a student declines an offer of admission, the School will immediately contact the family of the student who is on the top of the waiting list until the vacant seat is filled. All accepted students’ families will receive an enrollment package. If a student is accepted in the lottery, that family must confirm by the second Friday of April that the student will attend the School. If a student is selected off of the waiting list, he/she has one week to confirm the enrollment. The School will hold an orientation session in August (before the first day of school) to prepare new families and students for the transition to the School and to assist families with any remaining paperwork. While it is desirable, attendance at such sessions is not required in order for an accepted student to enroll.

Attachments I 22


HCSS-WEST will work closely with students and their families to ensure that they understand the requirements and have met the eligibility criteria at the time of admission. If a student fails to meet the two eligibility criteria of proof of residency and completion of the prior grade level, HCSS-WEST will decline admission, until both eligibility criteria are met. Students who in the process of application have not met the eligibility criteria will not be placed on a waiting list, will be asked to reapply during the next application cycle, and will be treated as new applicants in the future.

A student who declines the offer of enrollment at HCSS-WEST will be taken off the enrollment list and will not be placed on the waiting list. If at a later time the student decides to enroll in HCSS-WEST including students who have withdrawn from HCSS-WEST earlier, he or she will have to reapply and follow the enrollment procedures for new students.

7. Application for Admission Requirements

The application does not require dual parent/guardian signatures and submission of the student’s social security number. Sample application form is below:

APPLICATION FORM

FOR OFFICE USE ONLY

Date Application Received ____ / ___ / ______

Application #

DEAR PARENT(S) AND APPLICANT: Thank you for your interest in Hampden Charter School of Science West. Please fill out this application form completely. Information you supply may not be given to any other companies. Applications received unsigned or incomplete may not be considered for acceptance.

Attachments I 23


Date of Birth: Gender: Grade Applied For: Current Grade Enrolled:

Permanent AddressStreet: Apt #: City: Zip Code:

Current School Name: School District: Years Attended:

Does the applicant have a sibling who’s attending this school? YES NO If yes, please write:Student Name: _____________________________and Current Grade Level: ___________

I/We hereby certify that, to the best of my/our knowledge and belief, the answers to the foregoing questions and statements made by me/us in this application are complete and accurate. I/We understand that any false information or misrepresentations of facts may result in rejection of this application or future dismissal of the applicant.

PARENT INFORMATION

Parent or Guardian Name: Please specify: (Father, Mother, Legal Guardian…etc.)

Parent or Guardian Signature: Date: Email:

Home Phone: Cellular Phone: Work Phone:

Please mail or fax the completed application to:

Hampden Charter School of Science WestHampden Charter School of Science West shall not discriminate on the basis of race, color, national origin, creed, sex,

ethnicity, sexual orientation, gender identity, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or a foreign language, or prior academic achievement.

8. Growth Plan Requirements

In the first year following approval of Hampden Charter School of Science West, the number of students to be enrolled each year as it is shown in the table below. The number of students in each grade level and the overall student populations is very similar as HCSS, the flagship school. We were able to work well and produce outstanding results with these student numbers. HCSS believes, one on one attention is the key element to our success. For this reason, at HCSS-WEST, will also keep the class sizes relatively small, (20 students per class). The small class size will be easy to manage, and teachers may alter instructional methods according to the individual needs of students. Also, each student may participate in discussion more easily. We would like to keep our student/teacher ratio around 11:1, allowing us to monitor each student’s achievement closely. As it has at the flagship school, starting with small size will create a family-like school environment in which everybody knows

Attachments I 24


each other. The small size will be beneficial in helping teachers to identify student weaknesses in a shorter period of time. The small size will also contribute to closer relationship between the parents and the school.

HCSS-WEST plans to start with 252 students and grow gradually. Moreover, this enrollment plan allows for a steady growth of the student body, which is important to building and maintaining a positive and strong school culture.

K-5 6 7 8 9 10 11 12 TOTAL

2018-2019 0 63 63 63 63 - - - 252

2019-2020 0 84 63 63 63 63 - - 336

2020-2021 0 84 84 63 63 63 63 - 420

2021-2022 0 84 84 84 63 63 63 63 504

2022-2023 0 84 84 84 84 63 63 63 525

2023-2024 0 84 84 84 84 84 63 63 546

2024-2025 0 84 84 84 84 84 84 63 567

2025-2026 0 84 84 84 84 84 84 84 588

Attachments I 25


D. Draft School Calendar for Proposed School

20-29 Staff Orientation 3 Labor Day (School Closed)29 Parent Orientation (4pm-7pm) Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa 12 Staff Dev. (half day)30 First Day of School 1 2 3 4 1 28 Staff Dev. (half day)

5 6 7 8 9 10 11 2 3 4 5 6 7 812 13 14 15 16 17 18 9 10 11 12 13 14 1519 20 21 22 23 24 25 16 17 18 19 20 21 2226 27 28 29 30 31 23 24 25 26 27 28 29

30

5 Half day 2 First Quarter Ends (45 days)8 Columbus Day (School Closed) Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa 12 Veterans Day (School Closed)

17 PSAT/NMSQT 1 2 3 4 5 6 1 2 3 15 Parent Conference (4-6 pm)19 ELA FINAL Q1 7 8 9 10 11 12 13 4 5 6 7 8 9 10 21 Half day 23 MATH FINAL Q1 14 15 16 17 18 19 20 11 12 13 14 15 16 17 22-23 Thanksgiving (School Closed)26 SCI FINAL Q1/Staff Dev. (half day) 21 22 23 24 25 26 27 18 19 20 21 22 23 24

28 29 30 31 25 26 27 28 29 30

18-19 ELA MCAS Practice Test 1 S1-S2 (Grade 10) 2 Winter Break continues (School Closed)24-31 Winter Break (School Closed) Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa 9 ELA FINAL Q2

1 1 2 3 4 5 11 MATH FINAL Q22 3 4 5 6 7 8 6 7 8 9 10 11 12 18 SCI FINAL Q2/Staff Dev. (half day)9 10 11 12 13 14 15 13 14 15 16 17 18 19 21 MLK Day (School Closed)16 17 18 19 20 21 22 20 21 22 23 24 25 26 25 Second Quarter Ends (48 days)23 24 25 26 27 28 29 27 28 29 30 31 26 SCIENCE FAIR30 31

7-8 ELA MCAS Practice Test S1-S2 (Gr 6,7,8) 7-8 MATH MCAS Practice Test (Grades 6,7,8,10)7-8 ELA MCAS Practice Test 2 S1-S2 (Gr 10) Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa 14 Practice SCIENCE MCAS (Grades 8,9)18 President̀s Day (School Closed) 1 2 1 2 15 Staff Dev. (half day)

19-22 February Break (School Closed) 3 4 5 6 7 8 9 3 4 5 6 7 8 910 11 12 13 14 15 16 10 11 12 13 14 15 1617 18 19 20 21 22 23 17 18 19 20 21 22 2324 25 26 27 28 24 25 26 27 28 29 30

5 MATH FINAL Q3 3 Staff Dev. (half day)10 ELA FINAL Q3 Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa 24 Half day12 SCI FINAL Q3 1 2 3 4 5 6 1 2 3 4 27 Memorial Day (School Closed)15 Social Studies FINAL Q3 7 8 9 10 11 12 13 5 6 7 8 9 10 1118 Third Quarter Ends (54 days) 14 15 16 17 18 19 20 12 13 14 15 16 17 1819 Good Friday School Closed) 21 22 23 24 25 26 27 19 20 21 22 23 24 25

22-26 Spring Break (School Closed) 28 29 30 26 27 28 29 30 3130

7-11-14 ELA-MATH-SCI FINALS Q4 (9th is flipped sch) Su Mo Tu We Th Fr Sa10-14 Half days (odd days are flipped sch) 1 Quarter 1: August 30-November 2 (45 days)

13 Fourth Quarter Ends (35 days) 2 3 4 5 6 7 8 Quarter 2: November 5-January 25 (48 days)

18-24 Inclement Weather Make up Days 9 10 11 12 13 14 15 Quarter 3: January 28-April 18 (54 days)

16 17 18 19 20 21 2223 24 25 26 27 28 29

flipped schedule:7-8-9-4-5-6-1-2-3-SH periods

Total school days for staff: 190 days

school ends at the end of the 6th period (12:58pm) when it is half day

school ends at the end of the 9th period (3:19pm) every Friday

school ends at the end of the 9th period (3:19pm) on PSAT, MCAS, Practice and Quarter Final Test dates

Quarter 4: April 29-June 17 (35 days)24 Last Day of School including 5 make up days

JUNE (11 days) Total school days for students: 182 days

DECEMBER (15 days) JANUARY (20 days)

FEBRUARY (15 days) MARCH (21 days)

APRIL (16 days) MAY (22 days)

HAMPDEN CHARTER SCHOOL OF SCI ENCE - WEST2018-2019 SCHOOL CALENDAR

pending approval

AUGUST (2 days) SEPTEMBER (19 days)

OCTOBER (22 days) NOVEMBER (19 days)

Attachments I 26


E. Draft Organizational Charts – Proposed School and Network

Attachments I 27

HCSS NETWORK OFFICE

Board of Trustees


Chief Academic Officer

ELA Curiculum Coordinator

Math Curriculum Coordinator

Science Curriculum Coordinator

Humanities Curriculum Coordinator

Dean of Special Services

Chief Financial Officer

Chief Technology Officer

HCSS-EAST Director

HCSS-WEST Director

Board of Trustees


HCSS NETWORK OFFICE

HCSS EAST/WEST Director

Dean of Academics

Department HeadsGrade Chairs

Special ServicesCounselors

Dean of Students

TransportationNurse

Security

Bussiness Manager

Cafeteria ServicesCustodian

Building Maintenance

IT Manager Secretary


F. Graduation Requirements

HCSS-WEST GRADUATION REQUIREMENTS

SUBJECTS Core Credits Non-Core Credits

English Language Arts20 credits 4 credits

All students must take a core ELA course every year

Mathematics

37 credits -

Including the completion of Algebra II and Geometry. All students must take a math course during their senior year.

Science14 credits 10 credits

3 lab-based courses including Biology, Chemistry, and Physics

History/Social Science12 credits -

Including World History II and US History I-II

Foreign Language8 credits -

of the same language in two years

Physical Education -All students must take PE every year in High School by law

Fine Arts 4 credits -

Computer Science - 8 credits

Additional Non-Core Courses (Electives)

- 33 credits

Senior Thesis - 5 credits

Senior Thesis is offered during senior year and it must be a science based project. For more information visit www.hampdencharter.org/senior_thesis

TOTAL 90 credits 60 credits

A student can earn up to 165 credits in high school.In order to graduate:

1. All students must achieve a 2.0 overall GPA.2. All students must earn a minimum of 90 core subject credits and a minimum of 60 non-core (elective)

credits3. All students must complete 40 hours of volunteer work (Community Service)

The Massachusetts Education Reform Law of 1993, state law, G.L. c. 69, § 1D, requires that all students who are seeking to earn a high school diploma must meet the Competency Determination (CD) standard, in addition to meeting all local graduation requirements. (http://www.doe.mass.edu/mcas/graduation.html)

Attachments I 28


Students must either earn a scaled score of at least 240 on the grade 10 MCAS ELA and Mathematics tests, or earn a scaled score between 220 and 238 on these tests and fulfill the requirements of an Educational Proficiency Plan (EPP).Students must also earn a scaled score of at least 220 on one of the high school MCAS Science and Technology/Engineering (STE) tests: Biology, Chemistry, Introductory Physics, or Technology/Engineering.

Students may earn extra credit and exceed 165 credits by completing:1. Dual enrollment courses taken for both high school and college credit.2. School approved online courses for high school or college credit.

Notes:1. The number of credits is based on the number of periods per week.2. College Courses completed with a passing score will be awarded with 5 credits.3. Students can carry 10 (ten) Algebra 1 math credits from middle school to high school if they meet the

criteria described in the honors policy.4. Course makeups:

a. If a student has a failing score in a core ELA, core math or US History 1 course, these courses must be taken and passed that summer in order to promote to the next grade level.

b. If a student has a failing score in any other core course, the student will still be promoted, but the course must be taken and passed before the student will graduate.

c. Students can earn a maximum of 5 credits from the summer school courses.5. Seniors must have a full schedule until through the lunchtime regardless of their total earned credits.6. Every 9th, 10th and 11th grade student must complete a project for the HCSS Science Fair.

Sample Schedule for High School

COURSES Grade 9 Grade 10 Grade 11 Grade 12English Language Arts

ELA I 5 credits

ELA II 5 credits

ELA III 5 credits

ELA IV 5 credits

MathematicsAlgebra 1 or Algebra 2 Hon

10 credits

Geometry or Geometry Hon

9 credits

Algebra 2 or Precalculus

9 credits

Trigonometry or AP Calculus

9 credits

ScienceBiology 5

creditsChemistry 5

creditsPhysics 4

creditsSenior Thesis 5

creditsHistory/Social Science

World Hist. II 4 credits

US History I 4 credits

US History II 4 credits

- -

Foreign Language

Spanish I or another FL

4 credits

Spanish II or another FL

4 credits

- - - -

Physical Education

PE I 2 credits

PE II 2 credits

PE III 2 credits

PE IV 2 credits

Additional Non-Core Courses (Electives)

Biology LAB 2 credits

Chem. LAB 2 credits

Physics LAB 2 credits

- -

2 electives 8 credits




TOTAL 40 credits 40 credits 40 credits 49 credits

Attachments I 29


G. Sample weekly schedules

Middle School

1st Period 2nd Period 3rd Period 4th Period 5th Period 6th Period 7th Period 8th Period 9th PeriodSTUDY HALL

AFTER SCHOOL

8:00 AM-8:13 AM

8:16 AM-9:03 AM

9:07 AM-9:50 AM

9:54 AM-10:37 AM

10:41 AM-11:24 AM

11:28 AM-12:11 PM

12:15 PM-12:58 PM

1:02 PM-1:45 PM

1:49 PM-2:32 PM

2:36 PM-3:19 PM

3:23 PM-4:00 PM

4:03 PM-4:45 PM

Monday BREAKFAST

Ancient Civilization

PE&Health 7 Acc Grade 7 ELA 7 LUNCH/RECESS

Life Science II Lab

Life Science II Lab

Acc Grade 7 ELA 7 Study Hall-

110

[Room 108] [GYM 2] [Room 113] [Room 106] [Science LAB] [Science LAB] [Room 113] [Room 106] [Room 110]

Tuesday BREAKFASTMusic 7 Life Science II Acc Grade 7 ELA 7

LUNCH/RECESSArt II Comp Sci II Acc Grade 7 ELA 7

Study Hall-110

[Room 127] [Room 105] [Room 113] [Room 106] [Room 128]

[COMPUTER LAB 1]

[Room 113] [Room 106] [Room 110]

Wednesday BREAKFAST


ELA 7 Acc Grade 7 Music 7 LUNCH/RECESS

Art II ELA 7 Acc Grade 7 Life Science II Study Hall-

110

[Room 108] [Room 106] [Room 113] [Room 127] [Room 128] [Room 106] [Room 113] [Room 105] [Room 110]

Thursday BREAKFAST


Life Science II Acc Grade 7 ELA 7 LUNCH/RECESS

Life Science II Comp Sci II Acc Grade 7 ELA 7 Study Hall-

110

[Room 108] [Room 105] [Room 113] [Room 106] [Room 105][COMPUTER

LAB 1][Room 113] [Room 106] [Room 110]

Friday BREAKFAST


Life Science II Acc Grade 7 ELA 7 LUNCH/RECESS

ELA 7 Acc Grade 7 PE&Health 7 Character

Education II

[Room 108] [Room 105] [Room 113] [Room 106] [Room 106] [Room 113] [GYM 2] [Room 125]

High School

1st Period 2nd Period 3rd Period 4th Period 5th Period 6th Period 7th Period 8th Period 9th PeriodSTUDY HALL

AFTER SCHOOL

8:00 AM-8:13 AM

8:16 AM-9:03 AM

9:07 AM-9:50 AM

9:54 AM-10:37 AM

10:41 AM-11:24 AM

11:28 AM-12:11 PM

12:15 PM-12:58 PM

1:02 PM-1:45 PM

1:49 PM-2:32 PM

2:36 PM-3:19 PM

3:23 PM-4:00 PM

4:03 PM-4:45 PM

Monday BREAKFAST

Algebra 2 Honors

Biology Spanish I Composition ELA 9 LUNCH/RECESSAlgebra 2 Honors

World History II

Animation Study Hall-117

[Room 126] [Room 103] [Room 124] [Room 115] [Room 123] [Room 126] [Room 129][COMPUTER

LAB 2][Room 117]

Tuesday BREAKFAST

Algebra 2 Honors


World History II


[Room 126] [Room 103] [Room 124] [Room 115] [Room 123] [Room 126] [Room 129][COMPUTER

LAB 2][Room 117]

Wednesday BREAKFAST

Algebra 2 Honors


Biology Lab Biology Lab Study Hall-117

[Room 126] [Room 103] [Room 124] [Room 115] [Room 123] [Room 126] [Science LAB] [Science LAB] [Room 117]

Thursday BREAKFAST

Algebra 2 Honors

Biology PE/Health I Composition ELA 9 LUNCH/RECESSAlgebra 2 Honors

World History II


[Room 126] [Room 103] [GYM 1] [Room 115] [Room 123] [Room 126] [Room 129][COMPUTER

LAB 2][Room 117]

Friday BREAKFAST

Algebra 2 Honors

Biology Spanish I ELA 9 World History II LUNCH/RECESSAlgebra 2 Honors

PE/Health I Animation

[Room 126] [Room 103] [Room 124] [Room 123] [Room 129] [Room 126] [GYM 1][COMPUTER

LAB 2]

Attachments I 30


H. Network Budget

Network Budget is included in the Operating School Budget excel file. Please see the attached HCSS-WEST Budget&Cash flow projection excel file uploaded separately.

Attachments I 31


XI. ATTACHMENTS II

A. Draft Accountability Plan

Hampden Charter School of Science West

Type of Charter Commonwealth Location Unknown

Regional or Non-Regional?

Regional Districts in Region

HolyokeWestfieldAgawamWest Springfield

Year Opened 2018 Year(s) Renewed N/A

Maximum Enrollment 588Chartered Grade

span 6-12

Mission StatementThe mission of the HCSS-WEST is to provide a college preparatory-focused education to the youth of every race and ethnic group in Agawam, Holyoke, West Springfield, and Westfield in a safe, academically challenging, and caring educational environment. Our promise is to sustain small school size, provide extended math and science curriculum, individualized attention, college guidance, university outreach programs, and to encourage student-teacher-parent partnership. Our mission will empower our students with the support necessary to reach their highest intellectual, emotional, social and physical potentials building on the inherent promise to aid students’ preparation for college.

Key Design Elements Problem and project-based instructional approaches for contextual learning Rigorous academic program with extended math, science and computer

technology curriculum Individualized attention College and career readiness Supportive, structured, collaborative and positive school culture achieved by

student-teacher-parent partnership

Attachment II 1


Objectives and Measures related to Mission and Key Design Elements:

Objective: HCSS-WEST will provide opportunities for students to experience deep student learning requiring critical thinking and conceptual understanding including project-based instruction.

Measure: 100% of HCSS-WEST students will design a project for the annual HCSS Science, Technology, and Engineering Fair.

Kinds of data gathered/data collection plan:Project and attendance logs

Measure: 70% of students will get a passing score from the HCSS Science, Technology, and Engineering project.

Kinds of data gathered/data collection plan:HCSS AES Database

Measure: 90% of HCSS students will experience at least two Project Based Learning (PBL) in a year.

Kinds of data gathered/data collection plan:HCSS-WEST will gather the data via spreadsheets.

Measure: 70% of students will get a passing score from all Project Based Learning (PBL) projects

Kinds of data gathered/data collection plan:HCSS-WEST Database

Measure: Every year, HCSS-WEST will participate in the regional Mathcounts or equivalent competition and the state-wide Science Olympiad with a team.

Kinds of data gathered/data collection plan:Application forms and participation certificates

Objective: HCSS-WEST will empower its students to reach their highest intellectual and social potentials by providing unique and challenging opportunities by extended math, science, and technology curriculum.Measure: 90% of HCSS-WEST seniors will graduate with at least five math credits.

Kinds of data gathered/data collection plan:HCSS-WEST master schedule and HCSS-West Database

Measure: 100% of HCSS-WEST students from grades 6-11 will have a two-period Science Lab class per week in addition to regular science classes.

Kinds of data gathered/data collection plan:HCSS-WEST master schedule and HCSS-WEST Database

Measure: 100% of HCSS-WEST students will complete a senior thesis project in his/her graduation year.

Kinds of data gathered/data collection plan:Project log

Measure: 100% of HCSS-WEST students will get a passing score from at least two full year computer literacy courses in order to graduate.

Kinds of data gathered/data collection plan:Data will be collected through HCSS-WEST Database.

Objective: HCSS-WEST will provide more individual attention and therefore empower student academic success.Measure: Each year, the HCSS-WEST student-teacher ratio will be lower than the state average

Kinds of data gathered/data collection plan:Data will be collected from http://profiles.doe.mass.edu

Measure: HCSS-WEST students will have at least two hours of individual study hall or tutoring during school hours every week.

Kinds of data gathered/data collection plan:HCSS-WEST Database and spreadsheet.

Attachment II 2


Measure: HCSS-WEST will develop and administer Quarter Final assessments using Common Core Standards for ELA, Mathematics, and Science to track student achievement.

Kinds of data gathered/data collection plan:HCSS-WEST will use assessment software to develop and administer the tests, and measure the performance levels of students.

Measure: 70% of students will get a passing score from internally developed Quarter Final assessments in ELA, Mathematics, and Science.

Kinds of data gathered/data collection plan:HCSS-WEST Database and Examview master files

Objective: HCSS-WEST will effectively prepare students for success in college, career, and beyond.Measure: The average SAT scores of HCSS-WEST students will be higher than the sending districts’ weighted average*.

Kinds of data gathered/data collection plan:http://profiles.doe.mass.edu/sat

Measure: Each year, the rate of HCSS-WEST seniors who are accepted to post-secondary education will be higher than the weighted average* of all sending districts.

Kinds of data gathered/data collection plan:Data will be collected from http://profiles.doe.mass.edu

Measure: Each year, HCSS-WEST 5-Year Adjusted Cohort Graduation Rate will be higher than the weighted average* of all sending districts.

Kinds of data gathered/data collection plan: Data will be collected from http://profiles.doe.mass.edu

* Weighted Average is calculated based on HCSS students’ demographics from sending districts.

Objective: HCSS-WEST will sustain a supportive, structured, collaborative and positive school culture by promoting student-teacher-parent partnershipMeasure: 95% of HCSS-WEST middle school students will take Character Education classes to recognize and exercise such positive behaviors as determination and responsibility, honesty and caring.

Kinds of data gathered/data collection plan:HCSS-WEST Database and master schedule

Measure: To develop bonds between school staff, students, and families, HCSS-WEST staff will achieve an average of five home visits each school year.

Kinds of data gathered/data collection plan:Google Drive

Measure: To establish and sustain the relationship between school and home, HCSS-WEST will host five or more family events annually.

Kinds of data gathered/data collection plan:Guest registers, Activity Calendar, Wednesday Folder, and HCSS-WEST website photo galleries.

Measure: At least 60% of the parents will take HCSS-WEST Parent Satisfaction Survey

Kinds of data gathered/data collection plan:HCSS-WEST Parent Satisfaction Survey

Measure: At least 75% of the parents will be satisfied with overall school performance

Kinds of data gathered/data collection plan:HCSS-WEST Parent Satisfaction Survey

Objective: HCSS-WEST will develop highly effective teachers in a professional working environment.

Measure: HCSS-WEST teachers will attend at least one PBL workshop or training each year.

Kinds of data gathered/data collection plan:The PBL Coordinator will design and coordinate

Attachment II 3


PBL workshops/trainings. HCSS-WEST will provide agendas and sign-in sheets.

Measure: HCSS-WEST teachers will complete an average of five peer observations every year.

Kinds of data gathered/data collection plan:Google Drive and peer observation forms

Measure: HCSS-WEST will evaluate every staff member annually using the Massachusetts Model System for Educator Evaluation.

Kinds of data gathered/data collection plan:Rediker Teacher Evaluator software

Measure: 70% or more of HCSS-WEST teaching staff will score at least 70% on internally developed HCSS-WEST Teacher Tracking System.

Kinds of data gathered/data collection plan:Google Drive, HCSS-WEST Database, Rediker Teacher Evaluator software

Dissemination Objective and Measure:

Objective: HCSS-WEST will collaborate with its sending district(s) to share innovative and best practices, providing models for replication.Measure: By the end of this charter term, HCSS-WEST will conduct at least six workshops for non-HCSS teachers interested in its program to share innovative practices and train teachers on implementation.

Kinds of data gathered/data collection plan: Workshop flyers and sign in sheets

Reach Objective and Measure related to Mission and Key Design Elements:

Objective: HCSS-WEST will promote academic excellence for all students.Measure: Each year, HCSS-WEST students will perform better than the state proficiency averages in ELA, Math, and Science.

Kinds of data gathered/data collection plan: Based on the following data: http://profiles.doe.mass.edu/mcas

The charter school commits to meeting Criteria 1 through 10 as outlined in the Charter School Performance Criteria.

Attachment II 4


B. Survey Results

OBJECTIVE OF THE SURVEY: The aim of these surveys is to understand whether there is a need for the proposed charter school in Agawam, Holyoke, and Westfield areas. For this purpose, we have interviewed with different people in several locations within these area. We tried to understand the need for a college preparation and respondents’ interest in sending their children to the proposed charter school.

METHODOLOGY: Volunteers from HCSS alumni, staff members, parents and current students have conducted the surveys between 10/21/2015 and 11/2/2015. Different locations have been chosen in order to provide an unbiased sample of people who reside in the proposed areas. Some of these locations are Holyoke, Westfield, Agawam downtowns and Holyoke Mall. All respondents are asked to fill in the questionnaire.

THE ANALYSIS: We have two different survey. The first survey contents the data if there is a need for charter school. The second survey includes the following four (4) questions.

1. Are you resident of Holyoke, Westfield, or Agawam?2. Is there a need for a College Preparatory Charter School in your town?3. Would you send your children to the proposed HCSS-WEST?4. What is the number of children eligible to attend HCSS-WEST in your household? (Grades

6-12)

Each question has been analyzed based on the answers from the survey. Total number of respondents is 363.

SURVEY ANALYSIS:

Need for a College Preparatory Charter School: Of the respondents, only 2% did not see a need for college preparation while the vast majority, 1% of the respondents don’t have any idea, 97% of the respondents, expressed their need for a charter school in Agawam, Holyoke, and Westfield.

Interest in HCSS-West: Respondents were asked to indicate whether they had an interest in sending their children to the proposed charter school. 85% of the respondents were interested while 3% of the respondents did not think that they would be interested in sending children. 12% of the respondents did not have an answer or child to send.

Number of Students Eligible to Attend HCSS-WEST: We observed from our sample that there is a potential student population between grades ranging from 6 to 12 in Agawam, Holyoke, and Westfield.

Attachment II 5


CONCLUSIONS:

Total number of respondents is 363.

Based on the outcomes of the surveys conducted in three different locations, the following conclusions can be made:

Majority of the respondents in three locations expressed that there is an apparent need for a college preparatory charter school in these areas.

Majority of the respondents (97%) showed their interest in sending their children to the proposed college preparatory charter school of science. Such a high interest is one of the indicators that there is a need and interest in a college preparatory charter school of science.

There is a potential student population in these areas who would be eligible to attend the school.

The findings of the study indicate that there is a positive support from the target communities for Hampden Charter School of Science West.

Attachment II 6


C. Grading Scale

GRADING SCALE

Grade Pass / Fail Grade Point Value Quality Point ValueA+ Pass 4.00 97-100A Pass 3.75 93-96A- Pass 3.50 90-92B+ Pass 3.25 87-89B Pass 3.00 83-86B- Pass 2.75 80-82C+ Pass 2.50 77-79C Pass 2.25 73-76C- Pass 2.00 70-72D+ Pass 1.75 67-69D Pass 1.50 65-66F Fail 0.00 0-64P Pass N/A N/AIncomplete Incomplete N/A N/A

Attachment II 7


D. Sample Progress Report Card

PROGRESS REPORT CARD2016-2017 Academic Year

1st Quarter (9/2/2016 - 11/4/2016) Student Name : XXXXXXX XXXXXXXXXX 10/24/2016Student Id : XXXGrade : XGrade Section: X Course Teacher MP1 Comments MP2 MP3 MP4 F.G.Character Education I Mr. Smith A (94) 1, A (94)Computer Science I Mr. Yagan C- (71) C- (71)Course 1 Mrs. Benham F (62) F (62)Earth/Space Science I Mrs. Trudeau D+ (67) 7, D+ (67)Earth/Space Science I Lab Mrs. Trudeau C (73) 4, C (73)ELA 6 Mr. Mansfield F (51) F (51)ELA MS - Supplemental Mrs. Bergeron A (95) 3, A (95)Music I Mr. Paes F (45) 8, F (45)PE I Ms. Clark A (93) A (93)Study Hall Mrs. Bergeron C (75) 8, C (75)World Geography Ms. Strem F (62) F (62)

MP1 MP2 MP3 MP4 YTDAbsent: 0 0Absent Excused: 0 0Tardy: 0 0Tardy Excused: 0 0 Parent Signature:

Comment Legend:1 - A pleasure to have in class2 - Works hard3 - Improved effort4 - Homework not handed in5 - Frequently tardy6 - Frequently absent7 - Grade reflects poor test scores8 - Talkative and/or disruptive9 - Parent teacher conference requested10 - In Danger of Failing11 - Unsatisfactory or no project work12 - Unsatisfactory participation13 - Actual grade below 50

Attachment II 8


E. Bell Schedule

BREAKFAST 7:50:00 AMCafeteria is closed 8:13:00 AM

1st PERIOD 8:16:00 AMBell 9:03:00 AM

2nd PERIOD 9:07:00 AMBell 9:50:00 AM

3rd PERIOD 9:54:00 AMBell 10:37:00 AM

4th PERIOD 10:41:00 AMBell 11:24:00 AM

5th PERIOD 11:28:00 AM MIDDLE SCHOOL LUNCH/RECESS 12:11:00 PM

6th PERIOD 12:15:00 PMHIGH SCHOOL LUNCH/RECESS 12:58:00 PM

7th PERIOD 1:02:00 PMBell 1:45:00 PM

8th PERIOD 1:49:00 PMBell 2:32:00 PM

9th PERIOD 2:36:00 PMBell* 3:19:00 PM

STUDY HALL 3:23:00 PMDISMISSAL 4:00:00 PM

AFTER SCHOOL 4:03:00 PMLATE DISMISSAL 4:45:00 PM

* School dismisses at 3:19pm every FRIDAY (No Study Hall)

Attachment II 9


F. Teacher Evaluation System

Sample Report Sheet

Hampden Charter School of ScienceEvaluation Report

Rubric Type SCORE2016-2017

RATING Evaluation Data as of

10/26/2016Name

Department

Academic Year

Job Classification

Standard ICurriculum, Planning,

and Assessment

Standard IITeaching All Students

Standard IIIFamily and Community

Engagement

Standard IVProfessional Culture

RATING on Standard I

RATING on Standard II

RATING on Standard III

RATING on Standard IV

Evaluation Item

ScorePerformance

RatingEvaluation

ItemScore

Performance Rating

Evaluation Item ScorePerformance

RatingEvaluation

ItemScore

Performance Rating

Curriculum Map

Admin/DH Observations

Home Visits*Teamwork*

PacingAdmin/DH Walkthroughs

Parent Communication*

Attendance

Lesson Plans - Submission*

Action Plans*

Extracurricular Activities, Sports, and Clubs*

Tardiness

Lesson Plans - On Time*

Tutoring* Reliability*

Lesson Plans - Rubric Score Ave.

Student Achievement*

Shared Responsibility*

PBL* Openness*

Year to Date Grades Average*

Meeting Participation

Grades Checkpoints Met

SUB Plans

Year to Date Grade Policy Average

Professional Practice Goal Performance Rating

Grade Policy Checkpoints Met

Peer Observations

Attachment II 10


Incidents - Write-Up(s)*

Student Learning S.M.A.R.T. Goal (SLG) SLG District Determined Measures (DDM)

Progress Toward Student

Learning Goal

SLG Evidence

Professional Practice S.M.A.R.T. Goal (PPG)PPG District

Determined Measures (DDM)

Progress Toward

Professional Practice Goal

PPG Evidence

Meeting Date 10/26/2016

Employee's Signature

Director's SignatureDean of Academics'

SignatureDepartment Head's

Signature

Sample Rubric

HCSS Teacher Evaluation System RubricFINAL SCORE 1 1.5 2.75 3.3

Overall Performance Rating Unsatisfactory

Needs Improvement

Proficient Exemplary

RATING on Standard I

UnsatisfactoryNeeds

ImprovementProficient Exemplary

Performance Rating Weight 30%

Curriculum Planning and Assessment

1 1.5 2.75 3.3 Item Weight

Curriculum Map 1 1.5 2.75 3.5 10.0%Pacing 1 1.5 2.75 3.5 10.0%

Lesson Plans - Submission 0% 75% 90% 100% 10.0%

Lesson Plans - On Time 0% 75% 90% 100% 10.0%Lesson Plans - Rubric

Score Ave. 1 1.5 2.75 3.5 20.0%

PBL* TBD TBD TBD TBD 10.0%

Attachment II 11


Year to Date Grades Average 0% 80% 100% 120% 7.5%

Grades Checkpoints Met 0% 80% 90% 100% 7.5%Year to Date Grade Policy

Average 0% 80% 90% 100% 7.5%Grade Policy Checkpoints

Met 0% 80% 90% 100% 7.5%


UnsatisfactoryNeeds



Teaching All Students 100.00% 150.00% 275.00% 330.00% Item Weight

CoreAdmin/DH Observations 1 1.5 2.75 3.5 25.0%

Admin/DH Walkthroughs 1 1.5 2.75 3.5 25.0%Action Plans* TBD TBD TBD TBD 10.0%

Tutoring* TBD TBD TBD TBD 10.0%Student Achievement* TBD TBD TBD TBD 30.0%


UnsatisfactoryNeeds



Teaching All Students 1.00 1.50 2.75 3.30 Item Weight

Non-CoreAdmin/DH Observations 1 1.5 2.75 3.5 35.0%

Admin/DH Walkthroughs 1 1.5 2.75 3.5 35.0%Action Plans* TBD TBD TBD TBD 20.0%

SLG TBD TBD TBD TBD 10.0%

RATING on Standard III

UnsatisfactoryNeeds



Family and Community Engagement

1 1.5 2.75 3.3 Item Weight

Home Visits 0% 40% 100% 120% 30.0%Parent Communication TBD TBD TBD TBD 50.0%

Extracurricular Activities, Sports, and

ClubsTBD TBD TBD TBD 20.0%

RATING on Standard IV

UnsatisfactoryNeeds



Professional Culture 1 1.5 2.75 3.3

Calculated Weight

Teamwork TBD TBD TBD TBD 20.0%Attendance 13.00 10.00 5.00 0.00 5.0%

Tardiness 16 11 4 0 5.0%Reliability TBD TBD TBD TBD 10.0%

Shared Responsibility TBD TBD TBD TBD 10.0%Openness TBD TBD TBD TBD 10.0%

Attachment II 12


Meeting Participation 0% 75% 90% 100% 5.0%SUB Plans 0% 70% 100% 120% 5.0%

Progress Toward Professional Practice

GoalTBD TBD TBD TBD 5.0%

Peer Observations 0% 70% 100% 120% 5.0%Incidents - Write-Up(s) TBD TBD TBD TBD 20.0%

Sample Annual Teacher Evaluation Calendar

AUG/SEPT

SEPT/OCT OCT/NOV

DEC JAN/FEB

APRIL MAY/JUNE

Self-Assessment;

SMART Goals and DDMs

(District Determined

Measures) are drafted

Goals & DDMs are

reviewed and revised as necessary

Goals & DDMs are approved;

plans to gather data and

achieve goals are

implemented through June

Goals & DDMs are

added to the Rediker

Educator Plan Form

Mid-Year Progress on

Goals, DDMs, and MA-

HCSS standards are discussed in

Review Meetings

DDM and teacher

performance data is

prepared for Summative Evaluation Meetings

End-of-year progress is evaluated;

Overall Performance

Rating is determined

from the data

Staff PD: MA-HCSS

Teacher Evaluation

System

Teacher-Admin

meetings to review

Goals/DDMs and Q1 work,

Nov.13 – Dec. 4, 2014

Teacher-Curriculum Supervisor meetings, Dec. 4 –

Jan. 26, 2015

Full-period teacher observations followed by mid-year Review Meetings, Jan.5 – Feb.9

2-3 meetings per teacher, April 12 –

May 4, 2015

Summative Evaluation

meetings are held, May 6, 2015, until complete

Attachment II 13


G. Curriculum

Grade 10

ELA In ELA II, students will build upon their prior knowledge and skills from ELA I. Students will delve deeper into the concepts of rhetoric and literacy, but they will also be introduced to many new literary concepts, such as post-colonialism and cross-cultural contention in Chinua Achebe’s Things Fall Apart and magical realism in Franz Kafka’s The Metamorphosis. This course not only prepares students for the Language Arts MCAS in the spring, but it also aims to scaffold the critical thinking, close reading, and writing skills that will be necessary in their future academic careers.

Math Geometry: This course will concentrate on seven areas of mathematics based on the Common Core Math Standards for high school Geometry. The eight areas are: congruence, similarity, right triangles and trigonometry, modeling with geometry, geometric measurement and dimension, expressing geometric properties with equations, circles, conditional probability and the rules of probability and using probability to make decisions. The eight mathematical practices will be embedded into each of the areas of mathematics

Science Students in grade 10 will study Chemistry. Course content will focus on the physical and chemical properties of matter, atomic structure, the periodicity of elements and the trends of the periodic table, intermolecular and intramolecular bonding, naming and writing of chemical and molecular formulas, classification of chemical reactions, stoichiometry, thermodynamics, kinetic molecular theory, solubility, reaction rates, acids and bases, oxidation-reduction reactions, nuclear chemistry, and the continued mastery of scientific inquiry skills. Continuing emphasis is placed on developing and using the various science and engineering practices to develop and communicate ideas and solutions.

Social Studies

Students in 10th grade will take U.S. History I. As stated in the 2003 Massachusetts History & Social Science Framework, page 64: students will examine the historical and intellectual origins of the United States during the Revolutionary and Constitutional eras. They learn about the important political and economic factors that contributed to the outbreak of the Revolution as well as the consequences of the Revolution, including the writing and key ideas of the U.S. Constitution. Students also study the basic framework of American democracy and the basic concepts of America government such as popular sovereignty, federalism, separation of powers, and individual rights. Students study America’s westward expansion, the establishment of political parties, and economic and social change. Finally, students will learn about the growth of sectional conflict, how

Attachment II 14


sectional conflict led to the Civil War, and the consequences of the Civil War, including Reconstruction. The reading of primary source documents is a key feature of the two-year set of U.S. history standards.

Foreign Language

In 10th grade students are required to take the second of two years of the same foreign language. Foreign languages offered include Spanish, Turkish, and Chinese. This course offers a program that makes language acquisition a more natural process. It focuses on accomplishing the Stage 1 Standards of Foreign Language Education on Interpersonal Communication, Interpretative Communication, Presentational Communication, Cultures, Linguistic Comparisons, Cultural Comparisons and Connections. The purpose of the course is for students to achieve a desirable level of proficiency in speaking, listening, reading and writing in the chosen language through visually focused topical contexts that students can easily relate to their own experiences.

Grade 11

ELA In this 11th grade American Literature course, students will prepare for the PARCC and SAT tests through standards based instruction and a focus on anchor texts that cover the major literary topics and themes across the history of the United States. Students will focus on the major literary forms of the emerging nation, analyze the literary themes and trends, and research and compose several papers, speeches, and presentations using representative forms of discourse.

Math Students will take either Algebra 2 or Precalculus Honors based on their math pathway.

Algebra 2: This course will concentrate on thirteen areas of mathematics based on the Common Core Math Standards for high school Algebra 2. The thirteen areas are: the complex number system, seeing structure in expressions, arithmetic with polynomials and rational expressions, reasoning with equations and inequalities, trigonometric functions, creating equations, interpreting functions, building functions, linear, quadratic and exponential models, interpreting categorical and quantitative data, making inferences and justifying conclusions and using probability to make decisions. The eight mathematical practices will be embedded into each of the areas of mathematics.

Precalculus Honors: This course will concentrate and/or provide progressions on up to nine areas of mathematics based on the Common Core Math Standards for a fourth course in mathematics at the high school level. The ten areas are: the complex number system, vector and matrix quantities, reasoning with equations and inequalities, interpreting

Attachment II 15


functions, building functions, trigonometric functions, expressing geometric properties with equations, geometric measurement and dimension and using probability to make decisions. The eight mathematical practices will be embedded into each of the areas of mathematics.

Science Students in grade 11 will study Physics. Course content will focus on Newton’s laws of motion, gravity, free-body diagrams, vector and scalar quantities, graphing of 1-dimensional motion, friction, circular motion, conservation of energy, conservation of momentum, mechanical energy, power, work, thermal energy transfer, properties of waves, electricity and magnetism, modern physics concepts, and the continued development of scientific inquiry skills. Continued emphasis is placed on developing and using the various science and engineering practices to develop and communicate ideas and solutions.

Social Studies

Students in 11th grade will take U.S. History II. As stated in the 2003 Massachusetts History & Social Science Framework, page 72: Students will analyze the causes and consequences of the Industrial Revolution and America’s growing role in diplomatic relations. Students will study the goals and accomplishments of the Progressive movement and the New Deal. Students will also learn about the various factors that led to America’s entry into World War II as well as the consequences of World War II on American life. Finally, students will study the causes and course of the Cold War, important economic and political changes during the Cold War, including the Civil Rights movement, and recent events and trends that have shaped modern-day America.The reading of primary source documents is a key feature of the two-year set of U.S. history standards.

Foreign Language

Students who wish may take a third year of the foreign language in 11th grade in order to promote their knowledge and growth in the language. Foreign languages offered at HCSS include Spanish, Turkish, and Chinese. This course focuses on accomplishing the Stage 2 Standards of Foreign Language Education on Interpersonal Communication, Interpretative Communication, Presentational Communication, Cultures, Linguistic Comparisons, Cultural Comparisons and Connections.

Grade 12

ELA In this 12th grade British Literature course, students will prepare for college level reading and writing through standards based instruction and a focus on anchor texts that cover the major literary topics and themes across the history of the United Kingdom. Students will study the major literary topics and themes across the literary movements (Medieval, Renaissance, Romantic, Victorian, Modernism, Post-Modernism, and Contemporary). Students will focus on the major literary forms, analyze the literary themes and trends, and research and compose

Attachment II 16


several papers, speeches, and presentations using representative forms of discourse.

Math Students in grade 12 will select one of the courses below based on the math pathway they take.

Precalculus: This course will concentrate and/or provide progressions on up to nine areas of mathematics based on the Common Core Math Standards for a fourth course in mathematics at the high school level. The ten areas are: the complex number system, vector and matrix quantities, reasoning with equations and inequalities, interpreting functions, building functions, trigonometric functions, expressing geometric properties with equations, geometric measurement and dimension and using probability to make decisions. The eight mathematical practices will be embedded into each of the areas of mathematics.

AP Calculus Honors: Calculus AB and Calculus BC are primarily concerned with developing the students’ understanding of the concepts of calculus and providing experience with its methods and applications. The courses emphasize a multi-representational approach to calculus, with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally. The connections among these representations also are important.

Trigonometry: Students will study relations, functions, graphs, trigonometry, polar coordinates, complex numbers, limits, and derivatives. The student will analyze and graph mathematical functions. There is an emphasis on verification of trigonometric identities using all of the basic trigonometric identities. Students will use graphing calculators in activities that are appropriate to the topics being studied.

Science

Seniors must complete a thesis project as part of the graduation requirements. This project is designed to have the students demonstrate their mastery level understanding of the concepts they have learned. All projects are expected to follow either Scientific Method or Engineering Design Process. Students may complete a case study or conduct in-depth research on a topic but the final project must include some aspect of Scientific Method or Engineering Design Process. This project is expected to be completed as independent study, though the Head of the Science Department will have office hours each week to provide guidance to the students and will conduct occasional seminars to provide review instruction on some of the components of the projects (i.e. a review of statistical analysis of data). Students are also expected to consult with HCSS faculty for guidance with project completion.

SCIENCE CURRICULUM HCSS has a science-oriented curriculum. Instruction is inquiry based and designed to provide an experimental, hands-on approach to student learning. HCSS believes in active learning in the sciences, in empowering students to understand the world and the ways in which it works. Science is the key to discovering unique gifts in each of our students.

Attachment II 17


HCSS aligns its curriculum and instruction with the MCF for Science and Technology to achieve maximum performance from students. Science is a dynamic discipline with ongoing research that requires students to constantly apply their conceptual knowledge to interpret and understand the applications of this research. Students at HCSS are encouraged to take advantage of all resources, especially digital technology, to solve problems –hypothesizing and collecting and analyzing data to come to conclusions which will allow them to better understand the world. The main purpose of the science curriculum is to teach children to become self-sufficient, independent problem-solvers who are confident in their scientific experience and are capable of connecting their lab experiences to their everyday lives. This approach is designed to develop a life-long interest in science that will allow students to personalize and individualize later discoveries.

The science program at HCSS is based on a constructive view of learning skills, sequences, and science knowledge. It is believed that we must build the student's own reality when introducing content. Comprehension of science principles comes from relating the new experiences to what the students already know, not from simply adding new knowledge to what students know. Students are engaged in activities that will help construct new meaning or reconstruct meaning to correct misconceptions students may have. Instructional strategies of science classes present students with experiences that challenge their ideas of the world. Students are encouraged to make their ideas explicit and use the logical thought process of scientific method to explore them. Alternative inspirations of models give the students opportunities to explore concepts in informal and friendly settings through both small and large group exploration.

HCSS recognizes that technological knowledge has become and will continue to be a major component of literacy in our culture; thus students are offered many opportunities to learn about and use technological tools from pencils to computers. By using technology in innovative ways and studying about technological tools, students come to view technology as a product of engineering and science and understand how it is used to modify nature to satisfy human needs.

Science and Technology Curriculum for Grades 6-8

Physical Science, Life Science, Earth and Space Science, and Technology/Engineering Science:

Physical Science, Life Science, Earth and Space Science, and Technology Science are integrated for all 6-8th graders at HCSS-West. Classroom instruction is supplemented with laboratory instruction. Students receive four sessions of classroom instruction per week and two consecutive sessions of laboratory experience per week. Students receive instructional experiences in all four disciplines every year of grades 6-8.

The life science course content will focus on the organizational structure of plants and animals from the cellular level to organ systems, cellular differentiation, cellular reproduction, genetics and heredity, classification of living things, evolution and biodiversity, interdependence of living things, energy production and transfer through ecosystems, and population growth and density.

Physical science course content will focus on the conceptual and quantitative understanding of and relationship between mass, volume, and density, conservation of mass, the conceptual and quantitative

Attachment II 18


understanding of and relationship between elements, compounds and mixtures, analyzing chemical and physical changes of matter, the conceptual and quantitative understanding of and relationship between distance, rate, time, speed, velocity, and acceleration, the conceptual and quantitative understanding of and relationship between potential and kinetic energy, the effects of thermal energy on a system, and waves and their application in information technologies.

The earth and space science course content will focus on coordinate and contour mapping techniques, the structure and function of the layers of the earth, thermal energy transfer between the systems of the Earth, meteorological events, the geologic history of the Earth, the dynamic nature of and relationship between the constructive and destructive processes on the planet, Earth’s place in the solar system, the role of gravity in the universe, the positional relationship and interaction between the location of the sun, Earth, and moon.

The technology/engineering course content will focus on the engineering design process, the universal systems model, characteristics of and safety with materials and tools, the manufacturing process including custom and mass production of products, construction technologies, communication systems, transportation systems, and problem solving by developing an engineering solution and building a product from design to production.

Science and Technology Curriculum for Grades 9-12

The high school curriculum at the HCSS is rigorous and varied. In addition to the core classes of biology, chemistry, and physics, many elective courses are offered to students for fulfillment of their graduation requirements in science. Elective courses are offered in each of the disciplines of the Massachusetts Science and Technology Framework. Advanced placement courses are an option for students who have the desire to earn AP credits. Elective courses are designed with the same philosophy as the core curriculum and are aligned with the MCF where applicable. All high school science courses include classroom instruction as well as laboratory experience.

The Biology course content will focus on the chemistry of cellular function, cellular organization and function of organelles, cellular respiration, cellular reproduction, genetics and heredity, anatomy and physiology of organs and organ systems in the human body, evolution and biodiversity, concepts of ecology and the interdependence of species, and the mastery of scientific inquiry skills.

The chemistry course content will focus on the physical and chemical properties of matter, atomic structure, the periodicity of elements and the trends of the periodic table, intermolecular and intramolecular bonding, naming and writing of chemical and molecular formulas, classification of chemical reactions, stoichiometry, thermodynamics, kinetic molecular theory, solubility, reaction rates, acids and bases, oxidation-reduction reactions, nuclear chemistry, and the continued mastery of scientific inquiry skills.

The physics course content will focus on Newton’s laws of motion, gravity, free-body diagrams, vector and scalar quantities, graphing of 1-dimensional motion, friction, circular motion, conservation of energy, conservation of momentum, mechanical energy, power, work, thermal energy transfer,

Attachment II 19


properties of waves, electricity and magnetism, modern physics, and the continued mastery of scientific inquiry skills.

Elective courses offered include AP Biology, AP Chemistry, Science and Technology Engineering, Electronics and Programming, Astronomy, Astrophysics, Analytical Problem Solving, Forensic Science, Environmental Science, Health and Nutrition, Anatomy and Physiology, Earth Science, Introduction to Electrical Systems, and Biotechnology.

Senior Thesis

Seniors must complete a thesis project as part of HCSS graduation requirements. Students may complete a case study or conduct in-depth research on a topic, and all projects are expected to follow either scientific method or engineering design process. This project is completed as independent study. The science department head will have office hours each week to provide guidance to the students. Occasional seminars will also be conducted to provide instruction on some of the components of the projects, i.e. a review of statistical analysis of data. Students are also expected to consult with HCSS faculty for guidance with project completion.30

Math Curriculum

Mathematics is one of the areas in which the United States has a high need for improvement. Standardized test scores and state tests with the implementation of common core standards, raised the bar in terms of expectations. Math curriculum is developed and integrated throughout the curriculum as much as possible. It offers a range of courses to meet different developmental and ability levels. There is a great range of advanced courses for those who have math talent, and they are encouraged to study for international and national Olympiads. HCSS curriculum leads to either Advanced Placement Calculus in high school or calculus at any college or university.

At HCSS-WEST, a rich math curriculum will be used to implement the common core standards. The math program offered to HCSS-WEST students is called Enhanced Math Curriculum. They will take their time to learn, practice, and make sense of mathematics. In math curriculum at HCSS-WEST, students will explore and understand the patterns and relationships to become familiar with some of those patterns and relationships and to learn how to use them in daily life. Students will have experience in creating data tables, graphs, and geometric sketches, and using them with symbols and clear English to describe a wide variety of patterns and relationships. Students will examine the limitations of some mathematical models in describing and predicting events in real world. They will be encouraged to state their own criteria for a satisfactory result and discuss their judgments in terms of their purpose.

30 Dumitru, P.; Joyce, A. (2007). "Public-private partnerships for math, science and technology education" (PDF). Proceedings of Discovery Days conference.Talbot-Smith, M., Abell, S. K., Appleton, K., & Hanuscin, D. L. (Eds.). (2013).Handbook of research on science education. Routledge. Gilbert, J. K., & Boulter, C. (Eds.). (2012). Developing models in science education. Springer Science & Business Media.

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The Enhanced math program is designed to enrich student learning with technology integration, Project Based Learning experiences, enrichment activities, and more practice to give students the opportunity to learn the concepts in depth and go beyond the expectations. Students in the enhanced math program have a double period of math every day to allow the integration of more activities and practice to reinforce student learning. Students in the enhanced math program will have the skills to make sense of mathematics and will be college and career ready in terms of math.

In middle school, the digits curriculum will be used as the basis of instruction. Digits is a middle grades math program completely written from and to the Common Core State Standards. It combines a comprehensive math curriculum, powerful best practices in teaching, and easy-to-use technology, so teachers can deliver personalized instruction effectively and save valuable time. Teachers need a variety of tools to accommodate all the learning styles in the classroom. Digits will help HCSS-WEST teachers to optimize effective time on task and allow them to address the individual needs of every student in and out of class. Digits has an online platform similar to PARCC test platform. Students can do their homework and get necessary help in this platform, a tool HCSS utilizes to give students the best opportunities for learning and to acclimate the students to the upcoming PARCC testing.

Beginning in grade 7 students will be able to take honors courses. Students who take the honors path will take Accelerated Grade 7 Mathematics which includes grade 7 and grade 8 Common Core math standards. Students in the honors program will have the opportunity to take Algebra I in grade 8. Students not participating in the honors program will participate in the enhanced math program. Different math pathways available to HCSS students are shown in the diagram below:

In high school all students will take one of the available paths for their math program, and all students will take a minimum of four core mathematics classes. All core courses will have extended hours to provide students with more learning opportunities. In these core courses, common core standards will be included and students will have the chance to go above and beyond these standards throughout the enhanced math program. Opportunities for transitions between paths will be available at the end of the year for all students who meet the criteria. Students will be given an opportunity to take college classes in a dual enrollment program to provide a smooth transition between high school and college.

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Honors Program

HCSS-WEST Honors Program is an educational choice that prepares students for the rigor of college work. Students will be acquainted with the self-discipline required for honors classes and enjoy the enhanced learning experiences focusing on critical thinking skills, research work, experiential learning, and service learning.

The Honors Program will incorporate high standards for teaching and learning, developed specifically for this program and designed for students who have demonstrated above average academic ability, motivation, and interest for further advanced post-secondary study, and will prepare students for the challenge and rigor of college courses.

In the first year, HCSS-WEST will have an honors program only in mathematics. (Detailed information about honors and other math pathways is given in the mathematics curriculum section of this application.) The school will gradually expand the honors program to include English, science, and social studies. The Dean of Academics, responsible from the honors program, will monitor the program to determine the pace at which courses are added.

ENGLISH LANGUAGE ARTS CURRICULUM

HCSS curriculum model is founded on the principle that genuine engagement with multiple genres of print and non-print texts is required for students to make learning their own. For all disciplines and all courses, the content and skills are best learned when teachers present students with frames for learning, i.e. provide models, examples, and demonstrations, and when students actively and dynamically engage in all the media and modes the teacher makes available. The pedagogical model is contextual, student centered, standards based, and often project based, where the teacher has identified an objective(s), prepared the materials and resources for students to grapple with towards achievement, and determined appropriate and diverse scaffolds to support students in accomplishing the challenging objectives while at the same time anticipating a pace for giving students greater independence.

Grades 6-8

For middle school students to be successful in an investigative, project-based curriculum and to build their expertise and deftness with language for the rigors of high school and college, it is vital for them to develop and strengthen their reading, writing, listening, viewing, and speaking skills. Therefore, all middle school students are scheduled for two 43-minute ELA classes daily. Teachers will structure learning activities so students bring their ideas, thoughts, and experiences to the process of negotiating challenging text.31 For example, sixth graders will read and hear Steve Jobs’ Stanford Commencement Address and with that as anchor text32 will consider the role of failure in getting to success, including critical reading of articles from the Chicago Tribune, Fortune magazine, and J. K. Rowling’s piece “The Fringe Benefits of Failure” in Harvard Magazine.

31 Shanahan, T. (2013). Letting the Text Take Center Stage: How the Common Core State Standards Will Transform English Language Arts Instruction. American Educator, 37(3), 4.32 Coleman, D., & Pimentel, S. (2012). Revised publishers’ criteria for the Common Core State Standards in English language arts and literacy, grades 3–12. Retrieved from the Common Core Standards Initiative at www. corestandards. org/assets/Publishers_Criteria_for_3-12.pdf

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With the focus on students growing steadily in confidence and competence, comprehending complex readings in multiple print and non-print genres, teachers will teach a wide variety of whole class and small group discussion protocols, including such teacher facilitated and student centered protocols as the fishbowl, text render, gallery walk, and debate, as well as significant use of pair work.33 Teachers will support students to use their minds to understand and their imagination to create significant and powerful products of their own, evidence of their achievements in English language arts. Students will learn to apply effective strategies and to construct meaning by previewing texts, predicting outcomes, and comparing and contrasting themes. Discussions will be central to student growth and will include text-based evidence of an author’s point of view, of theme, and of the impact of characterization on plot.

Writing will be a central learning activity in the middle school curriculum. “How do I know what I think until I see what I say?” (E. M. Forster) is an astute rhetorical question carrying truth HCSS students will come to see: writing of every kind directly and absolutely leads to greater comprehension and to powerful articulation of ideas.34 Students will journal, annotate text, and make notes using multiple organizer formats where purpose and function meet such as t-charts of two, three and four columns; Venn diagrams; concept and organizational maps; and cause and effect tables. Students will write business letters as they seek information from outside sources for their projects and investigations. They will prepare to defend points of view in simulations, developing arguments based on evidence utilizing deliberate persuasive techniques. In keeping with the school’s focus on science and math, students will also be taught techniques of expository and technical writing. They will edit and revise their drafts, closely evaluating their writing for use of conventions, for style, and organization. Students will use Chromebooks and printers to publish their work, and study hall periods will be available for students needing support.

Grades 9-12

Building on the middle school content and skills, the ELA course work of high school students will have a foundation in classic and contemporary literature and themes. For example, to explore the power of written language to educate and influence others, ninth graders will read Fahrenheit 451, with such supplemental texts as “Learning to Read and Write,” Frederick Douglass; “Reading Books is Fundamental,” from the N.Y. Times; and “Superman and Me,” Sherman Alexie. Excerpts from The Hero with a Thousand Faces (Joseph Campbell) will anchor a set of readings35 on the qualities of a hero and the journey to become one, with students analyzing the presentation of heroes in Beowulf and Le Morte d’Arthur, and Into Thin Air (Krakauer) and Mythos III: The Shaping of Western Tradition, PBS. Students will be encouraged to respond to the readings incorporating personal experience, using their own ideas and thoughts. Students will use Chromebooks and printers to publish their work, and study hall periods will be available for students needing support. Seniors will gain experience editing and producing a yearbook.

33 Fair, G. C. A Call for Student Accountability: How Can We Foster Student Preparedness 34 Galbraith, D. (1999). Writing as a knowledge-constituting process. Knowing what to write: Conceptual processes in text production, 4, 139-164.35 Leifer, R., & Udall, D. (2014). Support the Common Core with the right instructional materials. Phi Delta Kappan, 96(1), 21-27.

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In support of the mission to prepare students for careers in science, math and technology, students will be required to take English courses that are skills oriented. Technical writing skills, grammar, vocabulary, and the conventions of English and mechanics of writing will be stressed. Students will refine computer skills for writing, editing, publishing, and presenting work. Opportunities to write classroom newsletters, to create web sites, and to contribute to the weekly school video broadcast will be available.

History and Social Science Curriculum

In keeping with the mission of the school, the study of Social Studies will include descriptions of how technological changes have affected cultures throughout the world. The curriculum will be closely aligned with the Massachusetts Department of Education’s Curriculum Framework36. There are core social studies courses offered from grades 6-11. Taking one social studies course at each grade is mandatory. There are also additional history electives that high school students may choose from.

Social Studies for Grades 6-8

The 6th grade students will start with World Geography. Understanding the effects on societies by ever-changing political, social, technological and cultural situations enhances students’ knowledge of the world, which is accompanied by role playing and participating in historical simulations. For example, one scenario might include students in 6th grade enacting a meeting in a third world country with farmers who are struggling with the impact of genetically altered seed imports from the United States. Students will be required to prepare for such simulations by using the internet to find out the local climate changes and plant genetics. They may interview botanists or meteorologists about regional plant life or local weather patterns.

The 7-8th grades Social Studies program will emphasize the history of the world at large. In all Social Studies courses, a multi-cultural plan will be utilized. Students will learn that there are many different points of view and interpretations of what happens at any historical moment. Students will start with the Early Civilizations in 7th grade, learning about the Stone Age through the Roman Empire. This will be followed by World History I in 8th grade in which they explore the world from the fall of Rome to the Enlightenment.

Grade 6 World Geography

Grade 7 Ancient Civilizations

Grade 8 World History I

Social Studies Curriculum for Grades 9-12

HCSS recognizes that students will enter a global workforce. In this world, success will come to the academically prepared, technologically experienced, and well-rounded, multicultural sensitive

36 Massachusetts Department of Education. (2003, August). History and Social Science Curriculum Framework. http://www.doe.mass.edu/frameworks/hss/final.pdf

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individual. Students will start high school with World History II in which they will explore the modern world from the Enlightenment to today. Students will continue to take US History I in 10th grade and US History II in 11th grade. These courses make students aware of their own heritage and history of their country. Students will cover topics such as the discovery of America and founding of the republic, and a chronological history of the United States from 1787 to today. Students in all high school grades will have the option to take history Electives, including but not limited to American Government, Art History, and Mythology.

Grade 9 World History II Elective(s)Grade 10 US History I Elective(s)Grade 11 US History II Elective(s)Grade 12 Elective(s) Elective(s)

Computer Science Curriculum for grades 6-8

Students in grades 6 through 8 are required to take Computer Science courses. The 6th grade students are required to take Keyboarding and Introduction to Microsoft Office. In the 7th grade students will continue to learn how to use basic computer software such as Word, Excel, and Power Point. In 8th grade students will continue their study of computers by learning Microsoft Publisher and Introduction to Dreamweaver.

Grade 6 Keyboarding and Introduction to Microsoft Office

Grade 7 Microsoft Office: Excel, Word, Powerpoint

Grade 8 Microsoft Publisher and Introduction to Dreamweaver

Computer Science Curriculum for grades 9-12

In keeping with the mission of the school, students in high school are required to take a minimum of two Computer Science courses and must receive a passing score in each class in order to graduate. There are several computer electives offered each year for high school students, including but not limited to Photoshop, Animation, and Introduction to Programming with Java.

Grade 9 Elective

Grade 10 Elective

Grade 11 Elective (optional if minimum requirement already met)


Performing and Fine Arts Curriculum for grades 6-8

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Performing and Fine Arts are mandatory courses and the curriculum will be closely aligned with the Massachusetts Department of Education’s Curriculum Framework37. All students in grades 6-8 are required to take Fine Arts. In 6th grade students are introduced to basic art skills, such as color-theory and drawing and contouring with ink and brushes. In 7th grade students expand on their study of Fine Arts by working with collage and plaster skills. In 8th grade students conclude their study of Fine Arts by learning skills such as printmaking and sculpture. Students in these classes every year practice a variety of skills including Pen and Ink Drawing and Watercolor. All students in grades 6-8 are also required to take Music. In 6th grade students learn the basic skills of reading music and identifying basic chords. Students also begin practicing playing these chords on Penny Whistles. In 7th grade students continue their reading and understanding of musical chords and being playing the keyboard. In 8th grade students culminate their study of music by learning to play chords on the guitar.

Grade 6 Art I Music I

Grade 7 Art II Music II

Grade 8 Art III Music III

Performing and Fine Arts Curriculum for grades 9-12

In keeping with the mission of the school students in high school are required to take one Performing and Fine Art course and must receive a passing score in order graduate. Curriculum will be closely aligned with the Massachusetts Department of Education’s Curriculum Framework38. There are several Performing and Fine Arts electives offered each year for high school students, including but not limited to Guitar, 3-D Sculpture, and Advanced Drawing.

Grade 9 Elective




Foreign Language Curriculum for grades 9-12

In keeping with the mission of the school students in high school are required to take two years’ worth of the same foreign language. The curriculum will be closely aligned with the Massachusetts Department of Education’s Curriculum Framework39. Students must receive a passing score in each year of the language in order to graduate. Foreign languages offered at HCSS include Spanish, Turkish,

37 Massachusetts Department of Education. (1999, November). Massachusetts Arts Curriculum Framework. http://www.doe.mass.edu/frameworks/arts/1099.pdf38 Massachusetts Department of Education. (1999, November). Massachusetts Arts Curriculum Framework. http://www.doe.mass.edu/frameworks/arts/1099.pdf39 Massachusetts Department of Education. (1999, August). Massachusetts Foreign Languages Curriculum Framework. http://www.doe.mass.edu/frameworks/foreign/1999.pdf

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and Chinese. Students who wish may also take a third year of the foreign language in order to promote their knowledge and growth in the language.

Grade 9 Foreign Language I

Grade 10 Foreign Language II

Grade 11 Foreign Language III (optional)

Grade 12 Foreign Language III (optional)

Advanced Placement (AP) Program

HCSS-WEST will be offering AP courses to its students. Students will have to meet the all AP requirements in order to be eligible for an AP course.

AP courses help students to increase their GPA. HCSS-WEST will weigh the AP courses by 1.25 in an effort to reward students for taking challenging courses. As an example, a B (3.0 GPA) in a non-AP course is equivalent to an A (3.75 GPA) in an AP course.

Currently, more than 90 percent of colleges and universities across the country offer college credit, advanced placement, or both, for qualifying AP Exam scores. These credits can potentially save students and their families thousands of dollars in college tuition, fees, and textbook costs, which can transform what once seemed unaffordable into something within reach.

Supplementary Classes

Individual attention in HCSS goes beyond tutoring. Based on state tests, quarter finals, and benchmarks HCSS-WEST will create small math and English supplemental classes that meet at least twice a week within school hours. Supplementary classes will create more opportunities for the low performing students. Core subject teachers work with two to six students and target specific math or English standards. The main purpose of this program is to close the achievement gap and increase proficiency level.

Project Based Learning

Project Based Learning (PBL) at Hampden Charter School of Science West is a quintessential element of HCSS-WEST backwards design curriculum program as well as a mechanism to balance our data-driven instruction. PBL is a tool for students to spend a longer period of time in class(es) investigating and exploring complex real-world challenges. PBL gives students an opportunity to engage in curriculum that furthers the individual’s 21st Century skills. At HCSS-WEST we focus on the five areas of Collaboration through Teamwork, use of Technology, Critical Thinking, Oral Presentation skills, and Written Communication.40

The PBL process starts with teachers crafting a driving question. For example, in English class, when reading Nathaniel Hawthorne’s The Scarlet Letter, students will consider and respond to the

40 Thomas, J. W., Mergendoller, J. R., and Michaelson, A. (1999). Project-based learning: A handbook for middle and high school teachers. Novato, CA: The Buck Institute for Education.

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following questions: “How does a society's definition of ‘sin’ influence/affect the individual?” “How do hypocrisy, conformity, vengeance, and forgiveness affect individuals?” Students will collaborate to explore and draft answers to those questions through research and development.

After the driving question, teachers consider the end: how will students be able to answer the questions? The teacher’s role is to provide guidance on the quest rather than direct instruction on the destination. For instance, instead of lecturing students on how mathematical computation is used to draft, sign, and re-sign players to a basketball team, the math teacher organizes work for 7th graders to use math to create their own teams, to watch them compete, and to figure out what players they will keep or trade. This PBL requires students to apply the abstract concepts of math to real life, to use math to draft and maintain a winning professional basketball team. The teacher will remind students of their end product, in this case, a multi-media presentation on their team’s season, the how and why of their standing. The students will figure out how to do research on the players and how to input player statistics on an Excel sheet, and how to document their research and mathematical calculations and analyze the player data collected during a game in order to manage to have the best team.

Collaboration and teamwork scores are a large part of the end product. A formal presentation is required, not only to classmates and teachers, but to other classes, other grades, other teachers, and even community members who come in to help at HCSS as guest judges. Students who may not typically engage in group work or classwork come to life during a PBL presentation because they are enthusiastic about their experience. A PBL that brought English and art together had the high school students develop a Public Service Announcement for the middle school students using art and the spoken word. This project revealed for one student a new way to excel more than ever before. J. was a student with a 504 Plan and a behavior plan. J. frequently came to class unprepared and hardly ever turned in homework. However, during this PBL, J. consistently turned in the checkpoint assignments and even started leading his team. He was the one to take the microphone on presentation day, much to many teachers’ anxiety, but his spoken word presentation had the rest of the school on their feet cheering for his team. J. got much better grades in art and English that quarter. He connected, engaged, and was a great team player in two subjects where in the past he had floundered.

Teachers can and usually do collaborate cross-discipline, so PBL integrates topics and themes in various subjects. For instance, 9th graders studied the Holocaust in social studies. Events of WWII took on more life in English class as the students collaborated to create a piece of historical fiction based on real families. The students visited the Institute for Holocaust, Genocide, and Memory Studies at UMass-Amherst as their PBL entry event, where they learned about the lives of 5 families in Roth, Germany. In history class students researched the Holocaust and events in the lives of the families from Roth; in English class they wrote plays based on the historical events. As a final presentation students performed their plays for members of the school community, thus answering the driving question, “How can we keep the memory of the Holocaust alive?”

Teachers receive at least one PBL training a year, and students are required to participate in two PBLs a year. At HCSS there were forty-four PBLs last year, engaging every grade and every student. 96.46% of students passed their PBL experiences with a 70% or higher. Students bring their lessons to life, engaging, working, and emerging as collaborators, critical thinkers, problem solvers, and producers.

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PBL gives life to elements of our mission statement, contextual learning, real-world application, and a rigorous and engaging college-preparatory education.

HCSS PBL Scoring Rubric is below:

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HCSS SCORING RUBRIC

Student Name Teacher(s) & Title of PBL:

21st Century SKILLS

Points EMERGING PROFICIENT COMMENDED BREAK-THROUGH

SCHO

OL

WID

E

Criti

cal

Thin

king

Reasoning is unclear or on the surface of the project

Interprets information incorrectly Makes statements with little

explanation

Reasoning is clear and logical. Interprets information accurately. Supports statements with explanations.

In addition to meeting the PROFICIENT criteria … Reasoning is thorough and goes in depth Uses creativity, as can be seen through

originality Supports statements with evidence.

0-5 6-7 8-9 10

Tech

nolo

gy

Materials took away from content or purpose of presentation or were of such low quality as to discredit speaker

Information shown has a lot of inaccuracies

Materials added, did not take away from presentation.

Materials used were quality products; easy to see and hear.

Information shown is mostly accurate.

In addition to meeting the PROFICIENT criteria …

Creatively integrated a variety of objects, charts and graphs to support and enhance the message.

Information shown is all accurate.0-5 6-7 8-9 10

Ora

l Co

mm

unic

ation

Speaker was hard to hear or understand.

Voice or tone distracted from purpose of presentation.

Excessive use of verbal fillers, like “um” Little eye contact with audience. Poor or slouchy posture. Attire (clothing) was inappropriate for

audience. Time was not used appropriately.

Speaker was easy to hear and understand.

Speaks clearly, correctly and without verbal fillers “ums”.

Strong eye contact with entire audience. Posture conveyed confidence. Attire (clothing) was appropriate for

audience and purpose. Time requirement was met for specific

assignment (neither too long nor too short.)

In addition to meeting the PROFICIENT criteria … Speaker was enjoyable to hear; used

expression and emphasis. Speaker used voice to create an

emotional response in audience. Posture was commanding and

purposeful, showed confidence. Attire was chosen to help the

presentation.

0-4 5-9 10-14 15

Writt

en

Com

mun

icati

on

No formal introduction or no clear thesis statement;

Did not offer any overview of the presentation.

Main ideas were not separated into a logical progression.

Important ideas were not supported with references.

No conclusion or conclusion did not adequately summarize presentation.

Introduction had clear thesis statement and an overview

Main ideas were separated into a logical progression.

Supported important ideas and viewpoints through accurate and detailed references to text or other works.

Conclusion tied to thesis statement and summarized the ideas presented.

In addition to meeting the PROFICIENT criteria … Clever attention-getting introduction

or an imaginative thesis and overview.

Ideas connected by original transitions, logical throughout the presentation; creative

Conclusion tied writing together and left audience with memorable message.

0-4 5-9 10-14 15

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Team

wor

k

Group members played a passive role in completion of the project.

Group made unconstructive criticisms toward the project or other group members; did not add value to the group.

Group was often off task, did not complete assignments or duties.

Group had attendance problems that significantly impeded (got in the way of) progress on project.

Group members played an active role in generating new ideas, took initiative in getting tasks organized and completed and sought help when needed.

Group demonstrated willingness to help each other when asked.

Group was prepared, managed time well, and worked diligently.

If absent, other group members knew the reason and progress was not significantly impeded (gotten in the way of).

In addition to meeting the PROFICIENT criteria …

Group members were thoughtfully organized and divided the work, checked on progress, or provided focus and direction for the project.

Actively checked with others to understand how each member was progressing and how he or she may be of help.

Made up for work left undone by other group members.

Demonstrated willingness to spend significant time outside of class/school to complete the project.

0-6 7-12 13-19 20

Effor

t

Minimal to no effort

Student frequently was unprepared

did not find solutions

Not contributing ideas and materials for teammates

Not communicating well or effectively

caused work to look rushed or incomplete

a lot of redirection needed

On the lower end of this range: student was extraordinarily disruptive/distracted

Student put some effort

Only what’s asked

Minimal work, doing just barely enough

Student worked most of the time available

needed very little redirection

Focused and on task

Went above and beyond

Responsible to teammates and helping others

Creative

Communicated effectively

Reliable

Student worked diligently most or all of the PBL, didn’t need any redirection

0-5 6-7 8-9 10

In CLASS Content Knowledge

Did the student/group of students show that they grasped the major concept of the PBL? Grade them on a range from 0-20. 20

Project TOTAL:

Percentage out of 100: ________________% _____________________/100 Points Possible

Additional Comments:

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H. Extra and Co-Curricular Activities and Programs

Study Hall

HCSS-WEST will make the opportunity for all students to reach their highest potential. Study hall is scheduled to complement HCSS-WEST daily instruction. In addition to the eight periods of teaching and learning, students will have an extra period for study hall four days each week. Students will improve their academic potential, using this extra time to do homework, to be tutored, to read and write. Since the school day will be long, the students will benefit from the opportunity to complete their homework in school with the supervision of teachers. They will get help from tutors who are their core classroom teachers or professionals hired by the school. Study hall pull out groups, and after school and Saturday school tutoring groups will give all students the opportunity not only to close the gap if they need help, but also to propel their performance to the next level.

HCSS-WEST teachers and administration will use the school assessment system to identify the students who need extra help. The data, collected from the internal school assessments and state test reports, will be used to identify students’ strengths and weaknesses. Study groups will be created in action plan meetings with input from administration and core subject, special education, and ELL teachers. Once the study groups are created, designated teachers will pull students from study hall for tutoring. Since the data is already analyzed, teachers will know strengths and weaknesses of their groups and will prepare appropriate learning materials to meet students’ individual needs. Study hall is one of the key elements the school will utilize to close the gap and improve student achievement.

College Readiness Program

All students at HCSS have their own online Naviance college readiness account through which they can explore colleges and careers, prepare resumes, and much more. College counseling at HCSS-WEST will be a highly individualized student centered process with the goal of producing the best possible match between each uniquely talented student and the college or university that is the best fit. Each student will work closely with his or her counselor to explore the talents and interests he or she has developed, to set goals based on those experiences, and to look for and find the colleges that will help him or her achieve those goals.

The college counselor will meet with students one-on-one, in small groups, and in the classrooms to prepare them to complete their college search and the college application process. The college counselor and the student will develop a positive and productive team approach. The college counselor will know the student’s strengths, abilities, talents, and aspirations.

Thus personal attention plays a significant role in the college search process at HCSS-WEST. By visiting college campuses, attending regional and national conferences, and hosting college fairs and individual college representatives at our school, the HCSS-WEST college counselor will continually update and expand students’ knowledge about programs available at colleges.

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MathCounts

The MathCounts Foundation defines itself as a non-profit organization that strives to engage middle school students of all ability and interest levels in fun, challenging math programs, in order to expand their academic and professional opportunities. Middle school students exist at a critical juncture in which their love for mathematics must be nurtured, or their fear of mathematics must be overcome. MathCounts provides students with the kinds of experiences that foster growth and transcend fear to lay a foundation for future success.

HCSS provides extra and co-curricular activities or programs which help its students to reach and go above and beyond the academic targets. MathCounts is one of the programs HCSS provides its students to expand their academic opportunities. HCSS MathCounts Coach forms a team from the middle school students at the beginning of each year. The team includes students from all middle school grade levels. The team meets after schools and Saturdays. The subject matter includes algebra, geometry, combinatorics, counting, and number theory which is not a part of regular middle school curriculum.

HCSS has developed a close relationship with the MA MathCounts team, and hosted the Western Mass Regional MathCounts competition on its campus in 2014, 2015 and 2016. Sixteen Connecticut Valley Schools participated in the competition. This program will be replicated with HCSS-WEST to provide the students opportunities to go above and beyond standards.

Science Fair

All HCSS students must participate in the annual Science Fair. This requirement provides students with an excellent opportunity to develop their independent inquiry skills. Students are encouraged to select and complete projects that pique their interest. They work on the projects at home with the objective of having parents and other family members become involved. Students learn how to problem solve by conducting research, gathering and analyzing data, and coming to a conclusion that leads to further investigation of the topic. As part of HCSS’s commitment to community involvement, area schools are invited to participate in the science fair as well, giving diverse students the opportunity to interact with each other and with each other’s teachers.

Middle school students create a display that depicts the process and results of their research. They learn how to represent and advocate for themselves by demonstrating their projects to the HCSS Science Department faculty. Students take pictures of themselves working on the project and include them in the displays. They proudly use them to demonstrate their understanding of scientific method or Engineering Design Process. High school students create web sites to document and report the results of their project. Web site design both allows and requires them to learn independently the importance of being able to express their thoughts in creative ways. Students video-record themselves working on the experiments or engineering designs and narrate with animation to expertly show what they have been able to accomplish. High scoring projects are chosen from each grade level, and their creators are invited to compete in a showcase event that is judged by members of the scientific community, including professors from area colleges, practicing physicians, and researchers. The HCSS Annual

Attachment II 33


Science Fair is a great opportunity for our students to engage in discourse with adults whose careers draw on skills and concepts such as those learned at HCSS and for students to see possibilities for the future.

Science Olympiad Team

Students are invited to participate in the HCSS Academic Team Program for Science Olympiad based on their performance in science class and on their perceived aptitude for science. The program is supervised by the science department and is designed to greatly enrich the participants’ knowledge. The objective is to field a team that will participate in regional, state, and national competitions.

Although team participation involves a significant time commitment, the students and teachers who participate have a great deal of fun. Mentoring relationships are fostered and carry over into the classroom. Students become responsible for their own learning and thus perform better academically. A love for life-long learning is created. Finally, in addition to regular team practice vacation sessions also occur as sleep away camps that foster scholarship and also great friendships among the students who attend.

After School Clubs

Athletic Teams and Programs: HCSS-WEST understands the benefits of student involvement in extra-curricular activities and clubs. Using our HCSS model for after school programs, we plan to implement a system where students can pursue their interests and expand their knowledge base outside of the classroom. The after school programs will be overseen by the Activity Coordinator and can occur after school during the week or on Saturdays from 9:00 am to 1:00 pm during Saturday School. These programs will include After School Interest Clubs (Robotics, Broadcast, Yearbook, Art, Drama, Fitness, Magic Club, and Comic Book Club), Scholastic Teams (Science Olympiad, MathCounts, and AMC Math Club), Service Clubs (National Honor Society, Student Ambassadors, Peer Mentoring, and Middle and High School Student Council), and Athletic Teams (Girls and Boys Soccer, Girls and Boys Cross Country, Boys and Girls Basketball, Wrestling, Cheerleading, and Boys and Girls Track and Field). We will also provide after school tutoring as well as after school detention. Athletics will be held at the coach’s discretion but are generally every day after school until 6:00 pm. Clubs, tutoring, and detention will be held after school every Tuesday and Thursday from 4:00 pm to 4:45 pm and during Saturday School, and additional tutoring will be offered in small groups during study hall. By making clubs available to students on a regular basis, we are providing opportunities for students to pursue interests they may not otherwise be able to. By making staff members available for after school tutoring not only after school twice a week but during the school day and on Saturdays as well, students have multiple opportunities to attend sessions. This is especially helpful for students who have working parents. Athletics build character and maturity and students are held to high standards in order to participate. Overall, our after school programs will help build student maturity and responsibility.

Peer Mentoring Program

Higher grades, increase school attendance, and a positive attitude are just a few benefits of mentoring. HCSS-WEST will host a peer mentoring program managed by the Child Study Team (CST).

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Academically successful high school students will be nominated by a teacher or administrator associated with CST. All mentors will be asked to participate, but have the option to decline. Mentors are trained by professional staff with experience in running mentoring programs. Ongoing training is provided by the guidance counselor.

Middle school students struggling academically and/or socially will be eligible to become mentees. They must be nominated by a teacher or administrator associated with the CST. Mentors and mentees meet once a week during 10th period. Mentors will first help mentees with their homework and then spend time talking and creating friendships. Mentees will benefit from having a high school friend through increased self-esteem, homework help, and improved grades. Mentors will benefit from being able to cite the experience for their college applications and work resumes, by accruing needed community service hours to graduate from HCSS, and from increased self-esteem.

I. Lesson Plan Template

HOW

WHAT

OBJECTIVE:

DO NOW:

LEARNING ACTIVITY:

CLOSURE:

ACCOMMODATIONS:

This template will be in HCSS-WEST Database System for all teaching staff to submit their lesson plans electronically.

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J. Support Letters

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K. Resumes of the applicant group members

Zully Dinc Cell: 413.306.1789398 Page Blvd. [email protected], MA 01104

Education________________________________________________________________ Westfield State University, Westfield, MA Bachelor of Science in Education, Dec 2010

Major Studies: Elementary Education Minor Studies: Psychology

Licensure___ __________________________ __________________________________Massachusetts Elementary Education Initial License obtained in May 2011

Related Course Work & Testing_______________________________________________Multi-Cultural EducationStudents with Special Needs Early Literacy and ReadingBehavioral PsychologyMTEL Communication & LiteracyMTEL General Curriculum MathMTEL Foundations of ReadingMTEL Multi-SubjectChild Development

Teaching Experience_______________________________________________________Indian Orchard Elementary School, Springfield, MAGrade 4 General Education Teacher, Sept 2011-June 2014

designed Common Core lessons utilizing district pacing guides and Understanding By Design used Achievement Network Testing (ANet) data to assess student learning and guide

instruction and student mastery participated in team meetings in order to collaborate on lesson plans and assess student

progress with grade level cohorts and support staff explored research-based teaching studies to incorporate and facilitate small teacher led and

student led cooperative learning groups in reading, writing, and math Participated in Instructional Leadership Team and Organizational Leadership Team

Franklin Avenue Elementary, Westfield, MA Student Teaching Practicum, Sept.2011-May 2012

selected to pilot a year-long student teaching internship program in a Grade 5 setting designed lesson plans based on the district’s and school’s unique pacing guides administered DIBELS, Fountas & Pinnel, and Schlagel Spelling Assessment, as well as

district testing attended all regular teacher duties such as professional development workshops and faculty

meetings, parent conferences, and field tripsAffiliations and Recognitions_________________________________________________Hall Of Ball Achievers May 2011

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mailto:[email protected]


Sankofa Scholar Sept 2009-May 2011Honorary Dean’s List Jan 2006-May 2011Languages________________________________________________________________Fluent in reading, writing, and speaking SpanishEmergent skills in reading and speaking Turkish

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AHMET GUNAY, PhDAddress:Work: Westfield State University 577 Western Ave, Westfield, MA 01086 Tel: (413) 572 5300

Home: 23 Capua Lane, Agawam, MA 01001 Cell: 302 489 9733

E-mail: [email protected]

EDUCATION:Post-Doctoral Researcher, Organic and Organometallic Chemistry, Worcester Polytechnic Institute, Worcester, MA, 2012- 2014Project title: Acylation of Arenes via Catalytic C-H Bond Functionalization and Aerobic Alcohol Oxidation. Advisor: Assistant Professor Marion H. Emmert.

Post-Doctoral Researcher, Catalysis Chemistry, University of Delaware, Newark, DE, 2008-2010Project title 2: “Small Molecule (O2 and N2) Activation by Low Valent IronComplexes Supported with Highly Substituted Hydrotris(pyrazolyl)borate Ligands”Advisor: Professor Klaus H. Theopold. Project title 1: “Nitration of Cyclohexane with Nitric Acid by Polyoxo Metallates” Advisors: Professor Klaus H. Theopold (Department of Chemistry & Biochemistry) and Professor Mark Barteau (Chemical Engineering Department). PhD, Organometallic Chemistry, University of Rochester, Rochester, NY, 2008 Thesis title: “Carbon-Carbon Bond Activation of Acetylene Derivatives via Photolysis of Platinum Complexes” Advisor: Professor William D. Jones.

BS, Chemistry, Bilkent University, Ankara, Turkey, 2002 Thesis title: “New Lyotropic Liquid Crystalline Phases of Non-ionic Surfactant with Transition Metal Complexes” Advisor: Professor Omer Dag.

TEACHING EXPERIENCE:2014-Curent Teaching Organic Chemistry/Lab in Westfield State University, Westfield, MA.2010-2012 Taught AP Chemistry Courses at Putnam Science Academy, Putnam, CT. 2002-2004 Teaching Assistant, University of Rochester, Rochester, NY

Prepared and taught Organometallic Seminars for graduate students and post-docs in Prof. Emmert’s Lab at WPI, 2012-2014.

Taught Advanced Laboratory Techniques Course for senior students. Taught two laboratory sections for undergraduate General Chemistry course.Tutored inorganic chemistry one-on-one under “Teaching Support for Minority Students” program at the University of Rochester.Graded reports, quizzes, assigments and tests.Mentored undergraduate students throughout PhD and post-doc assignments.

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TEACHING INTERESTS:Undergraduate chemistry courses including general, organic and inorganic chemistry.Advanced inorganic chemistry and organometallic chemistry.Laboratory sessions for general, organic and inorganic chemistry.Advanced laboratory techniques (experiments under inert atmosphere, glove-box and

vacuum line).

RESEARCH EXPERIENCE2012- 2014 Post-Doctoral Fellow, Worcester Polytechnic Institute 2008-2010 Post-Doctoral Researcher, University of Delaware

Advisors: Professor Klaus H. Theopold (Chair, Department of Chemistry & Biochemistry) and Prof. Mark Barteau (Chair, Chemical Engineering)Conducted experiments to discover new catalysts for nitration of cyclohexane with nitric acid by Polyoxometallates. Optimized the catalytic activity and the reaction conditions of the promising catalysts in order to be implemented in plants of the Dow Chemical Company. Conducted research on “Small Molecule (O2 and N2) Activation by Low Valent Iron

Complexes Supported with Highly Substituted Hydrotris(pyrazolyl)borate Ligands” 2002-2007 Research Assistant, University of Rochester Advisor: Professor William D. Jones

Examined a newly developed method for C-C bond activation reactions. Synthesized and characterized full series of Pt0-η2acetylene complexes and oxidative

addition products of PtII complexes. Gained extensive experience in spectroscopic techniques (mainly 19F, 31P, 13C and

1H NMR spectroscopies) to monitor and characterize organometallic complexes and catalysts.

Synthesized organic molecules by coupling reactions (Suzuki and Sonogashira) to be utilized as substrates in the C-C bond activation reactions. Isolated and characterized these organic molecules via column chromatography, NMR, IR and mass spectroscopies. 1998-2002 Undergraduate Research Assistant, Bilkent University Advisor: Professor Omer Dag

Synthesized and characterized new lyotropic liquid crystalline phases of non-ionic surfactant with transition metal complexes of copper, cobalt, nickel and iron.

Studied the optical and thermal behavior of liquid crystalline phases via IR and polarized optical microscopy with integrated isotropization temperature determination equipment. RESEARCH INTERESTS: Catalytic transformations.

Synthesis of organometallic complexes for use in catalysis of organic reactions.Kinetic and mechanistic studies to help elucidate the mechanism of reactions.Small molecule activation and functionalization using late transition metal compounds.

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WORK EXPERIENCE: 2014-Current Teaching Organic Chemistry/Lab in Westfield State University, Westfield, MA. 2010- 2012 Taught AP Chemistry Courses at Putnam Science Academy, Putnam, CT. June-August 2001 Summer Intern, Ankor Metal Coating Industry and Commerce Ltd. Ankara, Turkey

Production and quality control of the metals coated by nickel, chromium, copper and cadmium. Analysis and maintenance of the coating bath.

PUBLICATIONS: Gunay, A.; Mantell, M. A.; Wu, W.; Emmert, M. H. Aerobic Catalysis in Air with

Cp*Ir: Influence of Ancillary Ligands and Reaction Conditions on Catalytic Activity and Stability; Submitted to Catalysis Science & Technology, 2014.

Gunay, Ahmet; Brennessel, William W.; Jones, William D. Investigation of C–C Bond Activation of sp–sp2 C–C Bonds of Acetylene Derivatives via Photolysis of Pt Complexes; Organometallics, ASAP. Published on Web December 1st, 2014.

John, L. C.; Gunay, A.; Wood, A. J.; Emmert, M. H. Catalysts for convenient alcohol oxidations in air: systematic ligand studies in Pd/pyridine systems; Tetrahedron, 2013, 69, 5758-5764 .

Gunay, Ahmet; Theopold, Klaus H.; C-H Bond Activations by Metal Oxo Compounds; Chem. Rev., 2010, 110, 1060-1081.

Gunay, Ahmet; Muller, Christian; Lachicotte, Rene J.; Brennessel, William W.; Jones, William D.; Reactivity Differences of Pt0 Phosphine Complexes in C-C Bond Activaton of Asymmetric Acetylenes; Organometallics, 2009, 28, 6524-6530.

Gunay, Ahmet; Brennessel, William W.; Jones, William D.; Polymorph of (1,2-bis(di- tert-butylphosphino)ethane)(dichloride)platinum(II); Acta Cryst. E, 2008, E64(3), 454.

Gunay, Ahmet; Jones, William D.; Cleavage of Carbon-Carbon Bonds ofDiphenylacetylene and Its Derivatives via Photolysis of Pt Complexes: Tuning the C-C Bond Formation Energy toward Selective C-C Bond Activation; J. Am. Chem. Soc., 2007, 129(28), 8729-8735.

Fox, Daniel J.; Duckett, Simon B.; Flaschenriem, Christine; Brennessel, William W.; Schneider, Jacob; Gunay, Ahmet; Eisenberg, Richard. A Model Iridium Hydroformylation System with the Large Bite Angle Ligand Xantphos: Reactivity with Parahydrogen and Implications for Hydroformylation Catalysis; Inorganic Chemistry, 2006, 45(18), 7197- 7209.

Dag, Oemer; Samarskaya, Olga; Tura, Cenk; Guenay, Ahmet; Celik, Oezguer.;Spectroscopic Investigation of Nitrate-Metal and Metal-Surfactant Interactions in the Solid AgNO3/C12EO10 and Liquid-Crystalline

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http://dx.doi.org/10.1016/j.tet.2013.03.011

http://pubs.acs.org/doi/abs/10.1021/om500999u




[M(H2O)n](NO3)2/C12EO10 Systems; Langmuir, 2003, 19(9), 3671-3676.

CONFERENCE / SEMINAR and WORKSHOP PRESENTATIONS: Gunay, Ahmet; Wu, Wenbo; Mantell, Mark A.; Emmert, Marion H.; Aerobic

Oxidation of 1-phenyl-1-propanol by [Cp*IrCl2]2; ACS North East Regional Meeting; New Haven, CT, United States; Oct. 23-26, 2013

Gunay, Ahmet; Wu, Wenbo; Emmert, Marion H.; Towards Waste-Free, Cost- Effective Oxidations of Alcohols; Center for Resource Recovery and Recycling (CR3) Meeting; WPI, Worcester, MA, United States; 2013

Gunay, Ahmet; Jones, William D.; Cleavage of carbon-carbon bonds of diphenylacetylene and its derivatives via Pt complexes: Tuning the C-C bond activation energy towards the selective C-C activation; 232nd ACS National Meeting; San Francisco, CA, United States; Sept. 10-14; 2006

Gunay, Ahmet; Cross-coupling Reactions to sp Carbon Atoms, Applications in Pharmaceuticals and Organic Molecular Materials; University of Rochester, Rochester, NY, United States; May 22; 2006

Gunay, Ahmet; Jones, William D.; C-C bond activation of sp-sp2 type C- C bonds in diphenylacetylene and its derivatives via Pt complexes; Joint Inorganic Meetings of U. of Rochester and Cornell University; 2004

HONORS/AFFILIATIONS: American Chemical Society, division of inorganic chemistry.

Full scholarship covering tuition, living expenses and stipend for scoring within the top percentile of the Turkish National University Entrance Exam awarded by Bilkent University through out undergraduate education. 1997-2002.

Full scholarship awarded by University of Rochester for PhD study. 2002-2007.

Division of Inorganic Chemistry travel award for the Fall National ACS meeting in San Francisco, 2006.

Honororium awarded by JACS for writing the review paper on C-H Bond Activations by Metal Oxo Compounds. 2010.

Winner of the 6th Annual Sustainability Project Competetion at WPI. 2014.

Board member of Hampden Charter School of Science in Chicopee, MA. 2013-current

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Diane Hodges-Hunter103 Monrovia StreetSpringfield Ma [email protected] participate in programs which help and improve educational outcomes for children & youths. Qualifications

I have been self-employed for the past 19 years. A childcare provider, peer guide, home visitor, advocate, informer, Trainer, supervisor, big sister, partner, listener, facilitator, nurturer, Well wisher, self esteem builder, bookkeeper, manager, communicator, Educator, problem solver, developer, analyst, specialist, buddy, Encourager, nutrition consultant, cook, safety provider/instructor, director, Role model, planner, supporter, friend… A person who has the knowledge and capability to accompany and support families down the path of learning. A person willing to help, but to also step aside and let a person grow to his/her ability. An experienced child care provider who wants to see her community grow and children become successful. Work History

1994 - present: Miss Diane’s Family Childcare/ Early Childhood Educator1990 – 1994: The Salvation Army/ Family Service Director1982 – 1990: K&M Electronics/ Training Dept. Supervisor1980 – 1982: Buxton/ Assembler1979 – 1980: The Marriot Hotel/ House Keeping Attendant Education Springfield Technical Community College/AS - Early Childhood Education (2004)Cambridge College/BS - Multidisciplinary Studies (2007)American International College/MS - Non-Profit Management (2009)University of Boston Massachusetts/ CAGS in Research, Policy & Education (2014) References Saadia Carter/ 75 Thorndyke St. Springfield Ma 01189 #413-739-7336Meloney LaRoe/ 18 Sylvin St. West Springfield Ma 01089 #413-883-2152Eutrina Holley/ 25 Orlando St. Springfield Ma 01189 #413-244-5152

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PINAR KARAASLAN15 Wilson StreetWilbraham, Massachusetts 01095(413) [email protected]

Education: 2002 Ludlow High School2006 Springfield Technical Community College -

Associates Degree in Accounting Employment: 1995 to Present Pizza Works - Manager

580 Belmont AvenueSpringfield, Massachusetts 01108(413) 785-1300

1999 to Present Dunn and Phillips, P.C. - Legal Asst.185 Belmont AvenueSpringfield, Massachusetts 01108(413) 787-9955

NAME: NIGAR J. KHANKEY QUALIFICATIONS:Dr. Khan has more than two decades of experience in academic administration, including as Director of International Relations and Associate Dean of the Graduate School at the University of Massachusetts Amherst. Khan is a highly recognized administrator who has achieved excellence in developing innovative multidisciplinary degree programs and advancing faculty research and educational collaborations. Her leadership led to new areas of inquiry; increased academia‐industry and academia‐government collaborations, and brought new sources of federal and private funding to the university. Khan is recognized for her exceptional leadership in developing sustainable international partnerships especially with leading universities in Brazil, India, China, Pakistan, Central Asia, and the Middle East. She has served as an advisor to the Qafqaz University, Azerbaijan, and various universities in Pakistan on enhancing faculty research competencies and building global partnerships. Khan’s research focuses on education policy and planning, program development and implementation, and politics of education in developing countries. Some of her various policy papers and seminars include: Analysis of Pakistan’s Education Policy on Changing the Medium of Instruction in Schools to Urdu or Provincial Languages; Colonialism and its Impact on the Present-day Pakistan; Politics of the Language Policies and the Continued Dominance and Elitism of the English language; the Impact of Islam on the Foreign Policy of Pakistan; and the Status of Women in Pakistan. Her Doctoral Dissertation is on ‘The Role of Education in a Historically Challenging and Politically Complex Environment: The Response of Public Universities to the September 11 Attacks.’ She is a recipient of many distinguished awards and honors including the University of Massachusetts Amherst Outreach Grant Award for establishing an Institute for the Study of Global Islam 2006; Chancellor’s Community, Diversity and Social Justice Award 1997; Chancellor’s Citation Award for Distinguished Service 1995; and Fulbright Scholar Award, 1992.

Residence: 166 Wildflower Drive, Amherst, MA 01002 Email: [email protected] Telephone: 413-253-7257 Nationality: U.S. citizen

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_______________________________________________________________________EDUCATIONEd. D. Education Policy, Research, and Administration University of Massachusetts Amherst, 2012 M. Ed. International Education, University of Massachusetts Amherst, 1975M. A. Political Science, University of Massachusetts, Amherst, 1970_______________________________________________________________________PROFESSIONAL POSITIONSUniversity of Massachusetts Amherst, Massachusetts Director, International Relations, International Programs Office, 2012-2013 Associate Dean of the Graduate School, 2003–2012Assistant Dean of the Graduate School, 1995-2003Special Assistant to the Vice Chancellor for Research and Dean of the Graduate School, 1983- 1995 ADMINISTRATIVE /PROFESSIONAL EXPERIENCEDirector, International Relations, International Programs Office, 2012–2013Under the direction of the Vice Provost for International Programs, I was responsible for advancing the international programs offices’ efforts in internationalizing the campus; educating students for global citizenship; creating opportunities for international research and educational collaborations; increasing institution’s visibility; and establishing connections with international alumni and enhancing external funding. Within this broad international scope:• Broadened the scope and vision of academic programs by creating international educational and research opportunities for graduate and undergraduate students; • Created a campus-wide regulatory framework (an umbrella policy document) for establishing an international dual degree program. The policy document allowed academic departments and faculty to develop their own individualized bachelor, masters and doctoral dual degrees with international partner institutions;

• Conducted university-wide surveys to assess the status of internationalization at the University by examining faculty interest, commitment and support within the departments and deanships;• Brought together faculty and administrators from diverse disciplines to establish campus-wide task forces aimed to assess scholarly activities and faculty interest in broadening the scope of international collaborations in a particular country or region; • Implemented several programs and initiatives to facilitate university international partnerships and collaborations between academic programs and their counterparts in Brazil, India, and China. • Assisted in formulating university’s international crisis and emergency response and resolution, including risk management guidelines and best practices.• Provided leadership role in developing international partnerships with major universities in Middle Eastern and Central Asian countries;• Assisted deans and department heads/chairs in developing inter-college coordination to create multidisciplinary international collaborations; • Enhanced the university funding opportunities with international alumni and external funding agencies; • Coordinated and publicized special initiatives and events;• Served on the University International Studies Council, and other related councils and committees;• Attended professional national and international forums and conferences.

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Associate Graduate Dean for International Affairs and Academic Program Development, Graduate School, 2003–2012At the University of Massachusetts Graduate School (73 departments, approximately 1300 full time faculty, 6,000 graduate students, annual direct expenditure budget of approximately $3.75 million), I served as Graduate Associate Dean from 2003-2012. In that capacity, I provided leadership for the continual advancement of the quality, reputation, and direction of the graduate school; exercised overall review of graduate programs; formulated implemented and monitored academic policies and guidelines. More specifically, I led the graduate school’s efforts in developing multi-disciplinary approaches to teaching and scholarship; and strengthening the international component of graduate studies.General Administration• Formulated, implemented, and monitored graduate school’s policies and guidelines for curriculum enhancement, program development, and academic policy review and compliance;• Represented graduate school on academic standard curriculum committee of the graduate council of the faculty senate for course review and approval; • Led institutional accreditation self-studies;• Oversaw enrollment management targeting student recruitment, enrollment, success, growth, retention, and graduation; • Revised and set-up new policies and procedures targeting improvement of Ph.D. completion rates;• Facilitated graduate students opportunities for professional development through projects such as Preparing Future Faculty (PFF), which integrated preparation of undergraduate student learning; • Designed and developed the campus-wide regulatory policy document for an accelerated master’s degree option aimed at encouraging undergraduate students with top academic records to remain at the University for graduate degree programs;• Provided direction and oversight for graduate academic advising and assessment;• Served on the University graduate council, and graduate school grievance committee; • Represented graduate school on the research and international councils as well as on national, and international committees;• Coordinated and publicized special events; • Developed and disbursed budget for program development.Multi-disciplinary Approaches and Projects• Provided vision and leadership in developing multidisciplinary graduate degree and certificate programs. These efforts resulted in an approved graduate certificate protocol that led to the development of 12 graduate certificates, six graduate concentrations, and four research centers. This approach helped UMass Amherst to remain timely, competitive and move forward to prepare students for meeting the growing demands for essential knowledge and skills;• Developed multidisciplinary collaborations, which assisted in opening up new areas of inquiry such as clean and alternative energy research, which eventually led to several academia‐industry and academia‐government collaborations. Such initiatives helped the university to tap new sources of federal funding, strengthened ties with industry and increased funding for strategically positioned research programs; • Provided leadership in organizing a series of academic and cultural events focused on art, architecture, music and dance as well as the regions ‘geopolitical histories. These include:o The Grateful Dead in Music, Culture, and Memory; o Art of Conflict Transformation in the North of Ireland/Northern Ireland with particular attention to the role played by public murals in the transition to peace;

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o DuBois New England Roots/Connections; and Diverse Cultures and Histories of Native Americans of New England. Global Strategies• Provided leadership in advancing the graduate school’s international research and educational programs; • Through the efficient and economical use of faculty assets, developed new global educational and research opportunities; • Developed sustainable international partnerships with leading universities in 36 countries including Brazil, India, and China, as well as in the Middle East and Central Asia;• reviewed and executed approximately102 memoranda of understanding, ensuring appropriate standards for strategic research and educational agreements in conjunction with legal counsel, and the International Programs Office;• Created new opportunities for graduate and undergraduate programs. Two most rewarding initiatives included Vietnam and Iraq Education Fellowship Programs that brought the best and brightest, fully-funded students to the university’s science and technology Ph.D. programs; • Formulated policies and procedures for establishing international joint and dual degree programs. Successfully implemented two pilot agreements for dual degree doctoral programs: one with Macquarie University, Sydney, Australia and another one with the University of Sao Paulo, Brazil;• Initiated and directed research and educational partnerships with major universities in Middle Eastern and Central Asian countries;• Developed strategies for enhancing campus internationalization: articulated institutional commitment, stimulated faculty discussions, cultivated external funding opportunities, and established connections with international alumni.Enhancing International Dimension• Enhanced and supported the educational, cultural and social dimension of international education by promoting a diverse learning environment and essential services that assisted international students in meeting their educational and career goals;• Provided budget oversight for program initiatives aimed to raise cultural awareness on campus;• Collaborated with University International Program Office in assisting with visa and immigration issues; study abroad programs, and to ensure compliance with federal regulations concerning the enrollment and employment of international students and scholars;• Launched curriculum development efforts by developing international joint and dual degree program;• Led and oversaw the development and implementation of university-wide short and long-term strategies for international student’s recruitment and retention;• Represented the University on various international councils and boards:Assistant Dean of the Graduate School, University of Massachusetts Amherst, 1995–2003 • Provided leadership for the continual advancement of the quality, reputation, and direction of the graduate school;• Directed the University orientation program for incoming international graduate students;• Administered language and cultural training programs for international teaching assistants; • Provided counseling, addressing graduate students’ issues concerning financial, personal, cultural, and academic matters; • Established and administered viable recruitment and retention plans for international graduate students;

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• Worked with students, student leaders, faculty, and administrators regarding issues (e.g. housing, stipend, health, fees/dues) that affect the quality of education and campus life; • Broadened the focus of mentoring and ethics programs, including plagiarism and other research-related issues;• Advanced the university’s goal to be an inclusive and equitable teaching, learning, and working place. Special Assistant to the Vice Chancellor for Research and Dean of the Graduate School, University of Massachusetts Amherst, 1983–1995 • Advised and assisted Vice Chancellor for Research and Dean of the Graduate School on all matters concerning research and graduate administration; • Enhanced and supported the educational and social dimension of international education;• Promoted a learning environment by strengthening the essential services and programs that assisted international students in meeting educational and career goals;• Worked with deans and faculty in implementing model programs designed to attract minorities to doctoral programs in science, mathematics, and engineering;• Worked with the graduate council, graduate student senate and the housing office to provide improved housing for graduate students;• Conducted opinion surveys aiming to improve the quality of university services offered to graduate students; • Updated graduate school annual catalog;• Revised and upgraded the quality of the Graduate School’s publications;• Established and administered viable recruitment and retention plans for minority graduate students.INTERNATIONAL EXPERIENCE

AZERBAIJANVisited Qafqaz University, Baku to establish research and academic linkages (2006);Hosted 13 Rectors from universities in Central Asia to establish research and educational relations (2007);Hosted delegations from Qafqaz University to promote research and educational collaborations (2006) and (2008).CHINAHosted delegations from Fudan University (1996) and Shaanxi Normal University (2006) to strengthen the continued research and graduate education collaborations.GERMANYFulbright Scholar (1992): visited universities in The West and previously East Germany; participated in seminars and forums arranged by the German Ministry for Education on the status of higher education in Germany;Hosted delegations from Heidelberg and Freiberg Universities (1995) and (2008). INDIAVisited several universities in India to assess and evaluate the quality of their research and graduate education with the intention to create academic collaborations (2003); Represented university for establishing educational partnership and exchange programs with Amrita University, Coimbatore & New Delhi, India (2005);Hosted delegation from Amrita University, India (2004);Hosted delegation from Kurukshetra University, Haryana, India (2008).

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PAKISTANReceived the University Outreach grant to visit universities in Pakistan to create opportunities for research and academic partnerships for faculty and doctoral students (2006), and (2009); Arranged and hosted Ambassador of Pakistan’s visit to the University of Massachusetts Amherst (1995). QATARReceived a university outreach grant to explore funding opportunities at Qatar University, Doha for establishing a center for Islamic Global Studies at the University of Massachusetts Amherst (2008).SOUTH AFRICAVisited major research universities to create research and academic collaborations particularly in management, nursing, public health, and communication disorder (2004);Hosted delegation from South African universities (2005).TURKEYVisited several universities for creating exchange and study abroad programs (2005).The UNITED ARAB EMIRATESReceived an academic outreach grant to visit Dubai to explore the possibilities of establishing educational and research collaborations (2008).RESEARCH SPECIALIZATIONThe research focused on higher education policy and planning; program development and implementation; and politics of education in developing countries. Major research papers: • Institutional Mapping of Pakistan: Federal Ministry of Education’s Initiative to Administer Qualifying Examination in Urdu; • Analysis of Pakistan’s Education Policy on Changing the Medium of Instruction in Schools from English to Urdu or Provincial Languages; • Colonialism and Its Impact on the Present-day Pakistan: Politics of the Language Policies and the Continued Dominance and Elitism of the English Language;• Master’s Thesis: The Impact of Islam on the Foreign Policy of Pakistan;• Doctoral Dissertation: The Role of Education in a Historically Challenging and Politically Complex Environment: The Response of Public Universities to the September 11 Attacks. PAPERS AND SEMINARS • Pakistan and the United States: Analysis of Current Issues and Their Implications for Long-term Developments in the Region.• The Impact of Islam on the European Renaissance.• Islam and the West. • Status of Women in Pakistan. • Status of Women in Islam.• Access to Public Higher Education in the Commonwealth of Massachusetts. [Translated into German by the West German Ministry of Education as a benchmark study in constructing its long-range education plans.] AWARDS AND RECOGNITIONS • University of Massachusetts Amherst Outreach Grant for establishing an Institute for Global Islam and a graduate certificate program in the study of Islamic Cultures and Languages, 2006.• Chancellor’s Community, Diversity and Social Justice Award, 1997.• Chancellor’s Citation Award for Distinguished Service, 1995.• Fulbright Scholar Award, 1992.

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• Vice President, Board of Trustees, Hampden Charter School of Science, Chicopee, Massachusetts (2006–Present). LANGUAGES Fluency in reading, writing, and spoken Urdu and Punjabi; basic language skills in Persian, Arabic, and French.

VOLKAN YESILYURTSummaryOutstanding Research Chemist with expertise in organic synthesis, dendrimer synthesis, polymer synthesis, polymerization techniques, ATRP, RAFT, amphiphilic polymers- self-assembly, drug delivery and expert on chromatography (SEC) for polymer characterization.

HighlightsAdvanced chemical research Knowledgeable in NMR, IR, SEC, DLS, UVTrained in organic chemistry Ring opening polymerizationPEG-PLA, PLA synthesis Drug delivery Expert in polymer synthesis and characterization Dendrimer synthesisNanomaterials Supramolecular chemistryMulti-step synthesis Supramolecular disassemblySelf-Assembly Chromatography

ExperiencePostdoctoral Research Fellow/Research AffiliateBoston Children’s Hospital/ Massachusetts Institute of Technology/Harvard Medical SchoolSynthesized bio-compatible anti-bio-fouling polymer based gels and PEG-PLA polymers for the treatment of diabetesTeaching AssistantUniversity of MassachusettsTrained new graduate students on Nuclear Magnetic Resonance (NMR), and maintainedNMR facilities at UMass Amherst.Research AssistantUniversity of MassachusettsDesigned and synthesized stimuli responsive amphiphilic dendrimers for drug delivery applicationsTeaching AssistantUniversity of MassachusettsTaught undergraduate general chemistry labsTeaching AssistantBogazici UniversityTaught undergraduate analytical chemistry labsInternThe Scientific and Technological Research Council (TUBITAK)Designed and synthesized polymers for coating applicationsEducation and TrainingPh.D.: ChemistryUniversity of Massachusetts

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Master of Science: ChemistryBogazici UniversityBachelor of Science: ChemistryUludag UniversityPublications1 “Degradable Lipid Nanoparticles with Predictable In Vivo siRNA Delivery Activity” K. A. Whitehead, J. R. Dorkin, A. J. Vegas, P. H. Chang, O. Veiseh, J. Matthews, O. S. Fenton, Y. Zhang, K. T. Olejnik, V. Yesilyurt, D. Chen, S. Barros, B. Klebanov, T. Novobrantseva, R. Lange, D. G. Anderson, Nature Communications, In Press, 2014.2.“TemperatureSensitive Transitions below LCST in Amphiphilic Dendritic Assemblies: HostGuest Implications”J.M.Fuller, K.R.Raghupathi, R.R.Ramireddy, A.V.Subrahmanyam, V. Yesilyurt, S. Thayumanavan, J. Am. Chem. Soc. 2013, 135, 8947-8954.3.“ProteinInduced Disassembly of Dendritic Supramolecular Assemblies Using Lipophilic Ligands” V. Yesilyurt, R. Ramireddy, M. A. Azagarsamy, S. Thayumanavan, Chem. Eur. J. 2012, 18, 223-2294.“PhotoRegulated Release of NonCovalent Guests from Dendritic Amphiphilic Nanocontainers” V. Yesilyurt, R. Ramireddy, S. Thayumanavan, Angew. Chem. Int. Ed. 2011, 50, 3038-3042.5. “Disassembly of Dendritic Micellar Containers Due to Protein Binding” M. A. Azagarsamy, V. Yesilyurt, S. Thayumanavan, J. Am. Chem. Soc. 2010, 132, 4550-4551.6.“Amphiphilic Nanoassemblies for the Detection of Peptides and Proteins Using Fluorescence and Mass Spectroscopy” M. A. Azagarsamy, A. GomezEscudero, V. Yesilyurt, R. W. Vachet and S. Thayumanavan, Analyst 2009, 134, 635-649.7.“Redox, Ionic Strength and pH Sensitive Supramolecular Polymer Assemblies” S. Ghosh, V. Yesilyurt, E. N. Savariar, K. Irvin, S. Thayumanavan, J. Polym. Sci., Part A: Polym. Chem. 2009, 47, 1052-1060.8.“Antioxidant Potential and Phenolic Constituents of Salvia Cedronella” V. Yesilyurt, B. Halfon, M. Ozturk, G. Topcu, Food Chem. 2008, 108, 31-39.9.“Constituents of Salvia Microphylla” Z. Aydogmus, V. Yesilyurt, G. Topcu, Nat. Prod. Res. 2006, 20, 775781.Presentations1.“Light Induced Disassembly of Dendritic Supramolecular Assemblies” V. Yesilyurt, Research Fest 2010, UMass Amherst2.“Protein Binding Induced Disassembly of Dendritic Nanocontainers” V. Yesilyurt, Research Fest 2009, UMass Amherst3.“Janus Dendrimers with Stimuli Sensitive Properties” V. Yesilyurt, MRSEC, 2008, UMass Amherst

ReferencesProf. Robert Langer, Postdoc advisorMassachusetts Institute of TechnologyProf. Daniel Anderson, Postdoc advisorMassachusetts Institute of TechnologyProf. Sankaran Thayumanavan, Ph.D advisorUniversity of Massachusetts Amherst

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TARKAN TOPCUOGLU44 James Ave. Agawam, MA [email protected] | (413) 593 9090 x200

EDUCATION

American College of Education Indianapolis, Indiana Doctor of Education Major: Educational Leadership Attended September 2015 to Present

Marmara University Istanbul, Turkey Master of Science in Education Major: Electronic-Computer Education, Minor: Instructional Technologies Attended September 1999 to June 2002 Degree conferred June 2002

Marmara University Istanbul, Turkey Bachelor of Education Major: Electronic-Computer Education, Minor: Instructional Technologies GPA: 2.900 Attended September 1993 to June 1999 Degree conferred June 1999

EXPERIENCE

Central Jersey College Prep Charter School (CJCPCS) Aug 2011 – Aug 2016Chief Education Officer Somerset, NJ

Start-up an elementary school and provide leadership for CJCPCS elementary, middle, and high school

Establish and promote high standards and expectations for all students and staff for academic performance and responsibility for behavior.

Manage, evaluate and supervise effective and clear procedures for the operation and functioning of the school consistent with the philosophy, mission, values and goals of the school including instructional programs, extracurricular activities, and discipline systems to ensure a safe and orderly climate, building maintenance, program evaluation, personnel management, office operations, and emergency procedures.

Ensure compliance with all laws, board policies and civil regulations. Oversees the instructional programs of the school, lesson plans and classes on a regular basis to

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encourage the use of a variety of instructional strategies and materials consistent with research on learning and child growth and development.

Establish procedures for evaluation and selection of instructional materials and equipment, approving all recommendations.

Oversees in a fair and consistent manner effective discipline and attendance systems with high standards, consistent with the philosophy, values, and mission of the school.

Ensure a safe, orderly environment that encourages students to take responsibility for behavior and creates high morale among staff and students.

Keep the Board advised of employees not meeting their contractual agreement. Keep the staff informed and seek ideas for the improvement of the school. Conduct meetings, as necessary, for the proper functioning of the school: weekly meetings for full-

time staff; monthly staff meetingsHampden Charter School of Science Dean of Academics Chicopee, MA

Mar 2009 - Jun 2011

Act as a member of staff hiring committee Coordination and development of instructional programs Making the master schedule of classes which accommodates the needs of full-time, part-time

teachers, and students. Performing all scheduling activities and monitoring students' progress Working with teachers and staff to ensure curriculum is aligned with MA Learning Standards

and achieve school goals Setting high and measurable goals for student achievement and evaluates student progress in the

instructional program by means that include the maintaining of up-to-date student data Providing leadership in assessment as the Assessment Coordinator who is responsible for the

oversight and coordinator of all standardized testing activities Exploring new programs, practices or strategies which will benefit the teaching learning process Providing leadership to improve instructional practices focusing on research-driven practices

Putnam Science Academy Dean of Academics Putnam,CT

Dec 2003 - Mar 2009

Recruiting and recommending professional and non-professional personnel Facilitate and promote the professional growth of teachers Interpreting the school's instructional program as relates to his/her other instructional personnel

and parents Guiding and helping teachers by conducting classroom visitations and demonstrations to

promote governing professional practice Orientating new teachers in appropriate content areas. Deliver school's curriculum, and all round educational development of students

SchedulingWSC( Worcester State College) & Putnam Science Academy Program Coordinator

Jun 2007 - Jan 2009

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Putnam, CT

Provides consistent leadership and accountability for the ESL program Facilitates communication among and between the PSA(Putnam Science Academy) and

WSC(Worcester State College) staff. Maintains accurate student records and submits all reports, as required, in a timely fashion Maintains a safe and orderly school climate Enforces the Code of Student Conduct, attendance policies and procedures Maintains accurate student records and submits all reports, as required, in a timely fashion

UCONN (University of Connecticut) - Putnam Science Academy Program Coordinator Putnam,CT

Jun 2005 - Jan 2007

Provides consistent leadership and accountability for the high school summer school program. Facilitates communication among and between the PSA(Putnam Science Academy) and

UCONN(University of Connecticut) staff. Effectively communicates the mission of the summer school program to staff, students and

parents. Maintains a safe and orderly school climate. Enforces the Code of Student Conduct, attendance policies and procedures. Maintains accurate student records and submits all reports, as required, in a timely fashion.

Putnam Science Academy Computer Science and Technology Teacher Putnam,CT

Dec 2003 - Jun 2006

Since I started at Putnam Science Academy, I have taught number of computer science courses; Database Management, Graphic Design, 3D Modeling, and Introduction to Programming

Fatih Private College Computer Science and Technology Teacher Istanbul, Turkey

Jun 1998 - Jun 2002

I have taught Networking, Windows Server 2000, ISS, System Management, Web Design, and Graphic Design courses.

AWARDS

Received rel H.Bell Award for Outstanding Leadership and recognized as one of eight principals nation wide by US Department of Education in 2016.

Recognition from US DOE for Central Jersey College Prep Charter school becoming an awardee for "National Blue Ribbon School Award" in 2016

Recognition from NJDOE for Central Jersey College Prep Charter school becoming a nominee for "National Blue Ribbon School Award" in 2016

Received proclamation from Franklin Township Brooklyn Borough Mayor Christopher Kelly announcing the Recognition of accomplishment for Central Jersey College Prep Charter School becoming NJ "Reward School" on March 10, 2015.

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Recognition from JerseyCAN for Central Jersey College Prep Charter school becoming a "Top 10" school in New Jersey in 2013

Recognition from NJDOE for Central Jersey College Prep Charter school becoming an "Exemplary Title-I School" in 2014

Recognition from NJDOE for Central Jersey College Prep Charter school becoming "High Performing Reward School" in 2015

Recognition from NJDOE for Central Jersey College Prep Charter school becoming a nominee for "National Title-I Distinguished School Award" in 2015

Excellence in Education Award - Putnam Science Academy 2005WORKSHOPS, PRESENTATIONS, AND TRAININGS

Using Data to Drive Instruction - New Jersey Charter School Conference 2016 - Lead Presenter Developing action plans for RTI programs - Lead Presenter Understanding by Design - Somerset, NJ- Lead Presenter Flipped Classroom - Somerset, NJ - Lead Presenter Total Engagement Techniques - Somerset, NJ - Lead Presenter Google Apps for Education & 1:1 Chromebook program - Somerset, NJ - Lead Presenter Using Accountable Talk to enhance student learning in classrooms - Lead Presenter Effective Grading: A Tool for Learning and Assessment - Lead Presenter Increase student collaboration by using instructional technologies

PROFESSIONAL DEVELOPMENTS

Harvard Graduate School of Education, ASLS New and Aspiring School Leaders Workshop Charlotte Danielson Teacher Evaluation Workshop UbD (Understanding by Design) Curriculum Mapping and Modeling Project Based Learning (PBL) Data Driven Instruction Effective Teaching Strategies and Classroom Management SMARTBOARD technologies Assessment & Accountability for ELL students Microsoft Certified System Administrator Microsoft Certified Professional

PROFESSIONAL AFFILIATIONS

National Association of Secondary School Principals (NASSP) New Jersey Charter Schools Association Education Week American Education News Site of Record ASCD: Professional Learning & Community for Educators New Jersey School Boards Association(NJSBA) New Jersey State Interscholastic Athletic Association(NJSIAA)

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Documents

Hampden Charter School of Science-West Final Web viewHampden Charter School of Science will have positive impacts on the proposed communities. ... U.S. Department of Education ( ),